EIKI Journal of Effective Teaching Methods
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Effectiveness of School Administration’s Strategies for Protecting Children from Neglect Abuse in Public Secondary Schools in the Kilimanjaro Region, Tanzania
Get PDFThis study explored the effectiveness of strategies used by school administrations in the Kilimanjaro region, Tanzania, to protect children from neglect and abuse in public secondary schools. The research, guided by Bertalanffy’s systems theory, employed a convergent mixed-methods design with 427 participants, using both quantitative (questionnaires) and qualitative (interviews) data. The findings revealed that neglect significantly hinders students’ academic and social development. To address this, the study suggested establishing anti-neglect clubs where students receive teacher guidance and implementing a forgiveness education program to foster empathy, conflict resolution, and emotional awareness. The study also highlighted the need for regular evaluations of protective strategies. It found no significant differences in the effectiveness of these strategies based on teachers’ years of experience. The study recommended that the Ministry of Education strengthen the implementation and monitoring of child protection strategies and provide in-service training for education officials and school staff. Additionally, teacher education programs should prioritize child protection to better prepare future educators
Utilization of Gamified Pocket Guides on Enhancing Adjective Order Usage Skills of the First-Year College of Education Students
Get PDFThe purpose of this study is to determine the relationship of gamified pocket guides in enhancing adjective order usage among first-year College of Education (COED) students of Laguna University. Based on the data gathered, the researchers found out the following. The pre-test results showed that the students’ adeptness on adjective order usage was “below average”, which supported the reason of the researchers for a study to be conducted as well as an intervention to be implemented to which the gamified pocket guide was used. The learning material undergone proper validity of three language teachers to measure its effectiveness and received “very evident” remarks in each criterion. After the intervention a post-test was conducted which showed a significant improvement across various student groups as all of the group of first year students scored within the “Good” range suggesting that the intervention had a beneficial impact for the development of students’ skills in adjective order usage. The pre-test and post-test findings also revealed a statistically significant difference in the students’ ability to use adjectives. The increase in mean scores. as well as the t-values and p-values, shows that the interactive learning tactics improved students’ knowledge in using adjective order. These findings highlight the potential of interactive and student-centered approaches, such as gamified learning through pocket guides, in addressing gaps in language proficiency
Critical reading as an essential aspect of language acquisition
Get PDFThe study\u27s objectives were to determine (1) whether there was a significant relationship between students\u27 critical thinking and their critical reading achievement, and (2) how students\u27 critical thinking influenced their critical reading achievement. The study used the correlational research method. The study included 193 students from first to fourth grade. The information was gathered through the use of a survey about critical reading and critical reading achievement tests. Based on the research, it was discovered that there was a significant positive correlation between the students\u27 critical thinking and critical reading comprehension achievement. It means that the higher the level of critical thinking among the students, the better their critical reading achievement. As a result, the improvement in students\u27 critical thinking skills is accompanied by an improvement in their critical reading comprehension achievement. Overall, the findings suggest a clear trajectory of growth in critical reading competence across academic years, underscoring the importance of sustained instruction. Continued integration of analytical reading tasks, vocabulary support, and opportunities for discussion and reflection will likely further enhance students\u27 critical literacy skills
Manipulatives in Teaching and Learning Integers: A Meta-Analysis
Get PDFThe integration of manipulatives in mathematics instruction has consistently emerged as a SIGNIFICANT intervention to enhance student’s mathematical comprehension and performance, particularly in the realm of teaching complex concepts like integers. The present study aims to assess the effectiveness of using manipulatives in the teaching and learning of integers through a systematic and quantitative review of existing research. Utilizing the meta-analysis method, the researcher analyzed data from four empirical studies (N = 4), all peer-reviewed and accessible through online academic databases. The Comprehensive Meta-Analysis (CMA) software was employed to deter-mine the effect sizes and to synthesize the quantitative data. Results of the study revealed that the use of manipulatives in teaching integers had a significantly large effect size, indicating