EIKI Journal of Effective Teaching Methods
Not a member yet
150 research outputs found
Sort by
Exploring the Role of Coordinating Centre Tutors in Implementing Early Grade Reading Initiatives in Wakiso District, Uganda
Get PDFThe adoption of Early Grade Reading (EGR) Methodology in 2013 in Uganda brought on board different stakeholders to effectively implement it in the education eco-system. With reference to this particular study, we examined the crucial role of Coordinating Center Tutors (CCTs) in Wakiso District, Central Uganda in the effective implementation of EGR methodology. Wakiso District’s socio-economic and cultural diversity necessitates an adaptive approach to EGR, making CCTs indispensable in tailoring instructional methods. Specifically, we set out to scrutinize how CCTs assess EGR instructional practices, and effectiveness of their training programs on effective implementation of EGR in primary schools in Wakiso district. Data was collected from six purposively selected CCTs through face-to-face interviews. Key findings reveal the multidimensional role of CCTs as trainers, mentors, and community engagers. Their instructional practices, range from center-based training to partnered reading, showcasing a holistic strategy. Positive impacts on literacy development, including enhanced comprehension and confidence among learners, under-score the effectiveness of these practices. Continuous professional development initiatives and targeted training contribute significantly to CCT competency, bridging gaps in their earlier college training. In conclusion, the study emphasizes the dynamic role of CCTs in carrying out ongoing support and targeted training programs. The recommendations encompass mentorship programs, collaborative learning environments, diverse instructional methods, continuous professional development, strengthened partnerships, increased community involvement, a structured referral system, and a dynamic learning environment. This study contributes to the understanding of the intricate dynamics surrounding EGR implementation, providing insights for educational policy-makers, practitioners, and researchers aiming to optimize literacy outcomes in diverse contexts
Satisfaction Level of the Students on the Quality of Services Provided by Build Bright University, Siem Reap Campus
Get PDFThis research investigates the key factors influencing student satisfaction with the quality of services provided at Build Bright University (BBU), Siem Reap Campus, Cambodia. The study aims to evaluate the benefits of maintaining and enhancing service quality to attract and retain students, assess overall student satisfaction levels, and examine strategies used to promote professional development among students. A quantitative research design, utilizing descriptive statistics and a survey-based methodology, was employed to gather data from 438 first-year students enrolled in the Foundation Year program. The findings highlight that students express high satisfaction with accreditation, the formal recognition of the university’s academic standards, curriculum alignment, the extent to which the academic programs meet national and international educational standards, teacher resources, the availability of qualified instructors, teaching materials, and instructional strategies, and professional staff, administrative and support staff who contribute to a positive academic environment. However, areas such as course materials, textbooks, reading materials, and online resources, learning resources, additional materials and tools that enhance learning, and campus facilities, physical infrastructure such as classrooms, laboratories, and study spaces, need improvement. Based on these results, the study provides recommendations to enhance service quality, including updating course materials, upgrading campus infrastructure, strengthening faculty development programs, and improving student support services. This research offers valuable in-sights into the factors shaping student satisfaction in Cambodian higher education institutions and highlights strategies for improving student retention and success
Influence of Master Teachers’ Workload on their Time Management Skills at Don Sergio Osmeňa Sr. Memorial National High School
Get PDFMaster teachers view their pedagogy and go the extra mile to guarantee every student has a positive learning experience. Part of their workload includes regular monitoring, adjusting their teaching strategy where necessary, engaging in systematic problem-solving, and teaching personal accountability which encompasses timeliness. This study explored the impact of master teachers\u27 workload on their time management along with their demographic profile, perceptions, and impact with the end of crafting a sustainable action plan. The study revealed that most of them are seasoned mentors, with around two decades of service, with bachelor’s degrees and master\u27s units. In terms of perception and influence, most of them believed that there is always room for improvement in the way they manage their time they agreed on the level of satisfaction rendered in teaching with the number of hours in a week. The perception and impact on workload and time management have no significant relationship. The study indicates that they are responsible enough to troubleshoot behavioral problems and strategize classroom management as part of their workload, encouraged to carry out frequent master teacher assessments, and conduct training needs assessments to identify the needs of master teachers in terms of their profession
Scientific habilty by using DNA and robotic activities in the science class
Get PDFEducational robotics as an area of pedagogy is a discipline whose objective is the development of robotic prototypes that support the learning of natural sciences, demonstrating its potential as a didactic proposal that integrates technology into transdisciplinary thinking favoring digital thinking in the 21st century, in which we can mention scientific ability and the development of solutions to problems that favor scientific thinking. This educational research aims to connect the fields of chemistry and biology with the growing technology of educational robotics. A descriptive interpretive methodology was applied to a group of 80 high school students; They conducted experimental activities such as extracting DNA from tomatoes and observing the stages of mitosis in onion apical meristems. After observing the chromosomes in a microscope, the students use an augmented reality application, contrasting the information and creating a robotic model with recyclable material, programmed using the open-source ap-plication Arduino. No significant differences were found during the development of the activities between public and private schools, showing that 90% of the students obtained the DNA and 67% managed to develop robotic programming activities
Teachers’ Beliefs on Fostering Democratic Values and Skills in Bangla Language Classroom
