EIKI Journal of Effective Teaching Methods
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Comparative Education in the Health Professions
Get PDFAs the academe in health professions institutions pursue educational reforms that anchors on the systems approach to healthcare, collaborative efforts are essential to establish more responsive and dynamic professional education systems. This paper highlights comparative education as a tool to strengthen health professions education around the world by reviewing previous and the most recent studies done, and showcase how this can improve the current pedagogical landscape. Through comparative education, a holistic approach to health professions education ensures that the learner’s training is not only comprehensive but also responsive to the dynamic needs of the country, the region, and the rest of the world by the sharing of best practices, challenges, and opportunities for collaboration. The opportunities that international comparative education provide to the health professions education include the sharing of best practices and difficulties encountered, and the enhanced viewpoint from considering different perspectives. On the other hand, the main challenges include ethnocentrism and the limited resources that majority of institutions face globally especially those from the low- and middle-income countries. Truly, once the lessons learned from comparative educational engagements are integrated into the philosophical and educational foundations in our medical schools, then we are one step closer to becoming responsive to the call for a more holistic and systems – centered health professions education
The Impact of Scientific Literacy on Politicians’ Approach to the Issue of Climate Change
Get PDFThis study focuses on the critical role of scientific literacy in climate change management. Politicians who possess a deep understanding of scientific concepts related to climate change are not only better equipped to make informed decisions and implement policies that address environmental challenges effectively but also enhance their credibility. By being scientifically literate, policymakers can analyze complex data, interpret scientific reports, and engage in meaningful discussions with experts in the field. This ability enables them to communicate climate change issues to the public clearly and accurately and enhances their professional standing, making them feel more respected and valued. Politicians can navigate the intricate web of environmental science and policymaking through scientific literacy, leading to more informed and sustainable decisions for the benefit of current and future generations. In a rapidly changing world, scientific literacy is a powerful tool that empowers politicians to enact meaningful change in response to climate change challenges
Math Education: Collaborative Learning for Educational Equity
Get PDFThe purpose of this article is to analyze how collaborative learning can contribute to the creation of inclusive and contextualized environments in the teaching of geometry. Collaborative learning is emerging as a promising approach to promote logical-mathematical reasoning, critical thinking, and equity among diverse student populations. Historical and structural factors significantly impact the physical well-being and mathematical development of many Brazilian students, particularly in the context of plane geometry, which requires mathematical literacy, spatial reasoning, and problem-solving skills that are often hindered by inequitable educational conditions. This study presents an experiential narrative detailing the planning and implementation of a collaborative geometry activity with first-year high school students in Paraíba Valley Metropolitan Area, São Paulo, Brazil. Findings highlight how collaborative approaches promote students’ mathematical cognitive development and address intersectional factors and inequalities in the Brazilian educational landscape. Collaborative activities stimulated student engagement, promoted meaningful interactions, and facilitated inclusivity, allowing each student to construct his or her own knowledge. In addition, this study highlights the importance of ongoing professional development for educators to enhance collaborative practices and create equitable learning environments in mathematics education. These activities were instrumental in promoting active student participation, productive interactions, and inclusive education, thereby enhancing learning opportunities for all students
Common misconceptions regarding physics concepts in the fairy tales written by the Grimm Brothers
Get PDFThe Grimm Brothers’ fairy tales, compiled during the early 19th century, are renowned literary works celebrated for their captivating storytelling and didactic messages. Nevertheless, these narratives frequently incorporate components that defy our current comprehension of physical principles. This paper examines the erroneous beliefs regarding physics that are included in the fairy tales written by the Grimm Brothers. Through the analysis of these myths, our objective is to elucidate how these narratives might lead to a misinterpretation of essential principles in physics and the possible ramifications of perpetuating such misunderstandings
Challenges of Implementing Outcome-Based Assessment in Vietnamese Higher Education – A Qualitative Inquiry
Get PDFThis qualitative study investigates the key challenges faced by university lecturers in implementing outcome-based assessments (OBA) in higher education institutions in Vietnam, a country currently undergoing significant educational transformation. Utilizing a qualitative research design, the study conducted semi-structured interviews with 15 lecturers from diverse academic fields in a institution. The data were thematically coded and interpreted through the lenses of Constructivism, Institutional Theory, and Diffusion of Innovations Theory. Nine major challenges emerged from the findings, including pedagogical hurdles, lack of training and resources, institutional constraints, and technological limitations. These challenges are contextualized within the existing theoretical frameworks and related literature. The study offers critical insights that are deeply rooted in cultural, institutional, and structural variables. These findings are pertinent for educators, administrators, and policymakers in Vietnam and potentially for those in similar educational settings, and they hold broader implications for professional development, institutional policies, technological infrastructure, and cultural shifts within the educational landscape
