Asian Journal of Contemporary Education

Enhancing academic achievement and artistic appreciation in music students through inquiry and task-based learning: An experimental study

Meng Zhang — 2025-02-14

This study examines the effectiveness of a blended instructional approach combining Inquiry-Based Learning (IBL) and Task-Based Learning (TBL) in enhancing academic achievement and artistic appreciation among music performance students. Methodology: Fifty second-year students from Beijing City College participated divided into an experimental group using the blended instructional approach and a control group following traditional teaching methods. The intervention lasted two months and its impact was evaluated through pre- and post-intervention comparisons of academic achievement and artistic appreciation. Findings: Results revealed significant improvements in the experimental group with mean academic achievement increasing from 115.12 ± 4.53 to 117.56 ± 4.16 (P<0.05) and mean artistic appreciation rising from 75.24 ± 3.40 to 76.84 ± 3.91 (P<0.05). Additionally, the experimental group outperformed the control group in academic achievement (t=-6.866, Cohen's d=1.373) and artistic appreciation (t=-7.333, Cohen's d=1.467). Practical Implications: These findings suggest that integrating IBL and TBL provides a robust framework for improving cognitive and artistic outcomes in music education, offering teachers an effective alternative to traditional teaching methods.

Addressing mistakes of ChatGPT from an educational perspective

Chi Hong Leung — 2025-02-14

This paper explores the efficacy of ChatGPT, a generative artificial intelligence in educational contexts, particularly concerning its potential to assist students in overcoming academic challenges while highlighting its limitations. ChatGPT is suitable for solving general problems. When a student comes across academic challenges, ChatGPT may conveniently provide a solution. However, ChatGPT may create mistakes in its responses that become detrimental to the learning process. The study discusses the technical principles underlying ChatGPT and identifies factors that contribute to incorrect responses. It categorizes various errors such as outdated information, mathematical inaccuracies and cognitive biases illustrating these with concrete examples. The analysis reveals that although ChatGPT is trained on extensive datasets, it can produce statistically plausible but factually incorrect answers. This can hinder the learning process and lead students astray if they rely solely on its outputs. The paper offers practical recommendations for students and teachers to mitigate the risks associated with using ChatGPT. These include verifying sources of information, formulating questions in diverse formats, supplementing queries with additional context, and reporting inaccuracies to OpenAI. Implementing these strategies can enhance the educational utility of ChatGPT while minimizing potential pitfalls. Understanding both the strengths and weaknesses of ChatGPT is a proper way of using a new technology efficiently.

Innovative integration of situated and collaborative learning: Enhancing third-grade students' Chinese reading comprehension and social abilities

Xu Zhao — 2025-02-14

This study explores the integration of situated and collaborative learning to enhance third-grade students' Chinese reading comprehension and social abilities, addressing a critical gap in primary school education research. Situated learning immerses students in realistic contexts while collaborative learning emphasizes teamwork and interaction. The study introduces an innovative pedagogical approach to improve academic and social outcomes by combining these methods. A quasi-experimental design was implemented with two groups of students from a primary school in Shandong, China. The experimental group used the hybrid teaching method while the control group followed traditional instruction. Data collected through reading comprehension tests and social abilities assessments revealed significant improvements in the experimental compared to the control group with large effect sizes in both domains. These findings underscore the combined approach’s effectiveness in fostering deep learning, improving communication skills, and enhancing teamwork. Practical implications highlight the method’s potential to address challenges in traditional teaching by integrating real-world scenarios and collaborative tasks. The study is limited by its short-term focus and sample size, suggesting future research should examine longitudinal effects, broaden participant diversity, and evaluate its impact on other competencies such as writing skills and creativity despite its success. This study contributes to the field by demonstrating a transformative approach to primary education, bridging theoretical learning and practical application.

A quasi-experimental study on projected-based and inquiry-based approaches in fourth-grade mathematics: Effects on teamwork skills and critical thinking

Yongzhi Zhou — 2025-02-14

This study scrutinizes the influence of project-based learning (PBL) and inquiry-based learning (IBL) on fourth graders' teamwork skills and critical thinking in math classes. A historical review reveals that while they have positive effects in multiple fields, their sole use in elementary math teaching is yet to be explored. 55 fourth-grade students from Manas No. 1 Primary School in Xinjiang were randomly chosen using a quasi-experimental design. They were divided into experimental and control groups. The experimental group was taught with a combination of PBL and IBL while the control group received traditional teaching. Quantitative assessment of teamwork skills and critical thinking shows that the combined method is more effective. The results emphasize the importance of developing shift-based and inquiry-centered learning programs. Nevertheless, the study has limitations such as a small sample and a short time frame. Further examination in different cultural, educational, subject, and class-level contexts is required for process reliability before generalizing the findings.

An examination of teaching practice experiences for undergraduate students: A case study from the department of mathematics and science education at the university of Botswana

Fine Thabologo — 2025-03-24

This study aimed to document the experiences of undergraduate student teachers specializing in Mathematics and Science Education during their Teaching Practice in Botswana. The sample consisted of third- and fourth-year students from the Mathematics and Science Education department at the University of Botswana who had participated in Teaching Practice. A concurrent embedded design was utilized, and data was gathered from 150 student teachers using questionnaires and interviews. The results indicated that student teachers perceived teaching practice as an essential experience for developing teaching skills. The findings also suggested that the placement system was adequate. Nonetheless, the study identified several challenges including poor communication between the Teaching Practice Office and schools, lecturers hastily conducting the supervisory process, insufficient resources in schools, and limited support from mentor teachers. Additionally, the study found that the duration of the teaching practice was insufficient. As a result, it was recommended that the university strengthen its partnership with host schools by organizing awareness seminars, formulating and implementing relevant policies, and facilitating effective two-way communication to foster a supportive environment. The study also recommended that the university develops and executes policies and programmes to provide sufficient time for Teaching Practice to improve its effectiveness.

