Search results for: teaching materials

Authors: Aber Salem Aboalgasm, Rupert Ward

Abstract:

Teaching art by digital means is a big challenge for the majority of teachers of art and artistic design courses in primary education schools. These courses can clearly identify relationships between art, technology and creativity in the classroom .The aim of this article is to present a modern way of teaching art, using digital tools in the art classroom in order to improve creative ability in pupils aged between 9 and 11 years; it also presents a conceptual model for creativity based on digital art. The model could be useful for pupils interested in learning drawing and using an e-drawing package, and for teachers who are interested in teaching their students modern digital art, and improving children’s creativity. This model is designed to show the strategy of teaching art through technology, in order for children to learn how to be creative. This will also help education providers to make suitable choices about which technological approaches they should choose to teach students and enhance their creative ability. To define the digital art tools that can benefit children develop their technical skills. It is also expected that use of this model will help to develop social interactive qualities that may improve intellectual ability.

Keywords: digital tools, motivation, creative activity, technical skill

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Authors: Ida Fatimawati Adi Badiozaman, Augustus Raymond Segar

Abstract:

The Covid-19 pandemic transformed teaching contexts at an unprecedented level. Although studies have focused mainly on its impact on students, little is known about how emergency online teaching affects faculty members in higher education. Given that the pandemic has robbed teachers of opportunities for adequate preparation, it is vital to understand how teaching competencies were perceived in the crisis-response transition to online teaching and learning (OTL). Therefore, the study explores how academics perceive their readiness for OTL and what competencies were perceived to be central. Therefore, through a mixed-methods design, the study first explores through a survey how academics perceive their readiness for OTL and what competencies were perceived to be central. Emerging trends from the quantitative data of 330 academics (three public and three private Higher learning institutions) led to the formulation of interview guides for the subsequent qualitative phase. The authors use critical sensemaking (CSM) to analyse interviews with twenty-two teachers (n = 22) (three public; three private HEs) toward understanding the interconnected layers of influences they draw from as they make sense of their teaching competence. The sensemaking process reframed competence and readiness in that agentic competency emerged as crucial in shaping resilience and adaptability during the transition to OTL. The findings also highlight professional learningcriticalto teacher competence: course design, communication, time management, technological competence, and identity (re)construction. The findings highlight opportunities for strategic orientation to change during crisis. Implications for pedagogy and policy are discussed.

Keywords: online teaching, pedagogical competence, agentic competence, agency, technological competence

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Authors: Ju May Wen, Chun Hung Lin, Eric Zhi Feng Liu

Abstract:

Flow theory implies that people are persuaded by happiness. By focusing on an activity, people turn a blind eye to external factors. This study explores the influence of educational board games and fundamental Chinese language teaching on students’ learning motivation and flow experience. Fifty-three students studying Chinese language fundamental courses were used in the study. These students were divided into three groups: (1) flash card teaching group; (2) educational original board game teaching group; and (3) educational Chinese board game teaching group. Chinese language teaching was integrated with the educational board game titled ‘Transportation GO.’ The students were observed playing this game as the teacher collected quantitative and qualitative data. Quantitative data was collected from the learning motivation scale and flow experience scale. Qualitative data was collected through observing, recording, and visiting. The first result found that the three groups integrated with Chinese language teaching could maintain students’ high learning motivation and high flow experience. Second, there was no significant difference between the flow experience of the flash card group and the educational original board game group. Third, there was a significant difference in the flow experience and learning motivation of the educational Chinese board game group vs. the other groups. This study suggests that the experimental model can be applied to advanced Chinese language teaching. Apart from oral and literacy skills, the study of educational board games integrated with Chinese language teaching to enforce student writing skills will be continued.

Keywords: Chinese language instruction, educational board game, learning motivation, flow experience

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Authors: Zhao Hong

Abstract:

When international students study Chinese as a foreign or second language, it is important for them to form constructive viewpoints and possess an open mindset on Chinese culture. This helps them to make faster progress in their language acquisition. Observations from African students at Liaoning Institute of Science and Technology show that by integrating video-focused social networking apps such as Tiktok (“Douyin”) on a controlled basis, students raise their interest not only in making an effort in learning the Chinese language, but also in the understanding of the Chinese culture. During the last twelve months, our research group explored a teaching model using selected contents in certain classroom settings, including virtual classrooms during lockdown periods due to the COVID-19 pandemic. Using interviews, a survey was conducted on international students from African countries at the Liaoning Institute of Science and Technology in Chinese language courses. Based on the results, a teaching model was built for Chinese language acquisition by entering the "mobile Chinese culture".

