EIKI Journal of Effective Teaching Methods
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The Homework - Necessity or Myth?
No full textThroughout generations a question has been posed: do students benefit from writing homework and does homework fulfill its purpose? The debate about the usefulness of homework causes many doubts in the educational public. Learning outcomes and the importance of homework are different today than twenty or more years ago. Contemporary students are not very interested in this type of activity, showing a high degree of non-independence in performing tasks outside the school environment. The author discusses the expediency of writing homework and its impact on students\u27 learning achievements in class. Accordingly, the author examines the positive and negative sides of this extracurricular activity. This article was created based on the analysis of previous research and knowledge about this subject. Some Croatian and Slovenian didacticists believe that homework should not be abolished, but it should be functional, comprising of various exercises aimed at encouraging students to be active. Tasks are justified if they expand the possibility of learning and serve to develop students\u27 abilities and skills. The author states that homework is necessary in the mother tongue teaching, especially at the initial level of primary school education. The teacher must control the quality and quantity of the homework, taking into account the time the student needs to complete it and the type of goals he wants to achieve in relation to the linguistic and literary material. The article offers the examples of homework in the fields of mother tongue, literature, written expression, reading and media culture. Modern technology offers numerous possibilities for creating creative homework
The Effectiveness of Three Vocabulary Learning Tasks from The Perspective of Technique Feature Analysis
Get PDFThis study investigated the effectiveness of vocabulary learning tasks based on the Technique Feature Analysis framework. The framework provides criteria for evaluating the effectiveness of vocabulary learning tasks. The study investigated the correlation between the predictability of the framework and the task’s effect on vocabulary learning and retention. The study employed an experimental design in which participants were assigned to three different vocabulary tasks involving 15 target words. The tasks were designed to vary in the presence of the vocabulary learning criteria outlined in the Technique Feature Analysis. Learners’ knowledge of word forms and word meanings was assessed immediately and one week later. The results provided mixed support for the Technique Feature Analysis framework. While no significant differences were found in immediate form-meaning recognition, and delayed form recognition, the framework was predictive of learners’ delayed meaning recognition performance
A review on modern teaching and learning techniques in medical education
Get PDFEducation is an ever-evolving and active process that requires periodic refinement. The absence of innovative teaching techniques in academics leaves medical curricula inadequate to take significant strides towards the future. The objective of this review is to define and evaluate alternative methods of teaching and learning that can supplement or serve as alternatives to didactic lectures. These methods aim to promote active student involvement and expedite a smooth flow of information. A literature review was conducted using PubMed, OVID and EBSCO, utilizing keywords such as "learning," "didactic lectures," "alternative techniques of learning," "modern learning techniques," and "medical education." Database searches identified 300 studies, with 250 selected for further screening based on inclusion and exclusion criteria. Articles were surveyed for relevance and significance to our study objectives, encompassing both qualitative and quantitative studies. Various modern learning methodologies were identified, including Case-Based Learning, Evidence-Based Medicine, Problem-Based Learning, Simulation-Based Learning, e-learning, Peer-Assisted Learning, Observational Learning, Flipped Classroom, and Team-Based Learning. These methods address individual learning differences, allowing students to broaden their thinking and professional knowledge. Early introduction of integrative approaches develops student competency and leadership, preparing them for a seamless transition into clinical practice. This study emphasizes the significance and challenges of modern learning systems. Given technological advancements and the broader implications of medical information, students require innovative skills through inter-professional learning. It is imperative to introduce and implement flexible medical curricula that accommodate distinct modern teaching methodologies to address the evolving needs of medical education
Examining the Association of Sexual Health Knowledge and Sexual Attitude of Filipino College Students
Get PDFThis study aims to uncover the association between sexual health knowledge and sexual attitude, explore the various factors, and evaluate its significance in today’s generation. There are a total of 328 individuals who participated in this study comprising first year to fourth year level of students from University of Mindanao Digos College. This study is quantitative and employs a descriptive-predictive research design. Using the Shapiro-Wilk test, to test the normality; however, the test did not show if the continuous variables have a normal distribution by assumption. Mean and Standard Deviation were used to test the levels of both variables, results showed that level of sexual health knowledge among participants is moderate and level of sexual attitudes of college students was marked neutral. Where in the results revealed that general sexual attitude has an inversely positive relationship with reproductive health, contraception, condom use, has a positive correlation with HIV/AIDS, but has no relationship with Sexually Transmitted Disease (STD). Moreover, personal sexual attitude has no significant relationship with reproductive health, but has a very weak positive relationship contraception, condom use, has a weak positive relationship with STD and HIV/AIDS
Analysis of Lesotho secondary education aims for curriculum ideologies integration
No full textAddressing the socio-economic, political, and scientific needs of education in the 21st century has proven to be a formidable undertaking. In addition, it is anticipated that governments would offer education that not only improves subject knowledge but also conforms to the ideological concepts that guide education policy at both the elementary and secondary levels, while also meeting the requirements of the community. This study investigated the degree to which the curriculum ideologies are integrated into secondary education, specifically focusing on the aims of secondary education outlined in the Curriculum and Assessment Policy (CAP). A qualitative study of the documents was conducted. The findings revealed that all ideas are present and incorporated in all the objectives. Generally, each objective consists of three ideologies, except for aims one and three, which combine two ideas. The learner-centred ideology, which is included in all nine aims, represents the prevailing ideology. The curriculum is meticulously designed to provide students with a thorough education that prepares them for advanced academic pursuits or job prospects, both inside their own country and abroad. Basotho must actively and vigorously pursue and promote their knowledge goal
