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strategies</title> <meta name="description" content="Search results for: teaching strategies"> <meta name="keywords" content="teaching strategies"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="teaching strategies"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 8173</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: teaching strategies</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8173</span> Investigating Mathematics Teachers' Knowledge of the Effective Teaching Strategies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zafer%20F.%20Alshehri">Zafer F. Alshehri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper investigated mathematics teachers' knowledge of the effective teaching strategies at the Southern Region of Saudi Arabia. Specifically, it aimed to identify a list of the effective strategies of teaching mathematics; the extent of mathematics teachers' knowledge of these strategies; and the differences (if any) of mathematics teachers' knowledge of these strategies regarding scientific degree, teaching experience, and educational sage. To achieve that, the researcher used the descriptive approach for preparing a list of effective mathematics teaching strategies and developing a questionnaire of a sample of (240) mathematics teachers. As a result, there were differences in teachers' knowledge of the effective teaching strategies, which ranked as a low, and the highest knowledge was in favor of higher degrees. In addition, there were a few recommendations and suggestions for developing mathematics teachers' knowledge of effective teaching strategies, such as involving in workshops of mathematics teaching strategies, integrating technology into mathematics teaching, and using research findings in the instruction process. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mathematics%20teaching%20knowledge" title="mathematics teaching knowledge">mathematics teaching knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics%20teachers" title=" mathematics teachers"> mathematics teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=effective%20mathematics%20teaching%20strategies" title=" effective mathematics teaching strategies"> effective mathematics teaching strategies</a> </p> <a href="https://publications.waset.org/abstracts/22233/investigating-mathematics-teachers-knowledge-of-the-effective-teaching-strategies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22233.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">511</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8172</span> Effects of Teaching Strategies on Students Academic Achievement in Secondary Physics Education for Quality Assurance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Collins%20Molua">Collins Molua</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper investigated the effect of Teaching Strategies on Academic Achievement in Secondary Physics Education as a quality assurance process for the teaching and learning of the subject. Teaching strategies investigated were the interactive, independent and dependent strategies. Three null hypotheses were tested at p< 0.05 using one instrument, physics achievement test(PAT).The data were analyzed using analysis of covariance (ANCOVA).Results showed that teaching strategies have significant effect on students achievement; the joint effect of the teaching strategies was also significant on students achievement in Physics. The interactive teaching strategies was recommended for teaching the subject and the students should be exposed to practical, computer literacy to stimulate interest and curiosity to enhance quality. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=quality" title="quality">quality</a>, <a href="https://publications.waset.org/abstracts/search?q=assurance" title=" assurance"> assurance</a>, <a href="https://publications.waset.org/abstracts/search?q=secondary%20education" title=" secondary education"> secondary education</a>, <a href="https://publications.waset.org/abstracts/search?q=strategies" title=" strategies"> strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=physics" title=" physics"> physics</a> </p> <a href="https://publications.waset.org/abstracts/93246/effects-of-teaching-strategies-on-students-academic-achievement-in-secondary-physics-education-for-quality-assurance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/93246.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">328</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8171</span> Implementation Principles and Strategies of Bilingual Teaching in Taiwan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chinfen%20Chen">Chinfen Chen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper aims to focus on the challenges and doubts encountered in the implementation of ‘bilingual teaching in some fields of courses’, and propose implementation principles and strategies from the four areas of curriculum design, teaching strategies, teaching language application, and bilingual teaching implementation and operation, as a school The administrative team considers when planning bilingual teaching and also clarifies teachers' doubts about the implementation of bilingual teaching to enhance their willingness and confidence to participate in bilingual teaching. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bilingual%20education%20policy" title="bilingual education policy">bilingual education policy</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20immersion" title=" language immersion"> language immersion</a>, <a href="https://publications.waset.org/abstracts/search?q=partial%20bilingual%20education" title=" partial bilingual education"> partial bilingual education</a>, <a href="https://publications.waset.org/abstracts/search?q=content%20knowledge%20and%20target%20language%20acquisition" title=" content knowledge and target language acquisition"> content knowledge and target language acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=inquiry-based%20teaching." title=" inquiry-based teaching."> inquiry-based teaching.</a> </p> <a href="https://publications.waset.org/abstracts/186675/implementation-principles-and-strategies-of-bilingual-teaching-in-taiwan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186675.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">52</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8170</span> Exploring Teaching Strategies Utilized by Primary School English Language Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Belyihun%20Muchie">Belyihun Muchie</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teaching strategies significantly influence the effectiveness of language teaching practices. Macro/micro ELT strategies realizes the practicality of language teaching in the classroom, where the teacher and students play together. The study aimed to identify teaching strategies employed by primary English language teachers in EFL classrooms. It also analyzed the alignment of teaching strategies with the contemporary language teaching approaches and principles. More over, the study evaluated primary English language teachers' perceptions of the challenges and benefits of implementing innovative teaching strategies. The study used a descriptive survey research design with mixed methods approaches and convergent parallel mixed methods of data collection and analysis. Ten primary schools were selected conveniently, including 60 teachers in total. To collect the adequate data classroom observation, questionnaire and document analysis were used. From the analysis, it was found that primary school English language teachers were not teaching English using innovative teaching strategies. Hence, the alignment of their teaching strategies with the principles and syllabus of the English subject was mismatched. Finally, although there were hindrances of employing innovative teaching strategies, teachers’ commitment of trying much alternatives, was found to be less. They voiced concerns about the erosion of respect for the teaching profession, low salaries, lack of incentives for best practices, insufficient teaching resources, and autocratic leadership within schools. Therefore, as teachers found it increasingly difficult to teach English, it was concluded that primary school English language teachers were not employing innovative ELT strategies in their EFL classroom for effective language teaching in Ethiopia. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ELT%20strategies" title="ELT strategies">ELT strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=descriptive%20survey%20research%20design" title=" descriptive survey research design"> descriptive survey research design</a>, <a href="https://publications.waset.org/abstracts/search?q=innovative%20teaching%20strategies" title=" innovative teaching strategies"> innovative teaching strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=primary%20school%20English%20language%20teachers" title=" primary school English language teachers"> primary school English language teachers</a> </p> <a href="https://publications.waset.org/abstracts/194798/exploring-teaching-strategies-utilized-by-primary-school-english-language-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/194798.