Keywords: Chinese as a foreign language, cultural education, social networking apps, teaching model

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Authors: Yei Mian Adrian Yap

Abstract:

How we idealize the regular schools to be inclusive as much as possible hinges on mainstream teachers’ attitudes and teaching-efficacy towards the inclusion of students with special needs in the regular schools. This research studies the Japanese and Singaporean mainstream teachers’ attitudes and teaching-efficacy towards the inclusion of students with special needs in the regular classrooms by investigating what key variables influence their attitudes and teaching-efficacy and how they strategize to address their challenges to include their students with special needs in their regular classrooms. In order to understand the nature of teachers’ attitudes and teaching-efficacy towards the inclusive education, a mixed-method research methodology was carried out in Japan and Singapore; it involved an explanatory sequential method of employing quantitative research first before qualitative research. In the quantitative research, 189 Japanese and 183 Singaporean teachers were invited to participate in the questionnaires and out of these participants, 38 Japanese and 15 Singaporean teachers shared their views during their semi-structured interviews. Based on the empirical findings, Japanese teachers’ attitudes and teaching-efficacy were more likely to be influenced by their experiences in teaching students with special needs, knowledge about disability legislation, presence of their disabled family members and level of confidence to teach students with special needs. On the other hand, Singaporean teachers’ attitudes and teaching-efficacy were affected by gender, educational level, received trainings in special needs education, knowledge about disability legislation and level of confidence to teach students with special needs. Both country results also demonstrated that there was a positive correlation between their teaching-efficacy and attitude. Narrative findings further expanded the reasons behind these quantitative factors that shaped teachers’ attitudes and teaching-efficacy. Also it discussed the various problems faced by Japanese and Singaporean teachers and how they identified their coping strategies to circumvent their challenges in including their students with special needs in their regular classrooms. The significance of this research manifests in necessary educational reforms in both countries especially in the context of inclusive education. These findings may not be as definitive as expected but it is believed that it could provide useful information on the current situation about teachers’ concerns towards the inclusive education. In conclusion, this research could potentially make its positive contribution to the body of literature on teachers’ attitudes and teaching-efficacy in the context of Asian developed countries and these findings could posit that regular teachers’ positive attitudes and strong sense of teaching self-efficacy could directly improve the success rate of inclusion of students with special needs in the regular classrooms.

Keywords: attitudes, inclusive education, special education, teaching-efficacy

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Authors: Mariana Paz Sajon, Paula Cecilia Primogerio, Mariana Albarracin

Abstract:

This study recovers an experience of teacher training carried out in an Undergraduate Business School from a private university in Buenos Aires, Argentina. The purpose of the project was to provide teachers with an opportunity to reflect on their teaching practices at the university. The aim of the study is to systematize lessons and challenges that emerge from this teacher training experience. A group of teachers who showed a willingness to learn teaching abilities was selected to work. They completed a formative journey working in learning communities starting from the immersion in different aspects of teaching and learning, class observations, and an individual and collaborative reflection exercise in a systematic way among colleagues. In this study, the productions of the eight teachers who are members of the learning communities are analyzed, framed in an e-portfolio that they prepared during the training journey. The analysis shows that after the process of shared reflection, traits related to powerful teaching and meaningful learning have appeared in the classes. For their part, teachers reflect having reached an awareness of their own practices, identifying strengths and opportunities for improvement, and the experience of sharing their own way and knowing the successes and failures of others was valued. It is an educational journey of pedagogical transformation of the teachers, which is infrequent in business education, which could lead to a change in teaching practices for the entire Business School. The present study involves theoretical and pedagogic aspects of education in a business school in Argentina and its flow-on implications for the workplace that may be transferred to other educational contexts.

Keywords: Argentina, learning community, meaningful learning, powerful teaching, reflective practice

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Authors: Jasmin Cowin, Amany Alkhayat

Abstract:

This paper will concentrate on a comparative analysis of both the advantages and limitations of using digital learning resources (DLRs). DLRs covered will be Virtual Reality (VR), Mobile Learning (M-learning) and Computer-Assisted Language Learning (CALL) together with their subset, Mobile Assisted Language Learning (MALL) in language education. In addition, best practices for language teaching and the application of established language teaching methodologies such as Communicative Language Teaching (CLT), the audio-lingual method, or community language learning will be explored. Education has changed dramatically since the eruption of the pandemic. Traditional face-to-face education was disrupted on a global scale. The rise of distance learning brought new digital tools to the forefront, especially web conferencing tools, digital storytelling apps, test authoring tools, and VR platforms. Language educators raced to vet, learn, and implement multiple technology resources suited for language acquisition. Yet, questions remain on how to harness new technologies, digital tools, and their ubiquitous availability while using established methods and methodologies in language learning paired with best teaching practices. In M-learning language, learners employ portable computing devices such as smartphones or tablets. CALL is a language teaching approach using computers and other technologies through presenting, reinforcing, and assessing language materials to be learned or to create environments where teachers and learners can meaningfully interact. In VR, a computer-generated simulation enables learner interaction with a 3D environment via screen, smartphone, or a head mounted display. Research supports that VR for language learning is effective in terms of exploration, communication, engagement, and motivation. Students are able to relate through role play activities, interact with 3D objects and activities such as field trips. VR lends itself to group language exercises in the classroom with target language practice in an immersive, virtual environment. Students, teachers, schools, language institutes, and institutions benefit from specialized support to help them acquire second language proficiency and content knowledge that builds on their cultural and linguistic assets. Through the purposeful application of different language methodologies and teaching approaches, language learners can not only make cultural and linguistic connections in DLRs but also practice grammar drills, play memory games or flourish in authentic settings.

