EIKI Journal of Effective Teaching Methods
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Utilization Of Videocast In Enhancing Audio-Visual Learning Skill Of Grade 7 Students
Get PDFThis study investigates the enhancement of audio-visual learning skills among twelve Grade 7 students at Santa Cruz Integrated National High School (Main) through researcher-developed videocasts. Utilizing an explanatory mixed-methods design, the research integrates quantitative data from pre-tests and post-tests, followed by qualitative data to thoroughly assess student outcomes. A case study framework is employed to evaluate learning progress, while a quasi-experimental design measures the effects of a two-week intervention. The researchers selected the 12 participants through purposive sampling from a sample of 41 students across two sections. Initial pre-test results revealed that students using audio-visual methods exhibited "fair" to "satisfactory" learning skills. However, following the intervention, post-test scores demonstrated significant improvement, with students achieving "very satisfactory" to "excellent" levels. A t-test was performed to analyze the differences between pre-test and post-test performance, confirming that these improvements were statistically significant. Additionally, a one-way ANOVA analysis indicated that variations in learning styles did not significantly impact post-test outcomes. Collectively, these findings suggest that the integration of videocasts substantially enhanced the audio-visual learning skills of the students
Exploring learning dynamics in Vietnamese higher education: A multivariable approach to language learning
Get PDFIn the era of rapid digital transformation, understanding how various educational variables interact to influence language learning is vital for enhancing pedagogical effectiveness. This study explores the learning dynamics within Vietnamese higher education by investigating the complex interrelation between technology use, self-directed learning, student engagement, and perceived language performance. Conceptualized as an integrated framework, learning dynamics refers to the interplay of behavioral, cognitive, and technological factors that collectively shape students’ academic out-comes. Drawing on a multivariable approach, the study surveyed 251 undergraduate students using validated instruments to measure media and technology usage, self-directed learning readiness, student engagement, and language performance perceptions. Structural equation modeling revealed significant positive relationships between technology use and student engagement, self-directed learning as well as perceived learning performance. The mediating effects of student engagement and self-directed learning on the relationship between technology use and perceived learning performance have been confirmed in the current study. These findings offer valuable insights into the structure and function of learning dynamics, providing implications for educators and policymakers seeking to optimize language learning environments in digitally enriched classrooms
Artificial Intelligence Integration in Higher Education: Enhancing Academic Processes and Leadership Dynamics
Get PDFHigher Education is experiencing substantial transformations as Artificial Intelligence (AI) redefines academic and administrative operations. This paper examines AI’s paradigm-shifting influence on Higher Education Institutions (HEIs), emphasizing its contribution to improving pedagogical processes and optimizing administrative efficacy. Using a structured methodology, this study’s thematic analysis highlights key areas where AI is making an impact. This addresses the positive aspects of using AI in teaching practices and the learning process, its crucial role in the writing of academic papers, its effects on academic honesty, its implementation in administrative work, the responsibilities faced by education leaders in the AI landscape, and the link between AI and the digital divide in higher learning institutions. Further studies may focus on comparative research among diverse academic institutions in different regions, leadership strategies that facilitate the integration of AI in HEIs, and techniques to enhance AI literacy among teachers, staff, and students
Innovative Integration of Motion Sensor Technology for the Classroom Electric Fan
Get PDFThis research presents an innovated electric fan system equipped with a motion sensor for enhanced functionality and energy efficiency. The integration of a motion sensor aims to create a smart fan that responds intelligently to human presence, providing an adaptable and comfortable environment. Having a cozy environment in the learning process of a student is another method of showing support in reaching their dreams, for giving them ease in their learning outcome and complying with their activities without being distressed from the heat in the classroom. The students of Cebu Technological University – Pinamungajan Campus who use the Bachelor of Industrial Technology room are chosen to be the respondents of this study. The researchers decided to conduct this study to know the main objective of this study. The researcher prepared a questionnaire based on these factors: interest, participation, attention, and retention in students\u27 view and preference. After analyzing and evaluating, the integration of a motion sensor into an electric fan represents a promising advancement in home appliance technology. This research paves the way for future developments in the creation of intelligent and responsive systems that prioritize user comfort and sustainability. The findings highlight the potential for widespread adoption of such innovations in the broader context of smart home solutions
Digital Storytelling with Artificial Intelligence: A New Approach to Teaching Physics to Young Students
Get PDFThis study investigates the integration of digital storytelling with artificial intelligence (AI) as a transformative approach to teaching physics to young students. Traditional pedagogical methods often struggle to engage students in complex subjects, such as physics, which can appear abstract and daunting. By employing AI to create personalized narratives, this research aims to enhance student engagement and comprehension of fundamental physics principles. The methodology includes qualitative case studies that illustrate the effective use of AI-powered storytelling in educational contexts, showcasing narratives that simplify complex topics and foster active participation among students. Findings reveal that AI-generated stories significantly enhance the retention of physics concepts and stimulate curiosity, aligning with cognitive learning theories that emphasize the efficacy of narrative as a pedagogical tool. However, the study also identifies challenges such as ensuring equitable access to technology and addressing data privacy concerns. In conclusion, the integration of digital storytelling with AI not only enriches the educational experience for young physics students but also highlights the need for a balanced approach that combines innovative methodologies with traditional teaching strategies. This research contributes to the discourse on the future of education, advocating for adaptive and responsive teaching practices that prepare students for the complexities of the modern world
Gender-Based Teaching-Learning Classroom Dynamics in Human Sexuality Education