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">9</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8169</span> Observing Vocabulary Teaching Strategies in English Classrooms in Saudi Schools </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohammed%20Hassan%20Alshaikhi">Mohammed Hassan Alshaikhi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teaching vocabulary is a fundamental step in helping students to develop a good grasp of language. Exploring new strategies is an essential part of improving the teaching of vocabulary. The study aimed to explore the teaching vocabulary strategies in Saudi primary classrooms (aged 11 and 12 years old) in Jeddah, Saudi Arabia. The study was based on qualitative data collected from a large-scale case study, which utilised observations at eight male state and private primary schools during the academic year 2016-2017. The observations were transcribed, coded and entered into Nvivo software to be organised and analysed. Varying teaching vocabulary strategies were explored, and then they were circulated to many English teachers to be used in their classes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=case%20study" title="case study">case study</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20language" title=" English language"> English language</a>, <a href="https://publications.waset.org/abstracts/search?q=Saudi%20teachers" title=" Saudi teachers"> Saudi teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20vocabulary%20strategies" title=" teaching vocabulary strategies"> teaching vocabulary strategies</a> </p> <a href="https://publications.waset.org/abstracts/75151/observing-vocabulary-teaching-strategies-in-english-classrooms-in-saudi-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/75151.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">373</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8168</span> Potential Roles of Motivation and Teaching Strategies in Communicative Competencies among Palestinian University Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hazem%20Hasan%20Hushayish">Hazem Hasan Hushayish</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Motivation and teaching strategies are commonly believed to improve students’ communicative competence in English as a foreign language; still, there is not much empirical evidence to support this claim. The present study is intended to focus on the effects of motivational factors and teaching strategies on the communicative competence among the Palestinian undergraduates. In the first phase, one hundred and eighty participants, who are studying English language in three Palestinian universities, answered a questionnaire. The questionnaire included items derived from Gardner’s 2001, 2004, 2006, 2007 Attitude/Motivation Test Battery AMTB and items from Dörnyei 2007 and Guilloteaux and Dörnyei 2008 teaching strategies framework for foreign language classrooms. In the second phase, 6 participants, from the same universities, were interviewed. The quantitative results indicated that participants’ communicative competence is significantly affected by motivation and teaching strategies. Also, the qualitative results indicated that teaching strategies do not directly affect students’ communicative competence, but rather affect their motivation. Consequently, the current study will add substantively to the literature concerning the effects of motivation and teaching strategies in communicative competencies among EFL learners in the Palestinian context, and some suggested procedures and suggestions that help improve learners’ communicative competences. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=communicative%20competence" title="communicative competence">communicative competence</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20strategies" title=" teaching strategies"> teaching strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=Palestinian%20undergraduates" title=" Palestinian undergraduates"> Palestinian undergraduates</a> </p> <a href="https://publications.waset.org/abstracts/107103/potential-roles-of-motivation-and-teaching-strategies-in-communicative-competencies-among-palestinian-university-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/107103.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">188</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8167</span> Preparing K-12 Practitioners for Diversity and Use of Evidence-Based Practices and Strategies in Teaching Learners with Autism Spectrum Disorder (ASD)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Inuusah%20Mahama">Inuusah Mahama</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study focused on the importance of diversity and the use of evidence-based practices and strategies in teaching learners with ASD. The study employed a mixed-methods design, including surveys, interviews, and observations. A total of 500 K-12 practitioners participated in the study, including teachers, administrators, and support staff. The study sought to investigate the current understanding and knowledge level of K-12 practitioners regarding diversity, evidence-based practices, and strategies for teaching learners with ASD. The study also examined the challenges that K-12 practitioners face in preparing learners with ASD and the resources they require to improve their practice. The results indicated that K-12 practitioners in Ghana have limited knowledge and skills in teaching learners with ASD, particularly in using evidence-based practices and strategies. Therefore, there is a need for providing training and professional development opportunities for K-12 practitioners, developing and implementing evidence-based practices and strategies, and increasing awareness of ASD and the need for effective teaching strategies. This would go a long way to improve the quality of education for learners with ASD in Ghana and ultimately lead to better outcomes for these students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autism" title="autism">autism</a>, <a href="https://publications.waset.org/abstracts/search?q=practitioners" title=" practitioners"> practitioners</a>, <a href="https://publications.waset.org/abstracts/search?q=diversity" title=" diversity"> diversity</a>, <a href="https://publications.waset.org/abstracts/search?q=evidence-based%20practises" title=" evidence-based practises"> evidence-based practises</a> </p> <a href="https://publications.waset.org/abstracts/165775/preparing-k-12-practitioners-for-diversity-and-use-of-evidence-based-practices-and-strategies-in-teaching-learners-with-autism-spectrum-disorder-asd" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/165775.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">92</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8166</span> The Correlation between Self-Regulated Learning Strategies and Reading Proficiency</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nguyen%20Thu%20Ha">Nguyen Thu Ha</a>, <a href="https://publications.waset.org/abstracts/search?q=Vu%20Viet%20Phuong"> Vu Viet Phuong</a>, <a href="https://publications.waset.org/abstracts/search?q=Do%20Thi%20Tieu%20Yen"> Do Thi Tieu Yen</a>, <a href="https://publications.waset.org/abstracts/search?q=Nguyen%20Thi%20Thanh%20Ha"> Nguyen Thi Thanh Ha</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This semi-experimental research investigated the correlation between 42 English as a foreign language (EFL) sophomores' self-regulated learning strategies (SRL) use and their reading comprehension in the Vietnamese context. The analysis from TOEIC reading tests with SPSS 25.0 indicated that there are substantial differences between the post-test reading scores between the experimental group and the control group; therefore, SRL impacts the reading comprehension of EFL participants. Contrary to the alternative hypothesis, teaching learners SRL approaches had a statistically significant influence on reading comprehension. The findings may aid educators in teaching reading comprehension as an essential skill and in using SRL to improve reading comprehension and achievement and enhance reading comprehension aids for language students and instructors. They should equip educators with a variety of instructional strategies which assist academics in preparing learners for lifetime language study and independence. Moreover, the results might encourage educators, administrators, and policymakers to capitalize on the effects of teaching SRL strategies by providing EFL teachers with preparation programs and experiences that help them improve their teaching methods and strategies, especially when teaching reading comprehension. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=correlation" title="correlation">correlation</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20proficiency" title=" reading proficiency"> reading proficiency</a>, <a href="https://publications.waset.org/abstracts/search?q=self-regulated%20learning%20strategies" title=" self-regulated learning strategies"> self-regulated learning strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=SRL" title=" SRL"> SRL</a>, <a href="https://publications.waset.org/abstracts/search?q=TOEIC%20reading%20comprehension" title=" TOEIC reading comprehension"> TOEIC reading comprehension</a> </p> <a href="https://publications.waset.org/abstracts/160434/the-correlation-between-self-regulated-learning-strategies-and-reading-proficiency" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/160434.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">95</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8165</span> Specialized Translation Teaching Strategies: A Corpus-Based Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yingying%20Ding">Yingying Ding</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study presents a methodology of specialized translation with the objective of helping teachers to improve the strategies in teaching translation. In order to allow students to acquire skills to translate specialized texts, they need to become familiar with the semantic and syntactic features of source texts and target texts. The aim of our study is to use a corpus-based approach in the teaching of specialized translation between Chinese and Italian. This study proposes to construct a specialized Chinese - Italian comparable corpus that consists of 50 economic contracts from the domain of food. With the help of AntConc, we propose to compile a comparable corpus in for translation teaching purposes. This paper attempts to provide insight into how teachers could benefit from comparable corpus in the teaching of specialized translation from Italian into Chinese and through some examples of passive sentences how students could learn to apply different strategies for translating appropriately the voice. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=contrastive%20studies" title="contrastive studies">contrastive studies</a>, <a href="https://publications.waset.org/abstracts/search?q=specialised%20translation" title=" specialised translation"> specialised translation</a>, <a href="https://publications.waset.org/abstracts/search?q=corpus-based%20approach" title=" corpus-based approach"> corpus-based approach</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a> </p> <a href="https://publications.waset.org/abstracts/84027/specialized-translation-teaching-strategies-a-corpus-based-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/84027.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">370</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8164</span> Teaching Remotely during COVID-19 Pandemic: Effectiveness and Challenges Faced by Teachers of Remote Teaching Strategies with Autistic Children in the Kingdom of Bahrain-Teachers’ Point of View</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wid%20Daghustani">Wid Daghustani</a>, <a href="https://publications.waset.org/abstracts/search?q=Alison%20Mackenzie"> Alison Mackenzie</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research aims to understand how teachers of autistic children responded to teaching remotely during the Covid-19 pandemic. Six teachers who work in an autism centre were interviewed in face-to-face, semi-structured interviews in the Kingdom of Bahrain. The interviews focused on three themes, the effectiveness of remote teaching strategies, the types of remote teachings employed, and the impact on student’s educational outcomes. WhatsApp video calls were used to conduct the remote teaching since it was easy for mothers to us. According to all teachers, the unprecedented change was quite challenging for autos and their families, especially the mothers being the primary caretakers. Additionally, the effectiveness of remote teaching mainly depended on the cooperation and the willingness of the mothers and on the behaviour of the autistic child. Overall, teachers have agreed that in comparison to face-to-face teaching, remote teaching was not a very successful experience. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=remote%20teaching" title="remote teaching">remote teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=autistic" title=" autistic"> autistic</a>, <a href="https://publications.waset.org/abstracts/search?q=COVID-19" title=" COVID-19"> COVID-19</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers" title=" teachers"> teachers</a> </p> <a href="https://publications.waset.org/abstracts/151274/teaching-remotely-during-covid-19-pandemic-effectiveness-and-challenges-faced-by-teachers-of-remote-teaching-strategies-with-autistic-children-in-the-kingdom-of-bahrain-teachers-point-of-view" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/151274.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">161</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8163</span> The Effects of Co-Teaching on Study Achievement by Teaching Unite of Teaching Strategy Course on a Sample of Student at Education College at King Faisal University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Layla%20Alzarah">Layla Alzarah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this research was to study the effects of co-teaching upon study achievement by teaching unite of teaching strategy course to a sample of students at education college at King Faisal University. The sample of this study, which consisted of 100 students, was divided into two equal groups. 50 students were selected to be the Control group which had been taught by the traditional way with one teacher, whereas the remaining 50 students represented the experimental group who had been taught by co-teaching. The study had lasted for 4 weeks. Related achievement test had been prepared, consisted of 23 questions, from multi choice question type, which had been divided on the chosen unite syllabus. The validity and reliability had been tested. The study conducted at the second semester of 1433-1434 HT tests had been used to analysis the data. The research findings showed that the average exam scores of students receiving team teaching were higher than those of students receiving traditional teaching as there were significant differences in means at (<0.05) between the two groups in favor of the experimental group. Based on the study findings the researcher recommended applying co-teaching in teaching the course of teaching strategies and other courses also to conduct similar studies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=co-teaching" title="co-teaching">co-teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=cooperative%20teaching" title=" cooperative teaching"> cooperative teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20strategies" title=" teaching strategies"> teaching strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=study%20achievement" title=" study achievement"> study achievement</a> </p> <a href="https://publications.waset.org/abstracts/11018/the-effects-of-co-teaching-on-study-achievement-by-teaching-unite-of-teaching-strategy-course-on-a-sample-of-student-at-education-college-at-king-faisal-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/11018.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">309</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8162</span> Strategies to Improve Learning and Teaching of Software Packages Among Undergraduate Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sara%20Moridpour">Sara Moridpour</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Engineering students need to learn different software packages to meet the emerging industry needs. Face-to-face lectures provide an interactive environment for learning software packages. However, COVID changed expectations of face-to-face learning and teaching. It is essential to enhance the interaction among students and teachers in online and virtual learning and teaching of software packages. The proposed study introduces strategies for teaching engineering software packages in online and hybrid environments and evaluates students’ skills by an authentic assignment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teaching%20software%20packages" title="teaching software packages">teaching software packages</a>, <a href="https://publications.waset.org/abstracts/search?q=authentic%20assessment." title=" authentic assessment."> authentic assessment.</a>, <a href="https://publications.waset.org/abstracts/search?q=engineering" title=" engineering"> engineering</a>, <a href="https://publications.waset.org/abstracts/search?q=undergraduate%20students" title=" undergraduate students"> undergraduate students</a> </p> <a href="https://publications.waset.org/abstracts/148220/strategies-to-improve-learning-and-teaching-of-software-packages-among-undergraduate-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/148220.