Traditional Teaching Style Research Articles

INTEGRATION OF GEOGEBRA IN TEACHING GEOMETRY TO YEAR 5 PUPILS IN PRIMARY SCHOOL

The TIMSS 2019 results indicated that 55% of Form 2 students in Malaysia struggle with learning geometry concepts. This quasi-experimental research aims to improve students’ geometric concepts by developing a geometry learning module. The module integrates GeoGebra and aligns all five van Hiele Learning Phases in the learning activities. The learning activities in this module focus on building and developing basic concepts in geometric measurement such as perimeter, area, and volume. In this research, 50 Year Five students in Tawau District were divided into two groups: the experimental group (n=25) and the control group (n=25). The experimental group used the module while the control group was taught using a traditional teaching style. Pre- and post-tests were used in measuring their geometric thinking levels by referring to the first three van Hiele’s Geometric Thinking Levels: visualization, analysis, and informal deduction. The data analysis showed a noticeable increase in geometry thinking levels in the experimental group. This showed that the usage of the geometry learning module integrated with GeoGebra was beneficial in helping pupils improve their learning rather than the traditional teaching style. In conclusion, using technology such as GeoGebra in learning activities can help students learn basic geometry concepts effectively.

E-Learning Challenges in STEM Education

This work reviews the key challenges surrounding teaching Science, Technology, Engineering, and Mathematics subjects known as STEM. The research has uncovered a significant gap between traditional teaching styles and the need to develop and adapt to new remote-learning modalities. The work describes the technological, pedagogical, social, and institutional challenges, finally identifying the importance of their joint interaction. Since the COVID-19 pandemic, it has become evident that STEM educators must increase their awareness and knowledge of instructional models focused on using digital platforms. The current trend is centred on developing remote-learning tools, which will likely become the predominant learning norm as the economy’s viability increases. However, these remote-learning approaches must maintain interaction with the physical world, as understanding real-world phenomena is crucial for improving learning processes. STEM learning through e-learning will have a greater chance of success if academic institutions collaborate with other sectors of society, such as the business sector, to receive feedback for the continuous improvement of the proposed teaching methods.

Strategies used in blended and learning and virtual laboratories for STEAM education

This paper explores the development of online learning practices in engineering education at “Gh. Asachi” Technical University in Iaşi (TUIaşi) from 1994 to present, including the Covid-19 pandemic period. It highlights ways in which blended teaching and learning (BTL), including virtual laboratories, gradually replaced the traditional face-to face teaching style. By 2020 advances in Internet technology and the latter’s widespread use had already enabled the emergence of hybrid classes. The author present his contribution to the development of online learning practices at the above public higher education institution, which boasts being the oldest in engineering education in Romania. At present, this university uses Moodle to manage its online learning programme. The paper looks into the following topics: use of the Internet and of educational platforms at the Departments of Teacher Training at Al. I. Cuza University (UAIC, Iaşi) and TUIaşi; implementation of innovative teaching practices, such as e-pedagogy; transition to blended learning as the dominant student-centred teaching style; contribution of digital technology to greater learner engagement and satisfaction; collaboration with universities from Romania, the Republic of Moldova, Egypt, and other European countries.

Prospects and Challenges that Teachers and Learners Face when using Field Study in Teaching and Learning Biology Subject at Ordinary Level of Secondary Education: A Case Study of Public Secondary Schools in Morogoro Municipality

