EIKI Journal of Effective Teaching Methods

ChatGPT as Teacher Assistant for Physics Teaching

Konstantinos T. Kotsis — 2024-10-15

This study explores the integration of ChatGPT as a teaching assistant in physics education, emphasizing its potential to transform traditional pedagogical approaches. ChatGPT facilitates interactive and inquiry-based learning grounded in constructivist learning theory, allowing students to engage actively in experiments and better grasp abstract concepts through hands-on activities. The AI's adaptive dialogue systems promote socio-constructivist learning by encouraging social interaction and personalized feedback, which is essential for addressing individual learning gaps and enhancing student engagement. ChatGPT's ability to simulate real-world physics problems and provide immediate feedback fosters experiential learning, making complex concepts more accessible and promoting critical thinking skills. By offering tailored interventions and adapting to individual learning paces, ChatGPT supports a personalized educational experience that caters to the unique needs of each student. This adaptability is particularly beneficial in physics education, where students often struggle with abstract concepts and require immediate clarification to progress effectively. The paper concludes that the synthesis of generative AI and pedagogy has the potential to reshape science education, fostering deeper understanding and curiosity among students. By leveraging innovative methodologies and augmented data, ChatGPT enriches teacher-student interactions, creating a comprehensive educational experience that promotes a culture of curiosity and exploration, thereby nurturing future scientists and engineers. Ultimately, the integration of ChatGPT into physics education offers a valuable opportunity to enhance student engagement and understanding of scientific concepts through interactive and personalized support.

Guidelines for Developing Innovative Thinking Skills of Teachers in Samut Prakan Vocational Colleges, Thailand

Sukanya Sudararat — 2024-10-28

The objectives of this research were 1) to study the innovative thinking skills of teachers in Samut Prakan Vocational Colleges, Thailand, and 2) to study guidelines for developing innovative thinking skills of teachers in Samut Prakan Vocational Colleges, Thailand. The sample consisted of 5 experts for interviews, and 201 teachers for questionnaires. The research instruments were questionnaires with an IOC (Index of Item-Objective Congruence) value between .67 and 1.00, and a reliability value of .96 and an interview form. Data were analyzed by using mean, standard deviation, and content analysis. The results of the research were as follows : 1) the innovative thinking skills of teachers were at a high level, in overall and particular aspects, ranking from the highest to the lowest mean : Crafting, Imaging, Personalizing, Collaborative, Serious play, and Paying attention, and 3) Development Guidelines of 1) Crafting: Workshops and Training, Collaborative Projects, Case Studies, Industry Collaboration, and Innovation Labs; 2) Imaging: Incorporate Visual Storytelling ,Utilize Digital and Immersive Tools, Real-World Applications and Simulations, Visual Mapping for Critical Thinking, and Collaborative Visual Brainstorming; 3) Personalizing: Teacher Training and Reflection, Student-Centered Learning, Industry Collaboration and Practical Application, Collaborative Platforms for Peer Learning, and Tailored Learning Plans; 4) Collaborative inquiry: Structured Collaborative Environments, Collaborative Research Projects, Technology Integration, Leadership in Collaboration, and Institutional Networks; 5) Serious play: Innovation Labs/Makerspaces, Prototyping and Iteration, Workshops and Collaborative Projects, Challenge-Based Learning, and Innovation Challenges; and 6) Paying attention: Implement Hands-On Workshops, Integrate Technology, Adopt Project-Based Learning, Foster Collaborative Learning, and Encourage Cross-Disciplinary Learning.

Teachers’ Beliefs on Fostering Democratic Values and Skills in Bangla Language Classroom

Imran Ali Zehadi — 2024-12-09

This 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.

A Case Study on Enhancing Pragmatic Competence in EAP Learners: Examining the Impact of Targeted Instruction in Request Speech Acts

Hoang Hai Nguyen — 2024-12-15

This article examines the role of pragmatic instruction on developing pragmatic competence in English for Academic Purposes (EAP) learners, particularly focusing on the speech act of requests. While research has long explored various factors influencing pragmatic competence, including instructional methods, this study specifically addresses how targeted pragmatic instruction impacts learners over time. Conducted as a qualitative longitudinal study, this research examines changes in learners’ pragmatic performance over a four-week period, during which participants completed both written and oral discourse completion tasks. Findings suggest that pragmatic instruction significantly enhances learners’ pragmatic abilities. Notably, participants have demonstrated a greater range of request strategies supportive moves, reflecting increased awareness of the social and cultural implications of their requests. These findings indicate the vital role of pragmatic instruction in enhancing learners’ ability to adapt their language use based on social variables such as power dynamics and distance. The study also highlights the importance of integrating pragmatic instruction into EAP curricula to improve learners’ communicative competence, enabling them to navigate both academic and social interactions with greater sensitivity and appropriateness.