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">139</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8161</span> Examining EFL Teachers' Level of Self-Efficacy for Teaching English in Language Classrooms</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zahra%20Mirsanjari">Zahra Mirsanjari</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohammad%20Reza%20Baradaran"> Mohammad Reza Baradaran</a>, <a href="https://publications.waset.org/abstracts/search?q=Mehdi%20Rastegari%20Ghiri"> Mehdi Rastegari Ghiri </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Research in the field of education has widely documented that teachers’ sense of efficacy has strong impacts on various aspects of teaching and learning. The present study is an attempt to examine Iranian EFL teachers’ degree of self-efficacy for teaching English. The data required for the study was gathered from Iranian EFL teachers teaching English as a foreign language in different schools and language institutes in Iran. Data were collected using Teacher’s Sense of Efficacy Scale (TSES). Results identified four dimensions of teachers’ English teaching-specific sense of efficacy: instructional strategies, classroom management, student engagement, and oral English language use. It was also found that teachers rated their self-efficacy in teaching English at a moderate level in the dimensions of instructional strategies, classroom management, and student engagement. Results have implications for language teachers and practitioners. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Self-efficacy" title="Self-efficacy">Self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=EFL" title=" EFL"> EFL</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers" title=" teachers"> teachers</a> </p> <a href="https://publications.waset.org/abstracts/32647/examining-efl-teachers-level-of-self-efficacy-for-teaching-english-in-language-classrooms" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/32647.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">529</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8160</span> Examining EFL Teachers Level of Self-efficacy for Teaching English in Language Classrooms</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zahra%20Mirsanjari">Zahra Mirsanjari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Research in the field of education has widely documented that teachers’ sense of efficacy has strong impacts on various aspects of teaching and learning. The present study is an attempt to examine Iranian EFL teachers’ degree of self-efficacy for teaching English. The data required for the study was gathered from Iranian EFL teachers teaching English as a foreign language in different schools and language institutes in Iran. Data were collected using Teacher’s Sense of Efficacy Scale (TSES). Results identified four dimensions of teachers’ English teaching-specific sense of efficacy: instructional strategies, classroom Management, Student Engagement, and Oral English Language Use.It was also found that teachers rated their self-efficacy in teaching English at a moderate level in the dimensions of instructional strategies, classroom management, and student engagement. Results have implications for language teachers and practitioners. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=self-efficacy" title="self-efficacy">self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20Language%20teaching" title=" English Language teaching"> English Language teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=EFL%20teachers" title=" EFL teachers"> EFL teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20teachers%20and%20practitioners." title=" language teachers and practitioners."> language teachers and practitioners.</a> </p> <a href="https://publications.waset.org/abstracts/36289/examining-efl-teachers-level-of-self-efficacy-for-teaching-english-in-language-classrooms" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/36289.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">458</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8159</span> Pre-Service Teachers’ Experiences and Attitude towards Children’s Problem Solving Strategies in Early Mathematics Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Temitayo%20%20Ogunsanwo">Temitayo Ogunsanwo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Problem-solving is an important way of learning way of learning because it propels children to use previous experiences to deal with new situations. The purpose of this study is to find out the attitude of pre-service teachers to problem-solving as a strategy for promoting early mathematics learning in children. This qualitative study employed a descriptive design to investigate the experiences of twenty second-year undergraduate early childhood education Pre-service teachers in a teaching practice and their attitude towards five-year-old children’s problem-solving strategies in mathematics. Pre-service teachers were exposed to different strategies for teaching children how to solve problems in mathematics. They were taken through a micro teaching in class using different strategies to teach problem-solving in different topics in the five-year-old mathematics curriculum. The students were then made to teach five-year-olds in neighbouring schools for three weeks, working in pairs, observing and recording children’s problem-solving activities and strategies. After the three weeks exercise, their experiences and attitude towards children’s problem-solving strategies were collected using open-ended questions and analysed in themes. Findings were discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attitude" title="attitude">attitude</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20mathematics%20learning" title=" early mathematics learning"> early mathematics learning</a>, <a href="https://publications.waset.org/abstracts/search?q=experience" title=" experience"> experience</a>, <a href="https://publications.waset.org/abstracts/search?q=pre-service%20teachers" title=" pre-service teachers"> pre-service teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=problem-solving" title=" problem-solving"> problem-solving</a>, <a href="https://publications.waset.org/abstracts/search?q=strategies" title=" strategies"> strategies</a> </p> <a href="https://publications.waset.org/abstracts/60439/pre-service-teachers-experiences-and-attitude-towards-childrens-problem-solving-strategies-in-early-mathematics-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/60439.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">347</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8158</span> Teaching Strategies and Prejudice toward Immigrant and Disabled Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20Pellerone">M. Pellerone</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20G.%20Razza"> S. G. Razza</a>, <a href="https://publications.waset.org/abstracts/search?q=L.%20Miano"> L. Miano</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Miccich%C3%A8"> A. Miccichè</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Adamo"> M. Adamo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The teacher’s attitude plays a decisive role in promoting the development of the non-native or disabled student and counteracting hypothetical negative attitudes and prejudice towards those who are “different”.The objective of the present research is to measure the relationship between teachers’ prejudices towards disabled and/or immigrant students as predictors of teaching-learning strategies. A cross-sectional study involved 200 Italian female teachers who completed an anamnestic questionnaire, the Assessment Teaching Scale, the Italian Modern and Classical Prejudices Scale towards people with ID, and the Pettigrew and Meertens’ Blatant Subtle Prejudice Scale. Confirming research hypotheses, data underlines the predictive role of prejudice on teaching strategies, and in particular on the socio-emotional and communicative-relational dimensions. Results underline that general training appears necessary, especially for younger generations of teachers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=disabled%20students" title="disabled students">disabled students</a>, <a href="https://publications.waset.org/abstracts/search?q=immigrant%20students" title=" immigrant students"> immigrant students</a>, <a href="https://publications.waset.org/abstracts/search?q=instructional%20competence" title=" instructional competence"> instructional competence</a>, <a href="https://publications.waset.org/abstracts/search?q=prejudice" title=" prejudice"> prejudice</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers" title=" teachers"> teachers</a> </p> <a href="https://publications.waset.org/abstracts/173397/teaching-strategies-and-prejudice-toward-immigrant-and-disabled-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/173397.