EIKI Journal of Effective Teaching Methods

Optimal STEM Educators for Elementary School: Students from the Primary Education vs. Science Department

Konstantinos T. Kotsis — 2025-01-19

This paper explores the optimal qualifications and competencies required for elementary school Science education, specifically contrasting those from Primary Education programs with those from Science University departments. It emphasizes the critical importance of understanding child development and employing diverse pedagogical techniques to effectively engage young learners in a rapidly evolving educational landscape. The research highlights the necessity for educators to cultivate an environment that fosters creativity, critical thinking, and problem-solving skills, which are essential for preparing students for the complexities of modern society. The paper also discusses integrating traditional subjects with contemporary educational needs, such as social-emotional learning and technological literacy, to create a well-rounded curriculum. By analyzing various studies and literature reviews, the paper underscores the significance of personalized education approaches catering to each student’s unique needs, enhancing motivation and academic success. It advocates for a hybrid learning model combining elements from Primary Education and STEM fields, suggesting that such an approach can effectively address educators’ and students’ diverse challenges. The conclusion calls for ongoing research and professional development to equip teachers with the necessary skills and knowledge to adapt to the evolving educational demands of the 21st century, ultimately aiming to improve educational equity and effectiveness for all young learners.

When AI enters Moroccan primary schools: what uses, challenges, and prospects for tomorrow's education?

Fatima Zahra LOTFI — 2025-03-12

This study explores the integration of artificial intelligence (AI) in primary education in Morocco through teachers’ perceptions, identifying current uses, major challenges, and key factors facilitating its adoption. Using a mixed-methods approach, it combines quantitative and qualitative analyses based on a questionnaire administered to 200 primary school teachers, mainly from the public sector. The results indicate that AI is perceived as a tool for enhancing pedagogical practices, particularly for lesson planning and the creation of educational content in language teaching, scientific awakening, and mathematics. However, its integration remains limited due to a lack of training, restricted access to technology and the Internet, and insufficient institutional support. Statistical analysis reveals a slightly significant tendency among experienced teachers to integrate AI more effectively into their teaching practices (r = 0.270, p < 0.01). Given these challenges, this study highlights the urgency of implementing targeted training programs and a multidimensional educational policy to fully harness AI’s potential while clearly distinguishing its uses from other digital tools.

Assessing the Relationship between Self-Regulation Utilization and Academic Satisfaction among University Students

Brandon Nacua Obenza — 2025-03-13

The relationship between students’ self-regulation and their academic satisfaction is somewhat complex and subjective, thus hard to analyze. The central aim of the study is to examine the relationship between self-regulation strategies and academic satisfaction among students at the University of Mindanao. This study used a quantitative method, especially a non-experimental correlational approach. The data were collected through Google Forms using adapted scale and validated instruments. The 205 respondents of the main campus of the University of Mindanao were selected through a stratified random sampling method to ensure representation across programs and year levels. The data was analyzed using descriptive and inferential statistics through Jamovi software. The findings revealed that self-regulation and academic satisfaction has an excellent internal consistency making the findings robust and reliable for interpretation. The findings underline the importance of self-directed learning in molding students’ academic experiences. Students who actively plan, monitor, and manage their learning are more likely to be satisfied with their academic environment, demonstrating the value of teaching and promoting these skills in educational environments. The study has important implications for educators, politicians, and academics interested in improving self-regulation and academic satisfaction.

