EIKI Journal of Effective Teaching Methods
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Exploring Student Historical Thinking Skills and Awareness in Bohol’s Resistance Movements (1621-1829)
Get PDFHistorical thinking skills are fundamental for enabling students to engage critically with the past, yet their connection to local history awareness remains underexamined in the Philippine context. This study explores the relationship between undergraduate students’ awareness of two pivotal resistance movements in Bohol – the Tamblot Revolt (1621–1622) and the Dagohoy Rebellion (1744-1829) – and their self-reported proficiency in three core dimensions of historical thinking: time and chronology perception, historical inquiry, and historical empathy. The research surveyed 275 students enrolled in the Readings in Philippine History course at a state university in Central Philippines during the first semester of the 2024-2025 academic year. The Historical Thinking Skills Scale (HTSS) measured self-perceived competencies via a Likert-type instrument covering temporal ordering, source analysis, and affective perspective-taking. Awareness of the local movements was assessed through a tailored multiple-choice test, calibrated via pilot-item analysis to ensure adequate difficulty, discrimination, and reliability. 61.1% of participants fell into the “Completely Unaware” category, while only 22.5% demonstrated “Excellent Awareness.” Conversely, a majority of students reported “Good” to “Excellent” skills in historical inquiry (87%) and time perception (69%), though fewer (68%) achieved comparable levels in empathy. Spearman’s Rho correlation coefficients indicated negligible, non-significant associations between awareness scores and each historical thinking dimension (ρ ranging from –0.024 to 0.002, p > 0.05). Although students may self-report general historical thinking abilities, they often lack specific knowledge of locally significant events. The absence of a significant relationship underscores the compartmentalization of local history within the broader narrative of Philippine history education
The Implementation Policy in Increasing Vocational Students Enrollment of Pak Tho Industrial and Community Education College, Thailand
Get PDFThe objectives of this research were 1) to study the performance of the implementation policy according to the opinions of teachers, committee members, and administrators, 2) to examine the implementation policy satisfaction according to the opinions of students and parents, and 3) to explain the factors in the success of the implementation policy in increasing vocational students’ enrollment of Pak Tho Industrial and Community Education College, Thailand. The sample consisted of 3 experts for interviews; 23 participants, including teachers, committee members, and administrators; and 449 students and parents for questionnaires. The research instruments possessed an IOC (Index of Item-Objective Congruence) value between .67 and 1.00, and a reliability value of .91 and an interview form. Data were analyzed by using mean, standard deviation, and content analysis. The research showed that the performance of the implementation policy according to the opinions of teachers, committee members, and administrators was at the highest level. The highest mean was disposition of implementers, followed by characteristics of implementing agencies, and economic, social, and political conditions. The lowest mean was policy resources, yet still at a high level. Also, it was found that the implementation policy satisfaction according to the opinions of students and parents was at the highest level, in overall and particular aspects. The highest mean was economic, social, and political conditions, followed by the disposition of implementers. The lowest mean was policy resources. The factors in the success of the implementation policy in increasing vocational students enrollment concerned policy guidelines and goals and their understanding by all stakeholders; resource control (strategic planning, personal involvement, adaptive leadership, and external collaboration); organizational features and implementers’ disposition (flexible organizational structure, shared leadership, and collaborative culture); and extra techniques and transparency suggestions (the use of supplementary strategies, such as community outreach, role models, flexible learning pathways, and localized planning)
Teacher Pedagogical Content Knowledge and Practical Skills Competence as Determinants of Students’ Performance in Biology
Get PDFThe research examined the relationship between teacher pedagogical content knowledge and practical skills competence as factors influencing students’ performance in Biology within the Abeokuta South Local Government Area of Ogun State. Employing a correlational research design, the study involved 240 respondents, specifically SSII biology students, who were selected through a multistage sampling technique. Data were gathered using the Teacher Pedagogical Content Knowledge and Competence in Practical Skills Rating Scale, which demonstrated reliability coefficients of 0.80 and 0.73, respectively. The analysis of the collected data utilized descriptive statistics and multiple regression techniques. The findings indicated a significant influence of the level of teacher pedagogical content knowledge and competence in practical skills on the academic performance of students. The findings also revealed that teachers’ competence in practical skills has a positive effect on students’ understanding of biological concepts and students’ performance in biology. In light of these results, the study recommends that educators should im-prove their pedagogical content knowledge and practical skills competence to improve students’ performance in Biology. Furthermore, teacher training programs should prioritize the development of robust content knowledge and practical skills in the field of Biology
