English teaching has met troubles in students specialized in arts who can’t understand the teachers’ explanation. Force feeding duck teaching in classroom hasn’t completed the task of teaching. Inquiry English teaching is introduced in this article to improve the status.
{"title":"Research on Exploratory English Teaching Methods in Art Colleges","authors":"Zhaohui Yang, Haixia Zhou","doi":"10.22158/wjer.v11n1p111","DOIUrl":"https://doi.org/10.22158/wjer.v11n1p111","url":null,"abstract":"English teaching has met troubles in students specialized in arts who can’t understand the teachers’ explanation. Force feeding duck teaching in classroom hasn’t completed the task of teaching. Inquiry English teaching is introduced in this article to improve the status.","PeriodicalId":506836,"journal":{"name":"World Journal of Educational Research","volume":"52 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140422046","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Teaching management is one of the important means for the university to manage the students, it has an important impact on the academic challenge and academic performance of college students. This paper takes the School of Economics and Management as an example, through the analysis of teaching management, discusses the specific impact of teaching management on college students’ academic challenges and academic results, and puts forward the corresponding improvement measures.
{"title":"The Influence of Teaching Management on Academic Challenge and Academic Achievement of College Students—Take the School of Economics and Management as an Example","authors":"Chongchong Yang","doi":"10.22158/wjer.v11n1p102","DOIUrl":"https://doi.org/10.22158/wjer.v11n1p102","url":null,"abstract":"Teaching management is one of the important means for the university to manage the students, it has an important impact on the academic challenge and academic performance of college students. This paper takes the School of Economics and Management as an example, through the analysis of teaching management, discusses the specific impact of teaching management on college students’ academic challenges and academic results, and puts forward the corresponding improvement measures.","PeriodicalId":506836,"journal":{"name":"World Journal of Educational Research","volume":"33 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140425353","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper aims to explore how to apply POA to EAP teaching in China and test its effectiveness through a case study. Three key issues are discussed: the design of the course structure of EAP under the guidance of POA, the implementation of POA in teaching academic English and the effectiveness of POA in increasing of students’ academic English proficiency. It is found that the ideal framework of Academic English consisted of integrated modules, instead of a linear arrangement of the units. Three key factors in the POA teaching process include: motivating tasks in an academic setting with both communicative and linguistic challenges, enabling tasks with corresponding scaffolding and evaluating strategies, and a combination of teacher’s evaluation and peer review with co-produced rubrics for assessment. The results of the study demonstrate the efficacy of the production-oriented approach in enhancing students’ academic English proficiency, specifically in the areas of speaking and writing.
{"title":"Teaching Academic English with the Production-Oriented Approach: A Case Study","authors":"Yingwei Ma","doi":"10.22158/wjer.v11n1p81","DOIUrl":"https://doi.org/10.22158/wjer.v11n1p81","url":null,"abstract":"This paper aims to explore how to apply POA to EAP teaching in China and test its effectiveness through a case study. Three key issues are discussed: the design of the course structure of EAP under the guidance of POA, the implementation of POA in teaching academic English and the effectiveness of POA in increasing of students’ academic English proficiency. It is found that the ideal framework of Academic English consisted of integrated modules, instead of a linear arrangement of the units. Three key factors in the POA teaching process include: motivating tasks in an academic setting with both communicative and linguistic challenges, enabling tasks with corresponding scaffolding and evaluating strategies, and a combination of teacher’s evaluation and peer review with co-produced rubrics for assessment. The results of the study demonstrate the efficacy of the production-oriented approach in enhancing students’ academic English proficiency, specifically in the areas of speaking and writing.","PeriodicalId":506836,"journal":{"name":"World Journal of Educational Research","volume":"1 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139958831","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
It is necessary to integrate regional cultural characteristics into school art courses. This article explores the university art curriculum system under the visual perspective of Bashu culture. Elaborate on the three-dimensional objectives, course content, design principles, and evaluation models of the course, and inherit regional culture through new educational methods to enhance the confidence of college students in ethnic culture. Explore the design of art courses with regional culture, stimulate students’ creative thinking, and enable them to flexibly use various expressions in the process of deepening their understanding of art to permanently inherit China’s unique regional culture and art.