substantial improvements in students’ mathematical understanding and performance. These findings affirm that tactile and visual engagement through manipulatives, such as counters and improvised rectangular paperboards, significantly enhances students’ grasp of integer operations. This research underscores the importance of hands-on, experiential learning in mathematics classrooms. It is concluded that teachers should actively integrate physical manipulatives into their instructional strategies to deepen conceptual understanding and promote long-term retention. Regular use of these tools not only makes learning more engaging and accessible but also empowers students to develop critical problem-solving skills. Hence, this study provides a valuable basis for advocating manipulative-based pedagogy as a standard teaching practice in mathematics education, especially in teaching integers. Encouraging a tactile approach can pave the way for more effective, inclusive, and interactive mathematics instruction
Effectiveness of Game-Based Spelling Applications in Improving Spelling Proficiency: A Study of Grade 7 Students
Get PDFSpelling is a vital component of writing, yet many students continue to struggle with it due to inconsistent pronunciation and lack of consistent practice. Although emphasized in the Philippine K–12 curriculum, spelling challenges persist into secondary education. This study aimed to compare the effectiveness of two audio-visual learning applications – “Listen and Write” and “Spell it Write” – in improving the spelling proficiency of Grade 7 students from two (2) public secondary schools. This study employed a quasi-experimental research design involving two phases. In the first phase, 30 students from each school took a traditional paper-and-pencil pre-test, underwent a four-week intervention using the “Listen and Write” audio-visual learning application, and completed a post-test. Based on the results, the researchers developed an enhanced and localized version of the application called “Spell it, Write.” In the second phase, another set of 30 students from each school followed the same procedure using the improved application to assess its effectiveness. Data were analyzed using mean, standard deviation, and paired t-tests. Results showed significant improvements in spelling proficiency after both interventions. However, students who used “Spell it Write” demonstrated greater gains compared to those who used “Listen and Write”. The findings suggest that audio-visual, game-based applications are effective tools for improving spelling skills, and that customized tools like “Spell it, Write” may yield better outcomes. The study recommends integrating such interactive technologies in language instruction to enhance student engagement and academic performance
Pedagogical Knowledge and Classroom Practice in Mother Tongue-Based Multilingual Education
Get PDFThis paper examines how mother tongue-based multilingual education (MTB-MLE) empowers teachers to improve their skills in pedagogy, classroom management, and professional development within a multilingual environment, particularly in primary English education. The study aims to ex-plore educators’ experiences with pedagogical practices of the MTB-MLE approach as implemented in schools and to highlight the importance of these experiences. The authors adopted a hermeneutic phenomenological approach to explore and interpret the lived experiences of teachers within the context of MTB-MLE. Seven English teachers from schools implementing the MTB-MLE framework were purposefully selected as participants. Data were gathered through in-depth interviews and informal conversations. The collected responses were transcribed in Nepali, translated into English, and systematically coded to identify emerging themes. These themes were then analyzed in light of relevant literature and interpreted through theoretical lenses such as schema theory and linguistic interdependence theory. The results showed that understanding students’ linguistic backgrounds, prior knowledge, and individual needs leads to instructional effectiveness. Proper classroom management skills help teachers create learning environments that motivate students and keep them engaged. Pedagogical knowledge promotes ongoing professional development whereas professional knowledge boosts teaching skills and enhances confidence along with decision-making abilities
The FREDERIC TING Model in Health Professions Education
Get PDFTeaching in the health professions has been increasingly challenging especially with the evolving educational landscape that has increased the workload of faculty. The aim of this paper is to introduce a framework that can help academic leaders create a conducive teaching-learning environment that is responsive to the demands of the times. The Functional Reforms in Education that Empowers to a Resilient, Innovative, Inclusive, and Culture-sensitive Model in TeachING Health Professions Education (FREDERIC TING) Model in Health Professions Education Conceptual Framework postulates that leadership thrust and support, together with staff upskilling through development programs are essential for functional reforms to take place. Central to these reforms is the organization’s vision and mission which should first and foremost be well understood and is exemplified by all its members. Furthermore, the cycle of needs assessment – stakeholder consultation – direction setting – execution of strategic directions – and then back to needs assessment is suggested to be a vital part of the organization’s management system to ensure the relevance and the sustainability of the reforms