Keywords: language teaching methodologies, computer-assisted language learning, mobile learning, virtual reality

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Authors: Tsafi Timor

Abstract:

The research focuses on the exploration of the unique journey that novice teachers experience in their first year of teaching, among graduates of re-training programs into teaching. The study explores the experiences of success and failure and the factors that underpin positive experiences, as well as the journey (process) of this year with reference to the comparison between novice teachers and new immigrants. The content analysis that was adopted in the study was conducted on texts that were written by the teachers and detailed their first year of teaching. The findings indicate that experiences of success are featured by personal satisfaction, constant need of feedback, high motivation in challenging situations, and emotions. Failure experiences are featured by frustration, helplessness, sense of humiliation, feeling of rejection, and lack of efficacy. Factors that promote and inhibit positive experiences relate to personal, personality, professional and organizational levels. Most teachers reported feeling like new immigrants, and demonstrated different models of the process of the first year of teaching. Further research is recommended on the factors that promote and inhibit positive experiences, and on 'The Missing Link' of the relationship between Teacher Education Programs and the practices in schools.

Keywords: first-year teaching, novice teachers, school practice, teacher education programs

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Authors: Patricia Agboro

Abstract:

The dominant strands of pedagogic ideas are often western in origin/orientation. This is the case because of the hegemony of the western world in global academia. For this reason, peculiarities and considerations of context are often swept to the margins as educational thinkers emphasize patently Eurocentric and one-size-fits-all solutions to the problems of effective teaching. This paper takes as a starting point the notion that pedagogy must be context specific and pragmatic in its application. It is from this perspective that it focuses on the challenges of teaching philosophy to students in the Nigerian tertiary institutions. Philosophy students in Nigeria usually come across philosophy for the first time at the tertiary level. This raises the problem of inadequate exposure. Beyond this, a substantial number of candidates are admitted into the philosophy program based on the Nigerian version of ‘affirmative action’ which is known as the quota system. This paper addresses the problems highlighted above and hosts of other issues as well as provides recommendations that can improve effectiveness of teaching philosophy at the university level.

Keywords: justice, quota system, pedagogy, federal character

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Authors: Thaiurie Govender, Shannon Verne

Abstract:

The Fourth Industrial Revolution has ushered in an era where technology significantly impacts various aspects of life, including higher education. Blended learning, which combines synchronous and asynchronous learning, has gained popularity as a pedagogical approach. However, its effective implementation is a challenge, particularly in the context of the COVID-19 pandemic and technological obstacles faced in South Africa. This study focused on lecturers' teaching and learning practices to implement blended learning, aiming to understand the teaching and learning strategies used with the integration of digital tools to facilitate the blended learning approach within a private higher educational institution in South Africa. Using heutagogy and constructivism theoretical frameworks, the study aimed to uncover insights into the lecturer’s teaching and learning practices to overcome challenges in designing and facilitating blended learning modules. Through a qualitative analysis, the themes of student engagement, teaching and learning strategies, digital tools, and feedback emerged, highlighting the complexities and opportunities in a blended learning classroom. The findings emphasize the importance of tailoring methods to students' needs and subject matter, aligning with constructivist principles. Recommendations include promoting professional development opportunities, addressing infrastructure issues, and fostering a supportive learning environment.

Keywords: blended learning, digital tools, higher education, teaching strategies

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Authors: Ramorola Mmankoko Ziphorah

Abstract:

Videoconference technology represents a recent experiment of technology integration into teaching and learning in South Africa. Increasingly, videoconference technology is commonly used as a substitute for the traditional face-to-face approaches to teaching and learning in helping tutors to reshape and change their teaching practices. Interestingly, though, some studies point out that videoconference technology is commonly used for knowledge dissemination by tutors and not so much for the actual teaching of course content in Open and Distance Learning context. Though videoconference technology has become one of the dominating technologies available among Open and Distance Learning institutions, it is not clear that it has been used as effectively to bridge the learning distance in time, geography, and economy. While tutors are prepared theoretically, in most tutor preparation programs, on the use of videoconference technology, there are still no practical guidelines on how they should go about integrating this technology into their course teaching. Therefore, there is an urgent need to focus on tutor development, specifically on their capacities and skills to use videoconference technology. The assumption is that if tutors become competent in the use of the videoconference technology for course teaching, then their use in Open and Distance Learning environment will become more commonplace. This is the imperative of the 4th Industrial Revolution (4IR) on education generally. Against the current vacuum in the practice of using videoconference technology for course teaching, the current study proposes a qualitative phenomenological approach to investigate the efficacy of videoconferencing as an approach to student learning. Using interviews and observation data from ten participants in Open and Distance Learning institution, the author discusses how dialogue and structure interacted to provide the participating tutors with a rich set of opportunities to deliver course content. The findings to this study highlight various challenges experienced by tutors when using videoconference technology. The study suggests tutor development programs on their capacity and skills and on how to integrate this technology with various teaching strategies in order to enhance student learning. The author argues that it is not merely the existence of the structure, namely the videoconference technology, that provides the opportunity for effective teaching, but that is the interactions, namely, the dialogue amongst tutors and learners that make videoconference technology an attractive vehicle for challenging and changing tutors practice.

