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result(s) for
"Teaching Performance"
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Incorporating both Zoom and YouTube in Micro Teaching Class during the Covid-19 Pandemic: An Effectiveness Investigation
The article aims at seeking the effectiveness of incorporating both Zoom and YouTube in Micro teaching class by webinar. This class at the first was conducted traditionally by face-to-face interaction in the classroom. After that the Covid-19 pandemic came, all systems were shocked and changed. Students and lecturers had to keep distance socially and physically by learning and working at home. So, all Micro teaching classes were carried out on line by using internet aid using applications such as Zoom and YouTube. The research used quantitative method by distributing questionnaire to students and lecturers after they used the applications during the teaching learning process. Students' scores in teaching performance were also considered to seek the effectiveness. The sample was selected purposively since not all lecturers applied webinar in their classes. The finding reveals that incorporating both zoom as a synchronous learning model and YouTube as an asynchronous one is effective in teaching micro teaching based on the lecturers' responses in the questionnaires and viewed from students' score in final teaching performance which was shared via YouTube in the middle of pandemic era.
Journal Article
Academic writing technique: the influence of stenography on students' academic performance in higher education
The use of stenography writing has in the recent past been faced with challenges about how, where, and when it is appropriate to be used in the teaching and learning process. The main objective of the study is to determine whether stenography writing has any major impact on the writing ability of students and their academic performance. The study adopted a mixed method design, guided by survey questionnaires and WhatsApp focus group interviews. The study included 50 undergraduate students from 1
st
to final-year who visited an academic writing Centre between 2017 and 2019 and were selected through cluster sampling. The presentation of findings is descriptive in nature and was analysed using SPSS and thematic analysis. Findings reveal that stenography writing can easily corrupt the writing ability of students, as well as result in the misconception and misinterpretation of ideas. On a positive note, however, it can facilitate the teaching and learning process by easing the flow of communication and subsequently enhancing student learning outcomes.
Journal Article
Impact of Teachers’ Commitment to the Relationship between Transformational Leadership and Sustainable Teaching Performance
In the field of education, ongoing processes, and optimal schoolwork outcomes require educational leadership, especially in developing countries, due to the lack of sustainable teaching performance and effective leadership. The present study aims to examine the mediating role of teachers’ commitment to transformational leadership and sustainable teaching performance. The sample of the study was selected using a stratified random sampling technique. Out of the 450 copies distributed to the participants, only 374 were retrieved as valid. The hypotheses of the study were tested using PLS–SEM. The findings showed a positive effect of transformational leadership on teachers’ commitment. Moreover, transformational leadership was also found to positively impact teachers’ performance. In contrast, the teachers’ commitment was revealed to positively affect sustainable teaching performance. Finally, the study showed that the teachers’ commitment mediated the relationship between transformational leadership and sustainable teaching performance. This study is unique for being among the few studies that examine the effects of principals’ transformational leadership. It provides educational leaders and policymakers with significant insights by providing a roadmap that aids in understanding the most influential factors on teaching performance sustainability. Consequently, this study holds significant practical relevance for leaders in the field of education and policymakers, as they provide valuable insights into policies and practices that can be implemented to foster sustainability in the school environment.
Journal Article
Transforming education: exploring the influence of generative AI on teaching performance
The emergence of Generative Artificial Intelligence (AI) marks a revolutionary advancement in education. This study explores the profound impact of implementing Generative AI on teachers’ teaching performance, with a focus on enhancing teaching effectiveness and pedagogical practices. This research uses a survey methodology, employing a proportionated stratified random sampling technique. A total of 466 participants, consisting of teachers, were involved in this study, with questionnaires serving as the primary tool for data collection. The primary data analysis method used in this study was the Structural Equation Model (SEM). Research indicates that Generative AI significantly enhances teaching performance by improving ease of use, usefulness, and learning. Teacher perceptions of AI’s usability influence its integration into student-focused learning, learning material development, and teaching practice enhancement. Additionally, the ease of learning is crucial for its adoption. Alongside these promising opportunities, the study also highlights challenges that need to be addressed for successful AI integration in education, such as technical limitations and the necessity for teacher training. By exploring the application of Generative AI in depth, this research offers valuable insights into leveraging technology to foster more inclusive, personalized, and practical education in the digital age.
Journal Article
Assessing the Assessment: Evidence of Reliability and Validity in the edTPA
The Educative Teacher Performance Assessment (edTPA) is a system of standardized portfolio assessments of teaching performance mandated for use by educator preparation programs in 18 states, and approved in 21 others, as part of initial certification for preservice teachers. Because of the high stakes involved for examinees, it is critical that the scores produced and resulting decisions are meaningful and meet robust standards of validity and technical quality for educational measurements. We examined the technical documentation of edTPA and raise serious concerns about scoring design, the reliability of the assessments, and the consequential impact on decisions about edTPA candidates. In light of these findings, we argue that the proposed and actual uses of the edTPA are currently unwarranted on technical grounds.
Journal Article
Chinese Reform and Practice of Violin Playing Teaching in Music Colleges based on the Analysis of Big Data under the Background of \Internet +\
The violin is produced in Europe and is recognized by the world as one of the most important Western musical instruments. It enjoys the reputation of \"Queen of Musical Instruments\". Since it was introduced to China, it has deeply influenced the music and cultural life of our people and accelerated the development of the violin. At present, many colleges and universities offer violin teaching courses, and the number of students majoring in violin is increasing. Based on this, this paper conducts an in-depth analysis of the current reform trend and current situation of violin-playing teaching in colleges and universities in China through the analysis of big data, and proposes a new reform idea.
Journal Article
Perceptions and Expectations of Academic Staff in Bucharest towards the COVID-19 Pandemic Impact on Dental Education
Dental education was severely challenged by the COVID-19 pandemic worldwide. The evaluation of the viewpoint of the dental teachers of the Faculty of Dentistry at “Carol Davila” University of Medicine and Pharmacy in Bucharest, Romania, on these exceptional circumstances’ consequences was the objective of this paper. A cross-sectional study was conducted in April 2022, on the academic staff who reported their perceptions of the emotional and educational impact of the pandemic by completing a Google Forms questionnaire. Although a significant emotional impact of the pandemic was reported by over a third of the participants (31.2%), most of them being teachers of fifth-year dental students (p = 0.019), the perceived stress had an impact on the teaching performance in few of them (14%), the quality of sleep remaining unaffected in most of them (53.7%), whereas the level of anxiety was low (57%). An educational impact regarding the techno difficulties during the online transition was mentioned by few respondents (16.1%), with male teaching staff facing the fewest problems (p = 0.024), as well as low levels of difficulties in transmitting academic information (11.9), with men also being the most unaffected (p = 0.006). More than half of the participants (59.1%) rather see digital and/or virtual education during the pandemic as having adverse effects on the educational system, the most sceptical being teachers of the fifth (p = 0.001) and sixth years (p = 0.001). The COVID-19 pandemic affected the academic staff of the Faculty of Dentistry at “Carol Davila” University of Medicine and Pharmacy in Bucharest, Romania, not only at a personal level but also at a professional, pedagogical one, due to the introduction of the online teaching system followed by the hybrid one. Age group, gender, and teaching year differentiated the degree of emotional and educational impairment.
Journal Article