Threads of Knowledge: Mathematical Practices in Traditional Hablon Weaving

Errol Paquiao — 2025-03-28

Hablon, a traditional handwoven textile from Iloilo, Philippines, has been a vital part of the province’s identity and economy since the pre-colonial era. While there were studies on the mathematical structures in the finished fabrics, there had been little to no studies exploring how weavers utilize mathematics in the process of loom weaving. This ethnographic study explored the mathematical knowledge and skills of weavers in two weaving centers in Miagao, Iloilo, Philippines. The study aimed to document hablon weavers’ mathematical practices and competencies that could enhance teaching approaches. Four key informants were selected using purposive sampling, and data collection and analysis followed Spradley’s Developmental Research Sequence. Participant observation, ethnographic interviews, field notes, recorded videos, photographs, and artifacts were used as primary data collection methods, ensuring triangulation and facilitating analysis. The findings revealed that the weavers utilized mathematics in designing, calculating and estimating number of threads, demonstrating parallelism, and establishing symmetry. These activities showcased mathematical competence in various areas of mathematics. These findings support a culture-based mathematics curriculum and instructions for high school and university students in the Philippines. Moreover, hablon weaving offers an avenue for weavers to utilize mathematics informally at work. Therefore, contextualizing mathematics lessons through the integration of indigenous hablon weaving culture may bridge the gap between classroom instructions and real-life applications. Recommendations include incorporating local culture and community needs into classroom instruction, integrating co-curricular activities, and community involvement for real-world learning.

Investigation of the Effectiveness of Gender on the Use of Politeness Requests in Communication in Teaching

Tuyền Nguyễn Thị Bích — 2025-02-18

During communication in the formal teaching and learning time in the classroom, teachers and students often make polite requests. However, the use of politeness in requests among the students and students’ reactions to teachers’ polite requests could be influenced by gender. This study attempted to explore the difference between male and female students in using politeness in request, an element of the politeness theory, and reaction towards the polite ones from teachers at the English language teaching ̣(ELT) context at the Asian International School (AIS). The participants in the current study are 100 first-year students from four classes of the English language teaching ̣department in the third semester of 2023. The data research was collected by the questionnaires. The Statistical Package for the Social Sciences (SPSS) software was used to analyze the collected data and find out the results. The result showed that the use of politeness in requests among the students and their reaction towards teachers’ polite requests in the classroom between male and female students are quite different. Specifically, the result of the study revealed that female students use politeness in requests more regularly than males’ and they tend to need teachers’ polite requests more than boys.

Investigating Pre-service Elementary Teachers’ Use and Perceptions about ICT Integration in Mathematics Education

Justice Yawson Mensah — 2025-03-08

This 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.

The Effectiveness of a Developed Video Lesson On Kitchen Tools, Equipment, and Paraphernalia for TLE 8 Cookery Students

Freddiemie Enguito — 2025-02-04

This study aimed to determine the effectiveness of a developed video lesson compared to traditional teaching methods in conveying TLE8-Cookery concepts to Grade 8 students at Gacub Atad S. Iligan Tribal National High School and Esperanza Integrated School. Using a quasi-experimental design, students were divided into two groups – one taught using a traditional approach, the other using a crafted video lesson. The video was developed following ADDIE Model and evaluated on content, instructional, and technical quality using the DepEd Learning Resource Management Department Section (LRMDS) tool. Results showed high ratings for the video’s content alignment, instructional clarity, and technical quality, especially its clear audio-visual elements. Moreover, students taught through the video lesson demonstrated significantly greater improvement in post-test scores compared to those taught traditionally, underscoring the video’s potential to enhance comprehension and retention in cookery concepts. The study recommends that the Department of Education and school leaders incorporate video lessons as effective tools to support technical subjects and consider training teachers in creating instructional videos. Future studies could extend this research to analyze the long-term impact and engagement benefits of video lessons.

Participation Level in Different Seating Zones and Experiences with Row-and-column Arrangement in EFL Speaking Class

Binh Pham — 2025-03-26

The influence of seating factors, an aspect of classroom management, on student participation and learning experiences has long been a topic of research interest in EFL contexts. This quantitative study examines the students’ seating preference, the potential influence of seating zones (front, middle, back) on classroom participation level in EFL presentation classes, and the students’ overall experiences with the row-and-column seating arrangement. Forty-one second-degree English lan-guage students at the English Department, Hanoi University, reported their seating preference, reasons for their choice, perceived in-class participation level, and learning experiences (classroom interaction, comfort, and concentration). The data were analyzed using descriptive analysis and one-way analysis of variance (ANOVA). Half of the participants preferred the middle rows, possibly because this zone enabled them to engage in learning without the pressure of being in close proximity to the instructor. The participants had an inclination to sit in their habitual seat or near a friend. The ANOVA results suggest no statistically significant difference in the participants’ per-ceived participation as a function of their seating zone. Notably, the row layout facilitated instruc-tor-student interaction yet posed difficulty for the students to maintain quality communication with their peers, which hinders learning in a class characterized by groupwork. From an educational standpoint, these findings call for careful consideration of which seating arrangement to be em-ployed in EFL speaking classes of different natures.