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">73</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8157</span> Towards the Use of Innovative Teaching Methodologies in Nursing Education : A South African Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=R.%20Bhagwan">R. Bhagwan</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Subbhan"> M. Subbhan </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Nursing is a very challenging field in South Africa and due to the burden of disease it is critical that nursing students are prepared with the adequate knowledge and skills to deliver effective patient care. Despite this very little research has been done on the teaching strategies used by nurse educators to teach nursing students. It is in this context that a survey of all nurse educators at Nursing Colleges and Universities in Kwa-Zulu Natal was undertaken (n=300) to explore what current pedagogical strategies were being used and which more creative methodologies should be implemented in relation to specific nursing content. Findings revealed that most nurse educators still utlize the lecture approach, but although believe other methodologies such as e-learning are important have not done so because of inadequate training. The recommendations made are that more creative pedagogical strategies such as simultation, portfoloios and case studies be adopted. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=creative" title="creative">creative</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20methodologies" title=" teaching methodologies"> teaching methodologies</a>, <a href="https://publications.waset.org/abstracts/search?q=dydactic" title=" dydactic"> dydactic</a>, <a href="https://publications.waset.org/abstracts/search?q=nursing" title=" nursing"> nursing</a> </p> <a href="https://publications.waset.org/abstracts/19383/towards-the-use-of-innovative-teaching-methodologies-in-nursing-education-a-south-african-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/19383.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">603</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8156</span> Active Learning Strategies to Develop Student Skills in Information Systems for Management</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Filomena%20Lopes">Filomena Lopes</a>, <a href="https://publications.waset.org/abstracts/search?q=Sandra%20Fernandes"> Sandra Fernandes</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Active learning strategies are at the center of any change process aimed to improve the development of student skills. This paper aims to analyse the impact of teaching strategies, including problem-based learning (PBL), in the curricular unit of information system for management, based on students’ perceptions of how they contribute to develop the desired learning outcomes of the curricular unit. This course is part of the 1st semester and 3rd year of the graduate degree program in management at a private higher education institution in Portugal. The methodology included an online questionnaire to students (n=40). Findings from students reveal a positive impact of the teaching strategies used. In general, 35% considered that the strategies implemented in the course contributed to the development of courses’ learning objectives. Students considered PBL as the learning strategy that better contributed to enhance the courses’ learning outcomes. This conclusion brings forward the need for further reflection and discussion on the impact of student feedback on teaching and learning processes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title="higher education">higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=active%20learning%20strategies" title=" active learning strategies"> active learning strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=skills%20development" title=" skills development"> skills development</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20assessment" title=" student assessment"> student assessment</a> </p> <a href="https://publications.waset.org/abstracts/174033/active-learning-strategies-to-develop-student-skills-in-information-systems-for-management" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/174033.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">60</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8155</span> The Effect of Teaching Science Strategies Curriculum and Evaluating on Developing the Efficiency of Academic Self in Science and the Teaching Motivation for the Student Teachers of the Primary Years</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Amani%20M.%20Al-Hussan">Amani M. Al-Hussan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The current study aimed to explore the effects of science teaching strategies course (CURR422) on developing academic self efficacy and motivation towards teaching it in female primary classroom teachers in College of Education in Princess Nora Bint AbdulRahman University. The study sample consisted (48) female student teachers. To achieve the study aims, the researcher designed two instruments: Academic Self Efficacy Scale & Motivation towards Teaching Science Scale while maintaining the validity and reliability of these instruments.. Several statistical procedures were conducted i.e. Independent Sample T-test, Eta Square, Cohen D effect size. The results reveal that there were statistically significant differences between means of pre and post test for the sample in favor of post test. For academic self efficacy scale, Eta square was 0.99 and the effect size was 27.26. While for the motivation towards teaching science scale, Eta was 0.99 and the effect size was 51.72. These results indicated high effects of independent variable on the dependent variable. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20self%20efficiency" title="academic self efficiency">academic self efficiency</a>, <a href="https://publications.waset.org/abstracts/search?q=achievement" title=" achievement"> achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=primary%20classroom%20teacher" title=" primary classroom teacher"> primary classroom teacher</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20teaching%20strategies%20course" title=" science teaching strategies course"> science teaching strategies course</a>, <a href="https://publications.waset.org/abstracts/search?q=evaluation" title=" evaluation "> evaluation </a> </p> <a href="https://publications.waset.org/abstracts/23413/the-effect-of-teaching-science-strategies-curriculum-and-evaluating-on-developing-the-efficiency-of-academic-self-in-science-and-the-teaching-motivation-for-the-student-teachers-of-the-primary-years" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23413.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">499</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8154</span> Enhancing English Language Learning through Learners Cultural Background</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20Attahiru">A. Attahiru</a>, <a href="https://publications.waset.org/abstracts/search?q=Rabi%20Abdullahi%20Danjuma"> Rabi Abdullahi Danjuma</a>, <a href="https://publications.waset.org/abstracts/search?q=Fatima%20Bint"> Fatima Bint</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Language and culture are two concepts which are closely related that one affects the other. This paper attempts to examine the definition of language and culture by discussing the relationship between them. The paper further presents some instructional strategies for the teaching of language and culture as well as the influence of culture on language. It also looks at its implication to language education and finally some recommendation and conclusion were drawn. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=culture" title="culture">culture</a>, <a href="https://publications.waset.org/abstracts/search?q=language" title=" language"> language</a>, <a href="https://publications.waset.org/abstracts/search?q=relationship" title=" relationship"> relationship</a>, <a href="https://publications.waset.org/abstracts/search?q=strategies" title=" strategies"> strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a> </p> <a href="https://publications.waset.org/abstracts/22922/enhancing-english-language-learning-through-learners-cultural-background" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22922.