EIKI Journal of Effective Teaching Methods

Effectiveness of School Administration’s Strategies for Protecting Children from Neglect Abuse in Public Secondary Schools in the Kilimanjaro Region, Tanzania

2025-03-10T06:54:04-05:00

This study explored the effectiveness of strategies used by school administrations in the Kilimanjaro region, Tanzania, to protect children from neglect and abuse in public secondary schools. The research, guided by Bertalanffy’s systems theory, employed a convergent mixed-methods design with 427 participants, using both quantitative (questionnaires) and qualitative (interviews) data. The findings revealed that neglect significantly hinders students’ academic and social development. To address this, the study suggested establishing anti-neglect clubs where students receive teacher guidance and implementing a forgiveness education program to foster empathy, conflict resolution, and emotional awareness. The study also highlighted the need for regular evaluations of protective strategies. It found no significant differences in the effectiveness of these strategies based on teachers’ years of experience. The study recommended that the Ministry of Education strengthen the implementation and monitoring of child protection strategies and provide in-service training for education officials and school staff. Additionally, teacher education programs should prioritize child protection to better prepare future educators.

Adjustment Problems and Coping Strategies of State University Students Living Away from Home

2025-04-27T22:53:59-05:00

Living 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

2025-05-03T22:59:21-05:00

This 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.

Utilization Of Videocast In Enhancing Audio-Visual Learning Skill Of Grade 7 Students

2025-04-15T22:46:11-05:00

This 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.

Grammarly Feedback on EFL Learners’ Writing: Feedback Precision and Student Perceptions

2025-04-15T22:46:22-05:00

Grammarly has increasingly gained momentum as one of the most widely used automated essay evaluation platform. However, Grammarly’s enhanced popularity is not accompanied by sufficient empirical evidence about its performance on EFL students’ writing. The current study is, therefore, conceived to investigate the precision of Grammarly automated feedback in identifying the most common grammatical errors among EFL learners, namely Determiners, Verb Forms, and Subject-Verb agreement and EFL tertiary students’ perceptions of this tool while incorporating it into their writing processes. Quantitative analyses of 99 students’ argumentative writing reveal that Grammarly con-sistently exhibits a high level of precision across various error categories with a precision rate of 84.93%, with the detection of Determiner errors standing out as particularly accurate. Qualitative in-sights from eight semi-structured interviews showed that students acknowledged the benefits of Grammarly and exhibited confidence in this tool. However, some students also experienced a sense of detachment or identified constraints in the feedback they received. It is concluded that Gram-marly can support writing improvement, but it should be used alongside teacher feedback and in-struction. Main pedagogical implications include using Grammarly as a supplementary formative assessment tool and encouraging students to critically engage with automated feedback.

An Investigation into First-Year English-Majored Students’ Perceptions of the Use of Role-Play Technique in English Speaking Classes at Dong Nai University

2025-05-09T03:40:22-05:00

Developing speaking skills remains a major challenge for many first-year English majors, particularly in EFL contexts where real-life speaking opportunities are limited. This study explores the perceptions of first-year English-majored students at Dong Nai University regarding the use of the Role-Play technique in English speaking classes. The main aim of the study is to examine how Role-Play influences students’ motivation, confidence, and overall speaking ability, as well as to identify the challenges they face when engaging in such activities. To achieve this, a quantitative approach was used, and data were collected from 75 students through structured questionnaires. The results show that most students found Role-Play to be enjoyable, motivating, and effective in improving their fluency, vocabulary, pronunciation, and creativity. Additionally, students appreciated the opportunities Role-Play provided for more natural and meaningful communication. However, some difficulties were also reported, including low confidence, limited vocabulary, and lack of preparation time. Despite these challenges, the findings suggest that Role-Play is a valuable technique in enhancing speaking skills when used with proper guidance and classroom support. The study concludes that incorporating Role-Play into English speaking lessons can create a more dynamic and student-centered learning environment that fosters greater participation and language development.

ICT Integration Practices in Vocational Education: An Exploratory Study of Moroccan ESP Classes at Engineering Schools

2025-05-06T23:00:38-05:00

The ongoing technological developments and the desperate need for learning English, have pushed educators to think of innovative language teaching and learning methods. That is why, the integration of Information and Communication Technology (ICT) in specialized English classes has become a necessity, that do not only facilitate the teaching and learning English for Specific Purposes (ESP), but also increases students’ engagement and motivation to achieve the learning outcomes. However, the integration of ICT in ESP courses raises many issues that hinder teachers’ efforts to benefit the maximum from these digital tools. Eventually, this small-scale study aims to explore ESP teachers’ ICT practices at ENSAM engineering school (Meknes, Morocco). To meet this purpose, the study adopted a qualitative research method through conducting a semi-structured interview with ESP teachers at the same institution. The thematic analysis of interview transcripts allowed to describe teachers’ ICT practices at different levels of the ESP course and to highlight the main challenges they face to effectively implement ICT in ESP classrooms. The current research will pave the ground for effective ICT practices in ESP teaching and learning and will provide a basis for future studies that may be conducted on the use of innovative technology in education.

Tul-Tul Making as Context to Identify Contents for Culturally-Responsive Science Teaching to Promote Education for Sustainable Development

2025-04-27T22:53:47-05:00

The study investigated the traditional process of tul-tul making – a rare and culturally significant salt production method preserved since the 19th century on Guimaras Island, Philippines. Employing a descriptive-qualitative research design and Spradley’s ethnographic framework, the research systematically documented indigenous practices and extracted salient scientific and sustainability-related themes inherent in the tul-tul production process. These emergent themes served as the foundational basis for the development of a contextualized science worksheet aligned with the competencies outlined in the Philippine K to 12 science curriculum. The instructional material was subjected to expert validation and student evaluation, yielding high acceptability in terms of scien-tific accuracy, pedagogical relevance, and cultural congruence. The findings underscore the pedagogical value of integrating indigenous knowledge systems into formal science education, advancing both cognitive engagement and cultural responsiveness. Furthermore, the study contributes to the discourse on education for sustainable development (ESD) by demonstrating how localized, community-based knowledge may be mobilized to enrich science instruction while fostering cultural preservation. The synthesis of indigenous and conventional scientific perspectives within instructional materials reinforces the imperative of inclusive curriculum design, ensuring relevance to learners’ socio-cultural contexts while adhering to globally recognized scientific standards.

From Chalkboard to Chatbot: The Future of Physics Education through Artificial Intelligence Integration

2025-04-16T10:24:49-05:00

This paper explores the transformative potential of artificial intelligence (AI) in reshaping physics education. Traditional methods, often reliant on lecture-based instruction and rote memorization, are increasingly inadequate for meeting the diverse needs of today’s learners. By contrast, AI offers adaptive, personalized learning experiences that can improve student engagement and comprehension. Tools such as chatbots, large language models (LLM), and AI-driven simulations facilitate inquiry-based learning, support real-time feedback, and enable dynamic visualization of complex concepts. The integration of AI into physics education not only enhances cognitive development but also fosters inclusivity by accommodating varied learning styles. Furthermore, AI-powered assessment systems improve efficiency and reduce bias while providing individualized feedback. The paper also discusses the ethical implications and the need for strategic implementation, teacher training, and equitable access to technology. Drawing on recent empirical studies, this research presents a compelling case for the thoughtful integration of AI as a catalyst for educational innovation in physics, promoting a more interactive, student-centered, and effective learning environment. Ultimately, the shift from chalkboard to chatbot signifies a broader pedagogical transformation with the potential to redefine the future of science education.