Learning that occurs in a field setting is widely recognized as a very effective approach to connect science content to the real world. It is also a powerful experience that promotes the development of learners’ scientific skills, enhances active learning and promotes enthusiasm to biology subject among students. However, teaching biology through field study encounters several challenges that impedes effective implementation in public secondary schools. Thus, this study seeks to investigate the Prospects and Challenges that Teachers and Learners Face when using field study in teaching and learning biology at ordinary level of secondary education and to establish remedial measures to address these challenges. The study uses purposive sampling to select 56 respondents from 107 population including 10 heads of public secondary schools and 46 biology teachers. The study also adopted a concurrent transformative mixed approach. Data were collected by using interview guide and questionnaire. The reliability of the instruments was tested by computing Cronbach’s coefficient alpha (α) during pilot study where inter-item correlation was proved to be r = 0.872. The qualitative data was confirmed to be credible, transferable, confirmable and dependable through trustworthiness. The quantitative data analysis was done through Statistical Package for Social Science (SPSS) version 25 computer, while qualitative data were analyzed thematically. The study identifies institutional barriers to field study such as inadequate resources, overcrowded classes and fear of risk. Teachers face barriers such as traditional teaching styles, shortage of biology teachers, inadequate training, lack of experience, and fear of student risks. To address these challenges, the study recommends that the collaboration between school administrators, and field site management ad teacher’s training may foster a positive school culture, resource mobilization, employing more teachers, formulating supportive policies and utilizing school surroundings for study.

Meningkatkan Hasil Belajar PAKAT dengan Model PBL Fase D Kelas 9 SMPN 4 Tebing Tinggi

The low learning outcomes in Catholic religion for 9th-grade students are a problem, and the root of the problem is teachers' propensity to employ a traditional teaching style called lecturing. The researcher tries to apply the PBL approach to enhance learning results. Both qualitative and quantitative descriptive research models are used in this study. SMPN 4 Tebing Tinggi is the research site. The study's findings suggest that applying the PBL approach can enhance students' learning objectives. The fact that learning results improved from cycle 1 to cycle 2 with data showing that in the cognitive aspect, the competent category is at 22.2% and the proficient category at 77.8%. In the affective aspect, the competent category is at 11.1%, and the proficient category is at 88.9%. A similar trend is observed in the psychomotor aspect, with the competent category at 11.1% and the proficient category at 88.9%. The study concludes that the use of the PBL model in learning can enhance the learning outcomes of 9th-grade students.

Exploring Undergraduate Medical Students Perspectives on PowerPoint Presentation In Medical Evaluation: A Qualitative Study

PowerPoint lectures are a growing way of improving topic understanding for students. Its use in teaching has increased in every field of education. Objective: To access different perceptions of students towards PowerPoint lectures at public sector medical college. Methods: Phenomenological survey was performed in Physiology Department, Sahiwal Medical College, Sahiwal. Questionnaire was spoken in front of participants one-by-one and responses were collected in voice notes. These responses were converted into text later. Six undergraduate students of 1st, 2nd, and 3rd year each were included in study. Results: Under the Development section the participants said "Yes, PowerPoint teaching helps in better collection of subject matter because it allows one to dive into the excellent presentation of PowerPoint." After that, we discussed the Spectacles part "Yes, PowerPoint teaching increases attention span to the lecture session when it is being made in a versatile pattern." When discussion moved towards Multimedia "Yes the major difference between PowerPoint teaching and traditional board teaching style is that you cannot deliver your expressive thoughts in board teaching styles." When discussion moved towards teaching. One of them said, "Educators can improve the integration of PowerPoint in teaching by using it as a support tool, not a replacement for teaching." Conclusions: Our study concluded that there was difference of opinion among students regarding PowerPoint in terms of its uses and better integration in lectures. Still, further studies are required to find out more beneficial ways of using PowerPoint in educational system.

Effect of outdoor learning inquiry-based activities on learners performance in science: A sequential explanatory design

This study aimed to determine the effect of Outdoor Learning Inquiry-Based Activities (OLIBA) on the performance of grade 5 students in science. A sequential explanatory mixed methods design was used in the study. The respondents were the 180 grade 5 students from the representative divisions in Region XI. Sixty (60) grade 5 students from each division namely Davao Occidental, Tagum City, and Davao City were considered as respondents. The study utilized two instruments; the standardized test and the researcher-developed interview guide. The statistical tools employed were Mean and standard deviation and Independent Samples t-test. The results revealed the pretest performance of the students in the experimental and control groups in the three divisions was described as fairly satisfactory. Also, the students in the experimental group demonstrated an outstanding performance in the posttest due to the use of OLIBA while the control group registered a very satisfactory performance with the use of the traditional style of teaching. The result of qualitative analysis of participant's experiences in the pretest revealed similarities in content difficulty. After the implementation of OLIBA, both pupils and teachers revealed similarities in knowledge acquired and engagement due to OLIBA. Keywords: Inquiry-based; learners; outdoor learning; performance; sequential explanatory

