Traditional Teaching Techniques Research Articles

Effectiveness of selected small group teaching methods for undergraduate medical students on basic concepts of epidemiology: A quasi-experimental study.

Teaching epidemiology to young medical students using traditional teaching techniques is fraught with myriad challenges. Incorporating innovative small group teaching (SGT) approaches that promote active learning, practical application, and critical thinking can help in overcoming these challenges. To identify the most effective SGT method from selected three approaches [tutorial technique (TT), problem-based learning (PBL), and fishbowl technique (FBT)] to teach the basic concepts of epidemiology to the third-year undergraduate medical students of a private medical college in Puducherry, Southern India. A quasi-experimental study was conducted among third-year undergraduate medical students for 6 months. The sample size was calculated to be 60 using the nMaster 2.0 sample size software. Three groups were formed with 20 students each. A pre-test, which included fifty multiple-choice questions covering topic one, was conducted for students in all three groups. An SGT session on topic one (dynamics of disease transmission) was held on the same day by different facilitators for three groups A, B, and C using the TT, PBL, and FBT, respectively. After 6 weeks of the SGT session for topic one, a post-test using the same questions was organized for all three groups to identify the effectiveness of each SGT method. The above sequence of events was followed for topic two (study designs) and topic three (investigation of disease outbreak) among all groups in the subsequent months. A written informed consent was sought from all students. The collected data was entered in MS Excel 2010 and analyzed using SPSS 21. The pre- and post-tests for all topics in all three groups were compared using a paired t-test, and an ANOVA test was used to find any difference between the groups. The mean post-test score in each of the three groups for all topics had improved when compared with the mean pre-test score, which was significantly different between the three groups. Further, the mean score of group B (PBL group) was found to be higher than group C (FBT) but not significantly higher compared to group A (TT). The mean score of the feedback where the participants were asked to rate the overall session was found to be high in group B (PBL) followed by group A (TT). PBL and TT were found to be an equally effective way of small group methods for teaching-learning epidemiology in medical school.

The Effects of Learning Style-Based Differentiated Instructional Activities on Academic Achievement and Learning Retention in the Social Studies Course

Today, individuals should adapt themselves to the rapidly changing and developing information age and have learning skills. It is only possible by adopting new approaches and strategies instead of traditional teaching methods and techniques. Different learning and teaching approaches are characterized by various methods and designs, such as differentiated instruction. The primary purpose of differentiated instruction is to employ teaching activities depending on students’ learning styles and interests. This study aimed to determine the effect of learning style-based differentiated instructional activities on 4th-grade students’ academic achievement and learning retention in the social studies course. This study draws attention to the differences between differentiated teaching activities based on learning style and traditional teaching practices and proposes practical solutions for effective social studies teaching. In this study used a quasi-experimental model with pretest-posttest control group designs. The study group consisted of 62 4th-grade primary school students. The experimental group completed learning style-based differentiated instructional activities in the study, while traditional teaching methods were used in the control group. The data were collected with an academic achievement test and interview forms developed by the researchers. The quantitative data were analyzed using arithmetic means, frequency, independent group t-test, and dependent group t-test, and the qualitative data obtained from interviews were examined using descriptive and content analysis approaches. A significant difference was found in the experimental group students’ academic achievement in the social studies course, in which learning style-based differentiated instructional activities were applied. There was a significant difference in the retention scores between the experimental group, in which learning style-based differentiated instructional activities were applied, and the control group, in which the traditional teaching methods were preferred. The difference was in favor of the experimental group. Learning style-based differentiated instructional activities allowed students to participate in the activities actively, facilitated classroom management, and offered an entertaining and well-prepared learning atmosphere where individual differences and learning paces are welcomed. The teacher-centered teaching approach based on traditional methods and the direct transfer of information to students should be replaced with student-centered approaches responsive to learning styles, individual differences, interests, and potentials. Social Studies Course Curriculum and educational materials should be enriched with differentiated instructional activities. Social Studies Course Curriculum and materials (e.g., textbooks, lesson plans, and printed materials) should be enriched with differentiated instructional activities.