Teaching Strategies and Their Effects on Reading Comprehension Performance of Junior High School Students in Inclusive Classroom Setting
No full textComprehension is the basic condition for meaningful reading. The current quantitative study conducted in the English language context explored the effect of teaching reading strategies on the reading comprehension of junior high school students with a sample size of 30 in an inclusive classroom setting. The findings revealed that majority of the students were at the ages 14 to 17 years old, females, parents’ income ranging from ₱9,520 - ₱19,040 with an educational background at the high school level. The Effective Instructional Methods were more highly utilized than the cooperative learning strategies. Both reading comprehension levels during the pre-test and post-test belonged to the proficient level. There is a significant difference between the pre-test and post-test scores (t = 7.417; p>0.05) of the reading comprehension performance of the respondents. On the other hand, there is no significant relationship (r = 0.158; p>0.05) between the post-intervention and the extent of varying teaching strategies. Findings indicate that teaching reading strategies have a positive impact on the reading comprehension of students at the junior high secondary level. The study has important implications for teachers, students, curriculum planners, policymakers in the field of education, and school heads
The Effectiveness of Cooperative Learning (CL) on Reading Comprehension of EFL Learners at Tertiary Education
Get PDFThis study aimed to investigate the effectiveness of cooperative learning (CL) on reading comprehension achievement of EFL students. The population of 54 EFL students were officially asked to sit the proficiency test (IELTS) to be accessed to the study. After administering the test, these students were randomly assigned to two groups, one experimental group and one control group, on the further stages of the study. The researcher implemented cooperative learning (CL) to teach students in the experimental group while control group was instructed via conventional instructions. After two months and a half (10 weeks) period of implementation, a post-test was administered and then analyzed through an independent sample t-test to see the results. The results revealed that the students in experimental group achieved higher scores in reading comprehension compared with control group in the post-test
The Impact of Cooperative Learning on English Speaking Skills at Intermediate Level
Get PDFThis study was conducted to determine the effectiveness of the cooperative learning (CL) strategy on English speaking competence at the intermediate level at the University of Finance-Marketing (UFM). It was conducted within 2 months. A pre-test and post-test were applied to determine the effectiveness of research treatments (i.e. Kagan CL strategies) in English speaking comprehension at the intermediate level. Moreover, a questionnaire was used to enquire into the students’ attitudes towards applying CL in the classroom. To determine the result of this study, the independent sample t-test, paired sample t-test and frequency command were used to analyze the collected data. The result showed that CL strategy enhanced English as a foreign language (EFL) students’ English-speaking competence at the intermediate level. The result of the study affirmed the positive effectiveness of CL strategies in teaching English-speaking performance at the intermediate level of EFL students. Through the study, the author also suggested using some different teaching strategies such as Student Teams-Achievement Divisions in teaching English to continue to enhance the effectiveness of CL on English speaking performance
Empirical Assessment of ICT Impact on Teaching and Learning in High Schools: A Study in the Context of Balkh, Afghanistan
Get PDFThis study comprehensively explores ICT integration in Balkh’s high schools, covering infrastructure, teaching methodologies, student outcomes, integration challenges, and preparedness. Surveys were administered to 230 participants, including teachers and students. Descriptive statistics revealed a generally positive perception of ICT infrastructure and technology usage but identified areas for improvement. ANOVA results highlighted significant disparities in the impact of multimedia, interactive tools, and technology-assisted learning, providing nuanced insights. Regression analysis unveiled a unique correlation between teachers’ observations of academic performance and ICT integration. Chi-square tests showed a substantive association between students’ perceptions of ICT impact and learning outcomes. Addressing integration challenges, technological barriers emerged as a concern, signaling the need for targeted interventions. Positive indicators in teacher preparedness, access to technological resources, and administrative support emphasized the role of ongoing professional development. These findings offer empirically grounded insights for evidence-based decisions. While acknowledging promising strides in ICT integration, the study advocates for strategic interventions to overcome challenges. It contributes a nuanced understanding of ICT dynamics, guiding informed decision-making for educators, administrators, and policy-makers. The research emphasizes optimizing ICT integration in Balkh’s high schools for effective learning through technology
Using iPad Making Comics for Teaching the “Fire and the Cave Men” for K-10 Students
Get PDFThis work explores the potential of iPads in creating educational comics to teach K–10 students the philosophical topics of “The Fire and the Cave Men”. The visual and interactive features of the iPad can assist educators in crafting captivating stories from intricate philosophical materials, thereby enhancing student understanding and engagement. The study highlights the iPad’s ability to demystify abstract ideas, foster innovation, and promote student collaboration through instructional comics. Incorporating visual arts and narrative also aids in establishing a deeper connection to environmental and historical topics, fostering an ecological attitude and viewpoint. The article concludes that iPads offer a versatile platform for enhancing educational outcomes through creative expression, with practical implications for educators and students alike