Electronic Math Problems Analyses and Mastery of Operations, Rules, and Expressions (E-Math Pa More) on the Performance of Grade 9 Students

This study sought to assess the effectiveness of Electronic Math Problems Analyses and Mastery of Operations, Rules, and Expressions (e-MATH PA MORE) as digital learning material in the performance of Grade 9 students of Libagon National High School in Math for the School Year 2022-2023. In order to collect data from the students, this study used a two-group quasi-experimental design including pretest and posttest. The study involved the participation of seventy (70) Grade 9 pupils. One of the two sections, each with 35 pupils, acted as the control group, while the other was the experimental group. To determine the study's findings, the data were statistically treated using inferential statistics, specifically T-test (paired and independent), mean and standard deviation, frequency, and percentage. Based on the study's findings, it is possible to infer that both e-Math PA MORE and the traditional style of teaching are effective in teaching Mathematics. However, a greater improvement in Mathematics performance was noticed in the class when e-Math PA MORE was used, indicating that it is more successful than the old method. Hence, e-Math PA MORE offers learning experiences to aid in the formation of knowledge, particularly in mathematics. Furthermore, teachers should be properly equipped with the information and abilities necessary to create e-Math PA MORE. It is recommended that further studies should be conducted to continually improve the utilization of e-Math PA MORE, accentuating on teachers’ preparedness and attitude.

THE EFFECTIVENESS OF JIGSAW COOPERATIVE LEARNING STRATEGY AMONG BACHELOR NURSING STUDENTS AT ZIAUDDIN UNIVERSITY, KARACHI

Objective: This study aimed to determine the effectiveness of the jigsaw cooperative learning strategy among Bachelor nursing students. Material and Methods: The quasi-experimental study was conducted from July to December 2021 at Ziauddin University Faculty of Nursing and Midwifery, Karachi, among 60 students of 4th year BSN, approached by non-probability consecutive sampling method. The willing students of BSN year VI were included. The participants were divided into A and B groups. Group A was interventional, and group B was non-interventional. Independent t-test, Mann-Whitney U test, and Fisher exact test were applied for inferential statistics. Results: The majority, 80% of the participants, were female, and almost half, 31 (51.67%) study participants were between 23-26 years. The average score of the participants through jigsaw cooperative learning and lecture method was18.73±3.5 and 14.13±2.42, respectively. Moreover, it was also found to be statistically significant (p-value<0.001). Conclusion: It is concluded that the jigsaw cooperative learning strategy was found effective as compared to the traditional teaching style. To increase the quality of education in the health sectors, the educational system must accept and apply modern interactive technologies. Keywords: Jigsaw method, lecture method, nursing students

ВИКОРИСТАННЯ В ОСВІТНЬОМУ ПРОЦЕСІ ТЕХНОЛОГІЙДИСТАНЦІЙНОГО НАВЧАННЯ

The integration of Ukraine into the European educational space involves strengthening the requirements for the quality of professional training of future specialists. The main task is to create all the conditions for learning, personal and professional development of students, to ensure the effective formation of their professional competence, regardless of the modern challenges and dangers faced by society in the 21st century. Currently, higher education institutions have a dilemma: are they able to move away from the traditional academic style of teaching to innovations, to focus not on knowledge and skills, but to ensure the process of forming the competence of the future specialist. Considering the circumstances, digital technologies are becoming more and more widespread, and in scientific publications there is a debate about the effectiveness of their use in the educational process of higher education. The integration of digital technologies in higher education creates new opportunities for both students and teachers, making learning more interesting, dynamic, visual, etc. The advantages and features of the use of remote technologies to improve the quality of professional training of future specialists in the conditions of a mixed form of organization of the educational process in institutions of higher education, which creates new conditions of learning and cooperation for all participants of the educational process, are considered. The most promising technologies of distance learning are characterized, which have important advantages, taking into account the peculiarities of the professional training of future specialists in the conditions of mixed learning in institutions of higher education. Such technologies include: gamification of the process of professional training of future specialists, quest technologies, cloud-based learning technologies, intelligent information systems in education, mobile learning technologies, immersive technologies. Currently, in the conditions of modern existence and development of society, innovative technologies are offered to higher education seekers, which gradually replace traditional methods of learning and ensure flexibility and quality of the educational process. We see the prospects for further research in the improvement of the educational process by determining the optimal ratio of classroom and remote components in the conditions of a mixed form of education in the process of developing the professional competence of future specialists and developing appropriate educational and methodological support.