Get PDFThis paper advocates the necessity of developing democratically responsible citizens to build a sustainable society, recognizes the importance of practicing democratic skills and values in building democratic citizens, and subsequently explores the teachers’ beliefs and views on fostering democratic values and skills in Bangla language classrooms through teaching-learning practices. In doing so, this paper uses primary data collected from 4 teachers with semi-structured interviews respecting the constructivist perspective. In addition, this study focuses on five democratic values and skills: shared decision-making, knowledge generation, acceptance of diversity, informed decision-making, and participatory evaluation, as necessary for secondary-level students in Bangladesh. This paper finds that the participant teachers highlighted the scope of fostering democratic values and skills through classroom teaching-learning practices and acknowledged the importance of facilitating them in the Bangla classroom in order to develop future democratic citizens. The findings also pointed out some challenges to the seamless practice of those values and skills. This paper calls for policymakers to revise the existing secondary curriculum and a particular intervention in teacher training programs
Assessing the Effectiveness of Instrumental and Lyrical Music in Developing Reading Comprehension
Get PDFThe central aim of this quasi-experimental study was to investigate the efficacy of lyrical and instrumental music in developing the reading comprehension of grade 10 students of Davao City, Philippines using the descriptive statistics and inferential statistics, specifically t-Test significant differences were assessed among groups and scores. The findings revealed that all groups had similar level of reading comprehension at the outset of the experiment. The post experiment revealed that a significant increase of score was evident in the control and experimental group, which utilized instrumental music. On the other hand, the experimental group using lyrical music, had no significant improvement in the reading comprehension scores. Implications for the educational practices and limitations of the study were provided
The Influence of Music on The Development of a Child: Perspectives on the influence of music on child development
No full textThe purpose of this theoretical paper is to explore and analyze the influence that music can have on the development of a child from the physical, cognitive, emotional and social aspects. Through a detailed bibliographic research and analysis of conceptual models, we have identified the key role that music plays in improving the motor coordination, perceptual development and cognitive skills of the child. From the emotional perspective, musical experiences serve as a means of expressing and understanding emotions. Introducing music into early education can also potentially improve social skills and interaction among children. Through the analysis of empirical studies and a review of existing theories, we tend to emphasize the importance that music has in the development of a child. By presenting this analysis, we intend to provide a contribution in order to understand how music can improve the scope and quality of a child’s development during the period which one grows up
Teachers’ Perception on Implementing the Revised Lower Secondary Curriculum in Selected Schools in Uganda: A Focus on Emerging Issues and Coping Strategies
Get PDFThis study explored teachers’ perception on the implementation of Comptency-based Curriculum (CBC) in lower secondary schools in Uganda that was rolled out in 2020. The shift from the Knowledge-Based Curriculum (KBC) to CBC caused a cultural shock to those who had been nurtured in a purely teacher-centred curriculum! Teachers got challenged over their authority and autonomy in the delivery of instruction. Discussion was centred on teachers’ readiness to implement; pedagogical competences to plan, facilitate and assess CBC. In this phenomenological study, data was collected from 12 randomly selected secondary schools in urban, semi-urban and rural areas of Uganda. The population comprised teachers of Lower Secondary, Directors of Studies and Headteachers. Data was analyzed qualitatively through codes and themes and reported thematically, backed with verbatim quotations and statements from participants. Majority of the teachers were struggling with gaps in planning and content delivery, CBC stimulated hands-on-learning, teachers’ preparedness was considerably low due to lack of prior training, ICT integration was still an uphill task, majority of teachers were still stuck to traditional methodologies. CBC is too demanding and ambitious! NCDC should, therefore, design retooling packages for continuous capacity building, schools should promote peer mentorship, collaboration and Network initiatives
Exploring Embedded Contextual Factors and Their Contribution to Facilitating Autonomous Learning
Get PDFThis study delves into the influence of contextual factors on learner autonomy, highlighting that autonomous learning can be manifested differently due to contextual factors. This study engaged in exploring the learners’ attitudes and learning practices to understand whether contextual factors facilitate learner autonomy in the university context. This study examined contextual factors, e.g., peer interaction, teachers’ role, the curricular context, and prior learning experience, with a view to accomplishing its mission. Data was collected from 20 English language learners using semi-structured interviews, and thematic analysis was employed to analyze the data sets. The findings reveal that peer interaction facilitates autonomous learning through cooperation. Teachers’ authoritarian roles seem to impede the development of learner autonomy. The curricular context tends to be obstructive since it prioritizes rote learning and delimits opportunities for autonomous practices. Participants’ prior experiences of teacher-dependent and rote learning appear to impede their current autonomous learning. The findings of this study implicate that school curricula should create ample opportunities from the early levels of education to maximize learning potential through autonomous learning
Educational Approach of Special Relativity using a custom GPT as a teaching assistant
No full textGenerative Artificial Intelligence (GenAI) has emerged as a valuable assistant in education. Many GenAI tools have been designed to aid teachers in offering personalized learning to their students, tailored to their educational needs and difficulties. In this paper we present a custom Open AI’s GPT (IBL Educator GPT) that is designed and developed based on Inquiry based Learning and offers teachers a framework in which they can interact with ChatGPT and design educational strategies regarding Special relativity. To evaluate this tool via questionnaire that measures physics teachers’ beliefs concerning the adoption of AI tools in the classroom The utilization of the IBL Educator GPT has led to the improvement in teachers’ perspectives regarding the adoption of artificial intelligence-based tools for personalizing teaching