Keywords: open distance learning, transactional distance, tutor, videoconference

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Authors: Abdullahi Bn Umar

Abstract:

Over the years curriculum planners and researchers in education have continued to seek for ways to improve teaching and learning by way of varying approaches to curriculum and instruction in line with dynamic nature of knowledge. In this regards various innovative strategies to teaching and learning have been adopted to match with the technological advancement in education particularly in the aspect of instructional delivery through Information Communication Technology (ICT) as a tools. This paper reviews some innovative strategies and how they impact on learner’s achievement and educational development in Nigeria. The paper concludes by recommending innovative approach appropriate for use in Nigerian context.

Keywords: innovation, instructional delivery, virtual laboratory, educational design

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Authors: Zenaide Carvalho da Silva, Leandro Rodrigues Ferreira, Andrey Ricardo Pimentel

Abstract:

Learning styles (LS) refer to the ways and forms that the student prefers to learn in the teaching and learning process. Each student has their own way of receiving and processing information throughout the learning process. Therefore, knowing their LS is important to better understand their individual learning preferences, and also, understand why the use of some teaching methods and techniques give better results with some students, while others it does not. We believe that knowledge of these styles enables the possibility of making propositions for teaching; thus, reorganizing teaching methods and techniques in order to allow learning that is adapted to the individual needs of the student. Adapting learning would be possible through the creation of online educational resources adapted to the style of the student. In this context, this article presents the structure of a learning object interface adaptation based on the LS. The structure created should enable the creation of the adapted learning object according to the student's LS and contributes to the increase of student’s motivation in the use of a learning object as an educational resource.

Keywords: adaptation, interface, learning object, learning style

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Authors: Allen A. Espinosa, Larkins A. Trinidad

Abstract:

The present study investigated collegiate students’ problem solving strategies and misconceptions in solving stoichiometric problems and later on formulate a teaching framework from the result of the study. The study found out that the most prominent strategies among students are the mole method and the proportionality method, which are both algorithmic by nature. Misconception was also noted as some students rely on Avogadro’s number in converting between moles. It is suggested therefore that the teaching of stoichiometry should not be confined to demonstration. Students should be involved in the process of thinking of ways to solve the problem.

Keywords: stoichiometry, Svogadro’s number, mole method, proportionality method

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Authors: Felix E. Gbenoba, Opeyemi Dahunsi

Abstract:

Self-instructional materials are at the heart of instructional delivery in Open and Distance Learning (ODL). The success of any ODL institution depends on the availability of instructional materials in quality and quantity. An ODL study material is expected to fully play the teacher plays in the face-to-face learning environment. In Nigeria, efforts to deliver ODL learning materials have been peculiarly challenging. Although researchers are unrelenting in hewing out ways to make ODL delivery in Africa generally and Nigeria in particular, meet the learners’ needs and acceptable global practices, the prospects of integrating instructional media into distance learning courses are largely unexplored. In the present study, we critically examine the prospects of integration of instructional media into ODL courses for pedagogic and other benefits it portends for delivery via the distance learning mode. Although efforts to integrate media in ODL have been recorded before now, the reality has not matched the expectation so far in Nigeria. This does not mean that the existing instructional materials have not produced any significant positive results in improving the overall learning (and teaching) experience in its institutions; it implies that increased integration as suggested here will further improve the experience as well as bring up the new challenges. Obstacles and problems of instructional materials and media development that could have affected the open educational resource initiatives are well established. The first aspect of this paper recalls the revolutionary strides that ODL brought to delivery of education in Nigeria particularly. The other aspect is on what instructional media are, their role, prospects and challenges for ODL in Nigeria; these are examined vis a vis the challenges of development, production and distribution of print instructional materials as the major format of instructional delivery at Nigeria’s only single mode ODL institution, NOUN. In the third aspect, we justify the need and benefits of integrating instructional media into the courses and make recommendations.

Keywords: instructional delivery, instructional media, ODL, media integration, Nigeria, self-instructional materials

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Authors: Abigaba Sophia

Abstract:

Artificial intelligence (AI) has transformed the education sector by revolutionizing educational frameworks by providing new opportunities and innovative advanced platforms for language translation during the teaching and learning process. In today's education sector, the primary key to scholarly communication is language; therefore, translation between different languages becomes vital in the process of communication. KIU-T being an International University, admits students from different nations speaking different languages, and English is the official language; some students find it hard to grasp a word during teaching and learning. This paper explores the practical aspect of using artificial intelligence technologies in an advanced language translation manner during teaching and learning. The impact of this technology is reflected in the education strategies to equip students with the necessary knowledge and skills for professional activity in the best way they understand. The researcher evaluated the demand for this practice since students have to apply the knowledge they acquire in their native language to their countries in the best way they understand. The main objective is to improve student's language competence and lay a solid foundation for their future professional development. A descriptive-analytic approach was deemed best for the study to investigate the phenomena of language translation intelligence alongside Microsoft Office during the teaching and learning process. The study analysed the responses of 345 students from different academic programs. Based on the findings, the researcher recommends using the artificial intelligence language translation technique during teaching, and this requires the wisdom of human content designers and educational experts. Lecturers and students will be trained in the basic knowledge of this technique to improve the effectiveness of teaching and learning to meet the student’s needs.

