EIKI Journal of Effective Teaching Methods
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Artificial Intelligence Helps Primary School Teachers to Plan and Execute Physics Classroom Experiments
Get PDFThe research claims that artificial intelligence technologies can help and direct primary school teachers in organising classroom experiments for physics instruction. Educators now have the potential to construct experimental projects that are entertaining and efficient, all while catering to their students’ many learning styles and capabilities. This is made possible by the availability of artificial intelligence technologies. The incorporation of artificial intelligence into educational settings may result in an improvement in the overall quality of teaching as well as an improvement in the scientific performance of students. The chance to improve the learning experience for both students and teachers is available to educators who do an in-depth study on artificial intelligence-driven teaching solutions. The research highlights how artificial intelligence can transform teaching approaches in elementary school, notably in the field of physics education within the context of primary school settings
Honors High School Graduates Students’ Misconceptions Regarding Evolutionary Theory of Biology
Get PDFOver the years, there has been a growing emphasis in scientific research on uncovering students\u27 alternative conceptions or interpretations of fundamental concepts and principles within the field of biology. This endeavor has yielded a wealth of valuable international bibliographic data, particularly about the teaching and reception of the theory of evolution among respondents. Specifically, this paper addresses the theory of evolution, investigating alternative perspectives held by honors graduate students from the third Lyceum for Biology who are enrolled in medical school. Additionally, the study explores how gender influences participants\u27 viewpoints. To achieve these objectives, a comprehensive multiple-choice questionnaire was administered to students, inquiring not only about their background knowledge in biology, including gender, age, and level of interest measured on a Likert scale but also about their understanding of the fundamental tenets of evolutionary theory. A subsequent analysis of the data collected was conducted to determine if there were any correlations between gender and the percentages of correct and incorrect responses, as well as whether these responses were indicative of gender-based patterns or statistical deviations. According to the statistical analysis of the collected data, many honors students within our educational framework hold alternative viewpoints about biological concepts. Furthermore, there was no correlation between misconceptions identified in the questionnaire and variables such as grade in the Panhellenic exams, gender, or interest in biology courses. The findings of this study hold implications for the enhancement of science education, curriculum development, and the ongoing professional development of educators in the field
Socioemotional Correlates of Academic Grit among University Undergraduates in Abia State, Nigeria
Get PDFThis study investigated the socioemotional correlates of academic grit among undergraduate students in public universities in Abia State. The study adopted a correlation design. Three research questions and hypotheses were formulated to guide the study. The population of the study comprised all the 53, 479 undergraduate students registered for the 2022/2023 academic session. A sample size of 540 was selected for the study using multi- stage sampling technique. Instruments used to collect data were adapted versions of the standardised Coleman’s Emotional Intelligence Scale; General Self-efficacy Scale; Cohen’s Interpersonal Support Evaluation Inventory; and Duckworth’s Short Grit Scale. The reliability of the instruments was calculated using the Cronbach Alpha technique. The computation yielded coefficients of 0.92, 0.88, 0.79 and 0.81 for the Emotional Intelligence Scale, General Self-Efficacy Scale, Social Support Scale and Short Grit Scale, respectively. Face and content validation was done by 3 experts, 2 from the Department of Psychology and 1 from the Department of Psychological Foundations, University of Uyo. Data collected were analysed using the Statistical Package for Social Sciences, SPSS:27. The Pearson’s Product Moment Correlation was used to answer the research questions while simple linear regression was used to test the hypotheses. Findings revealed the following; that some of the socioemotional variables had significant associations with academic grit of the respondents. Thus, emotional intelligence had a strong association B = 0.91 (p < 0.05) with academic grit. Self-efficacy also predicted academic grit B = 0.83 (p < 0.05). However, social support had no significant association with academic grit B = -0.08 (p < 0.05), among university undergraduates in Abia State. Based on the findings, recommendations were made that intervention programmes should be designed to improve the mental well-being of students and peer mentorship programmes should be encouraged at the tertiary level of education to help instill grit among undergraduate students