Transforming Education with the Internet of Things: A Journey into Smarter Learning Environments

This review explores the integration and effects of the Internet of Things (IoT) in education, highlighting its importance in transforming traditional teaching and learning techniques. It examines the early uses and historical growth of IoT, its development, and the turning points in its adoption. It explores IoT platforms, tools, and technologies in education, including wearables, smart devices, augmented and virtual reality, gamification, and collaborative learning. It discusses the role of IoT in improving campus management, including intelligent campuses with IoT-enabled infrastructure, energy-saving technologies, and safety and security improvements. The study discusses data security and privacy issues in IoT installations and the ethical and legal implications of data collection in the classroom. The study also discusses upcoming trends and prospects for IoT usage in education, including AI and machine learning integration. Finally, the review provides insights for educators, decision-makers, and stakeholders, identifying research gaps and recommending areas for future IoT implementation.

Perceptual Learning Styles Among Gifted and Talented Students

The foundation of educational practices for achieving learning objectives is the curriculum. But each pupil learns in a unique way from the others. Many times, traditional teaching techniques do not cater to all types of learners. A range of learning styles can be accommodated by investigating perceptual learning type preferences. It is also crucial for creating curricula and educational programs that are more effective. This study examines the perceptual learning preferences of gifted and talented students at the National University of Malaya's GENIUS@Pintar National Gifted Center. The data for this investigation were gathered using quantitative approaches. A total of 163 students were given the Perceptual Learning Styles Preferences Questionnaire (PLSPQ), developed by Reid in 1984. The results indicate that kinaesthetic learning seemed to be the most favored method.

Penerapan Strategi Diferensiasi Konten dan Proses Pada Gaya Belajar Berbasis Model Problem Based Learning

Education is one of the dynamic manifestations of human culture and a prerequisite for development. Education plays a crucial role in creating high-quality and potential individuals as it is the primary means to enhance human resources. A teacher should take a step towards change, such as transforming traditional teaching techniques (lectures) that are teacher-centered into a more creative and innovative approach. One way for teachers to meet the needs of students is by considering diverse learning styles through differentiated learning. The purpose of this study is to describe the implementation of differentiated content and process learning strategies based on the Problem Based Learning model for various learning styles. The method used is qualitative descriptive with data collection strategies through direct observation. The research was conducted at Grujugan High School with the research subjects being all students of class X.1. Through the application of differentiated learning and the Problem Based Learning model, it is expected that teachers can tailor their teaching to the needs of students, thus creating student-centered learning. The results of this study indicate that the implementation of differentiated content and process learning strategies in class X.1 has been successful. Differentiated learning provides an opportunity for students to learn naturally and efficiently with teachers who can collaborate with the methods and approaches needed by students. There was an increase in student activity in learning before the teacher implemented differentiated learning and used the Problem Based Learning model. By understanding the implementation of differentiated learning, it is expected that teachers can tailor their teaching to the needs of students, thereby creating student-centered learning.

Case-Based Learning in Pharmacy Practice: Observations from an Indian Pharmacy College

Today, it's getting harder to learn a career in pharmacy. In addition to self-guided individual learning, pharmaceutical educators are required to find and adopt ways that support higher-level thinking, collaborative learning, and student motivation. One strategy to achieve these aims is to develop and use case-based learning as an addition to traditional teaching techniques. They support learner-centered, small-group, interactive learning experiences as opposed to large-group, teacher-centered, didactic instruction. A cross-over study between two groups equally exposed to both didactic lectures and case-based pedagogy musculoskeletal system diseases and drug therapy; which involves assessment of perception and small group responses towards case-based learning. The outcome of which is further investigated by administering an objective structured clinical examination. The vast majority of the students reported satisfaction with case-based learning sessions and highly appreciated this method of teaching pharmacotherapy of musculoskeletal system diseases. In our study, more than 93.22% of the students opined that they enjoyed sessions and it held their interest and motivated them to learn better. The ‘t-test between post-test 1 and post-test 2 scores was statistically significant with a P value of 0.0001. This suggests that CBL is effective in students’ learning, and reinforces important concepts, strengthening information retention and long-term memory. In conclusion, the perception of pharmacy practice students towards case-based learning is highly contented and encountered a very positive impact on understanding and retention of knowledge in musculoskeletal system diseases and drug therapies.