Keywords: artificial intelligence, language translation technique, teaching and learning process, Microsoft Office

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Authors: Siddiq Mohammed

Abstract:

This study sought to identify the perceived difficult concepts in the new mathematics curriculum by senior secondary school students and mathematics teachers in Kwara State. The study involved a survey research type. Random sampling technique was used to select the 32 sampled schools, 469 students, and 103 teachers. The instrument used in data collection was a research-designed questionnaire tagged 'Perceived Difficult Concepts in Mathematics' (PDCM) was validated by two experts in mathematics education. The test-retest reliability index of 0.69 was obtained. Data analysis was carried out using frequency count percentages and chi-square. The result of the study showed that eight topics were identified as difficult to teach by the teachers, while 14 topics were also identified as difficult to learn by the students. This study also revealed that there was no significant difference in the topics perceived as difficult between the teachers teaching in the school located in urban and rural area. However, there was a significant difference in the perceived difficult topics between student schooling in the schools located in urban and rural area. It was therefore recommended among others that mathematics teachers should undergo training on how to concretize the abstractness of some of the topics especially the new ones as well as use appropriate teaching aid to facilitate teaching/learning of the difficult concepts. It was also recommended that there is a need for evenly development of human and materials among the schools in urban and rural areas.

Keywords: curriculum, difficult concepts, mathematics, perceived

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Authors: Mohammad Hadi Mahmoodi, Mojtaba Farahani

Abstract:

The present study aimed at investigating whether reflective thinking differentiates Iranian EFL learners regarding language learning strategy use, beliefs about language learning and teaching, and L2 proficiency. To this end, the researcher adopted a mixed method approach. First, 94 EFL learners were asked to complete Reflective Thinking Questionnaire (Kember et al., 2000), Beliefs about Language Learning and Teaching Inventory (Horwitz, 1985), Strategy Inventory for Language Learning (Oxford, 1990), and Oxford Quick Placement Test. The results of three separate one-way ANOVAs indicated that reflective thinking significantly differentiates Iranian EFL learners concerning: (a)language learning strategy use, (b) beliefs about language learning and teaching, and (c) general language proficiency. Furthermore, to see where the differences lay, three separate post-hoc Tukey tests were run the results of which showed that learners with different levels of reflectivity (high, mid, and low) were significantly different from each other in all three dependent variables. Finally, to increase the validity of the findings thirty of the participants were interviewed and the results were analyzed through template organizing style method (Crabtree & Miller, 1999). The results of the interview analysis supported the results of quantitative data analysis.

Keywords: reflective thinking, language learning strategy use, beliefs toward language learning and teaching

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Authors: Rachel Byrne

Abstract:

Background: Due to patient and student safety concerns, combined with clinical teachers being redeployed to clinical practice, COVID-19 has resulted in a reduction in face-to-face teaching sessions for medical students. Traditionally such sessions are particularly important for final year medical students, especially in preparing for their final practical exams. A reduced student presence on the wards has also resulted in fewer opportunities for junior doctors to provide teaching sessions. This has implications for junior doctors achieving their own curriculum outcomes for teaching, as well as potentially hindering the development of a future interest in medical education. Aims: The aims of the study are 1) To create a safe face-to-face teaching environment during COVID-19 which focussed on exam preparation for final year medical students, 2) To provide a platform for doctors to gain teaching experience, 3 ) to enable doctors to gain feedback or assessments on their teaching, 4) To create beginners guide to designing a new teaching program for future junior doctors. Methods: We created a program of timed clinical stations consisting of four sessions every five weeks during the student’s medicine attachment. Each session could be attended by 6 students and consisted of 6 stations ran by junior doctors, with each station following social distancing and personal protective equipment requirements. Junior doctors were asked to design their own stations. The sessions ran out-of-hours on weekday evenings and were optional for the students. Results: 95/95 students and 20/40 doctors involved in the programme completed feedback. 100% (n=95) of students strongly agreed/agreed that sessions were aimed at an appropriate level and provided constructive feedback. 100% (n=95) of students stated they felt more confident in their abilities and would recommend the session to peers. 90% (n=18) of the teachers strongly agreed/agreed that they felt more confident in their teaching abilities and that the sessions had improved their own medical knowledge. 85% (n=17) of doctors had a teaching assessment completed, and 83% (n=16) said the program had made them consider a career in medical education. The difficulties of creating such a program were highlighted throughout, and a beginner’s guide was created with the hopes of helping future doctors who are interested in teaching address the common obstacles.