Investigating Pre-service Elementary Teachers’ Use and Perceptions about ICT Integration in Mathematics Education
Get PDFThis study investigates the extent to which pre-service teachers of colleges of education (CoEs) in Ghana perceive ICT integration as a useful instructional strategy in teaching concepts in primary school mathematics curriculum. The study also explores the impact of college-based education programs on pre-service teachers’ ability and preparedness to integrate ICT, and their overall perception about ICT integration in teaching mathematics. The study also assessed the availability of ICT tools in the Ghanaian primary schools in terms of the types of ICT tools available for use by practicing teachers. The study employed the cross-sectional survey design in which both quantitative and qualitative data were collected from 326 final year pre-service elementary teachers from four public colleges of education in Ghana. The quantitative data obtained from questionnaires admin-istered was analysed using descriptive statistics while the qualitative data was analyzed thematically. The findings showed that pre-service elementary teachers perceive ICT integration as a useful in-structional strategy in mathematics education. The findings also showed that pre-service elementary teachers are not in strong agreement about how the courses they took, in ICT integration at the college level, shaped them to effectively and efficiently to integrate ICT in their future mathematics lessons. Nonetheless, most pre-service elementary teachers intend to integrate ICT into their future mathematics lessons. The implications of these findings for practice and research are discussed
Veterinary Students’ Perception of Problem Topics in Epithelium Tissue
Get PDFFirst-year veterinary students face difficulties in learning epithelium tissue histology even though educators provide exceptional care. We need to address these difficulties and their solutions to provide a better learning experience for students. Thus, this study was planned to evaluate the veterinary students’ perception of problem topics in epithelium tissue. It was a descriptive study in which a total of 110 first-year veterinary medicine students were included. A questionnaire (having 4 sections) regarding epithelium tissue histology learning was used. Students were asked to complete the questionnaire according to their perception of learning epithelium tissue. Identification of epithelium under the light microscope was more problem topics on students’ perception than the theoretical understanding of epithelium without 3D presentation. Invisible outline of epithelium cells and color imbalances of the epithelium slide under the microscope due to potential staining issues or others were the major reasons for problem topics. The use of a 3D epithelium cell model, huge real pictures from epithelium microscope slides, and newly stained microscope slides may reduce the problem topics in epithelium tissue. The major problem topic of epithelium tissue may be overcome by educators using 3D epithelium cell models and microscope slide pictures. Further study may be conducted on the other problem topics, along with their respective reasons and valid solutions
Automated Formative Feedback for Learning Statistics and Cultivating Growth Mindset among College Students
Get PDFThis study examined the impact of automated formative feedback on college students’ independent learning skills, performance in hypothesis testing concept, and growth mindset. Grounded in Vygotsky’s social constructivist theory and Hattie and Timperley’s feedback model, the intervention addressed the lack of timely, meaningful feedback in large classroom settings. A pre-test/post-test quasi-experimental design was employed, involving two intact sections of Elementary Statistics students randomly selected through cluster sampling from six available sections. From each section, 30 students were randomly chosen for inclusion in the analysis. The experimental group received automated formative feedback embedded in hypothesis testing exercises developed using Microsoft PowerPoint and assignments delivered through Google Classroom. The control group completed the same tasks without feedback, receiving only marks indicating correct or incorrect answers. Data were collected using validated instruments for independent learning skills and growth mindset, and a 50-item test on hypothesis testing. Results indicated that the experimental group demonstrated significantly higher gains across all three outcome variables. Students who received feedback showed greater engagement, deeper conceptual understanding, stronger confidence in completing tasks independently, and increased motivation. Findings support the use of automated formative feedback to enhance independent learning and foster a growth mindset in statistics education
Enhancing Accessibility: Design and Evaluation of Modified Toilet Signage for People with Disabilities in the University
