European Journal of Teaching and Education

Post-Covid-19 Shifts: Analysing Changes in Bangladeshi Undergraduate Students' Attitudes Toward Face-to-Face Learning

2024-12-11T04:52:32+00:00

This study explores shifts in undergraduate students' attitudes toward face-to-face classes after returning to in-person education following the COVID-19 pandemic. The pandemic necessitated a shift to online learning, requiring students to adapt to remote instruction. With the resumption of in-person classes, students faced new psychological and behavioral challenges, influencing their engagement and perceptions. Using a qualitative approach, the study examined 48 English department students at a government college in Bangladesh. Data were collected through open-ended questions via Google Forms and analyzed using inductive thematic analysis based on the Tripartite Model of Attitude. Findings reveal significant changes in students' feelings, beliefs, and behaviors regarding face-to-face instruction. While students valued in-person classes both before and after the pandemic, a growing number questioned their mandatory nature, highlighting the flexibility of online alternatives. Many continued to view face-to-face classes as effective but sought a balance between traditional and online modes of learning. Behaviorally, students increasingly prioritized social and teacher interactions over mere academic attendance. These findings emphasize the need for institutions to adopt flexible, hybrid learning models that address evolving student preferences. Educators should integrate active learning strategies and foster supportive environments to sustain engagement and capitalize on the strengths of both face-to-face and online instruction.

Flipping the Script: An Action Research Study on the Impact of the Flipped Classroom Technique on Student Engagement and Critical Thinking in Trinidad

2024-11-27T11:43:30+00:00

Purpose: The contemporary learning environment is shifting towards innovative, learner-centered pedagogical approaches, such as the flipped classroom, that foster critical and engaged thinkers. This model replaces traditional lectures with pre-recorded online content students peruse before the class to facilitate interactive discussions and collaborative activities during face-to-face sessions. Methodology: This study investigated the impact of the flipped classroom on critical thinking and student engagement among six female sociology students at a Trinidadian tertiary institute over one semester. Data was gathered using an action research design utilizing mixed methods collected through classroom observations, student assessments, and student feedback. Findings: Post-intervention results demonstrated increased student engagement but no significant improvement in task completion rates. The study also noted a moderate increase in critical thinking skills reflected in students’ written assessments but stronger demonstrations during interactive class discussions and group activities in the flipped setting. Implications: While the small sample size and subjective nature of this action research limit the generalizability of the findings, the study offers valuable insights into the unique learning context of the participants and highlights the potential benefits of using the flipped classroom model in Trinidadian classrooms.

Mentorship as a Strategy for the Professional Development of Novice Teachers: A Case Study of a Class of International Student Teachers in China

2025-02-01T08:16:09+00:00

The study aimed to understand the role of mentorship in novice teacher development. It explored how international student teachers perceived and engaged with formal and informal mentorship. Using Bandura's Social Learning Theory as a framework, the research posited that mentorship supports skill acquisition through observational learning, modeling, and feedback. A qualitative approach involving questionnaires completed by 14 international student teachers and semi-structured interviews, with 10 of these student teachers, was employed. Participants were selected purposefully from diverse countries, providing insights into mentorship across different cultural perspectives. Data were analyzed thematically, identifying factors that facilitated or hindered mentoring relationships, with themes focused on the structure, personal connections, and professional growth opportunities provided by mentorship. Findings revealed that formal mentorship offered structured, often assessment-focused support, while informal mentorship developed more organically, centered on emotional support and collegiality. Personal connection and shared goals emerged as key facilitators of effective mentorship, whereas barriers included a lack of formal structures and time constraints. While most participants viewed mentorship as critical to their professional development, opinions varied on whether mentorship should include financial incentives, with concerns that incentives might alter the authenticity of mentor-mentee relationships. The study’s significance lies in highlighting mentorship's role in teacher development, suggesting the need for flexible, culturally responsive mentorship programs that balance structure and personalization. This research contributes to the broader discourse on mentoring by suggesting practical and policy-level considerations for teacher mentorship programs, especially in diverse international contexts.

Comparative Analysis of Machine Learning Models on Student Performance Data: Insights from Test Scores and Survey Data

2025-02-05T10:38:57+00:00

With the increasing use of digital learning platforms, large volumes of student data have become available for analysis. This paper investigates how machine learning, learning analytics, and educational data mining can be utilized to gain insights into student performance. Various predictive modeling techniques, including Random Forest (RF), K-Nearest Neighbor (KNN), and Decision Trees (DT), are evaluated for their ability to forecast student test scores. Clustering algorithms like K-means are employed to identify patterns within the data. The study integrates these predictive models with survey data collected from undergraduate students at Heriot-Watt University Dubai, aiming to identify factors that influence academic outcomes. The research uses comparative analysis across different machine learning models which is applied to both the survey data and Kaggle test score data. The analysis reveals that linear regression is the most effective model for the Kaggle test score dataset, while K-means clustering provides the best insights from the survey data. The survey model is determined to be more comprehensive due to its inclusion of more predictors. Key metrics, such as accuracy scores, precision, recall, F1 score, and mean squared error, were calculated for both datasets to provide a quantitative overview, enabling a comparative evaluation of model performance and predictor effectiveness for both the datasets. The findings contribute to understanding how data-driven approaches can support educational decisions and interventions while addressing ethical considerations and inclusivity in educational settings.

A South African Perspective on Inclusive Education Conceptualisation and Impact on Practices

2025-02-09T06:46:55+00:00

This study explores the impact of primary school principals and Foundation Phase teachers' conceptualisations of inclusive education on their teaching practices in South Africa. The importance of these conceptualisations is emphasised because they have a direct bearing on the daily teachers’ practices in the classroom and, in the end, define the degree of inclusion that learners encounter. The goal is to find out how primary school principals and teachers perceive inclusive education and examine how their perceptions influence the pedagogical decisions they make. A qualitative transformative approach was employed using individual semi-structured interviews and focus group discussions to collect data from thirteen Foundation Phase teachers and three primary school principals from Johannesburg South government schools. Data were analysed through inductive and deductive thematic analysis, drawing support from the Inclusive Pedagogical Approach (IPA) and Bronfenbrenner’s Ecological Systems Theory. The findings reveal three distinct stages of pedagogical development toward inclusivity among participants, elaborating on Black-Hawkins' (2017) model of a single required shift. These stages range from "no shift”, “little/emerging shift” to "established shift," with each stage characterised by specific conceptualisations that influence teaching strategies. The study concludes that these varying levels of development contribute to the challenges of implementing inclusive education effectively. Consequently, the study recommends targeted support based on a teacher's identified developmental stage. Those with no shift require awareness training on IE policies and practices, while those exhibiting an emerging shift benefit from encouragement and support to achieve full inclusivity. Teachers with an established shift can further refine and maintain their inclusive practices.

YouTube as an Educational and Self-Development Tool

2025-02-04T08:14:12+00:00

The article explores the role of YouTube in self-directed learning and personal development. Individuals can access a vast library of tutorials, how-to guides, and educational content on a wide range of subjects, making it an attractive option for learners who may not have the time or resources to attend traditional in-person classes. The methodology section of the paper involves analyzing data from the top educational and self-development YouTube channels includes examining metrics such as video views, subscriber counts, engagement rates, and the types of content being produced. Comprehensive understanding of the potential of YouTube as an educational and self-development tool, drawing on research and empirical evidence to highlight its benefits and implications. The study's findings contribute to the growing body of knowledge on the role of online platforms in facilitating learning and personal growth.