Keywords: COVID-19, education, safety, medical

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Authors: Emmanuel Iyamuremye, Irenee Ndayambaje

Abstract:

This study investigated the influence of Concrete Pictorial Abstract (CPA) teaching approach on mathematics achievement based on a sample of eighth-grade students (N = 10,345) from the Rwandan Lower Secondary School quasi-experimental study with pre-test and post-test control group of 2019 (RLSQES19). Key aspects studied included mathematics concept understanding and mathematics concept retention and how these are influenced by teacher's teaching approach. Specifically, the study aimed to a.) investigate students' concept understanding and concept retention in mathematics when exposed to CPA approach and to those exposed to non-CPA approach before and after the intervention, and b.) ascertain the significant difference between the performance of the students exposed to CPA approach and those exposed to non-CPA approach in terms of post-test scores and retention test scores. Two groups (control and experimental) undergone pre-test, post-test, and retention test. The assignment of control and experimental group among senior two classes from 10 schools was done randomly. The materials used to determine the performance of the students is a teacher-made test. Descriptive statistics and ANCOVA were used for the analysis of the study. For determining the improvement in concept understanding of mathematics, Hakes methods of calculating gain were used to analyze the pre-test and post test score. The level of performance of the two groups in the pre-test is below average level. During the post-test and retention test, the performance of students in non-CPA group is on average level, and students in CPA group are on above average level. Hakes methods of calculating gain revealed higher significant performance in the post-test and retention test of CPA group of students than non-CPA group of students.

Keywords: concept understanding, concept retention, performance, teaching approach

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Authors: Yei Mian Adrian Yap

Abstract:

This study aims to assess the Japanese and Singaporean mainstream teachers’ attitudes and teaching-efficacy towards the inclusion of students with special needs in the regular classrooms by investigating what kind of key variables influence their attitudes and teaching-efficacy. It also further investigates how they strategize to address their challenges to include their students with special needs in their regular classrooms. In order to understand the nature of teachers’ attitudes and teaching-efficacy towards the inclusive education, a mixed-method research methodology was carried out in Japan and Singapore; it involved an explanatory sequential method of employing quantitative research first before qualitative research. In the quantitative research, 189 Japanese and 183 Singaporean teachers were invited to participate in the questionnaires and out of these participants, 38 Japanese and 15 Singaporean teachers shared their views during their semi-structured interviews. Based on the empirical findings, Japanese teachers’ attitudes and teaching-efficacy were more likely to be influenced by their experiences in teaching students with special needs, knowledge about disability legislation, presence of their disabled family members and level of confidence to teach students with special needs. On the other hand, Singaporean teachers’ attitudes and teaching-efficacy were affected by gender, educational level, received trainings in special needs education, knowledge about disability legislation and level of confidence to teach students with special needs. Both country results also demonstrated that there was a positive correlation between their teaching-efficacy and attitude. Narrative findings further expanded the reasons behind these quantitative factors that shaped teachers’ attitudes and teaching-efficacy. Also, it discussed the various problems faced by Japanese and Singaporean teachers and how they identified their coping strategies to circumvent their challenges in including their students with special needs in their regular classrooms. The significance of this research manifests in necessary educational reforms in both countries especially in the context of inclusive education. These findings may not be as definitive as expected but it is believed that it could provide useful information on the current situation about teachers’ concerns towards the inclusive education. In conclusion, this research could potentially make its positive contribution to the body of literature on teachers’ attitudes and teaching-efficacy in the context of Asian developed countries. Further, these findings could posit that regular teachers’ positive attitudes and strong sense of teaching self-efficacy could directly improve the success rate of inclusion of students with special needs in the regular classrooms.

Keywords: attitudes, inclusive education, special education, teaching-efficacy

Procedia PDF Downloads 319

Authors: Azidah Abu Ziden, Adu Ifedayo Emmanuel

Abstract:

This study investigated the optical board as an artificial technology for peer teaching in a Nigerian university. A design and development research (DDR) design was adopted, which entailed the planning and testing of instructional design models adopted to produce the optical board. This research population involved twenty-five (25) peer-teaching students at a Nigerian university consisting of theatre arts, religion, and language education-related disciplines. Also, using a random sampling technique, this study selected eight (8) students to work on the optical board. Besides, this study introduced a research instrument titled lecturer assessment rubric containing 30-mark metrics for evaluating students’ teaching with the optical board. In this study, it was discovered that the optical board affords students acquisition of self-employment skills through their exposure to the peer teaching course, which is a teacher training module in Nigerian universities. It is evident in this study that students were able to coordinate their design and effectively develop the optical board without lecturer’s interference. This kind of achievement in this research shows that the Nigerian university curriculum had been designed with contents meant to spur students to create jobs after graduation, and effective implementation of the readily available curriculum contents is enough to imbue students with the needed entrepreneurial skills. It was recommended that the Federal Government of Nigeria (FGN) must discourage the poor implementation of Nigerian university curriculum and invest more in the betterment of the readily available curriculum instead of considering a synonymously acclaimed new curriculum for regurgitated teaching and learning process.