Get PDFThis article investigates the gender-based teaching-learning dynamics during human sexuality education, focusing on how the genders of teachers and students affect classroom discussions. Using Constructivist Grounded Theory, analysis was drawn from classroom observations, in-depth interviews, and focus group discussions with theoretically sampled teachers and students. Documentations of these methods were done through audio-video recording, memoing, field notes and constant comparative analysis of saturated data. Results revealed that the teaching dynamics include gender prejudice; teacher competence; creation and maintenance of a safe environment; playful engagement; code switching and the use of vernacular; personalization and real-life application; teacher-directed instruction; and audio-visual aids utilization. The learning dynamics include sociocultural and multimedia influences, teacher gender preferences, teaching methods, language challenges, and religion’s influence. Gender dynamics affect students’ comfort levels and engagement, with female teachers being preferred to facilitate due to their perceived ability to foster a more comfortable learning environment. Male teachers face challenges in addressing sensitive topics with female students, leading to discomfort and decreased interactions and engagement. Humor, personalization of lessons, and code-switching also emerged as effective teaching approaches, though their success varies based on the gender composition of the class. These precipitates the need for gender-sensitive teaching strategies, up-training of teachers, and curriculum re-vision to eradicate issues in the teaching-learning process. The research provides valuable insights in improving human sexuality education by encouraging inclusive classroom dynamics
Optimal STEM Educators for Elementary School: Students from the Primary Education vs. Science Department
Get PDFThis paper explores the optimal qualifications and competencies required for elementary school Science education, specifically contrasting those from Primary Education programs with those from Science University departments. It emphasizes the critical importance of understanding child development and employing diverse pedagogical techniques to effectively engage young learners in a rapidly evolving educational landscape. The research highlights the necessity for educators to cultivate an environment that fosters creativity, critical thinking, and problem-solving skills, which are essential for preparing students for the complexities of modern society. The paper also discusses integrating traditional subjects with contemporary educational needs, such as social-emotional learning and technological literacy, to create a well-rounded curriculum. By analyzing various studies and literature reviews, the paper underscores the significance of personalized education approaches catering to each student’s unique needs, enhancing motivation and academic success. It advocates for a hybrid learning model combining elements from Primary Education and STEM fields, suggesting that such an approach can effectively address educators’ and students’ diverse challenges. The conclusion calls for ongoing research and professional development to equip teachers with the necessary skills and knowledge to adapt to the evolving educational demands of the 21st century, ultimately aiming to improve educational equity and effectiveness for all young learners
The Effectiveness of a Developed Video Lesson On Kitchen Tools, Equipment, and Paraphernalia for TLE 8 Cookery Students
No full textThis study aimed to determine the effectiveness of a developed video lesson compared to traditional teaching methods in conveying TLE8-Cookery concepts to Grade 8 students at Gacub Atad S. Iligan Tribal National High School and Esperanza Integrated School. Using a quasi-experimental design, students were divided into two groups – one taught using a traditional approach, the other using a crafted video lesson. The video was developed following ADDIE Model and evaluated on content, instructional, and technical quality using the DepEd Learning Resource Management Department Section (LRMDS) tool. Results showed high ratings for the video’s content alignment, instructional clarity, and technical quality, especially its clear audio-visual elements. Moreover, students taught through the video lesson demonstrated significantly greater improvement in post-test scores compared to those taught traditionally, underscoring the video’s potential to enhance comprehension and retention in cookery concepts. The study recommends that the Department of Education and school leaders incorporate video lessons as effective tools to support technical subjects and consider training teachers in creating instructional videos. Future studies could extend this research to analyze the long-term impact and engagement benefits of video lessons
Group Writing: Overcoming Challenges and Facilitating Excellence in Group Writing in Blended EFL Classes in Tertiary Contexts in Bangladesh
Get PDFThe study examined the challenges faced by tertiary-level EFL students when collaboratively completing various writing activities inside hybrid EFL classrooms. It also explored synchronous solutions to these obstacles. EFL learners frequently engage in group activities to enhance their writing skills in EFL classes. These collaborative exercises have yielded a significant variety of reflections that are consistently explored in the study. The study utilized an explanatory sequential mixed approach, using a Survey Questionnaire, Focused Group Discussion (FGD), and Participant Observation (PO) to gather primary data. The numeric data was analyzed using class intervals of the scale composite scores, while the qualitative data was studied thematically. The quantitative results indicate that more than one-third of students face significant difficulties in pre and post-writing activities. Among these students, 45% experience moderate-level challenges while writing. According to the Relative Importance Index (RII), students encounter greater challenges in post-writing (0.72) compared to pre-writing (0.68) and while writing (0.64) in group writing. After analyzing the recognized difficulties in different phases, feasible strategies such as fostering a culture of collaborative writing, promoting self-directed learning, and cultivating interpersonal relationships were identified as effective means to improve writing skills in groups for English in the EFL context
Promoting Students’ Active Engagement in Online Teacher Education Courses
Get PDFThis paper explores the integration of digital tools in online teacher education courses to enhance active student engagement and support differentiated instruction, particularly for non-traditional teacher candidates. Drawing from the authors’ experiences, the study examines how technology tools (e.g. Zoom with Kaltura, simulations, SketchGraph, and AutoDraw), foster personalized learning, accommodate diverse needs, and provide opportunities for deeper engagement. Guided by the SAMR model, the analysis categorizes tools based on their functions in the teaching and learning practices, emphasizing their role in creating dynamic and inclusive learning environments. The findings highlight that digital tools enable active learning by encouraging critical engagement and moving away from traditional, passive modes of instruction. Through teacher modeling and differentiation, these tools empower learners to navigate complex concepts and build autonomy in their learning process. Practical strategies for implementing technology tools, such as modeling their use and providing clear, step-by-step instructions, are also discussed to address the challenges of online learning environments. This study contributes to the growing body of literature on technology integration in teacher education, offering insights into how digital tools can enhance learning experiences and prepare teacher candidates to adopt innovative instructional practices in their future classrooms