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">415</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8153</span> Effective Strategies for Teaching English Language to Beginners in Primary Schools in Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Halima%20Musa%20Kamilu">Halima Musa Kamilu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper discusses the effective strategies for teaching English language to learners in primary schools in Nigeria. English language development is the systematic use of instructional strategies designed to promote the acquisition of English by pupils in primary schools whose primary language is not English. Learning a second language is through total immersion. These strategies support this learning method, allowing pupils to have the knowledge of English language in a pattern similar to the way they learned their native language through regular interaction with others who already know the language. The focus is on fluency and learning to speak English in a social context with native speakers. The strategies allow for effective acquisition. The paper also looked into the following areas: visuals that reinforce spoken or written words, employ gestures for added emphasis, adjusting of speech, stressing of high-frequency vocabulary words, use of fewer idioms and clarifying the meaning of words or phrases in context, stressing of participatory learning and maintaining a low anxiety level and boosting of enthusiasm. It recommended that the teacher include vocabulary words that will make the content more comprehensible to the learner. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=effective" title="effective">effective</a>, <a href="https://publications.waset.org/abstracts/search?q=strategies" title=" strategies"> strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=beginners%20and%20primary%20schools" title=" beginners and primary schools"> beginners and primary schools</a> </p> <a href="https://publications.waset.org/abstracts/33176/effective-strategies-for-teaching-english-language-to-beginners-in-primary-schools-in-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/33176.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">494</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8152</span> A Research on Flipped-Classroom Teaching Model in English for Academic Purpose Teaching</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Li%20Shuang">Li Shuang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With rigid teaching procedures and limited academic performance assessment methods, traditional teaching model stands in the way of college English reform in China, which features EAP (English for Academic Purpose) teaching. Flipped-classroom teaching, which has been extensively applied to science subjects teaching, however, covers the shortage of traditional teaching model in EAP teaching, via creatively inverting traditional teaching procedures. Besides, the application of flipped-classroom teaching model in EAP teaching also proves that this new teaching philosophy is not confined to science subjects teaching; it goes perfectly well with liberal-arts subjects teaching. Data analysis, desk research survey, and comparative study are referred to in the essay so as to prove its feasibility and advantages in EAP teaching. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=EAP" title="EAP">EAP</a>, <a href="https://publications.waset.org/abstracts/search?q=traditional%20teaching%20method" title=" traditional teaching method"> traditional teaching method</a>, <a href="https://publications.waset.org/abstracts/search?q=flipped-classroom%20teaching%20model" title=" flipped-classroom teaching model"> flipped-classroom teaching model</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20model%20design" title=" teaching model design"> teaching model design</a> </p> <a href="https://publications.waset.org/abstracts/76113/a-research-on-flipped-classroom-teaching-model-in-english-for-academic-purpose-teaching" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/76113.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">311</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8151</span> Teacher Characteristics That Influence Development of Oral Language Skills among Pre-Primary School Pupils: Case Study of Nairobi City County, Kenya</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kenneth%20Okelo">Kenneth Okelo</a>, <a href="https://publications.waset.org/abstracts/search?q=Esther%20Waithaka"> Esther Waithaka</a>, <a href="https://publications.waset.org/abstracts/search?q=Maureen%20Mweru"> Maureen Mweru</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Development of oral language skills is a precursor to writing and reading acquisition. Oral skill is a means of communication through which people express their desires, ideas, excitements, amusements, disappointments and exchange information. In addition, oral skills have been found to be an important tool for thinking and concept development in children. Research carried out in industrialised countries have identified some appropriate teaching strategies used to enhance acquisition of oral language skills such as repetition, substitution, explanation, contrast, exemplification and code-switching. However, these studies’ geographical locations do not reflect the diversity of the Kenyan society. In addition, studies conducted in Kenya in the past have not established why pre-primary school teachers are not using appropriate teaching strategies. The purpose of this study was to find out whether teachers’ experience, academic qualification and type of training influences their choice of teaching strategies in the development of oral language skills inside and out of the classroom in selected preschools in Kibra Sub-County, Nairobi County. In addition, this study aimed at finding out the strategies used by teachers in Kibra Sub-County to promote oral skills development among pre-primary school children. The study was guided by Holdaway’s theory of language acquisition. Descriptive survey design was employed during this study. Questionnaires and observation schedules were used to collect data. Eighty-three (83) preschool teachers were sampled using multistage sampling methods for observation. Data was analysed using SPSS version 20. The researcher carried out content analysis on the qualitative data. The main descriptive methods used were tabulation of frequencies and percentages. Chi squire test was the inferential statistic used to test the relationship between variables. The main findings of the study indicate that teaching strategies that were mostly used by pre-primary school teachers were code-switching, examples, repetition, substitution and explanation. While questions, direction, expansion of children words and contrast were the least used teaching strategies when teaching oral language skills. The study revealed that the there is a slight correlation between the type of training of teachers and the teaching strategies as most of DICECE trained teachers used more teaching strategies when teaching oral skills compared to other teachers. The findings also revealed that there was a partial significant correlation between teacher’s academic qualifications and a few teaching strategies. A similar correlation was also observed between teaching experience and a few teaching strategies. Since the strategies used by pre-primary school teachers under the study were less than half of the recommended teaching strategies to promote oral skills, the study recommends that teachers should be encouraged to use more in structural strategies to improve children’s oral language skills. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kenya%20early%20childhood%20education" title="Kenya early childhood education">Kenya early childhood education</a>, <a href="https://publications.waset.org/abstracts/search?q=Kenya%20education" title=" Kenya education"> Kenya education</a>, <a href="https://publications.waset.org/abstracts/search?q=oral%20language%20skills%20acquisition" title=" oral language skills acquisition"> oral language skills acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20methods" title=" teaching methods"> teaching methods</a> </p> <a href="https://publications.waset.org/abstracts/84024/teacher-characteristics-that-influence-development-of-oral-language-skills-among-pre-primary-school-pupils-case-study-of-nairobi-city-county-kenya" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/84024.