English as the Pluricentric Language: Changes within the Educational Process
Get PDFThe limited exposure to the native-like environment has been argued to incubate the priority of communicative meanings over language correctness or grammatical rules. This paper explores the mobility of English across contexts which are not tied to fixed rules, hence creating the varieties of Englishes. With the employment of document collection and semi-structured interview, the study first examined the diverse picture of English language used in spheres of life in some countries in Asia. It then investigated the Vietnamese teachers’ perspectives on practices to promote learners’ tolerance towards the emergence of nativized Englishes. The paper concludes with recommendations on methods to tailor the peculiarities of English to users in todays’ globalized world. Accordingly, ‘good’ standard English should not be the sole benchmark for competent communication in multilingual and multicultural contexts. Instead, English programs in higher education should focus on developing responsive skills and sensitivities for a mobile language repertoire
Exploring Language Learning Motivation and Strategies in Viet-namese High School Students: A Case Study in Ho Chi Minh City
Get PDFThis study investigates the motivation and learning strategies of high school students in Ho Chi Minh City, Vietnam, and explores the relationship between these two factors. The research involved 76 students from Dang Khoa private high school who completed adapted questionnaires to assess their types of motivation (intrinsic or extrinsic) and language learning strategies. Instruments were modified from established scales - Chang\u27s (2005) and Vaezi\u27s (2008) for motivation, and the Strategy Inventory for Language Learning, Version 7.0 (Oxford, 1989) for strategies. The findings indicate that the extrinsic motivation (e.g., external pressures, instrumental goals) was more prevalent than intrinsic motivation (e.g., personal interest, enjoyment) among the participants. In addition, a positive correlation was found between motivation level and strategised learning. Students with stronger motivation tended to employ a wider range of learning strategies. Based on these results, the study concludes with recommendations for educators to enhance student motivation and support their strategic use of learning practices for effective English language acquisition
Bridging the Gap: Technical and Management Competencies of BSHM Graduates in the Philippine Context
Get PDFThe advancement of the hospitality industry demands competent, well-educated, and highly trained staff for success in a competitive labor market. This study aimed to determine the work readiness of Bachelor of Science in Hospitality Management (BSHM) students by evaluating their technical and management skills and identifying factors affecting skill development. A mixed-method approach was used with 105 randomly selected BSHM-graduating students. Students’ self-assessed technical skills were measured using a survey questionnaire, while actual technical skills in housekeeping and food/beverage services were assessed via demonstration tests. Management skills were evaluated using a teacher-developed scale. An open-ended questionnaire gathered qualitative data on the factors affecting skill development from 30 participants. The results showed that the students assessed themselves as competent in housekeeping and food/beverage services. However, the actual assessment revealed competence in housekeeping, but only moderate competence in food/beverage services. Management skills, particularly in analyzing hotel reports and situational analysis, were found to be low. The factors affecting skill development included personal factors (lack of self-confidence, poor study focus), interpersonal factors, teachers’ expertise, internship experiences, laboratory exposure, and socioeconomic conditions. The findings suggest a need for continuous post-graduate training and development in specializations, implementation of comprehensive programs to enhance technical and essential skills, and addressing factors hindering skill development to better prepare graduates for industry demands. Recommendations include improving practical exposure, focused training in weaker areas, and enhancing teachers’ expertise through professional development
Revisiting the Utilization of Mother Tongue in L2 Classroom: Implications for EAP Classroom
