Teaching

Efficacy of Arabic Language Communication Teaching Methods at The Sultan Sharif Ali Islamic University: Faculty of Sharia in Perspective (Published)

The purpose of this research is to determine the effectiveness of the Arabic language communication teaching methods at the Faculty of Shariah; a Faculty at the Sultan Sharif Ali Islamic University in the Sultanate of Brunei Darussalam. Researchers distributed the identification to the 22 first year students of the College at the Sultan Sharif Ali Islamic University, who studied the Arabic subject of communication in 2024 (all students of the first year of the College at the Islamic University, who studied the Arabic subject of communication in 2024 were 35 students, a sample of 63% of all students). Having obtained the data needed for this research, they have analysed them evaluatively and quantitatively to obtain the required results. This research has found out that the teacher speaks Arabic when teaching Arabic language at the Sultan Sharif Ali Islamic University, by 79.1%, the students are asked to have oral dialogue in Arabic on matters related to daily communication, by 80%, the students are required to have oral dialogue in the Arabic language in the classroom, by 72.7%, they correct oral errors in the course of their oral dialogue with each other by hearing their recorded voices, by 82%, the students are required to have written dialogue in the Arabic language in the classroom, by 78.2%, the students present their oral dialogue in the screen with 76%, the students relate to 76%, respectively, and that they give an adequate speech in the language, the students give an opportunity in the language of 72%, in the proportion of the number of subjects, in the proportion of which they relate to 82%,  and it gives students an adequate opportunity to listen to Arabic voices on topics of daily communication, by 83.6%;  The downside is that the teacher does not speak Arabic when teaching the Arabic language, by 20.9%. Students are not required to engage in oral dialogue in Arabic on matters of daily communication (20%), students ' voices are not recorded when speaking orally in the classroom, by 27.3%, students & apos; oral mistakes in the course are not corrected by hearing their recorded voices, by 17.3%, students are not required to engage in written dialogue in Arabic in the classroom, by 21.8%, by what students (or some of them) do not offer a written dialogue in the classroom, by 23.6%, and by the fact that students do not correct written mistakes in the course (or some of them) that students have made on the screen through the Arabic dialect (projector) before the class, by 17.3%, by which students do not have sufficient opportunity to listen to Arabic voices on the daily basis, by 16.4%, and by which students do not have a sufficient opportunity to read Arabic dialects on subjects of daily communication, by a percentage of 23.3%. It does not give students an adequate opportunity to hear Arabic voices on subjects of daily communication, by 16.4%. It does not give students a sufficient opportunity to read Arabic dialogues on topics of daily communication, by 23.6%. It does not give students a sufficient opportunity to have oral conversations on subjects of daily communication, by 22.7%. It does not give students a sufficient opportunity to write the dialogue on topics of daily communication, by 17.3%. It does not use the attractive method in the Arabic language communication, by 17.3%. It does not use various teaching methods in the Arabic language communication, by 21.8%. It does not train students in the four language skills in a balanced manner, by 19.1%.

Keywords: Arabic, Language, Methods, Teaching, communication

Didactic Approaches of Teaching and Classroom Environment Influence on Academic Performance: A Perception of Gifted Students in Secondary Schools in Uasin Gishu County, Kenya (Published)

Academic performance is multifaceted variable including modes of teaching, classroom environment and students’ ability. Therefore, many gifted students may face myriads of academic challenges, which may however, be masked by their academic prowess, yet research into this realm is limited in Kenya. Therefore, the objectives of the study was to establish the perception of gifted students on teacher – centred teaching methods and classroom environment influence on academic performance. Findings indicated that a majority 84% (88) of respondents were uncomfortable with didactic approaches of teaching. Further, greater majority of the gifted students 81% (85) perceived the classroom environment as unconducive for effective learning. This means gifted learners due to their exceptional speed to comprehend facts and information fast tend to get bored and switch off resulting to poor academic performance. This implies that gifted students tend to enjoy application of interactive or engaging methods approaches of teaching and a conducive class environment to realise their academic prowess.