SUCCESSFUL LEARNING EXPERIENCES OF OT AND PT STUDENTS: ENGAGING OLDER ADULTS IN THE USE OF ASSISTIVE DEVICES

Abstract The Arkansas Colleges of Health Education and the Arkansas Geriatric Education Collaborative collaborated on a project to use an authentic teaching/learning approach with occupational and physical therapy students about the use of assistive technologies (AT) through educating older adults. Twenty occupational and physical therapy students were mentored by faculty/staff to collaborate with community-dwelling older adults to research, develop, and disseminate 27 video vignettes shared via Facebook. The vignettes included demonstrations using AT for self-care, home management, community engagement, and leisure participation to help older adults live safely and independently. Through this authentic learning approach, the students learned about the use and benefits of AT, interprofessional practice, and the importance of collaborating with older adults. Viewers of the videos were encouraged to seek further information, providing yet another opportunity for students to acquire additional information about how to secure AT and engage with older adults. Focus groups of faculty & staff involved in the project were held to determine student learning themes arising from this project. Through these focus groups, faculty/staff expressed that students • conveyed AT recommendations without prompts for clients served in the ACHE on-campus clinic; • demonstrated a greater understanding of available non-medical AT; • revealed greater comfort levels working with older adults; • gained an appreciation and understanding of each other’s disciplines; • attained professional development goals. It was also noted that faculty involved in the project appreciated the authentic nature of the teaching approach as opposed to more traditional teaching styles such as lectures.

Étude exploratoire de profils d’enseignants à risque de burnout : association avec les processus de coping et le sentiment d’auto-efficacité

IntroductionBurnout and its predictors are an increasingly important health issue in the teaching profession. ObjectiveThe present study aimed at identifying teacher profiles at risk of burnout, and to explore their associations with coping processes and sense of self-efficacy using a dual variable and person-centered approach. MethodA sample of 171 teachers (58.50% female) from a French-speaking canton of Switzerland completed the Shirom-Melamed Burnout Measure (i.e., physical fatigue, cognitive weariness, emotional exhaustion), the Teachers’ Sense of Efficacy Scale (i.e., instructional strategies, student engagement, classroom management) and the Coping Scale by Dewe (i.e., need to communicate, traditional style of teaching, problem-focused and avoidant coping). ResultsProblem-focused coping was the only variable that negatively predicted all three dimensions of burnout. Avoidant coping negatively predicted physical fatigue and cognitive weariness while classroom management self-efficacy negatively predicted emotional exhaustion. Additional findings suggested the moderating role of the number of students with special educational needs (SEN) in the relationship between some variables. Three profiles were identified based on a hierarchical cluster analysis. Multinomial logistic regression analysis showed that a higher number of students with SEN, as well as low levels of coping (i.e., problem-focused and avoidant) and sense of self-efficacy in classroom management were associated with a greater likelihood of belonging to the burnout risk profile (representing 21.64% of the total sample). ConclusionFindings from this study not only highlight a relatively large proportion of teachers at risk of burnout, but also a possible co-action of some coping processes and sense of self-efficacy.