Direct antecedents of collaborative learning in open online flexible distance learning for higher education students

Liana Mohamad — 2025-03-24

This study explores the acceptance of collaborative learning among learners in online flexible distance learning environments. This study examines the direct effects of interaction with peers and tutors, social media usage, learners' self-efficacy, and social presence on collaborative learning. The study employed a survey-based data collection technique, distributing questionnaires and 388 were deemed suitable for the analysis. The data were analysed using structural equation modeling (SEM) with SmartPLS4 software to assess the relationships and test the hypotheses. Hypotheses testing revealed that while interaction with peers and social presence did not significantly influence collaborative learning, tutor interaction, learners' self-efficacy, and social media usage had significant positive effects on collaborative learning. These results suggest that future studies should investigate the underlying reasons for the non-significant impact of peer interaction and social presence, possibly by examining different technological tools or pedagogical approaches. The study's implications extend to educational policymakers and practitioners. It recommends targeted interventions to build student self-efficacy and integrate social media effectively within the learning process. Institutions can create more engaging and successful collaborative learning environments, ultimately fostering improved academic performance and student satisfaction in online flexible distance learning.

Constructing an integrated problem-based and collaborative learning model: Empirical research on the development of fourth-grade primary school students' problem-solving and teamwork skills in mathematics class

Lei Xie — 2025-03-24

In the 21^st - century skills - oriented education, this study aims to bridge the gap in traditional mathematics teaching, which often addresses teamwork and problem - solving skills independently. It focuses on designing and assessing an integrated instructional model using Problem - Based Learning (PBL) via Collaborative Learning (CL) to equip students with integrated skill sets. A quasi - experimental single - group pretest/posttest study was carried out with 30 fourth - grade students. They participated in well - designed instructional activities, and their skills were measured using standardized instruments before and after the intervention. The results showed significant improvements in students' teamwork and problem - solving skills. Teamwork skills had a mean increase of 5.17 points (p < 0.05), and problem - solving skills improved by 3.10 points (p < 0.05). PBL and CL are effective in engaging students in divergent thinking, collaborative learning, and solving real - world problems. This empirically - validated instruction provides educators with a roadmap to develop key competencies for students' academic and career success, offering solutions to improve primary mathematics education for all - round student development.

The relation between responsibility and anxiety level in students’ group

Nigar Nasirova — 2025-03-24

Education process in a higher educational institution is a complex, multifaceted process that places high demands on the health, plasticity and flexibility of mental and physiological processes of young people. In this study, it is aimed to examine the relationship between responsibility and anxiety level of students who continue their education in the social sciences faculty of a Baku State University. The small group of university students consists of fifty people between the ages of 18 and 21 participated in the study. The study attempted to understand anxiety level of the students, and responsibility. Demographic information of the participants, daily activities, habits, academic results were recorded as independent variables, anxiety level was differentiated as dependent factor. The study was examined based on constructive approach using assessment scale. Participants' anxiety level was evaluated with the GAD-7 (Generalized anxiety disorder-7) assessment scale. University students experience different academic stresses. Academic pressures caused by lack of time management, and irresponsible behavior can be a significant source of stress. This situation negatively affects students' mental and physical health. Poor time management, irresponsible behaviors of university students can lead to low academic success and psychological problems. They experience these stress and anxiety symptoms especially during the midterm final exams. As time management skills develop, an increase in academic average is observed. It was found that there was a relationship between the students' responsibility, academic achievement and anxiety level. The results of the research can be effective for university administration, department and faculty members. Moreover the development of the future research would be continued by other researchers’ team to explore coping skills, stress management abilities of students with large samples.

Enhancing students' fluency in thinking: An inquiry-based approach with bell ringer exams

Aekkalak Ratraikit — 2025-03-25

This action research aimed to enhance fluency thinking in the Year 9 Science and Technology course on Genetics by integrating bell ringer exams with inquiry-based learning. The study's objectives were to achieve an 80% pass rate in fluency thinking and to assess student satisfaction with this pedagogical approach. The sample comprised 20 Year 9 students from the first semester of the 2022 academic year. The research utilized ten learning plans, a fluency thinking test, an interview form, and a satisfaction questionnaire. The study followed an action research model implemented in two cycles. Data were analyzed using averages, standard deviations, and percentages. The findings revealed significant improvement in students' fluency thinking, with 85% and 100% passing the criteria in the first and second cycles, respectively. Additionally, students reported high levels of satisfaction with the learning activities. This study demonstrates that combining bell ringer exams with inquiry-based learning is effective in fostering critical thinking and engagement in scientific subjects. The approach proved particularly beneficial in the context of Genetics education, where complex concepts often require innovative teaching methods. The success of this method suggests that such integrated approaches can significantly enhance educational outcomes and student experiences, potentially leading to improved long-term retention of scientific knowledge and increased interest in STEM fields.