Catching Geometry Concepts in Brackish Water Fishing Culture in Barotac Nuevo, Iloilo: An Ethnomathematics Exploration
Get PDFRecent developments in mathematics curriculum in the Philippines call for contextualization of lessons. The lack of readily available contextualized materials adds burden to teachers. Ethno-mathematics helps address these concerns by providing research-based mathematics in the context of local culture. The community where brackish water fishing is common, may mutually contribute and benefit from interplay of learning from and for mathematics and culture. Focused on exploring and describing geometry-related concepts, how they are learned, and how contextualized mathematics lesson materials can be created, this study addresses gaps in geographical location, cultural context and theoretical basis of related studies. An ethnographic-case study design was used to collect, analyze and interpret data using interviews, observations and artifacts. Key findings were found namely, 1) geometry concepts exist in shapes and measurements of the pond and fishing materials which based on van Hiele’s model of geometric reasoning, were learned mostly at visualization level, with some cases of analysis and informal deduction levels, and; 2) geometry concepts were part of harvesting activities in the pond which can be a good context of mathematics lessons. These imply that geometry lessons can be created in a cultural context and learning materials can be created involving the cultural activities
Transforming Pakistan’s Higher Education: Challenges, Opportunities, and Strategic Innovations
No full textThe in-depth study looks into the various issues that the higher education sector in Pakistan is facing and finds unique chances and new ways of doing things in the world of education. The study uses a mix of methods, including a literature review, organised conversations with essential players, and case studies of public and private universities, all of which are used for qualitative analysis. Structured polls with 420 students, 20 faculty members, and managers from chosen schools were used for quantitative analysis. The results show significant problems, such as inadequate facilities, limited resources, unequal access to good education, government meddling, out-of-date curriculum, poor staff training, and a lack of a study culture. Even with these problems, the study finds chances because of new technologies, more people wanting to go to college, working with other countries, and government programs that aim to make the world more competitive. Based on these findings, the paper makes suggestions based on evidence. These include strategic investments in infrastructure, programs to help faculty grow, better ways to ensure the quality of work, promoting a strong research culture, making education more affordable, and improving partnerships between businesses and universities. This study gives important information to lawmakers, teachers, and other interested parties who want to promote long-term growth, raise quality standards, and make Pakistan\u27s higher education system more competitive globally.  
Emotions in Mobile-Based English Learning: An Exploratory Study of EFL Students’ Experiences
Get PDFThis research sought to investigate the emotional experiences of non-English major students while learning English using mobile devices. Data were gathered via semi-structured interviews with five students from various disciplines, including e-commerce, logistics, mechanical engineering, and English language, at a college in Ho Chi Minh City. The findings indicated that students underwent a spectrum of emotional states during the learning process, including good feelings like pleasure, happiness, and confidence, as well as negative emotions such as worry, tension, and disorientation. Elements that affect learners’ emotions include the interface design and functionalities of the educational program, the degree of assistance from instructors, the learning environment, and the capacity for social interaction via online platforms. The research examined the interplay between learners’ emotions, their degree of engagement in the learning process, and the resultant academic results, using the Technology Acceptance Model and the Control-Value Theory of Achievement Emotions as a framework. The findings indicated that pleasant emotions contribute to fostering active learning behavior, enhancing the duration of content interaction, and sustaining long-term engagement. Conversely, negative emotions might diminish concentration, increasing the likelihood of learners surrendering or passively assimilating information. The research confirms that the development of an English learning program for mobile devices must include both technical and emotional considerations. Establishing a supportive learning environment, with instructor assistance, enabling the customization of learning materials and promoting social interaction, will enhance the learning experience, increase the efficacy of education, and sustain motivation for non-major students learning English