Community circles in the development of A1 – Speaking skills

Students in the A1 classroom are significantly immersed in the everyday performance in a captivated world with the use of technological tools, however, it seems that their routinely way of learning and the traditional teaching styles have put apart the interaction and socialization needed in order to create a good classroom learning environment based on respect, harmony, communication and freedom to express ideas that motivate them to produce skills and sub skills in the target language. Therefore, this study suggests Community Circles as a powerful source of building healthy, supportive, and strong assurance of the language production in the classroom community and it also pretends to show how their use in A1 level provokes a helpful and positive effect in students. Community Circles facilitate teachers a door to enter into the academic, social and emotional needs of their students. The current research is an experimental and explicative process under a deductive method and mixed quasi quantitative - qualitative investigation work which aims to come up with the importance of the use of Community Circles in the ESL classroom. As a result, a set of activities is proposed to rely on the use of Community Circles as a teaching strategy in order to build students’ knowledge.

Teaching Methods in Medical Education: An Analysis of the Assessments and Preferences of Students

Knowing which teaching methods students value the most is important, as it directly affects the quality of learning. This paper analyzes which teaching methods are most commonly used in the Medicine Degree at a Spanish university, as perceived by both professors and students. It further explores the students’ assessments of these methods and the relationship between these assessments and the methods’ frequencies of use. The participants were 36 professors and 150 students. Professors completed the Teaching and Assessment Methodology of University Faculty Questionnaire (TAMUFQ), while students were administered a specially designed questionnaire. The questionnaire defined twelve teaching methods, and students were asked to provide their personal assessment and the frequency of use for each method based on their experiences. Professors reported adhering to a traditional style of teaching and assessment. According to the students, the most commonly used method was the lecture, although their assessments of lectures were significantly lower than the frequency with which that method was being used. Regarding the eleven remaining methods, the prospective doctors’ assessments were significantly higher than the methods’ degree of use. The main conclusion is that, while students did not negatively assess lectures, they considered them to be overused. This may mean that the potential of other teaching methods is being missed.

Transformative Pedagogy towards Using Internet of Things in Teaching English at King Khalid University Context from Digital Native Perspective

This study aims to investigate the greatest efforts exerted by the English Language Center at KKU to transform the traditional teaching style based on teacher-centeredness to student-teaching centeredness using the Internet of Things. The study entails the role of using the Internet of Things (IoT) to improve the quality of teaching English at the English Language Center at KKU and cope with the rapid change among digital natives. This study adopts a descriptive-analytical method, and the main instrument used for collecting data is a questionnaire for teachers to investigate the use of the Internet of Things in teaching English. The study's findings have revealed that using and implementing the Internet of Things in teaching the English language Center at KKU context maximizes teaching quality and grasps learners’ awareness and interactivity. Furthermore, it enhances inquiry learning based, flipped class or blended class and autonomous learning. The study recommends implementing the Internet of Things in English classes at KKU.

The Influencing Factors of Project-Based Learning Implementation in K-12 Education

Project-Based Learning (PBL), a teaching and learning style advocated by many schools around the world currently, differs from the traditional teacher-centered teaching style. Compared with the traditional teaching style, PBL has various standards for the overall teaching and learning framework in the classroom. At the K-12 level, due to the relatively young and immature conceptualization of the teaching population, the three aspects of the teacher role, structural design, and environmental regulation need to be fully considered. This paper argues that there is a wider application prospect of PBL in curriculum teaching at K-12 level based on the deepening of curriculum and teaching reform and the evolution of teaching concepts. But at the same time, the framework of PBL determines that it has many clear and detailed requirements for conditions inside and outside the classroom. This paper reviews the current progress of PBL and compiles the important influencing factors of PBL model development in K-12 education stage, hoping to provide inspiration for future PBL curriculum reform design.

English as Foreign Language (EFL) Teachers’ Efficacy and Positive Achievement Emotions: Relations to Instructional Changes After Attending a Study Abroad Program

Due to government policy, the number of study abroad professional development program for EFL teachers increased greatly in China during recent years. Study abroad program aims to help EFL teachers improve their knowledge and teaching practices, which requires them to make adjustments to their traditional teaching styles accordingly. Hence, teachers may experience strong emotional reactions when they are faced with different modes of teaching methods. From the perspective of “emotion”, this study used control-value theory of achievement emotions as the theoretical framework to examine the relationship between teacher efficacy, positive achievement emotions, and instructional changes among 386 Chinese EFL teachers who attended study abroad programs. Purposive sampling was used in data collection. Data analysis was conducted using Structural Equation Model (SEM). The results showed that teacher efficacy correlated positively with positive achievement emotions (enjoyment, hope, and pride) and instructional changes. Positive achievement emotions mediated the relationship between teacher efficacy and instructional changes. Findings showed the impact of teacher efficacy and positive achievement emotions on changes in teachers’ thinking and instructional practices. Based on the findings and limitations of this study, implications on teacher education and professional development program, directions and suggestions for future studies are discussed.

