Traditional Way Of Teaching Research Articles

Analysis of the Current Situation of English Majors’ Oral English Class: A Case Study of Xiamen University Tan Kah Kee College

In the context of reform and opening up and the requirements of the new era, foreign language teaching has always been an important part of cultivating high-quality talents in China, especially English teaching. However, there is still a traditional way of education in the college oral English classroom. Teachers focus on the output of English knowledge, while students need more opportunities to practice speaking English. Thus, there is still room for improvement in the content and form of oral English classes in colleges and universities, which has some research value. In order to improve the oral English classes in today’s colleges and universities, this study takes the English majors’ Oral English class at Xiamen University Tan Kah Kee College as the research object. Based on the interview of the oral English teacher and the observation and analysis of the classroom, the strengths and weaknesses of the classroom are discussed, alongside feasible suggestions and reflections. Meanwhile, it can provide some reference for foreign teachers and other majors in teaching English as a foreign language and provide practical suggestions for improving the content and form of the speaking class in the future to improve students’ language skills and communicative abilities in an absolute sense.

A Critical Comparison of the Learning and Teaching Strategy of the University of Glasgow and the University of Manchester

Abstract: The two broad currents of changes in formal higher education this study focuses on are: the shift from teacher-centred to learner-centred educational approaches, and integration of information and communication technologies. The policy documents that are chosen to analyse in this essay are those of the University of Glasgow and the University of Manchester. This study found three claims that supported Learner centre Education, and the development of technology expanded students' access to education and challenging traditional teaching ways. UOG's policies reflect more first current of changes than UOM's, while UOM's policies reflect more second current of changes than UOG's. The first current of change is more explicitly reflected in UOG's education policy and is only implicit in UOM's policy. UOG regards technologies as flexibility to education, while UOM regards technologies as the fundamental support for new education. However, both the policies of UOG and UOM need to take more into account the challenges and response strategies brought about by these educational changes, and further refine their educational strategies to improve feasibility.

Research on the Problems and Improvement of Junior Middle School Mathematics Examination Review Teaching under the Background of “Double New”

With the deepening and reform of our education enterprise, the traditional teaching way can hardly satisfy the new demand for students’ development. Therefore, educators must actively renew the educational concept, optimize the teaching strategy, push the students to the deeper study. In view of this, this article briefly summarizes the significance of the total review of junior middle school mathematics, analyzes the difficulties faced in teaching and discusses the teaching strategies such as clear teaching objectives, consolidating the foundation of students and adopting diversified teaching methods, so as to hope that these strategies can provide useful reference for educators.

Mastery learning strategy on general mathematics performance

This study aimed to determine the effectiveness of mastery learning strategy on general mathematics performance of Grade 11 Science, Technology, Engineering and Mathematics (STEM) students of Boracay National High School in the District of Malay during the School Year 2023- 2024. The pretest- posttest control group design using match paired subjects were utilized in this study. Twenty students were involved in this study where 10 students per group comprised the experimental and control groups. The control group was taught using the traditional way of teaching while the application of mastery learning strategy were used in the experimental group. The statistical tools used were the Frequency, Sum, Percentage, Mean and Standard Deviation for Descriptive Statistics, T- test for dependent samples, T- test for independent samples and Cohen’s D for inferential statistics. Findings revealed that there was an improvement in the mean score of the control group but remains in the proficient level and those students taught with MLS got a higher mean score that made them to attain the high proficient level. There was a significant difference between the level of general mathematics performance of students.

Transformative Medical Education: The Role of E-Pads in Revolutionizing Examinations Processes in Medical School

Electronic pads (E-pads) in medical education and examination revolutionize pattern schemes and enhance better learning methods. This review addresses E-pad implementation in medical school examinations, which mainly focuses on the usefulness of this technology, including its capacity to enable easy assessment, improve interactivity and engagement, make automatic exams that adapt to user personality and feedback, maintain data security, and to ensure accessibility and inclusivity during assessments. E-pads enlighten the assessment process by providing ease of digital test administration, and standardization of format and grading processes, hence delivering an efficient and consistent output. Interactivity features such as touchscreen interfaces combined with incorporating multimedia elements in the app arouse the engagement, understanding, and comprehension abilities of the learners. Learners' progress is met with adaptive testing algorithms that adjust the examination to their performance levels. In return, learners are supported by feedback mechanisms that create personalized learning paths. Next, E-pads can tackle issues with data security by encryption protocols and remote invigilating tools. Also, the usability of personalised accessibility features provides equality in access to college students with disabilities. Moving ahead, emerging technologies in E-pad will contribute to continuous improvement by integrating advanced features for autonomous item generation and adaptive testing. Through the extension of the potential of E-pad technology, medical educators can create more vibrant and inclusive examination conditions, and in addition, uplift the traditional way of education, so that the students can stand their ground towards modern healthcare practice.