The Transformative Role of Qualitative Research in ELT and Applied Linguistics

Gopal Prasad Pandey — 2025-01-20

This paper examines the transformative impact of qualitative research on English Language Teaching (ELT) and Applied Linguistics. It highlights how qualitative research can reveal complex insights into classroom dynamics, teacher attitudes, learner identities and societal factors. This study adopted a basic descriptive qualitative approach and collected data through semi-structured interviews with active, experienced university educators in teacher education programs. The findings revealed that qualitative research effectively addresses underexplored areas, such as the impact of cultural and social factors on language acquisition and learner engagement, while also providing actionable insights for teacher training, curriculum design, and classroom practices. Participants emphasized the adaptability and depth of qualitative methods, despite challenges such as time-intensive data collection and the need for ethical rigor. This study contributes to the field by bridging theory and practice, showcasing the role of qualitative methodologies in fostering culturally responsive and inclusive teaching practices, advancing teacher professional development, and addressing real-world educational challenges. Ultimately, the study highlights the enduring relevance of qualitative research in shaping innovative pedagogical strategies and advancing theoretical knowledge in ELT and Applied Linguistics.

Teacher Pedagogical Content Knowledge and Practical Skills Competence as Determinants of Students’ Performance in Biology

Joy Abiola Onipede — 2025-02-11

The 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.

Use of Games Designed with an Interdisciplinary Approach in Primary School Turkish and Mathematics Lessons

Kemal Faruk Bakır — 2025-03-22

This research aims to examine the effects of games designed with an interdisciplinary approach on the use of games in Turkish and mathematics courses on the success of 2nd-grade students in these courses. For this purpose, action research, one of the qualitative research methods, was used in the study and the data collected as a result of the semi-structured interview with the teacher who carried out the application was analyzed through content analysis. As a result of the analysis, it was examined under the subheadings ‘skills developed through interdisciplinary games’ and ‘association skills developed through interdisciplinary games’, and these titles were used as subthemes based on the codes during the analysis. However, another finding, the use of interdisciplinary games in educational activities, was examined in two categories: factors originating from teachers and the concept of interdisciplinary games themselves. As a result of this, the codes of ‘thematicity and naturalness’ in the context of factors originating from the interdisciplinary game concept itself, in the context of factors originating from teachers, the codes of ‘prejudice, difficulty being seen and awareness’ were reached. In the current research, it was determined that games designed with an interdisciplinary approach were significantly effective in teaching Turkish and mathematics disciplines and enriched learning situations.

Group Writing: Overcoming Challenges and Facilitating Excellence in Group Writing in Blended EFL Classes in Tertiary Contexts in Bangladesh

Sanzida Pias — 2025-02-04

The study examined the challenges faced by tertiary-level EFL students when collaboratively completing various writing activities inside hybrid EFL classrooms. It also explored synchronous solutions to these obstacles. EFL learners frequently engage in group activities to enhance their writing skills in EFL classes. These collaborative exercises have yielded a significant variety of reflections that are consistently explored in the study. The study utilized an explanatory sequential mixed approach, using a Survey Questionnaire, Focused Group Discussion (FGD), and Participant Observation (PO) to gather primary data. The numeric data was analyzed using class intervals of the scale composite scores, while the qualitative data was studied thematically. The quantitative results indicate that more than one-third of students face significant difficulties in pre and post-writing activities. Among these students, 45% experience moderate-level challenges while writing. According to the Relative Importance Index (RII), students encounter greater challenges in post-writing (0.72) compared to pre-writing (0.68) and while writing (0.64) in group writing. After analyzing the recognized difficulties in different phases, feasible strategies such as fostering a culture of collaborative writing, promoting self-directed learning, and cultivating interpersonal relationships were identified as effective means to improve writing skills in groups for English in the EFL context.