The Mechanics of ESL/EFL Writing Performance at the Tertiary Level
Get PDFAfter exploring different theories of teaching and learning ESL/EFL writing, along with successful models of writing courses and instructional methods, this study investigates the internal complexity of ESL/EFL writing at the tertiary level, as well as the contributing factors in students’ writing performance. The characteristics of different types of language learners are identified in conjunction with the plasticity and lateralization of the bilingual brain and the critical period hypothesis. The study also delves into certain biases and heuristics while it analyzes Kahneman’s System 1 and 2 of thinking and various personality theories in order to determine students’ innate abilities to excel in ESL/EFL writing tasks. Furthermore, the paper elucidates the importance of psychological equivalence in the writing process with the help of Pym’s translation theories, and explains students’ interconnectedness through Berne’s transactional analysis and the ego states of each personality. By integrating neuropsychological perspectives with established pedagogical approaches, such as the scaffolding, product, process, genre and grammar-translation techniques, the article offers a holistic framework for educators and policymakers to enhance ESL/EFL writing instruction, and ultimately proposes future research directions for a better understanding of ESL/EFL students’ needs
Classroom Management as Correlate of Students’ Behavioural Outcome in Junior Secondary Schools in Ishielu Local Government Area, Ebonyi State
Get PDFThe study was carried out to investigate the correlation between classroom management and students’ behavioral outcomes in Junior Secondary schools in Ishielu Local Government Area of Ebonyi State. The purpose of the research was to find out if classroom management correlates with students\u27 behavioral outcomes in Junior Secondary Schools in Ishielu Local Government Area of Ebonyi State. The researcher adopted a correlation research design with a population size of 300 teachers. A sample of 120 respondents was drawn out of the population for the study using a simple random sampling technique. Three research questions and three Ho were formulated for the study. The questionnaire was the instrument used for data collection. The instrument was validated by three experts in the Department of Educational Foundations, Faculty of Education Nnamdi Azikiwe University, Awka. The reliability of the instrument was obtained using the Cronbach alpha coefficient, which yielded alpha coefficient values of 0.73 and 0.85, respectively. Pearson\u27s moment correlation coefficient was used to analyze the data. The findings showed that there is a highly positive and significant relationship between classroom management and students’ behavioral outcomes in junior secondary schools in Ishielu Local Government Area of Ebonyi State. Based on the findings, it was recommended, among others, that teachers should prioritize classroom management practices, especially those that have been shown to be effective in teaching and learning, such as classroom monitoring and classroom arrangement, especially in junior secondary schools
Exploring Higher Secondary EFL Teachers\u27 Perceptions of Critical Thinking and Its Development: A Critical Reflection
Get PDFIt is widely recognized that developing critical thinking skills promotes higher levels of language proficiency and academic success. However, teachers’ perceptions of critical thinking have a significant impact on pedagogical practices, students’ learning, and achievement; therefore, a meticulous understanding of teachers’ perceptions is the prerequisite for the enhancement and effective implementation of critical thinking skills. Against this background, this exploratory study uses a constructivist approach to employ semi structured interviews with 12 EFL teachers at the higher secondary level in Bangladesh to address the research gap in understanding EFL teachers’ perceptions of critical thinking and its practice. The findings revealed that teachers’ knowledge of critical thinking is limited and fragmented, and there is a gap between their perception and the generically recognized concept of critical thinking. This suggests that there is a need to develop teachers’ content knowledge and pedagogical knowledge to promote critical thinking skills in EFL classrooms at higher secondary levels
Assessing the Effectiveness of Science, Technology, Engineering, and mathematics (STEM) Education on Students’ Achievement in Secondary Schools
Get PDFThe education community has become aware of the need to change the way STEM courses are taught because of the good effects STEM programmes have on students’ academic performance, attitudes, and interests as well as their communication and problem-solving abilities. STEM education is supposed to increase students’ conceptual understanding of how science and mathematics are interrelated so they can better understand engineering and technology. One of the long-term objectives of every educational institution is to raise students’ academic achievement. With the quasi-experimental research control design utilised, the study aims to examine the contribution of STEM education in secondary schools. Consequently, it utilises a multidisciplinary strategy for integrating STEM - to the field of STEM education, and discusses STEM literacy; factors influencing students’ engagement in STEM education; effective pedagogical practices, and their influence on student learning and achievement in STEM; and the role of the teacher in STEM education. Three essential components were found after a thorough analysis of the studies: (1) the importance of focusing on the secondary phase of schooling to maintain student interest and motivation to engage in STEM, (2) the implementation of effective pedagogical practices to increase student interest and motivation, develop 21st century competencies, and improve student achievement, and (3) the development of high-quality teachers to positively affect students’ attitudes and motivation towards STEM
Speaking on the Way: A Simulation-Based Proposal for Primary-School EFL Learners
Get PDFThe main purpose of this case study was to investigate the possibilities of simulation-based learning in Teaching English as a Foreign Language in Greek Primary Education by focusing on the speaking skill. Following a thorough evaluation of the speaking section of the sixth grade’s coursebook, it became evident that the simulation-based activities had shortcomings that needed improvement. An alternative proposal of a simulation-based activity with a cultural focus revealed the complications of achieving successful implementation when it comes to simulation-based experiential learning. The findings that came from the recording of a specific learner’s responses revealed that the learner took up the challenge to try a different approach to communicating in English within the context of the EFL lesson. What is more, the proposed lesson plan created implications for exploring the EFL learners’ relationship to English-speaking cultures, i.e., British culture. Limitations of the study and directions for further research were also provided