There Is Another Room on the Other Side of the Screen: Learning via Zoom in a Hybrid Context

he tradition of physical presence in higher education has existed for years. Hybrid learning designs have emerged in recent years as a complement to the traditional way of teaching. This has created flexibility in education independent of time and place. The increasing number of students underscores an ambition to obtain high-quality education. Hence, it becomes critical understand how distance students residing in other countries perceive online-teaching in a synchronous hybrid-form, interconnected with traditional classroom teaching. The purpose is thus to gain an in-depth understanding of the factors affecting the experience of learning and engagement through Zoom. The data consists of 22 hours’ observation of Zoom lectures, supplemented by interviews with two distance students, to enable an in-depth understanding of the Zoom teaching model. The theoretical approach used is Community of Inquiry. The results highlight key conditions for the learning experience in the studied course and show that participation through Zoom in a hybrid classroom affects social and cognitive presence. This limits the interaction between physical classrooms and Zoom rooms and causes limited access to ongoing classroom activities, which slows down the learning process.

ENHANCING LANGUAGE LEARNING ATTITUDES THROUGH GAMIFIED LANGUAGE CAMPS: A 21ST CENTURY APPROACH

Teachers are accustomed to traditional teaching, in which chalk-and-talk becomes the prominent approach in language teaching. Hence, planning a creative learning environment can be demanding as it comes with challenging tasks. However, the traditional way of teaching and learning can be inadequate for learners to retrieve knowledge in the 21st century classroom, as they prefer game-like activities rather than pen-and-paper lessons. Therefore, learners’ experience of using gamification in the classroom is significant as it sparks curiosity and immediate enthusiasm, which reflect the learners’ willingness to learn. Importantly, gamification prepares learners to be active and take responsibility for their learning. Fun games instilled during the lessons are believed to be more effective in producing positive outcomes due to learners feeling motivated to play more. However, learners would not realize that they are learning. This was followed by a selection of 108 respondents using gamification and a series of class activities in language learning at a local primary school in Kuala Selangor district, Selangor. The study was conducted using a quantitative survey method which involved administering questionnaires to the Language Camp participants at their respective schools. Data was collected, analyzed accordingly, and presented in the form of tables. The results showed that the integration of gamification in language learning aids learners to improve their creative, critical, and problem-solving skills. Likewise, interesting and engaging activities subconsciously spark the learners’ interest in language learning.

Challenges in Student Centered Learning

Abstract: In a student- centered approach the student is at the center of student-centered learning, where learning is dependent upon the learner's interest. It empowers learners to take ownership of their learning process, encouraging and experience real life situations. The goal of this project is to determine the challenges schools, teachers and students are facing in adopting modern technologies. The author discussed the types of student-centered learning and how a teacher can gain attention of students while using gadgets. The Prons and cons of applying student focused learning is mentioned in the article. It also shows how it is different from traditional ways of teaching and its changes are beneficiary for student and teacher. Therefore, NEP 2020 emphasizes education for all children but on the needs of the student rather than the teacher. The scaffolding means teacher helps students through their guidance, but the completion of activity is done by students. in student learning approach the student not only enhances the confidence but also use the cognitive and abstract thinking. This approach also develops the leadership skills of students and brings harmony among peer groups. The challenge teachers are facing is to use individualized plans for every diverse need of students. There is an enormous difference between student centered and traditional ways of teaching. The students are given opportunities to explore more and focus on practical work. Students become more responsible for their future course of action. In student centered learning, the students do abstarct thinking and teachers take them to field work for real life experiences. Many different commissions are developed by government of India to engage every student in practical world and give them opportunities to become a successful citizen. E- learning is the best example for student involvement in online mode with their peer group. Some of the tasks are given online by a teacher like making PPT whitehanded the computer skills and confidence of student in giving presentation.