Digital Stories for Enhancing Palestinian Refugee School Children’s English Reading Micro-skills: Action Research Study

This action-research-based study aims to investigate the effect of digital stories on students' English micro-skills of reading by designing a series of seven digitized stories based on the seven themes covered in English for Palestine, fourth grade. A digital story is a newly recognized technique in teaching that is believed to improve students’ learning and make it more real and meaningful. It is a technological facility that allows storytellers to accompany their scratch stories with different sorts of multimedia such as video clips, recorded audio, computer generated text and music so that they can be played on learners’ computers and mobiles. The specific objectives of this research are to identify students’ English micro-skills of reading, to illustrate how reading micro-skills-based digital stories can be designed, to illustrate how these stories can be used as a medium to develop English micro-skills of reading and to evaluate the outcome of this technique on these skills. This research study adopted a descriptive analytical approach using a mixed-methods design. The study employed two primary data collection instruments: pre/posttests and reading assessment sessions, and three secondary ones: field notes, comprehension worksheets, and parental reports. The sample consisted of 84 children from UNRWA Biet Lahia Elementary School in North Gaza. The researcher examined the effect of digital stories on students’ English reading micro-skills in the experimental group while maintaining the traditional teaching techniques with the control one. The findings revealed that digital stories can largely enhance students' English micro-skills of English. Additionally, it promotes students' motivation, critical thinking skills, self-confidence and enthusiasm. The researcher recommended further studies in this area with adequate preparation and planning during the whole process of action research.

Edutainment as a Modern English Teaching Technique: a Case Study of Lingua-Socio-Cultural Competence Development of Students Majoring in Interpreting and Translation

The vast majority of present-day students belong to the so-called digital generation, which can be characterized by a number of unique cognitive features formed as a result of the extensive use of digital gadgets and modern technology. New means of interacting with reality and new strategies of cognitive information processing have created a demand for updating the repertoire of traditional teaching techniques. The edutainment technique has the capacity to satisfy this demand. Purpose. This article aims to provide a case study of applying the edutainment technique to develop lingua-socio-cultural competence of the students majoring in interpreting and translation. Methods. The article reviews recent advances in the edutainment technique implementation. The author analyzes the results of the practical application of this technique during English lessons. Results. The case study has shown that the application of the edutainment technique increases the students’ interest in the topic and motivation to study, boosts attention span through the activation of the emotional sphere, and improves the satisfaction from learning. Edutainment also facilitates understanding of complicated, culturally specific topics, helping to develop lingua-socio-cultural competence. While using the edutainment technique, it may be necessary for the teacher to perform the function of an edutainer, i.e., not only provide explanations of cultural contexts but engage students in them. Conclusion. The edutainment technique is beneficial for both the student and the teacher. This technique, by design, satisfies the cognitive preferences of the digital generation as well as the technological requirements of long-distance education, which, after the onset of the pandemic and the war, has become the norm in Ukraine.

GPTEACHER: EXAMINING THE EFFICACY OF CHATGPT AS A TOOL FOR PUBLIC HEALTH EDUCATION

<p>The language used in healthcare to describe diseases, medical procedures, and treatments is identified as medical terminology. Learning medical terminology can be problematic owing to its complexity and volume. Generative Pre-trained Transformer (ChatGPT) is an artificial intelligence (AI) language model that can simulate human conversations while providing individualized feedback, making it potentially a viable tool for learning medical terminology. The purpose of this study is to look at the benefits of using ChatGPT to learn medical terminology. A ChatGPT-based group studied medical terminology using the ChatGPT platform, while a traditional study group heard lectures and read textbooks. Following the study sessions, both groups carried out a test to evaluate their understanding and comprehension of medical terms. The study showed that the ChatGPT-based platform was more effective than traditional teaching techniques in increasing students' knowledge and understanding of medical terminology. When compared to the traditional instruction group, the group using the ChatGPT platform demonstrated significant improvements in their test results. ChatGPT offers the opportunity to improve medical terminology learning by providing students with interactive and individualized feedback. The outcomes of this study can assist with the development of novel and successful teaching techniques incorporating artificial intelligence into education.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0031/a.php" alt="Hit counter" /></p>

Beyond Words: A Case Study Exploring Visual and Audio Strategies in the Poetry Classroom