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">264</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8150</span> Lectures in Higher Education Using Teaching Strategies and Digital Tools to Overcome Challenges Faced in South Africa by Implementing Blended Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Thaiurie%20Govender">Thaiurie Govender</a>, <a href="https://publications.waset.org/abstracts/search?q=Shannon%20Verne"> Shannon Verne</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Fourth Industrial Revolution has ushered in an era where technology significantly impacts various aspects of life, including higher education. Blended learning, which combines synchronous and asynchronous learning, has gained popularity as a pedagogical approach. However, its effective implementation is a challenge, particularly in the context of the COVID-19 pandemic and technological obstacles faced in South Africa. This study focused on lecturers' teaching and learning practices to implement blended learning, aiming to understand the teaching and learning strategies used with the integration of digital tools to facilitate the blended learning approach within a private higher educational institution in South Africa. Using heutagogy and constructivism theoretical frameworks, the study aimed to uncover insights into the lecturer’s teaching and learning practices to overcome challenges in designing and facilitating blended learning modules. Through a qualitative analysis, the themes of student engagement, teaching and learning strategies, digital tools, and feedback emerged, highlighting the complexities and opportunities in a blended learning classroom. The findings emphasize the importance of tailoring methods to students' needs and subject matter, aligning with constructivist principles. Recommendations include promoting professional development opportunities, addressing infrastructure issues, and fostering a supportive learning environment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=blended%20learning" title="blended learning">blended learning</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20tools" title=" digital tools"> digital tools</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20strategies" title=" teaching strategies"> teaching strategies</a> </p> <a href="https://publications.waset.org/abstracts/186127/lectures-in-higher-education-using-teaching-strategies-and-digital-tools-to-overcome-challenges-faced-in-south-africa-by-implementing-blended-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186127.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">53</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8149</span> Science and Mathematics Instructional Strategies, Teaching Performance and Academic Achievement in Selected Secondary Schools in Upland</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maria%20Belen%20C.%20Costa">Maria Belen C. Costa</a>, <a href="https://publications.waset.org/abstracts/search?q=Liza%20C.%20Costa"> Liza C. Costa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teachers have an important influence on students’ academic achievement. Teachers play a crucial role in educational attainment because they stand in the interface of the transmission of knowledge, values, and skills in the learning process through the instructional strategies they employ in the classroom. The level of achievement of students in school depends on the degree of effectiveness of instructional strategies used by the teacher. Thus, this study was conceptualized and conducted to examine the instructional strategies preferred and used by the Science and Mathematics teachers and the impact of those strategies in their teaching performance and students’ academic achievement in Science and Mathematics. The participants of the study comprised a total enumeration of 61 teachers who were chosen through total enumeration and 610 students who were selected using two-stage random sampling technique. The descriptive correlation design was used in this study with a self-made questionnaire as the main tool in the data gathering procedure. Relationship among variables was tested and analyzed using Spearman Rank Correlation Coefficient and Wilcoxon Signed Rank statistics. The teacher participants under study mainly belonged to the age group of ‘young’ (35 years and below) and most were females having ‘very much experienced’ (16 years and above) in teaching. Teaching performance was found to be ‘very satisfactory’ while academic achievement in Science and Mathematics was found to be ‘satisfactory’. Demographic profile and teaching performance of teacher participants were found to be ‘not significant’ to their instructional strategy preferences. Results implied that age, sex, level of education and length of service of the teachers does not affect their preference on a particular instructional strategy. However, the teacher participants’ extent of use of the different instructional strategies was found to be ‘significant’ to their teaching performance. The instructional strategies being used by the teachers were found to have a direct effect on their teaching performance. Academic achievement of student participants was found to be ‘significant’ to the teacher participants’ instructional strategy preferences. The preference of the teachers on instructional strategies had a significant effect on the students’ academic performance. On the other hand, teacher participants’ extent of use of instructional strategies was showed to be ‘not significant’ to the academic achievement of students in Science and Mathematics. The instructional strategy being used by the teachers did not affect the level of performance of students in Science and Mathematics. The results of the study revealed that there was a significant difference between the teacher participants’ preference of instructional strategy and the student participants’ instructional strategy preference as well as between teacher participants’ extent of use and student participants’ perceived level of use of the different instructional strategies. Findings found a discrepancy between the teaching strategy preferences of students and strategies implemented by teachers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20achievement" title="academic achievement">academic achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=extent%20of%20use" title=" extent of use"> extent of use</a>, <a href="https://publications.waset.org/abstracts/search?q=instructional%20strategy" title=" instructional strategy"> instructional strategy</a>, <a href="https://publications.waset.org/abstracts/search?q=preferences" title=" preferences"> preferences</a> </p> <a href="https://publications.waset.org/abstracts/38059/science-and-mathematics-instructional-strategies-teaching-performance-and-academic-achievement-in-selected-secondary-schools-in-upland" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/38059.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">313</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8148</span> Inductive Grammar, Student-Centered Reading, and Interactive Poetry: The Effects of Teaching English with Fun in Schools of Two Villages in Lebanon</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Talar%20Agopian">Talar Agopian</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teaching English as a Second Language (ESL) is a common practice in many Lebanese schools. However, ESL teaching is done in traditional ways. Methods such as constructivism are seldom used, especially in villages. Here lies the significance of this research which joins constructivism and Piaget’s theory of cognitive development in ESL classes in Lebanese villages. The purpose of the present study is to explore the effects of applying constructivist student-centered strategies in teaching grammar, reading comprehension, and poetry on students in elementary ESL classes in two villages in Lebanon, Zefta in South Lebanon and Boqaata in Mount Lebanon. 20 English teachers participated in a training titled “Teaching English with Fun”, which focused on strategies that create a student-centered class where active learning takes place and there is increased learner engagement and autonomy. The training covered three main areas in teaching English: grammar, reading comprehension, and poetry. After participating in the training, the teachers applied the new strategies and methods in their ESL classes. The methodology comprised two phases: in phase one, practice-based research was conducted as the teachers attended the training and applied the constructivist strategies in their respective ESL classes. Phase two included the reflections of the teachers on the effects of the application of constructivist strategies. The results revealed the educational benefits of constructivist student-centered strategies; the students of teachers who applied these strategies showed improved engagement, positive attitudes towards poetry, increased motivation, and a better sense of autonomy. Future research is required in applying constructivist methods in the areas of writing, spelling, and vocabulary in ESL classrooms of Lebanese villages. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=active%20learning" title="active learning">active learning</a>, <a href="https://publications.waset.org/abstracts/search?q=constructivism" title=" constructivism"> constructivism</a>, <a href="https://publications.waset.org/abstracts/search?q=learner%20engagement" title=" learner engagement"> learner engagement</a>, <a href="https://publications.waset.org/abstracts/search?q=student-centered%20strategies" title=" student-centered strategies"> student-centered strategies</a> </p> <a href="https://publications.waset.org/abstracts/106874/inductive-grammar-student-centered-reading-and-interactive-poetry-the-effects-of-teaching-english-with-fun-in-schools-of-two-villages-in-lebanon" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/106874.