Problem-based Learning (PBL) Using Resource Mining as a Teaching Approach: An Action Research

Problem-Based Learning (PBL) is a teaching approach wherein learners are immersed in different issues to create real-life solutions. This approach is widely used to increase learners’ academic performance and promote positive behavioral change. Following the positive impacts of this approach, this study was conducted to uncover the possibility of merging PBL with secondary resources (articles, videos, recorded lectures) to create an innovative teaching approach responsive to the call for ICT integration in 21st-century education in teaching scientific concepts. A quasi-experimental research design was used in this study with a total of 240 Grade 7 participants (six sections). The selection of this target group is based on the PISA 2022 result wherein the Philippines have attained a very low performance in the scientific literacy component. Following this, a pretest was administered to each volunteered participant, and groupings were assigned based on the mean score of their result (control and experimental). Analysis shows no statistically significant difference in the targeted group’s pre-test performance, confirming that all groups have the same knowledge on the topic (atmospheric phenomena). The developed approach was implemented in the experimental group, and the control group was immersed in the traditional way of teaching. Data shows that the overall post-test performance of the experimental group is fairly satisfactory (%=79.73), while the control group’s performance did not meet the expectation (%=60.13). Analysis further revealed a statistically significant difference between the experimental and control groups. Moreover, when analyzed by Hake’s gain method, the experimental group achieved a medium gain performance while the control have achieved a low gain performance. The findings of this study imply that merging PBL with secondary resources can increase learners’ performance on atmospheric phenomena topics. Thus, this study suggests to use PBL with secondary resources in teaching environmental-related concepts to increase learners’ knowledge and awareness.

Physics Educational Technology (PHET) Simulations in Teaching General Physics 1

As stipulated in the "K to 12 Program" of the Department of Education, Philippines, the traditional way of teaching and learning should be transformed into electronic learning where ICT skills and technologies are introduced to the 21st-century learners, as well as 21st-century teachers. This paper tried to determine if teaching by utilizing Physics Education Technology (PhET) Simulations can impinge on the mastery of the least learned competencies in General Physics 1. It specifically analyzed the Proficiency level and Performance level in demonstrative applications in Physics. The current study also proposed an enhanced lesson plan exemplar that can be adopted by STEM teachers in teaching Physics. The descriptive method of research was employed in the study. During the investigation, there were 49 Grade 12 STEM students participated. The study concludes that PhET Simulation-Integrated instruction can improve the students' proficiency level on the least mastered competencies in General Physics 1. It also strengthened the claim that PhET Simulations can be a virtual laboratory for assessing students' performance on demonstrative applications. Further, utilizing and integrating PhET Simulations in delivering physics lessons can promote positive and engrossing learning experiences among learners.

Discussion on Teaching Reform of Visual Communication Design Major

At present, with the continuous innovation and development of education, social demand has put forward new requirements for the development of professional education in colleges and universities. The traditional way of education has been unable to meet the needs of talents in the current society, especially the visual communication design major, which needs to accelerate its curriculum teaching reform in the new era to train more excellent design talents. Therefore, this paper takes the teaching reform of visual communication major as the content, and studies how to improve students understanding of visual communication design and carry out reform and innovation as the content, so as to cultivate students hands-on ability, hoping to be helpful to relevant researchers.

Possibilities for improving teaching practice through the application of inquiry-based learning

Contemporary society, in which the education system is an integral part, is facing increasingly dynamic educational challenges in the 21st century. The implementation of an inquiry-based approach to teaching is emerging as one of the responses to such challenges. By moving away from the traditional way of teaching, it is possible to enhance the quality of learning and teaching, encourage an active role of the students, and thereby contribute to the comprehensive development of their competences that prepare them for life. In the educational context, it is necessary to provide students with a suitable experience for the development of competences and skills needed for effective inquiry-based learning. Inquiry-based learning methods can greatly contribute to the development of problem-solving skills and critical thinking in students who are transferred from school to everyday activities. In creating a stimulating and dynamic learning environment and engaging students in inquiry processes, the role of the teacher is crucial. They lead, guide, and support students in independent problem-solving tasks and in drawing conclusions, enabling them to gain insights into the world around them.