This paper reports a case study that explores ways to improve Saudi students’ engagement with poetry in English by providing them with alternative opportunities to analyse and express themselves using technology and multimedia. It is a strategic implementation of a culturally appropriate pedagogy that utilises visual language to interpret poems in English. Independently constructing their own videos provided students with a chance to replace traditional written interpretations of poems in the classroom. Allowing L2 students to communicate and express emotions visually gives them access to their creative potential, from which they can construct more meaningful interpretations. This supports the concept of no wrong answers in the reading and analysis of poetry and allows the students to create an exploratory relationship towards reading poetry. This is important for Saudi students in particular since they are not as proficient in written English as native English students. This article also reports the students’ perceptions to determine the effectiveness of visual poetry as an alternative to written analysis of poetry. I investigate the relationship between poetry and pedagogy to allow for individualised attempts to present a particular framework as a medium for studying poetry. The study showed, through their personalised videos, that Saudi students are open to using technology and multimedia that liberate them from traditional teaching techniques and allow them to unlock their interpretive skills and represent their interpretations in original ways. These findings might also have greater relevance to wider debates on extending the use of technology and multimedia as a key element for educators hoping to engage L2 students with reading and responding to poetry in English.

How Blended Learning Techniques can be Applied in Teaching Mathematics to Engineering Students

Begun in the mid-90s, computers have long been a staple in teaching mathematics to engineering students. In recent years, with the effects of the Covid-19 pandemic and the arrival of Generation Z in tertiary education, the role of blended learning has increased. This paper highlights some of the greater challenges and successes of the transition from traditional teaching techniques to the creation of blended learning environments through three case studies. First, the translation of pen-and-paper education to a computerissed form in everyday online and face-to-face practice classes. Second, the reimagination of correspondence courses as blended learning courses. Finally, setting the final exams in a computerised environment: what types of questions are appropriate to measure students' effective understanding of engineering mathematics.

LEARNING ENGLISH LANGUAGE AS A SECOND LANGUAGE WITH AUGMENTED REALITY

The use of augmented reality (AR) in teaching English as a second language is examined in this article. Traditional language teaching techniques sometimes fall short of engaging students and offering real-world applications, which results in boredom and slow development. Through the use of augmented reality (AR) technology, digital content can be superimposed on the actual world to create an immersive and engaging learning environment. Real-world context, quick feedback, and immersive language learning experiences are all provided through AR. This article examines a number of ways that AR may be used to teach vocabulary, pronunciation, grammar, reading, and writing in English. English labels, grammatical rules, and text may be added to real-world items using augmented reality (AR), giving students a useful and fun method to practice what they have learned. Additionally, with the help of AR, learners can practice their language abilities in a variety of simulated real-world settings. The use of augmented reality (AR) in English language instruction has the potential to improve current teaching strategies and give non-native speakers of the language an enjoyable and productive learning experience.

Web-Based Intelligent Tutoring System On Students Achievement And Interest In Technical Drawing In Niger State

The study examines how a web-based innovative coaching system affects students' performance and interest in technical drawing in Niger, Nigeria. The hypotheses created in answer to the two study questions are evaluated using the A.05 significance threshold. The investigation was conducted utilizing a pre-post non-equivalent control group quasi-experimental study design. The study's participants comprised 428 National Technical College (NTC) II, students. The sample size for this study was 180 students, of whom 68 were in the experimental group, and 112 were in the control group. The experimental group employed Simple Random Sampling (SRS) and intentional sampling techniques. The instruments used to gather data are the Technical Drawing Achievement Test (TDAT) and the Technical Drawing Interest Inventory (TDII). The reliability coefficient for TDAT is 0.77, whereas the reliability coefficient for TDII is 0.79 using the Pearson Product Moment Correlation coefficient. The mean was used to answer research questions, and ANCOVA was used to evaluate the hypotheses. The study's findings demonstrated that web-based intelligent tutoring solutions are more successful in raising student achievement and piquing their interest in technical drawing than traditional teaching techniques. It was suggested that professors, particularly those teaching technical drawing, employ a web-based intelligent tutoring system for technical college students to enhance students' academic performance and pique their interest in technical drawing.