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">142</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8147</span> Job Characteristics, Emotion Regulation and University Teachers' Well-Being: A Job Demands-Resources Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jiying%20Han">Jiying Han</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teaching is widely known to be an emotional endeavor, and teachers’ ability to regulate their emotions is important for their well-being and the effectiveness of their classroom management. Considering that teachers’ emotion regulation is an underexplored issue in the field of educational research, some studies have attempted to explore the role of emotion regulation in teachers’ work and to explore the links between teachers’ emotion regulation, job characteristics, and well-being, based on the Job Demands-Resources (JD-R) model. However, those studies targeted primary or secondary teachers. So far, very little is known about the relationships between university teachers’ emotion regulation and its antecedents and effects on teacher well-being. Based on the job demands-resources model and emotion regulation theory, this study examined the relationships between job characteristics of university teaching (i.e., emotional job demands and teaching support), emotion regulation strategies (i.e., reappraisal and suppression), and university teachers’ well-being. Data collected from a questionnaire survey of 643 university teachers in China were analysed. The results indicated that (1) both emotional job demands and teaching support had desirable effects on university teachers’ well-being; (2) both emotional job demands and teaching support facilitated university teachers’ use of reappraisal strategies; and (3) reappraisal was beneficial to university teachers’ well-being, whereas suppression was harmful. These findings support the applicability of the job demands-resources model to the contexts of higher education and highlight the mediating role of emotion regulation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emotional%20job%20demands" title="emotional job demands">emotional job demands</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20support" title=" teaching support"> teaching support</a>, <a href="https://publications.waset.org/abstracts/search?q=emotion%20regulation%20strategies" title=" emotion regulation strategies"> emotion regulation strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20job%20demands-resources%20model" title=" the job demands-resources model"> the job demands-resources model</a> </p> <a href="https://publications.waset.org/abstracts/119662/job-characteristics-emotion-regulation-and-university-teachers-well-being-a-job-demands-resources-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/119662.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">157</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8146</span> The Impact of Teaching Critical Reading Strategies on Students' Performance in English and Communication Skills in College of Education, Azare, Bauchi State Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Musa%20Galadima%20Toro">Musa Galadima Toro</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study focused on the impact of teaching critical reading strategies on students’ performance in English and communication skills at the college of education Azare Bauchi state, Nigeria. It adopted a pre-test, post-test experimental group design. A sample of two hundred and forty (240) students was randomly selected from four departments within the school. The students were randomized into two groups: experimental and control groups. The experimental group was taught critical reading strategies as a form of treatment, while the control group involved in normal reading comprehension exercises. The findings of the study showed a significant difference in the performance of students who were taught critical reading strategies at the post- test level. Recommendations based on the findings of the study were proffered such as placing more emphasis on teaching critical reading strategies in order to improve students’ creative thinking skills and also encouraging students to read articles in science and humanities to improve their reading skills among others. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English" title="English">English</a>, <a href="https://publications.waset.org/abstracts/search?q=communication%20skill" title=" communication skill"> communication skill</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20reading" title=" critical reading"> critical reading</a>, <a href="https://publications.waset.org/abstracts/search?q=strategies" title=" strategies"> strategies</a> </p> <a href="https://publications.waset.org/abstracts/74329/the-impact-of-teaching-critical-reading-strategies-on-students-performance-in-english-and-communication-skills-in-college-of-education-azare-bauchi-state-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/74329.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">272</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8145</span> A Survey of Some Technology Enhanced Teaching and Learning Techniques: Implication to Educational Development in Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abdullahi%20Bn%20Umar">Abdullahi Bn Umar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Over the years curriculum planners and researchers in education have continued to seek for ways to improve teaching and learning by way of varying approaches to curriculum and instruction in line with dynamic nature of knowledge. In this regards various innovative strategies to teaching and learning have been adopted to match with the technological advancement in education particularly in the aspect of instructional delivery through Information Communication Technology (ICT) as a tools. This paper reviews some innovative strategies and how they impact on learner’s achievement and educational development in Nigeria. The paper concludes by recommending innovative approach appropriate for use in Nigerian context. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=innovation" title="innovation">innovation</a>, <a href="https://publications.waset.org/abstracts/search?q=instructional%20delivery" title=" instructional delivery"> instructional delivery</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20laboratory" title=" virtual laboratory"> virtual laboratory</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20design" title=" educational design"> educational design</a> </p> <a href="https://publications.waset.org/abstracts/23780/a-survey-of-some-technology-enhanced-teaching-and-learning-techniques-implication-to-educational-development-in-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23780.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">483</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8144</span> Investigating Students’ Cognitive Processes in Solving Stoichiometric Problems and its Implications to Teaching and Learning Chemistry</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Allen%20A.%20Espinosa">Allen A. Espinosa</a>, <a href="https://publications.waset.org/abstracts/search?q=Larkins%20A.%20Trinidad"> Larkins A. Trinidad </a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study investigated collegiate students’ problem solving strategies and misconceptions in solving stoichiometric problems and later on formulate a teaching framework from the result of the study. The study found out that the most prominent strategies among students are the mole method and the proportionality method, which are both algorithmic by nature. Misconception was also noted as some students rely on Avogadro’s number in converting between moles. It is suggested therefore that the teaching of stoichiometry should not be confined to demonstration. Students should be involved in the process of thinking of ways to solve the problem. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=stoichiometry" title="stoichiometry">stoichiometry</a>, <a href="https://publications.waset.org/abstracts/search?q=Svogadro%E2%80%99s%20number" title=" Svogadro’s number"> Svogadro’s number</a>, <a href="https://publications.waset.org/abstracts/search?q=mole%20method" title=" mole method"> mole method</a>, <a href="https://publications.waset.org/abstracts/search?q=proportionality%20method" title=" proportionality method"> proportionality method</a> </p> <a href="https://publications.waset.org/abstracts/17686/investigating-students-cognitive-processes-in-solving-stoichiometric-problems-and-its-implications-to-teaching-and-learning-chemistry" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/17686.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> 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