Keywords: Classroom Environment, Didactic, Perception, Teaching, gifted

3D-Animated Cartoon Instructional Package and Effective Teaching of Selected Topics in Financial Accounting in Pubic Secondary Schools, South-South, Nigeria (Published)

This study was carried out to determine the difference in students’ academic performance in financial accounting when taught using 3D-cartoon animation package and a conventional approach. The selected topics for the study include transaction analysis, accounting equation, cash book and ledger. The research design the researchers adopted for this study was quasi quasi-experimental method and the area of the study was South-South, Nigeria. The population of the study consisted of 242,052. The sample size was 192 and a purposive sampling technique was used for the study. The Financial Accounting Achievement Test (FAAT) was used to collect data for the study. The internal consistency index of .92 was obtained using test-retest. The data were analyzed using mean and standard deviation to answer research questions and ANCOVA to test the null hypotheses at .05 level of significance. Among other recommendations made was that the government should encourage schools to embrace the latest teaching strategies by way of providing the 3D instructional package for use in schools.

Keywords: 3d-animated cartoon, Financial Accounting., Nigeria, South-South, Teaching, instructional package, pubic secondary schools

Adoption of Indigenous Language (Igbo) In Teaching of Agricultural Science at the Primary School: A Panacea for Food Insecurity (Published)

This Study was carried out with the aim of ascertaining whether the adoption of indigenous language (Igbo) in teaching of Agricultural science at the primary school could help in solving food insecurity. The study adopted the descriptive survey research design. Three research questions guided the study. The population of the study comprised 350 agricultural science teachers. The sample for the study was 210, comprised 52 teachers and 158 pupils in the public primary schools in Abakaliki Education Zone of Ebonyi State. The research instrument used for the data collection was questionnaire developed by the researchers and validated by three experts. The reliability of the instrument was established using Pearson product moment correlation. The reliability coefficient of the instrument was found to be 0.79 which was considered highly reliable. The data analysis was done using mean (x̄) and standard deviation. The results of the study showed that adoption of indigenous language (Igbo) in teaching of food crop production, farm animal production and maintenance of farm tools and equipment will help in solving food insecurity in the state. Based on these findings relevant recommendations and suggestions were made.

Keywords: Agricultural Science, Food Insecurity, Indigenous Language, Primary School, Teaching

Developing Dual Language Skills and Intercultural Communication Strategies in a Bilingual Learning Environment: Investigating a Project Based Learning Programme (Published)

This study investigated a project-based learning approach and explored developing bilingual language skills and enhanced intercultural communication within an existing Bilingual Learning Community. The study mainly looked at the increased importance of bilingualism and intercultural understanding needed to be successful in a global society. It investigated the effectiveness of using Project-based learning to promote these essential skills and competencies. The research used a mixed methods approach that integrated qualitative and quantitative data collection and analysis methods. The study took place in an international school setting in China within a bilingual learning community using English and Chinese, project-based learning, and STEM activities to enhance language proficiency and intercultural understanding. The qualitative component of the study involved interviews with various teachers involved in the Bilingual Learning Community study, and the specific students in the classes were analysed regarding their understanding of intercultural communication. Questionnaires gathered information about the teacher’s and student’s knowledge of the concepts. Observations and comprehensive notes were utilised, and natural interactions with students were encouraged so they could be observed under normal circumstances. The quantitative phase employed pre-and post-tests to measure the students’ language proficiency and focused explicitly on developing cognitive academic language proficiency (CALP) skills. These tests also measured the student’s intercultural learning and competencies. The data collected was analysed using statistical methods. These statistical methods determined the effectiveness of Project-based Learning as a pedagogy to promote bilingual language acquisition and develop intercultural understanding and communication. The findings of this study contributed to the existing body of knowledge on bilingual learning communities, intercultural understanding, and Project-based learning. The study also significantly contributed to the theoretical scientific knowledge by creating a detailed framework with descriptors that related to bilingual language development for students and intercultural communication competence that other scholars could develop further. It was also expected to contribute significantly to applied scientific knowledge. It provided practical information about the students’ language skills, communicative behaviours, and difficulties when dealing with problems and will be helpful for teachers in China and abroad.