Mandatory Gamified Security Awareness Training Impacts on Texas Public Middle School Students: A Qualitative Study

Aim/Purpose. The problem statement in the proposed study focuses on that, despite the growing recognition that teenagers need to undergo security awareness training, little is known about the impacts security training experts believe implementing a mandatory gamified security awareness training curriculum in public middle schools will have on the long-term security behavior of students in Texas. Background. This study was guided by the research question: What are the impacts security training experts believe implementing a mandatory gamified security aware-ness training curriculum in public middle schools will have on the long-term security behaviors of students in Texas? The study gathers opinions from experts on the impacts of security awareness training on students. Methodology. Our research used semi-structured interviews with twelve experts chosen through the use of purposive sampling. The population for the study consisted of experts in the fields of security awareness training for and teaching middle school-aged children. Candidates were recruited through the Cyber-Texas Foundation and snowball sampling techniques. Contribution. The research contributed to the body of knowledge by using interviews to explore the impacts of security awareness training on middle school students based on the opinions and views of the teachers and instructors who work with middle school students. Findings. The findings of this study demonstrate that middle school is an ideal time to provide cybersecurity training and will impact student behaviors by making them more conscious of cyber threats and preparing them to be more tech-savvy professionals. The research also showed that well-designed cybersecurity games with real-world application combined with traditional teaching techniques can help students develop positive habits. The research also suggests that teachers possess the skills to teach cybersecurity classes and the classes can be integrated into the current school day without the need for any significant changes to existing daily schedules. Recommendations for Practitioners. A well-design gamification-based curriculum implemented in Texas Middle Schools, combined with traditional teaching techniques and repeated over an extended time period, will impact students’ behaviors by making them more able to recognize and respond to cyber risks and will transform them into more secure and tech-savvy members of society. Recommendations for Researchers. The research shows middle school instructors and technology experts believe the implementation of a security awareness training program in middle schools is both possible and practical, while also beneficial to the students. The recommendation is to encourage researchers to explore ways to build curricula and games capable of appealing to students and implementing the instruction into school programs. Impact on Society. Demonstrating that training provided in middle school will make lasting impacts and improvements to student behaviors benefits children and their families in the short-term and workplaces in the long-term. The development of a more security-conscious workforce can reduce the significant number of data breaches and cyber attacks resulting from the poor security habits of companies’ users. Future Research. Future research that will add significant value to the body of knowledge includes testing the effectiveness of habit-shaping games to determine whether existing long-term games maintain student interest. Qualitative studies could interview parents of teenagers using habit-shaping games to determine the effectiveness of the applications. Another qualitative study could interview teachers to determine how teachers’ ages affect their comfort level teaching technology classes. Both studies could provide valuable insights into how to implement security awareness training in schools.

Traditional teaching techniques in higher education: ways of optimization (based on teaching “Practical course of the first foreign language” for philological faculties at higher education institutions)

The article deals with theoretical and practical problems of optimizing traditional techniques of teaching foreign languages at higher education institutions. We use the latest achievements of the innovative technology to suggest ways of interactivizing traditional forms and tools of teaching foreign languages. We analize the details of a teacher’s professional activity, using the newest tendencies typical to the present-day higher education system: transforming teacher-centered teaching into student-centered teaching; our research looks at options of modernizing traditional exercises in order to intensify and rationalize foreign language teaching. The purpose of the study is to present and describe an integrative model incorporating all the state-of-the-art forms, methods and tools of teaching foreign languages, worked out, tested and introduced using both traditional and non-traditional and innovative technologies. It will be a self-sufficient structure aimed at forming students’ independent thinking, researching skills, and creativity. Results of research. Thus, our teaching model include the following principles: Firstly, classes are to be conducted in a foreign language only. Secondly, a teacher never interrupts speaking students. Thirdly, learning is based on doing special communicative transformative exercises. Fourthly, a teacher is to act as a facilitator. Fifthly, the dominant class form to be used is pairwork. Sixthly, ICT is to be integrated as out-of-classroom clubs.