Use and Influence of Technological Gadgets on Students’ Performance in Art Production

Despite the opportunities afforded art teachers in the use of technology today, many of them avoid these opportunities; either because they are not interested or they prefer the traditional way of teaching or they lack the know-how to use them. A cursory look at our Art institutions and Departments in Nigeria today reveals that there is need to overhaul the training methods and facilities in the system to meet global standard and technology-driven society of our time. This paper discusses the place of technology in Art pedagogy; looking at studio practice and theory, its influence on art production and sustainability in the future. The purpose of the study is to evaluate the quality of computer gadget-aided paintings and those made from real objects among selected students in tertiary institutions. Methodology adopted includes literary review, survey and practical experiments. The paper points to the fact that the role of technology cannot be over-emphasized in art teaching and learning, exhibition and sale, recording, preservation, as well as documentation and archiving of art experiences. It is recommended that teachers of Art must be abreast with modern techniques in teaching in a dynamic and technology-driven world of today.

The Evaluation of a Technology-Embedded Solar Energy STEM (SESTEM) Module: A Pilot Implementation of Modern Teaching Tool for Diploma Science Students

Utilising an excellent teaching tool is vital for students' education nowadays. In contrast to the traditional teaching way, Technology-Embedded Solar Energy STEM (SESTEM) module was created as a modern teaching tool for physics subject. In order to develop and evaluate the students’ perception towards the complete SESTEM module, developmental research and technology acceptance model (TAM) were applied in this research study. 52 randomly selected diploma students from Sultan Idris Education University (UPSI) were involved as respondents in this work. After the development of the SESTEM module using the analysis, design, development, implementation and evaluation (ADDIE) model, the perceptions of students as respondents towards this module were evaluated based on the TAM via questionnaire. Based on the responses from the respondents, the majority of the respondents demonstrated positive attitudes and behaviour intention, as well as agreed that the SESTEM module was useful as a teaching tool. Besides, the respondents showed a positive technological acceptance towards SESTEM module. The respondents' acceptance was contingent on the employment of technology for educational purposes in the future. Consequently, SESTEM module could be utilised by educators as a contemporary tool for enhancing student learning for future benefits.

Use of ICT Tools in Open and Distance Learning System

Many schools now use the fourth generation of distance education, also known as the flexible learning model. This means that distance education is changing a lot. This is because every day there are new ICT tools that come out. There is both hardware and software in these ICT tools. The computer is the most important piece of hardware for electronic communication. Other devices that are being used more and more are hand-held ones, like iPods, cellphones, e-readers, mp3 players, and so on. A huge variety of software is available to help people learn. Some of these are learning management systems (LMS) for virtual universities, e-learning programmes, and programmes for making multimedia. Find out about the different kinds of software that are used to teach and learn. All of these ICT tools work together to let people learn from afar using the Internet or the World Wide Web. The traditional way of teaching has had to change because of the use of ICT tools for distance learning. These issues will be looked at in the sections that follow.

Effectiveness of Interactive Learning Strategies in Teaching World History

The study aimed to identify the effectiveness of interactive learning strategies in teaching world history of Grade 8 students. This quasi-experimental phase of the study involved 30 match-paired number of Grade 8 students of Southville I Integrated National High School, academic year 2019 – 2020. Statistical formula like mean, standard deviation, and paired t-test analysis were utilized in determining the significance of the differences between the formative, pre-test and post-test mean scores of the students in the experimental group and comparison group. Based on the findings of the study, it was concluded that there is no significant difference between the post-test mean score of the experimental and comparison group. Likewise, it was concluded that the two groups partly upheld the null hypothesis such that there is no significant difference between the mean scores of the students in the formative test. In the result, there is only one rejected hypothesis wherein the entire group had shown high scores because of the given learning strategies to the learners. The null hypothesis stating that there is no significant difference between the post-test mean score of the comparison and experimental group is hereby rejected. There is a large effect on the given exercises to the learners due to its own given problem that some of the students who had been experiencing the new way of teaching really give an evaluation of high scores rather than in the traditional way of teaching.

Transitioning to Individual Learning Paths in the Opinions of Students and Teachers: the Case of the University of Tyumen

The aim of this study is to measure and evaluate the application of personalized learning technology based on the system of individual educational paths at the University of Tyumen. In order to collect and analyze the data, the strategy of mix-methods was applied, which allows both for identifying the most common trends in the opinions of the subjects of educational space, and for obtaining detailed interpretations of the ongoing changes. The purpose of the study is to identify the opinions held by the key subjects of education when it comes to educational activity content and technologies, the benefits and risks of individual learning paths and the traditional way of teaching. Interviews with teachers demonstrate that in assessing the positive aspects of the transition to individual learning paths, such aspects have been taken note of as the possibility of focusing on one’s own interests, increased motivation and desire for professional development in a competitive environment, as well as simplification of reporting as a result of digitization. What teachers are apprehensive about is a decline in the fundamental nature of training and the de-professionalization of students, the collapse of stable social ties and identities of teachers, subpar living conditions due to continuous spatial mobility, and uncertainty when it comes to workload. The study showed that a fifth of students are not satisfied with the learning outcomes under new conditions and experience difficulty adapting in mixed groups with other students of different specialties. The variability and individualization of education is not yet a priority for students enrolled in traditional programs. Students pursuing individual study paths do not realize the many advantages the new system provides when it comes to forming the personal qualities necessary for successful selfrealization, due to them lacking the opportunity to compare their form of education to what is considered traditional.