Keywords: optical board, artificial technology, peer teaching, educational technology, Nigeria, Malaysia, university, glass, wood, electrical, improvisation

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Authors: Musa Auwal Mamman, S. G. Isa

Abstract:

This study was carried out in order to investigate the effectiveness of GeoGebra software in teaching and learning of linear and quadratic equations amongst senior secondary school students in Fagge Local Government Area, Kano State–Nigeria. Five research items were raised in objectives, research questions and hypotheses respectively. A random sampling method was used in selecting 398 students from a population of 2098 of SS2 students. The experimental group was taught using the GeoGebra software while the control group was taught using the conventional teaching method. The instrument used for the study was the mathematics performance test (MPT) which was administered at the beginning and at the end of the study. The results of the study revealed that students taught with GeoGebra software (experimental group) performed better than students taught with traditional teaching method. The t- test was used to analyze the data obtained from the study.

Keywords: GeoGebra Software, mathematics performance, random sampling, mathematics teaching

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Authors: Salsabeel F. M. Alfalah, Jannat F. Falah, Nadia Muhaidat, Amjad Hudaib, Diana Koshebye, Sawsan AlHourani

Abstract:

Educational technology is changing the way how students engage and interact with learning materials. This improved the learning process amongst various subjects. Virtual Reality (VR) applications are considered one of the evolving methods that have contributed to enhancing medical education. This paper utilizes VR to provide a solution to improve the delivery of the subject of Embryology to medical students, and facilitate the teaching process by providing a useful aid to lecturers, whilst proving the effectiveness of this new technology in this particular area. After evaluating the current teaching methods and identifying students ‘needs, a VR system was designed that demonstrates in an interactive fashion the development of the human embryo from fertilization to week ten of intrauterine development. This system aims to overcome some of the problems faced by the students’ in the current educational methods, and to increase the efficacy of the learning process.

Keywords: virtual reality, student assessment, medical education, 3D, embryology

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Authors: Ehsan Yadegari

Abstract:

While there are several metaheuristics and exact approaches to solving the Supply Chain Network Design (SCND) problem, there still remains an unfilled gap in using the Teaching-Learning-Based Optimization (TLBO) algorithm. The algorithm has demonstrated desirable results with problems with complicated combinational optimization. The present study introduces a Discrete Self-Study TLBO (DSS-TLBO) with priority-based solution representation that can solve a supply chain network configuration model to lower the total expenses of establishing facilities and the flow of materials. The network features four layers, namely suppliers, plants, distribution centers (DCs), and customer zones. It is designed to meet the customer’s demand through transporting the material between layers of network and providing facilities in the best economic Potential locations. To have a higher quality of the solution and increase the speed of TLBO, a distinct operator was introduced that ensures self-adaptation (self-study) in the algorithm based on the four types of local search. In addition, while TLBO is used in continuous solution representation and priority-based solution representation is discrete, a few modifications were added to the algorithm to remove the solutions that are infeasible. As shown by the results of experiments, the superiority of DSS-TLBO compared to pure TLBO, genetic algorithm (GA) and firefly Algorithm (FA) was established.

Keywords: supply chain network design, teaching–learning-based optimization, improved metaheuristics, discrete solution representation

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Authors: Azli Bin Ariffin, Noor Amy Afiza Binti Mohd Yusof

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This study aims to identify effect of social network usage on the self-learning method in teaching and learning at Sultan Idris Education University. The study involved 270 respondents consisting of students in the pre-graduate and post-graduate levels from nine fields of study offered. Assessment instrument used is questionnaire which measures respondent’s background includes level of study, years of study and field of study. Also measured the extent to which social pages used for self-learning and effect received when using social network for self-learning in learning process. The results of the study showed that students always visit Facebook more than other social sites. But, it is not for the purpose of self-learning. Analyzed data showed that 45.5% students not sure about using social sites for self-learning. But they realize the positive effect that they will received when use social sites for self-learning to improve teaching and learning process when 72.7% respondent agreed with all the statements provided.

Keywords: facebook, self-learning, social network, teaching, learning

Procedia PDF Downloads 525

Authors: Kari Bjorn

Abstract:

Team learning has been studied and modeled as double loop model and its variations. Also, metacognition has been suggested as a concept to describe the nature of team learning to be more than a simple sum of individual learning of the team members. Team learning has a positive correlation with both individual motivation of its members, as well as the collective factors within the team. Team learning of previously very independent members of two teaching teams is analyzed. Applied Science Universities are training future professionals with ever more diversified and multidisciplinary skills. The size of the units of teaching and learning are increasingly larger for several reasons. First, multi-disciplinary skill development requires more active learning and richer learning environments and learning experiences. This occurs on students teams. Secondly, teaching of multidisciplinary skills requires a multidisciplinary and team-based teaching from the teachers as well. Team formation phases have been identifies and widely accepted. Team role stress has been analyzed in project teams. Projects typically have a well-defined goal and organization. This paper explores team stress of two teacher teams in a parallel running two course units in engineering education. The first is an Industrial Automation Technology and the second is Development of Medical Devices. The courses have a separate student group, and they are in different campuses. Both are run in parallel within 8 week time. Both of them are taught by a group of four teachers with several years of teaching experience, but individually. The team role stress scale items - the survey is done to both teaching groups at the beginning of the course and at the end of the course. The inventory of questions covers the factors of ambiguity, conflict, quantitative role overload and qualitative role overload. Some comparison to the study on project teams can be drawn. Team development stage of the two teaching groups is different. Relating the team role stress factors to the development stage of the group can reveal the potential of management actions to promote team building and to understand the maturity of functional and well-established teams. Mature teams indicate higher job satisfaction and deliver higher performance. Especially, teaching teams who deliver highly intangible results of learning outcome are sensitive to issues in the job satisfaction and team conflicts. Because team teaching is increasing, the paper provides a review of the relevant theories and initial comparative and longitudinal results of the team role stress factors applied to teaching teams.