Gender-Based Teaching-Learning Classroom Dynamics in Human Sexuality Education

Raphael Kevin Nagal — 2025-03-04

This article investigates the gender-based teaching-learning dynamics during human sexuality education, focusing on how the genders of teachers and students affect classroom discussions. Using Constructivist Grounded Theory, analysis was drawn from classroom observations, in-depth interviews, and focus group discussions with theoretically sampled teachers and students. Documentations of these methods were done through audio-video recording, memoing, field notes and constant comparative analysis of saturated data. Results revealed that the teaching dynamics include gender prejudice; teacher competence; creation and maintenance of a safe environment; playful engagement; code switching and the use of vernacular; personalization and real-life application; teacher-directed instruction; and audio-visual aids utilization. The learning dynamics include sociocultural and multimedia influences, teacher gender preferences, teaching methods, language challenges, and religion’s influence. Gender dynamics affect students’ comfort levels and engagement, with female teachers being preferred to facilitate due to their perceived ability to foster a more comfortable learning environment. Male teachers face challenges in addressing sensitive topics with female students, leading to discomfort and decreased interactions and engagement. Humor, personalization of lessons, and code-switching also emerged as effective teaching approaches, though their success varies based on the gender composition of the class. These precipitates the need for gender-sensitive teaching strategies, up-training of teachers, and curriculum re-vision to eradicate issues in the teaching-learning process. The research provides valuable insights in improving human sexuality education by encouraging inclusive classroom dynamics.

Utilization of Gamified Pocket Guides on Enhancing Adjective Order Usage Skills of the First-Year College of Education Students

Christian Jorge Monteza — 2025-03-28

The purpose of this study is to determine the relationship of gamified pocket guides in enhancing adjective order usage among first-year College of Education (COED) students of Laguna University. Based on the data gathered, the researchers found out the following. The pre-test results showed that the students’ adeptness on adjective order usage was “below average”, which supported the reason of the researchers for a study to be conducted as well as an intervention to be implemented to which the gamified pocket guide was used. The learning material undergone proper validity of three language teachers to measure its effectiveness and received “very evident” remarks in each criterion. After the intervention a post-test was conducted which showed a significant improvement across various student groups as all of the group of first year students scored within the “Good” range suggesting that the intervention had a beneficial impact for the development of students’ skills in adjective order usage. The pre-test and post-test findings also revealed a statistically significant difference in the students’ ability to use adjectives. The increase in mean scores. as well as the t-values and p-values, shows that the interactive learning tactics improved students’ knowledge in using adjective order. These findings highlight the potential of interactive and student-centered approaches, such as gamified learning through pocket guides, in addressing gaps in language proficiency.

Promoting Students’ Active Engagement in Online Teacher Education Courses

Lu Wang — 2025-02-22

This paper explores the integration of digital tools in online teacher education courses to enhance active student engagement and support differentiated instruction, particularly for non-traditional teacher candidates. Drawing from the authors’ experiences, the study examines how technology tools (e.g. Zoom with Kaltura, simulations, SketchGraph, and AutoDraw), foster personalized learning, accommodate diverse needs, and provide opportunities for deeper engagement. Guided by the SAMR model, the analysis categorizes tools based on their functions in the teaching and learning practices, emphasizing their role in creating dynamic and inclusive learning environments. The findings highlight that digital tools enable active learning by encouraging critical engagement and moving away from traditional, passive modes of instruction. Through teacher modeling and differentiation, these tools empower learners to navigate complex concepts and build autonomy in their learning process. Practical strategies for implementing technology tools, such as modeling their use and providing clear, step-by-step instructions, are also discussed to address the challenges of online learning environments. This study contributes to the growing body of literature on technology integration in teacher education, offering insights into how digital tools can enhance learning experiences and prepare teacher candidates to adopt innovative instructional practices in their future classrooms.

Teacher Academic Training Systems in Greece and Serbia

Konstantinos T. Kotsis — 2025-01-15

This 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.