Keywords: Learning, Project, Teaching, bilingualism, interculturalism

The Use of Mother Tongue in Communicating Mathematics: Implication for Teaching and Learning of Mathematics (Published)

Mathematics as a school subject is designed to solve the everyday problem created by human activities; these problems are domesticated in the different cultures of man all over the world.  However, the performance of students keeps dwindling due to the westernize approach of teaching and learning mathematics. In other to solve this precarious situation this paper advocated the use of mother tongue in the teaching of mathematics. Mother tongue approach here refers to first-language education as a medium of instruction. The use of mother tongue in the teaching and learning of mathematics is meant to address the high functional illiteracy of Nigeria where language plays a significant factor. Using mother tongue to teach the basic concepts of numbers, operations and other concepts of mathematics helps build a strong foundation for the understanding and learning of higher mathematics. This approach is effective not only in getting the interest of students in the lesson but as a springboard in teaching new mathematical concepts, principles and in deepening student understanding on how mathematical operations or processes work. The mother tongue concepts of teaching and learning mathematics in this work shall be based on the following sub-topics: Numeration/Counting System, Basic Arithmetic Operations, Rhymes and Geometric Concepts. The paper completely reduced the Eurocentric mathematics beliefs of students and make them discover how best mathematics can be learning from their mother tongue. The paper recommended amongst others that teachers of mathematics should adopt the use of mother tongue in teaching mathematics in order to improve students understanding of the subject.

Keywords: Learning, Mathematics, Mother tongue, School, Teaching

Assessment of Styles of Teaching Building Structures in Architecture in Southwestern Nigerian Public Universities (Published)

There are several teaching styles in the literature that have been traditionally used in the teaching of Building structures to students of Architecture. Nevertheless, they have all been streamlined into two styles: didactic and interactive styles of teaching and upon these that the assessment of this study was based. This study assessed styles of teaching Building structure courses to Architecture students in Southwestern Nigerian public Universities, with a view to improving the performance of the students in these courses. Quantitative research approach was adopted and employed descriptive survey. The principal survey techniques used was questionnaire. Five public universities approved by the National Universities Commission and Architects Registration Council of Nigeria were purposively sampled. A total of 702 questionnaires were administered to all the pre-final and final year students in the Department of Architecture of the sampled universities, while only 541 questionnaires were adequately completed and considered fit for analysis. Cross tabulation with chi-square was used to summarize the data. The study revealed that the teachers were using both didactic and interactive teaching styles. The conclusion here was that the teachers were not using interactive teaching styles fully in teaching the courses to students which led to poor performance of students in the courses. Therefore, the study recommended that strong priority should be given to the quality of teaching by using interactive teaching style only in the teaching of Building structures.

Keywords: Teaching, Universities, structures, styles

Influence of the Use of E-Learning Technologies on the Learning of Business Education Courses as Perceived by Business Education Students in South-South, Nigeria (Published)