Get PDFThis study addresses the imperative need for enhanced accessibility within restroom facilities at Cebu Technological University (CTU) Pinamungajan, focusing on the design and evaluation of modified toilet signage for People with Disabilities (PWD). By delving into a diverse range of existing research, theoretical frameworks, and practical applications, the study seeks to build a robust foundation for the creation of universally accessible environments. The investigation incorporates an analysis of international standards, the impact of signage on accessibility, psychological and social considerations, user-centered design principles, legal frameworks, educational initiatives, and the social model of disability. The methodology involves a systematic approach, beginning with a pre-liminary assessment of existing restroom facilities, followed by a review of international standards to establish benchmarks for modifications. Stakeholder engagement, including PWD and relevant advocates, plays a pivotal role in the design phase. Modified toilet signage prototypes are developed and implemented in selected CTU Pinamungajan facilities, with a comprehensive evaluation assessing the impact on accessibility, user experience, and psychological well-being of PWD. The study aims to identify gaps, challenges, and opportunities in the existing body of knowledge, contributing to a nuanced and informed approach to the design and evaluation of modified toilet signage. In-sights derived from this research not only guide practical recommendations for CTU Pinamungajan but also enrich the broader academic discourse on accessibility, inclusive design, and the intersection of environmental modifications with the experiences of PWD
Teacher Academic Training Systems in Greece and Serbia
Get PDFThis study examines the teacher preparation paradigms of Serbia and Greece, two countries with similar histories and religions but different educational ideologies influenced by their social and cultural backgrounds. The study aims to determine the effect of various settings on teacher preparation, with a particular emphasis on pedagogical approaches and curriculum designs. Using a mixed-methods approach, the study assesses how each system affects student results and teacher effectiveness by combining quantitative data from educational tests like PISA with qualitative views from educators and policymakers. Concerns have been raised regarding the influence of Greece’s reliance on a centralized curriculum on developing critical thinking and practical application abilities in aspiring teachers. On the other hand, Serbia’s adaptable strategy incorporates contemporary teaching approaches, boosting students’ capacity for analysis and practical problem-solving. The report emphasizes the value of stakeholder participation, highlighting Serbia’s successful interactions with parents and educational institutions, which help create a climate conducive to educational change. The study emphasizes the integration of cutting-edge pedagogical approaches and standardized assessments, underscoring the necessity for systemic transformation in teacher training processes to satisfy contemporary educational demands. It also asks for fair resource distribution and sufficient funding to enable enhanced teaching approaches that comply with European standards. Ultimately, our research aims to promote international understanding and cooperation, increase teacher preparation programs, and raise education standards globally
Adjustment Problems and Coping Strategies of State University Students Living Away from Home
Get PDFLiving away from home for academic purposes presents significant challenges requiring effort, financial resources, and determination to balance personal and academic life. These difficulties can affect both academic performance and overall well-being. This research explored the adjustment problems and coping strategies of students living away from home. A descriptive qualitative approach was employed, involving eight (8) students from a state university selected through purposive sampling. Semi-structured interviews were conducted to gather data, which were analyzed using thematic analysis. Findings indicated that students adopted two primary coping strategies: (a) Emotion-Focused Coping and (b) Problem-Focused Coping, each encompassing specific categories and subcategories. Emotion-focused coping involved managing emotions to reduce stress, while problem-focused coping addressed the practical challenges of their environment. These strategies enabled students to navigate the emotional and situational hurdles of living independently. The study highlights the complex interplay between emotional and practical coping mechanisms used by students to maintain their well-being and academic performance. Insights gained may inform programs and policies that better support students adjusting to life away from home
Community Engagement for Enhancing Students’ STEAM Literacy: Insights from the 1.5km Experiential Learning Circle in Hong Kong
Get PDFThis study investigates the impact of the 1.5km Experiential Learning Circle (ELC) in Hong Kong on students’ STEAM literacy through community-based learning. The ELC framework adapts Kolb’s Experiential Learning Cycle by integrating community experiences at each stage: (1) Community Engagement, where students explore local issues through field observations and interactions; (2) Community Context Reflection, where students analyze these issues from scientific, technological, and socio-environmental perspectives; (3) Knowledge in Community Settings, where students apply STEAM concepts to propose solutions; and (4) Community-Based Action, where they implement and communicate their solutions to stakeholders. Using a mixed-methods approach combining surveys, interviews, and observations, the study explores students’ competence in six key domains of STEAM literacy: communication, problem identification, knowledge seeking, problem-solving, application of STEAM concepts, and decision-making. Findings reveal that students demonstrated moderate competence in all six STEAM literacy domains, with the highest scores in communicating STEAM information, problem identification, and knowledge seeking. However, challenges were observed in applying STEAM concepts to real-world contexts and making informed decisions considering ethical, environmental, and social factors. The results demonstrate the effectiveness of community-based learning in enhancing STEAM literacy, yet highlight the need for improved instructional strategies to better connect theoretical knowledge with practical applications