Asian Journal of Contemporary Education

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

Md Munibur Rahman — 2024-06-05

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

Siliang Yu — 2024-06-06

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

Chen Xuyang — 2024-06-06

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

Chi Hong Leung — 2024-06-06

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.

Construct an instructional approach based on collaborative learning and reflective learning for enhance students’ analytical thinking and critical thinking skills

Rui Guo — 2024-10-03

In the context of rapid globalization and digitalization, the development of students' critical and analytical thinking skills is increasingly prioritized in education. This study aims to address the gap in instructional models by designing an eight-step instructional model that integrates collaborative and reflective learning strategies to enhance these essential skills. Drawing on social constructivist theories and Dewey's reflective thinking framework, the research develops a comprehensive model that includes phases such as goal setting, team formation, exploration, collaborative practice, reflection, integration, and feedback. The findings suggest that this model significantly improves students' analytical and critical thinking abilities by promoting structured collaboration and intentional reflection. Through diverse group interactions and continuous self-assessment, students achieve a deeper understanding and critical analysis. The model's iterative feedback mechanisms also contribute to sustained improvements in student learning outcomes. This study introduces an original instructional model that theoretically supports the enhancement of analytical and critical thinking skills through a systematic integration of collaborative and reflective learning, offering practical implications for educators seeking to foster these higher-order thinking skills in students.

Stability and change in achievement goals during the COVID-19 pandemic: Protective factors contributing to motivational resilience

Zhuqing Lin — 2024-10-01

Motivation is the process by which goal-directed behavior is initiated, energized, and sustained. The type of achievement goals endorsed by students is one of the most significant constructs in motivational research in educational contexts. It is often assumed that achievement goal endorsement is stable over time. However, that may have changed given the outbreak of COVID-19. Data were collected from a sample of undergraduate students in China (n = 300) representing various majors and academic classifications. A 2 x 2 achievement goal framework comprising mastery-approach, mastery-avoidance, performance-approach, and performance-avoidance goals was then compared before and during emergency distance education. Our study results revealed that only scores on performance-approach goals decreased significantly across the two learning conditions (t = 11.66, p < .001), suggesting students were less likely to focus on demonstrating competence relative to others during emergency distance education. However, individual differences were detected between high-achievers and low-achievers in terms of performance-approach goal endorsement during emergency distance education. More importantly, scores on mastery-approach goals did not significantly decrease (t = 1.75, p = .08), suggesting students’ intrinsic motivation remained constant during emergency distance education. While technology support did not positively predict mastery-approach goal endorsement during emergency distance education, student-perceived teacher support and physical learning environment were two significant predictors, implying the power of human connection in online learning during COVID-19.

An empirical appraisal of the HSC level English textbook: A Bangladesh perspective

Md Munibur Rahman — 2024-12-03

This study aimed to critically evaluate the effectiveness and suitability of the textbook English for Today designed to instill English language skills and communicative competence into Higher Secondary Certificate (HSC) level students in Bangladesh. To carry out the research, a mixed methods approach was followed. The researchers used an adapted content analysis framework, surveyed 28 teachers and 530 students with two separate structured questionnaires, and interviewed 10 teachers to analyze the English textbook in context. The findings of this study revealed that the textbook English for Today has mixed criteria, i.e. though it fulfills several criteria of a standard English textbook, it has many shortcomings that need to be addressed. The textbook has focused much on reading and in some cases on writing skills, but the focus on listening and speaking skills is poor and paltry. The units and lessons have less clearly stated objectives in line with the curriculum, and the materials and support provided to develop language skills and communicative competence are not sufficient. The findings of this study are expected to support the teachers, textbook board authorities, syllabus designers, and writers while planning to teach or design English textbooks in English as a second language (ESL) ESL or English as a foreign language (EFL) EFL contexts.

Innovative approaches in nursing education: Enhancing learning efficiency and critical thinking based on cooperative and project-based learning

Xie Qiuxia — 2024-12-19

The study investigates the impact of a blended teaching approach combining Cooperative and Project-Based Learning (CPBL) on the critical thinking abilities and learning efficiency of vocational nursing students, aiming to determine its effectiveness compared to traditional teaching methods. The study employed an experimental design, involving vocational nursing students divided into experimental and control groups. The experimental group participated in 20 instructional sessions using the CPBL approach, while the control group received traditional teaching. Learning outcomes were assessed through pre-test and post-test evaluations using the Learning Efficiency Assessment Scale (LEAS) and the Critical Thinking Ability Assessment Scale (CTAAS). The experimental group demonstrated significant improvements in learning efficiency (M=76.04, t=-10, p<0.05) and critical thinking skills (M=137.6, t=-4.33, p<0.05), while the control group showed only slight increases in learning efficiency (M=75.52, t=-2.316, p<0.05) and critical thinking (M=136.48, t=-2.113, p<0.05). These results affirm the superior effectiveness of the CPBL approach in fostering critical cognitive and psychomotor skills. This pedagogical strategy offers a robust framework for curriculum designers aiming to improve student performance and engagement in professional education settings.