Get PDFThe utilization of the first language (L1) in English as a second language classrooms has sparked considerable debate. Differing viewpoints rooted in various theories of second language acquisition (SLA) have emerged, either supporting or opposing the use of the native tongue in teaching an additional language. This document consolidates the ongoing discussions surrounding the incorporation of L1 in the context of teaching and learning a second language (L2). Examination of existing literature on the use of L1 in L2 instruction reveals that, theoretically, employing the first language aligns with SLA theories such as the Interdependency Principle and Meaningful Learning Theory. Furthermore, practical application indicates that purposeful use of learners’ native language consistently correlates with improved acquisition of L2 linguistic forms and skills. Additionally, it is apparent that both instructors and students with lower proficiency levels view the inclusion of L1 in L2 education positively. Building upon these significant findings, a suggestion is made for implementing L1 in an EAP classroom, demonstrating how it can serve various functions, such as providing learning resources and addressing psychological and emotional aspects, in the context of L2 teaching and learning
A Writing Needs Analysis of Moroccan Engineering Students
Get PDFThis study investigates the specific writing needs and document types in Moroccan engineering education through a needs analysis involving 253 participants, including engineers, teachers, and students. Using a quantitative approach, data are collected through questionnaires to identify key writing tasks and document requirements relevant to engineering professionals. The study reveals significant writing needs in areas such as technical reports, project documentation, and professional correspondence. Results indicate that students often struggle with technical writing sub-skills, including clarity, coherence, and appropriate use of technical vocabulary. The analysis highlights a gap between current writing instruction methods and practical needs. Data analysis using SPSS identifies common document types and their specific writing requirements. Descriptive statistics, and Cronbach’s Alpha for reliability, are conducted to assess the relationship between identified needs and current instructional practices. The findings underscore the importance of aligning writing instruction with the engineering profession’s requirements to enhance workforce preparedness. Tailored writing courses are recommended to address these needs effectively. This research offers valuable insights into the specific writing needs of engineering students and professionals and provides practical recommendations for curriculum development, advocating for teaching methods that align with modern engineering environments
The Qualifications of a High School Physics Teacher Have
Get PDFThis study critically examines at the requirements for physics teachers in secondary schools. This study intends to shed light on the topic and offer insightful information for educators, policy-makers, and other stakeholders in the field of education by examining the many abilities, know-how, and experiences that go into good physics instruction at the high school level. This essay will demonstrate the necessary credentials that high school physics teachers should have in order to successfully engage students, improve learning outcomes, and support the success of science education in secondary schools through a thorough analysis of current research, educational standards, and best practices. The study aims to provide light on this important subject in order to contribute to current debates and decision-making processes concerning the hiring, preparation, and advancement of high school physics instructors. The ultimate objective of this research is to enhance physics education for the benefit of both society and students
ChatGPT as Teacher Assistant for Physics Teaching
Get PDFThis study explores the integration of ChatGPT as a teaching assistant in physics education, emphasizing its potential to transform traditional pedagogical approaches. ChatGPT facilitates interactive and inquiry-based learning grounded in constructivist learning theory, allowing students to engage actively in experiments and better grasp abstract concepts through hands-on activities. The AI\u27s adaptive dialogue systems promote socio-constructivist learning by encouraging social interaction and personalized feedback, which is essential for addressing individual learning gaps and enhancing student engagement. ChatGPT\u27s ability to simulate real-world physics problems and provide immediate feedback fosters experiential learning, making complex concepts more accessible and promoting critical thinking skills. By offering tailored interventions and adapting to individual learning paces, ChatGPT supports a personalized educational experience that caters to the unique needs of each student. This adaptability is particularly beneficial in physics education, where students often struggle with abstract concepts and require immediate clarification to progress effectively. The paper concludes that the synthesis of generative AI and pedagogy has the potential to reshape science education, fostering deeper understanding and curiosity among students. By leveraging innovative methodologies and augmented data, ChatGPT enriches teacher-student interactions, creating a comprehensive educational experience that promotes a culture of curiosity and exploration, thereby nurturing future scientists and engineers. Ultimately, the integration of ChatGPT into physics education offers a valuable opportunity to enhance student engagement and understanding of scientific concepts through interactive and personalized support