Teaching Social Studies in High Schools, Knowledge Construction versus Knowledge Transmission Methods

SIMON KYEI — 2025-01-29

Teaching to transform lives requires both high-quality content and effective instructional strategies. This study examines the instructional designs that Social Studies teachers use to meet the subject’s requirements. It illustrates how both teacher-centred and learner-centred approaches align with the constructivist teaching model. Various teaching strategies were tested to determine how students engage in constructing knowledge. Using a descriptive mixed-method design, the study explored the instructional methods utilized in teaching Social Studies. It recruited 84 Social Studies instructors from 14 government senior high schools in the Central Region of Ghana, and 1,400 students. The key finding is that relying solely on one instructional technique – whether teacher-centred or learner-centred – limits students’ ability to actively create knowledge. However, when teacher-centred and learner-centred strategies are combined, starting with a teacher-centred approach and concluding with a learner-centred approach, it is more likely to promote active participation and effective learning.

Artificial Intelligence Integration in Higher Education: Enhancing Academic Processes and Leadership Dynamics

Mboneza Kabanda — 2025-03-17

Higher Education is experiencing substantial transformations as Artificial Intelligence (AI) redefines academic and administrative operations. This paper examines AI’s paradigm-shifting influence on Higher Education Institutions (HEIs), emphasizing its contribution to improving pedagogical processes and optimizing administrative efficacy. Using a structured methodology, this study’s thematic analysis highlights key areas where AI is making an impact. This addresses the positive aspects of using AI in teaching practices and the learning process, its crucial role in the writing of academic papers, its effects on academic honesty, its implementation in administrative work, the responsibilities faced by education leaders in the AI landscape, and the link between AI and the digital divide in higher learning institutions. Further studies may focus on comparative research among diverse academic institutions in different regions, leadership strategies that facilitate the integration of AI in HEIs, and techniques to enhance AI literacy among teachers, staff, and students.

ChatGPT and DeepSeek Evaluate One Another for Science Education

Konstantinos T. Kotsis — 2025-02-15

This paper compares ChatGPT and DeepSeek in science education, highlighting their various uses. ChatGPT’s advanced language processing creates a conversational learning environment that en-courages interactive dialogue and immediate feedback, making it ideal for science discussions. However, it struggles with complex, research-based tasks, suggesting it may not be enough for ad-vanced science topics. In contrast, DeepSeek is designed for technical and scientific tasks and pro-vides a robust framework for understanding real-world applications through multimodal textual and visual interactions. DeepSeek excels at helping students understand and remember science’s difficult visual concepts. Science simulations and in-depth research benefit from DeepSeek’s Vision-Language Model and code generation and debugging optimization. The paper concludes that while each platform has its strengths, combining ChatGPT’s interactive capabilities with DeepSeek’s research-oriented features can transform science education by accommodating diverse learning styles and improving teaching.

The FREDERIC TING Model in Health Professions Education

Frederic Ivan L. Ting — 2025-03-04

Teaching in the health professions has been increasingly challenging especially with the evolving educational landscape that has increased the workload of faculty. The aim of this paper is to introduce a framework that can help academic leaders create a conducive teaching-learning environment that is responsive to the demands of the times. The Functional Reforms in Education that Empowers to a Resilient, Innovative, Inclusive, and Culture-sensitive Model in TeachING Health Professions Education (FREDERIC TING) Model in Health Professions Education Conceptual Framework postulates that leadership thrust and support, together with staff upskilling through development programs are essential for functional reforms to take place. Central to these reforms is the organization’s vision and mission which should first and foremost be well understood and is exemplified by all its members. Furthermore, the cycle of needs assessment – stakeholder consultation – direction setting – execution of strategic directions – and then back to needs assessment is suggested to be a vital part of the organization’s management system to ensure the relevance and the sustainability of the reforms.

Global Englishes: Formation, Development and Implications for English Language Education

Duy Khiem Tran — 2025-01-29

This paper examines the complexities of English as a global language, challenging the idea of its uniformity. It argues that English is dynamic, shaped by socio-political contexts and historical forces such as colonialism. The discussion highlights the implications of dominance of English for linguistic diversity and social equity, advocating for recognition of its varied forms - referred to as “Englishes” - that reflect unique cultural identities. The study calls for a rethinking of English language education to promote inclusivity and address inherent inequalities.