The study was carried out to determine perceived influence of the use of e-learning technologies on the learning of Business Education courses in Public Universities in South-South, Nigeria. The study was guided by two research questions and two null hypotheses. The study adopted descriptive survey research design. The population of the study is eight hundred and seventy-nine final year students in public universities in South-South, Nigeria. The sample of size of 275 Business Education students, through Yaro Yamane formula was studied. Structured questionnaire containing 25 item entitled “Perceived influence of the use of e-learning technologies on the learning of Business Education courses” were used for data collection. The instrument was validated by three (3) experts. The Cronbach Alpha Reliability coefficient was 0.97 and 0.91. 275 copies of instrument were distributed; 250 copies were successfully retrieved from students. Mean (X) and Standard Deviation (SD) were used in analyzing the research questions. The null hypotheses were tested at 0.05 level of significance using t-test statistical tool. The findings showed that the use of digital library, video conference and Google search engine have positive influence on the learning of Business Education in Public Universities in South-South, Nigeria. The hypotheses tested showed there is no significant difference between the opinion of students in Federal and State Universities perceived influence of digital library in learning of Business Education courses, there is no significant difference in the mean ratings of male and female Business Education students on the perceived influence of the use of video conferencing in learning of Business Education courses, Nigeria and there is no significant difference in the mean ratings of Business Education Students in Federal and State Universities on the perceived influence of the use of Google Search Engine in learning of business education courses in public universities based on school ownership. Based on the findings of the study, it was concluded that, the use of digital camera, digital library, video conferencing and Google search engine are believed to have influence on the learning of Business Education courses in public universities in South-South, Nigeria. The study recommended among others that management of public universities in South-South zone of Nigeria should endeavour to adequately provide e-learning technologies identified in order to sustain e-learning in learning of business education courses. The educational implication is that the e-learning technologies for teaching and learning of Business Education courses influence teaching and learning of Business Education courses. Training and re-training of lecturers in the utilization of e-learning technologies should be adopted, because it will improve lecturers’ skills in business education courses and also help students to learn better and faster in the classroom.

 

Keywords: Business Education, Teaching, e-learning technologies

Teaching English Intensively by NESTs in the Saudi EFL Setting: Status and Implications (Published)

Intensive EFL programs become the current mainstream in the Saudi educational system in most undergraduate tracks. They are aimed at compensating students’ previous lack of exposure to English. These programs are chiefly staffed by NESTs. The policy makers believe that native-English instruction is an ideal teaching model that can offer authentic English in the EFL classrooms. There is, however, a dearth of the conducted research studies that examine such a trend. This paper endeavors to assess NESTs’ teaching performance based on a list of teaching competencies at Jeddah’s intensive English program. The data are qualitatively collected via an observation checklist of seven NESTs. The main findings reveal that NESTs significantly perform high in almost 60% of these competencies. Also, there are no significant differences between the median ranks of NESTs in all the teaching competencies according to these variables: nationality, experience and qualification. This paper recommends that the ideal EFL instruction requires NESTs to be aquatinted with a wide range of technical, contextual and cultural competencies along with their nativeness.

Keywords: Competence, EFL, Intensive, NEST, Teaching

The Role of Teachers in Improving Students’ Cognitive Competency in Islamic Education Subjects Through Recitation Method (Published)

This study discusses the role of teachers in improving students’ cognitive competency in Islamic education lessons through the recitation method. This study uses qualitative methods, and the data was gathered through field observation, in-depth interviews, and written document analysis. Direct observation was conducted during the teaching and learning process, while in-depth interviews were carried out with teachers and students. Document analysis was conducted to see teaching material preparation and student learning performance scores. The results of this study show that the teacher’s role in improving students’ cognitive abilities in Islamic religious education subjects through the recitation method has been well implemented in every meeting. The teacher’s role includes the use of the recitation method in every meeting of Islamic religious lessons. The impact of using the recitation method can improve students’ cognitive abilities in mastering Islamic religious subject matter. Besides that, students’ motivation and interest in studying Islam are also improving because the recitation method gives them the freedom to master Islamic religious education material. In conclusion, the recitation method is very suitable for learning Islamic religion because it is related to mastering the verses of the Koran and hadith. For this reason, teachers and Islamic education institutions need to think about applying the recitation method in Islamic religious learning when the material is mostly related to the Al-Quran and hadith.

Keywords: Islamic Education, Students, Teaching, cognitive competency, recitation method