Asian Journal of Contemporary Education

Practice and perceptions of classroom management: A study at the tertiary level

2024-06-05T06:15:35-05:00

The successful dissemination of learning inputs and its success largely depends on how aptly the classroom management issues are managed and addressed. This study investigated the existing scenario of classroom management practices and teachers’ perceptions, and the impacts of the practices on fifteen specific classroom management strategies employed at the tertiary level in Bangladesh. With a structured questionnaire following a five-point Likert scale, 113 teachers from 56 departments of 38 universities were surveyed to collect data for this research. The study found that the teachers, students, the university authorities, classroom rules and disciplines, the physical environment of the classrooms, etc. were closely intertwined and the class size had both positive and negative impacts on the specific classroom management issues. The practices and teachers’ perceptions also implied that the teachers were quite capable of managing the issues that were directly under their control like the use of nonverbal communication or body language, changing the teaching strategies according to the proficiency levels of the students, etc. However, the classroom management issues like class size, infrastructure, etc. which were directly under the control of the university authority were not up to the standard. The findings of this research are expected to benefit the tertiary level classroom management system in Bangladesh and other countries by pointing out the issues to the teachers, policymakers, and education administrators.

An instructional approach in mathematics learning for fourth-grade students based on collaborative learning and inquiry-based learning

2024-06-06T00:13:42-05:00

This study combines collaborative learning and inquiry-based learning, analyzes the characteristics of fourth-grade mathematics textbook, and designs a instructional model based on collaborative learning and inquiry-based learning. Based on this instrcutional model, this study adopts a quasi-experimental design, involving 142 fourth-grade students from a public primary school in Chengdu, China, using pre-tests and post-tests to measure the effectiveness of the instrcutional model. The main research results indicate that students who receive instrcutional approach based on collaborative learning and inquiry-based learning show significant improvement in analytical thinking and reasoning skills compared to students receiving traditional teaching approach. The main contribution of this study lies in demonstrating that instrcutional approach based on collaborative learning and inquiry-based learning can effectively enhance the mathematical analytical thinking and reasoning skills of fourth-grade students, providing a replicable framework for educational practice.

Enhancing analytical reading and writing skills in ESL for vocational students: A hybrid instruction of collaborative learning and task-based learning teaching

2024-06-06T01:17:51-05:00

This study delves into the efficacy of collaborative learning (CL) in nurturing critical thinking, bolstering reading comprehension, and fostering effective communication within diverse educational settings. It further investigates the constructive role of task-based learning teaching (TBLT) in elucidating learning objectives, bolstering motivation, and refining analytical reading and writing proficiencies. Drawing upon social constructivism and language acquisition theory, the research proposes an integrated instructional approach that melds CL with TBLT to cultivate vocational students' analytical reading and writing skills. This instructional methodology comprises nine sequential steps: establishing learning objectives, task selection, group formation, task clarification, provision of resources and support, supervision, encouragement of interaction, assessment of learning outcomes, and iterative adjustment. Moreover, the study underscores the imperative of tailoring English language pedagogies to suit the unique requirements of non-English speaking contexts. Instructional strategies which integrate CL with TBLT are theorized to be effective in promoting analytical reading and writing skills in vocational students. The study emphasize the adaptation of teaching strategies to diverse linguistic contexts, and promoting inclusive learning environments tailored to non-English speaking countries' needs.

Promoting optimal learning with ChatGPT: A comprehensive exploration of prompt engineering in education

2024-06-06T02:27:28-05:00

The purpose of this paper is to study the topic of prompt engineering, which serves as a valuable tool for teachers in creating optimal prompts that effectively enhance students' learning experiences with ChatGPT. This paper explores a variety of strategies related to prompt engineering. These strategies include assigning specific roles to ChatGPT, clearly defining objectives, applying constraints, utilizing structural prompt formats, refining answers through dialogues, and integrating practice exercises. Moreover, this paper specifically delves into relevant approaches to prompt engineering in the field of education, such as close question prompts, open question prompts, role-playing prompts, and Socratic prompts. It also presents the outcomes derived from a comprehensive survey conducted to assess teachers' attitudes towards the implementation of prompt engineering with ChatGPT. The collected data indicates that prompt engineering significantly contributes to the enhancement of the learning experience. This is achieved by tailoring prompts to suit individual needs, fostering greater engagement, promoting critical thinking skills, and facilitating collaborative and interactive learning environments. The findings of this study hold significant practical implications for educators. By effectively implementing prompt engineering strategies, teachers can fully harness the potential of ChatGPT to enhance students' learning experiences. By customizing prompts to individual students, educators can foster engagement, stimulate reasoning, and facilitate collaboration among students.