The Impact of STAD Strategy on the Academic Achievement of Eighth-Grade Students in Sciences Subject and Developing their Scientific Trends

This research aims to introduce “The Impact of the STAD Strategy on the Academic Achievement of Eighth-Grade Students in Science subjects and Develop their Scientific Trends”. The researcher has constructed two null hypotheses, to reach the objectives of the research. The research's population was limited to eighth-grade basic students at (Delzyan Basic School for Girls) in Soran District the academic year's second semester (2021 - 2022). The research sample has been purposefully chosen. The research included an experimental setup with two groups: an experimental group and a control group, as well as pretest and posttest for the variable (Scientific Trends) and posttest for the variable (Academic Achievement). As a result, the STAD method was used to instruct the experimental group, while, the traditional teaching techniques were used to instruct the control group. The sample of this research consists of (41) students, distributed between two groups; the experimental group includes (21) students, and (20) students in the control group. The equality between the two research groups was tested in a variety of ways. The researcher created two research tools, the first of which consisted of (30) multiple-choice question items to assess the student's academic achievement. The second instrument, which consists of 38 items, is used to assess students' attitudes about science. The tools' authenticity and dependability have been validated. The data was analyzed and the result was obtained using statistical software (SPSS version 25). The results revealed that neither group's students had substantial achievements.  In light of the research's findings, the researcher came to the following conclusions: STAD strategy has not affected eight-grade students’ academic achievement in the experimental group according to science subject, at the other hand, it has been of great importance in changing the trends of female students toward science positively.

Impact of IoT (Internet of Things) on Today’s Education System

The Internet of Things (IoT) has been beneficial to education. It is equally applicable in the field of education as it is in other fields. Aside from traditional classroom technology-based teaching methods, internet technology-based teaching methods continue to supplant pencils, paper, and chalkboards as instructional approaches. It is expanding educational opportunities by replacing traditional teaching and learning techniques. IoT can improve things that contribute to a better educational environment. It provides security through the use of smart cameras, and climate control is accomplished through the use of smart air conditioning units. Smart lighting systems are large and effective at providing better, more energy-efficient lighting. IoT in the classroom means a more polite connection and a more collaborative future for education. IoT devices give students better access to everything from learning materials to communication channels. At the same time it give teachers the ability to measure student learning progress in real-time. As one education professional said of the IoT, “It is not about the technology; it’s about sharing knowledge and information, communicating efficiently, building learning communities and creating a culture of professionalism in schools. These are the key responsibilities of all educational leaders.”

Integrating Immersive Experiences to Instruction through BreakoutEDU

This study employed an escape room motif to engage students to use information literacy course material to solve puzzles. Students practiced research techniques in a classroom environment that bypassed their expectations of traditional course instruction. Instructor objectives were to increase student engagement with the course material, and to foster teamwork among students in a cooperative learning environment. Authors initially obtained 9 kits from Breakout EDU, a company specializing in immersive games. Games were devised for three of the course units, with each unit identifying 4-5 information literacy skills or concepts. The puzzles were focused on reinforcement of the key concepts. After each escape room class session, students completed a short survey. At the end of the semester students completed another survey about their experiences. Over 80% of students indicated the games helped them understand course concepts. Comparisons of final grades in the gamified courses with previous, non-gamified courses revealed that students achieved more A’s and fewer D’s and F’s in the gamified courses. Future directions for study include flipping game design to student groups, and further analysis of correlations between concepts learned through traditional teaching techniques and those learned in Breakout EDU classes.

Effects of mind mapping on learning ESP vocabulary: a case study

The current study aimed at exploring the effect of using mind mapping strategy on learning ESP vocabulary. The research design is quasi-experimental. The sample of the study consisted of an experimental group (33 students) and a control group (41 students). The experimental group received mind mapping instruction whereas the control group received traditional instruction. The impact of the mind mapping strategy was measured using a pre-test and a post-test. The results of the study revealed that there was a significant difference in the mean scores between the pre-test and the post-test results in the experimental group. There was no significant difference in the mean scores of the post-test between the experimental group and the control group which implies that both mind mapping and traditional vocabulary teaching techniques had similar effects on language learning.

Effects of mind mapping on learning ESP vocabulary: a case study

The current study aimed at exploring the effect of using mind mapping strategy on learning ESP vocabulary. The research design is quasi-experimental. The sample of the study consisted of an experimental group (33 students) and a control group (41 students). The experimental group received mind mapping instruction whereas the control group received traditional instruction. The impact of the mind mapping strategy was measured using a pre-test and a post-test. The results of the study revealed that there was a significant difference in the mean scores between the pre-test and the post-test results in the experimental group. There was no significant difference in the mean scores of the post-test between the experimental group and the control group which implies that both mind mapping and traditional vocabulary teaching techniques had similar effects on language learning.