Teaching Science Out-of-field: Beliefs and Practices

<p style="text-align: justify;">Out-of-field teaching in science is a phenomenon in many secondary schools across the world. While the reasons for out-of-field teaching are complex, its incidence is heightened in low socio-economic communities and in regional and remote school locations. Research on out-of-field science teaching in secondary schools has tended to focus on teacher competence, particularly in relation to pedagogical content knowledge. However, while teachers’ beliefs and teaching practices within their specialist subject are shown to be related, it is unclear how teachers’ beliefs and practices alter when teaching across subject boundaries. Using a boundary-crossing lens, where teachers engage in passing back and forth between different contexts, this study explored the relationship between teachers’ beliefs about their in-field and out-of-field discipline (science) and the connections to their teaching practice. Interview data, including a video-stimulated interview of a lesson in a teacher’s specialist field and then a subsequent out-of-field lesson, were analysed using the framework of a belief that investigated the relationships between in-field and out-of-field beliefs and practices. Findings indicate that those who teach science out-of-field revert to traditional ways of teaching, despite being more open and adventurous in their in-field discipline areas. However, there were significant instances of boundary crossing with their pedagogy to support their teaching – both in-field and out-of-field. These findings support the development of structured mechanisms and strategies to assist teachers to cross boundaries to establish new and unique interdisciplinary practices.</p>

Immigrant Parents’ Perspective on Their Children’s School and Education in the Era of COVID-19: A Case of Vietnamese Mothers in South Korea

During the COVID-19 pandemic, schools in South Korea were forced to shift from the traditional way of teaching and learning, face-to-face, to online learning. The purpose of this study was to explore how Vietnamese immigrant mothers in South Korea felt about their children’s schools during the COVID-19 pandemic. To do this, the qualitative data collection method, qualitative research interview (QRI), was applied. Six Vietnamese immigrant mothers who had children attending elementary school were interviewed, and Colaizzi’s descriptive phenomenological method (DPM) was used to analyze their stories. The results indicate that the Vietnamese mothers had mixed feelings regarding how schools responded during the pandemic. There did not seem to be technological barriers to their children’s online learning, but the mothers did not indicate that they were satisfied with the online learning provided by their children’s school during the pandemic. They seemed to have low expectations for the online learning environment itself and thought that their children were not getting enough attention from their teachers in the distance-learning environment. In addition, the immigrant mothers did not have enough access to information about their children’s education. They were strongly concerned about the reduction in opportunities to socialize caused by distance learning. These findings imply that establishing a trusting and meaningful relationships to create a healthy school community is more important to Vietnamese immigrant mothers than academic achievement or developing efficient online learning content.

Developing Design Principles for Sustainability-Oriented Blended Learning in Higher Education

Climate change forces higher educational institutions (HEI) to reconsider their traditional ways of teaching and organising education. This implies that they should reduce their impact on the environment and provide sustainability-oriented education. Blended learning (fusion of on-campus and online learning) may provide an appealing solution to achieve both objectives. It may reduce HEI’s climate impact by reducing student travel to and from campus and support the development of students’ sustainability competencies. In this paper, pedagogical design principles and recommendations are developed to design such a sustainability-oriented blended learning configuration. A realist review methodology is used to distil and develop pedagogical principles for blended learning. These principles were mirrored against pedagogical approaches that have been identified as suitable for developing sustainability competencies. This mirroring revealed some overlap but also some notable differences. Common principles include self-regulation, community building, discussion, knowledge management, and collaboration, but some principles identified in sustainability-oriented education are noticeably absent, including self-awareness, orientation towards sustainable change, and interdisciplinary collaboration. The insights guide designing sustainability-oriented blended learning and vice versa can also provide ideas for people working in off-line place-based contexts on sustainability-oriented education, to consider blended options.