Keywords: engineering education, stress, team role, team teaching

Procedia PDF Downloads 210

Authors: Puteri Zarina M. K., Haddi J. K., Zolkepli N., Shu M. H. B., Hosshan H., Saad M. A.

Abstract:

This paper provides an overview of the current state of ESL instruction for children with autism in Malaysia. Equal rights, independence, and active participation are guaranteed by the 2006 Convention on the Rights of Persons with Disabilities. Every child is entitled to receive education in an inclusive atmosphere that embraces diversity and ensures equal opportunity for all. The primary objective of the research was to investigate if English as a Second Language (ESL) teachers employ distinct instructional methods and strategies while teaching children diagnosed with autism. Moreover, the objective was to assess the similarities in the challenges faced by teachers when teaching ESL to children with autism in Malaysia. The study aimed to increase understanding of the challenges faced by ESL teachers in teaching autistic students. The study was structured as a qualitative research endeavour. A total of twelve (12) ESL teachers from selected primary schools in Malaysia were involved in this study. The research findings accurately depict the actual state of teaching ESL to autistic children. They confirm the imperative need for additional support in order to facilitate the successful integration of these children into the educational system.

Keywords: autism spectrum disorder, ESL, inclusion, Malaysia, special educational needs

Procedia PDF Downloads 51

Authors: Nji Clement Bang, Rosemary Shafack M., Kum Henry Asei, Yaro Loveline Y

Abstract:

Scholars perceive learner-centered teaching-learning reform as roles and resources in teacher education (TE) and professional outcome with transformative learning (TL) continuum dimensions. But, teaching-learning reform is fast proliferating amidst debilitating stakeholder systemic dichotomies, resources, commitment, resistance and poor quality outcome that necessitate stronger TE and professional continuums. Scholars keep seeking greater understanding of themes in teaching-learning reform, TE and professional outcome as continuums and how policymakers, student-teachers, teacher trainers and local communities concerned with initial TE can promote continuous holistic quality performance. To sustain the debate continuum and answer the overarching question, we use mixed-methods research-design with diverse literature and 409 sample-data. Onset text, interview and questionnaire analyses reveal debilitating teaching-learning reform in TE continuums that need TL revival. Follow-up focus group discussion and teaching considering TL insights reinforce holistic teaching-learning in TE. Therefore, significant increase in diverse prior-experience articulation1; critical reflection-discourse engagement2; teaching-practice interaction3; complex-activity constrain control4 and formative outcome- reintegration5 reinforce teaching-learning in learning-to-teach role-resource pathways and outcomes. Themes reiterate complex teaching-learning in TE programs that suits TL journeys and student-teachers and students cum teachers, workers/citizens become akin, transformative-learners who evolve personal and collective roles-resources towards holistic-lifelong-learning outcomes. The article could assist debate about quality teaching-learning reform through TL dimensions as TE and professional role-resource continuums.

Keywords: transformative learning perspectives, teacher education, initial teacher education, learner-centered pedagogical reform, life-long learning

Procedia PDF Downloads 65

Authors: Umar Bello

Abstract:

Literature has become an invaluable subject which has added a great value and contribution to the teaching of English language and the discovery of many other developed ideas. Literature produces an exhilarating impulse that imprints a lasting picture on the mind of a learner. Many researchers have devised various means and approaches to language Teaching methods which remain unconvinging and which yield little result, but it has remained unconvincing because it has only produced little results. Devicing a method that eliminates monotony and boredome to learners is a good factor that enhances students’ motivation to learning. In this sense, literature and language become unavoidable components that aid intellectual development. This study examines the indispensability of literature as a means of English Language teaching to secondary school classes. The researcher has developed many instructive activities which are believed will help students to improve their study in grammar and vocabulary. The researcher has used quasi-experimental approach using experimental group and control group to find out how literature enhances the students grammar as well as their vocabulary. The findings revealed a positive performance in the experimental group doing better than the control group using simple percentage. The results make it clear that literature allows learners to pay more attention and develop more interest to their studies. In giving a perspicacious linguistic development, literature therefore remains an essential tool for language teaching classrooms, thereby enhancing their grammatical and vocabulary usage.

Keywords: teaching vocabulary, integration, poetry, classroom

Procedia PDF Downloads 91