Assessing the Quality of Online Learning During the COVID-19 Pandemic from the Perspective of Iranian Community Health Workers and Their Instructors

Background: Medical education has experienced a significant shift from traditional teaching styles to online, distance, or electronic learning, which applies electronic technology to support teaching strategies and engage learners in the learning process more effectively. Objectives: This study aimed to investigate educators’ and trainees’ viewpoints on virtual education for community health workers (CHWs) at Kermanshah University of Medical Sciences. Methods: Using the census method, we conducted this cross-sectional study among 50 instructors and 150 CHW trainees of education programs at the Kermanshah University of Medical Sciences during 2020 - 2021. Educational materials were provided for learners virtually according to weekly scheduled programs. District Behvarz training center (DBTCs) tried to share educational videos during the period to provide practical training. In addition, clinical placements were considered for learners to facilitate gaining experience in the work environment. During the third trimester of a combined educational program, a 32-item questionnaire including six dimensions of educational design: Learner-instructor interaction, learner-learner interaction, course content, learning opportunities, and course evaluation was used to collect data. The tool was developed based on the criteria for evaluating the quality of e-learning in medical education mentioned by Hakimzadeh and Afandideh. Data was analyzed using SPSS software version 20.0. Results: The participants were quite satisfied with almost all aspects of education. According to the trainers’ and learners’ perspectives, the greatest and lowest scores were in learner-instructor and learner-to-learner interactions, respectively. Students’ scores on online education were higher. Conclusions: It is critical to move to hybrid courses and online learning to take advantage of virtual education and improve the learning process through learning strategies, as well as provide trainees with flexibility through distance learning.

Supervision of Chinese social work students during field practice: Harmonising a student-focused, egalitarian approach with traditional teaching and learning

This article explores the extent to which approaches to supervision developed outside of China fit with Chinese cultural approaches to learning and teaching. Qualitative data were collected from students and supervisors from three different regions in China. The findings suggest that a student-focused, egalitarian approach is fundamental to promote students’ learning at the current developmental stage of the social work profession in China. This approach is in conflict to some degree with the deeply rooted traditional teacher-centred, authoritative teaching and learning style. This study illustrates how a student-focused, equalitarian approach could be applied to alleviate such a tension.

Effects of Cooperative Learning Structures in Physical Education: A Systematic Review

One possibility of successfully dealing with the increasing heterogeneity of students is cooperative learning. However, this learning structure is still rarely used in physical education. To substantiate positive effects of cooperative learning in physical education and to support the commitment of pedagogical staff, the aim of this research was to evaluate physical, social, behavioral and psychological effects of interventions implementing cooperative learning structures in physical education lessons. The current systematic review was designed based on the PRISMA guidelines. Five databases were used to select articles that evaluated effects of cooperative learning in physical education of children and adolescents with an average age within the range of five to 19 years in August 2022. Studies had to report quantitative measured outcomes of cooperative learning. Two authors independently screened studies for eligibility and assessed risk of bias. Descriptive analyses were conducted to evaluate intervention effects. In total, 23 articles reporting 36 outcomes were included in the analysis with an overall sample size of 3699 children and adolescents aged between 6.5 and 17.5 years. Summarized 71% of all reported outcomes resulted in significant positive effects on cooperative learning compared to traditional teaching styles with most positive effects on social outcomes (92%). It is recommended to integrate different teaching styles, e.g. cooperative learning, to improve children’s development and to engage them in lifelong physical activity. Furthermore, interdisciplinary cooperation (e.g. between researchers and pedagogical school staff) should be sought in order to develop pedagogical approaches that consider the needs and prerequisites of students.