Bridging the Gap: Technical and Management Competencies of BSHM Graduates in the Philippine Context

Charlie T. Anselmo — 2024-11-20

The advancement of the hospitality industry demands competent, well-educated, and highly trained staff for success in a competitive labor market. This study aimed to determine the work readiness of Bachelor of Science in Hospitality Management (BSHM) students by evaluating their technical and management skills and identifying factors affecting skill development. A mixed-method approach was used with 105 randomly selected BSHM-graduating students. Students’ self-assessed technical skills were measured using a survey questionnaire, while actual technical skills in housekeeping and food/beverage services were assessed via demonstration tests. Management skills were evaluated using a teacher-developed scale. An open-ended questionnaire gathered qualitative data on the factors affecting skill development from 30 participants. The results showed that the students assessed themselves as competent in housekeeping and food/beverage services. However, the actual assessment revealed competence in housekeeping, but only moderate competence in food/beverage services. Management skills, particularly in analyzing hotel reports and situational analysis, were found to be low. The factors affecting skill development included personal factors (lack of self-confidence, poor study focus), interpersonal factors, teachers’ expertise, internship experiences, laboratory exposure, and socioeconomic conditions. The findings suggest a need for continuous post-graduate training and development in specializations, implementation of comprehensive programs to enhance technical and essential skills, and addressing factors hindering skill development to better prepare graduates for industry demands. Recommendations include improving practical exposure, focused training in weaker areas, and enhancing teachers’ expertise through professional development.

Using iPad Making Comics for Teaching the “Fire and the Cave Men” for K-10 Students

Eleftheria Tsiouri — 2024-10-15

This 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.

The Impact of Cooperative Learning on English Speaking Skills at Intermediate Level

Khoa Trần Thế — 2024-11-03

This 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.

Exploring the Role of Coordinating Centre Tutors in Implementing Early Grade Reading Initiatives in Wakiso District, Uganda

Petra Ankunda Ahabwamukama — 2024-11-15

The 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.

Educational Approach of Special Relativity using a custom GPT as a teaching assistant

Dimitrios Gousopoulos — 2024-12-09

Generative 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.

The Qualifications of a High School Physics Teacher Have

Konstantinos T. Kotsis — 2024-10-15

This study critically examines at the requirements for physics teachers in secondary schools. This study intends to shed light on the topic and offer insightful information for educators, policy-makers, and other stakeholders in the field of education by examining the many abilities, know-how, and experiences that go into good physics instruction at the high school level. This essay will demonstrate the necessary credentials that high school physics teachers should have in order to successfully engage students, improve learning outcomes, and support the success of science education in secondary schools through a thorough analysis of current research, educational standards, and best practices. The study aims to provide light on this important subject in order to contribute to current debates and decision-making processes concerning the hiring, preparation, and advancement of high school physics instructors. The ultimate objective of this research is to enhance physics education for the benefit of both society and students.

Communicative Activities for Written and Spoken Production of Narrative Tenses in English

Ibrahim Halil Topal — 2024-12-09

Grammatical forms like narrative tenses might be challenging for English language learners from diverse educational contexts. This study, therefore, proposes alternative communicative activities to embed narrative tenses into contextualized practice through creative writing and imaginative speaking scenarios. Employing a qualitative action research method, the researcher recommends two communicative grammar activities on narrative tenses. To test the effectiveness of these teaching activities, the researcher exploits a test of grammar, an open-ended survey, student artifacts, and observational notes. Findings indicate positive learner perceptions of incorporating such activities in teaching narrative tenses. They also reveal significant improvement in learners’ grammatical accuracy. Accordingly, the two contextualized communicative activities for written and oral production that foster narrative tenses are presented. The preparation and procedures for these activities are explained. Possible adaptations to context, level, modality, and assessment are dis-cussed. In addition to bridging the gap between controlled grammar practice and authentic language use, the teaching activities proposed in the current study intend to promote contextualized grammar practice, creative learner engagement, productive skills integration, and storytelling skills. The study’s originality lies in reporting the findings of teacher-led classroom practice and proposes two contextualized teaching activities for the communicative practice of narrative tenses, an un-der-researched area.

A Systematic Review of the Effect of Financial Management Practices on Service Delivery in Secondary Schools

Joseph Mabi — 2024-10-16

In this systematic review analysis design, we explore the available peer-reviewed literature on the effect of financial management practices on service delivery in African secondary schools. Specifically, we reviewed the effect of budgeting, auditing and financial internal control on the service delivery in secondary schools. Study findings reveal that budgeting ensures effective implementation of education programs. In addition, the activities in the secondary school system are adequately planned and allocate resources apportioned to ensure effective execution and implementation. Besides, audits of school accounts result in good financial management and effective control mechanism that ensures overall operational efficiency. From the results of this review, we hereby suggest that Head teachers need to manage financial resources more responsively for effective performance and fulfilling of institutional needs, those of the teachers, students and other stakeholders of respective secondary schools. It is very crucial for school administrators and support staff in charge of finances and resource mobilization to regularly attend professional development course in order to acquire relevant financial skills and competencies required for effective management of resources in the school so as to tremendously improve on the quality of secondary schools’ service delivery.

The Homework - Necessity or Myth?

Marinko Lazzarich — 2024-10-22

Throughout 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' 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' 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.

Comparative Education in the Health Professions

Frederic Ivan Ting — 2024-11-01

As 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.

Battling Disinformation About Climate Change in a Non-Science Majors Lecture/Lab Course One Website At a Time

Thomas Smith — 2024-12-07

With all of the news and social media outlets available, it is easy for anyone to post information for the world to see. This can result in misinformation being shared, especially when it comes to “hot button” topics such as climate change. It is important, therefore, to teach our students how to be both scientifically and informationally literate. This communication describes an assignment used in an environmental science class designed for non-science majors in which climate change is the overarching theme. This assignment helps students learn to identify appropriate sources of information which can then reliably inform them about the effects of climate change. Students can then expand upon this approach outside of class and use it to research any information that they find in the news or on social media. This allows them to critically analyze the sources before reaching an informed decision as to whether it is factual or misleading information.