{"title":"Exploration of Art Curriculum Teaching in Universities from the Perspective of Bashu Culture","authors":"Guo Lina","doi":"10.22158/wjer.v11n1p72","DOIUrl":"https://doi.org/10.22158/wjer.v11n1p72","url":null,"abstract":"It is necessary to integrate regional cultural characteristics into school art courses. This article explores the university art curriculum system under the visual perspective of Bashu culture. Elaborate on the three-dimensional objectives, course content, design principles, and evaluation models of the course, and inherit regional culture through new educational methods to enhance the confidence of college students in ethnic culture. Explore the design of art courses with regional culture, stimulate students’ creative thinking, and enable them to flexibly use various expressions in the process of deepening their understanding of art to permanently inherit China’s unique regional culture and art.","PeriodicalId":506836,"journal":{"name":"World Journal of Educational Research","volume":"18 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139782846","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
It is necessary to integrate regional cultural characteristics into school art courses. This article explores the university art curriculum system under the visual perspective of Bashu culture. Elaborate on the three-dimensional objectives, course content, design principles, and evaluation models of the course, and inherit regional culture through new educational methods to enhance the confidence of college students in ethnic culture. Explore the design of art courses with regional culture, stimulate students’ creative thinking, and enable them to flexibly use various expressions in the process of deepening their understanding of art to permanently inherit China’s unique regional culture and art.
{"title":"Exploration of Art Curriculum Teaching in Universities from the Perspective of Bashu Culture","authors":"Guo Lina","doi":"10.22158/wjer.v11n1p72","DOIUrl":"https://doi.org/10.22158/wjer.v11n1p72","url":null,"abstract":"It is necessary to integrate regional cultural characteristics into school art courses. This article explores the university art curriculum system under the visual perspective of Bashu culture. Elaborate on the three-dimensional objectives, course content, design principles, and evaluation models of the course, and inherit regional culture through new educational methods to enhance the confidence of college students in ethnic culture. Explore the design of art courses with regional culture, stimulate students’ creative thinking, and enable them to flexibly use various expressions in the process of deepening their understanding of art to permanently inherit China’s unique regional culture and art.","PeriodicalId":506836,"journal":{"name":"World Journal of Educational Research","volume":"173 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139842975","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper examines the relationship between learning assessment among college students and classroom performance. It explores the different methods of assessment used in higher education settings, their impact on student learning, and how they influence student performance in the classroom. The study suggests that effective assessment practices enhance student engagement, motivation, and understanding of the subject matter, ultimately leading to improved academic performance. The paper concludes by providing recommendations for educators to implement effective assessment strategies in college classrooms.
{"title":"LEARNING ASSESSMENT AMONG COLLEGE STUDENTS AND ITS RELATION TO CLASSROOM PERFORMANCE","authors":"Yang YaNan","doi":"10.22158/wjer.v11n1p64","DOIUrl":"https://doi.org/10.22158/wjer.v11n1p64","url":null,"abstract":"This paper examines the relationship between learning assessment among college students and classroom performance. It explores the different methods of assessment used in higher education settings, their impact on student learning, and how they influence student performance in the classroom. The study suggests that effective assessment practices enhance student engagement, motivation, and understanding of the subject matter, ultimately leading to improved academic performance. The paper concludes by providing recommendations for educators to implement effective assessment strategies in college classrooms.","PeriodicalId":506836,"journal":{"name":"World Journal of Educational Research","volume":"20 20","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139802587","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper examines the relationship between learning assessment among college students and classroom performance. It explores the different methods of assessment used in higher education settings, their impact on student learning, and how they influence student performance in the classroom. The study suggests that effective assessment practices enhance student engagement, motivation, and understanding of the subject matter, ultimately leading to improved academic performance. The paper concludes by providing recommendations for educators to implement effective assessment strategies in college classrooms.
{"title":"LEARNING ASSESSMENT AMONG COLLEGE STUDENTS AND ITS RELATION TO CLASSROOM PERFORMANCE","authors":"Yang YaNan","doi":"10.22158/wjer.v11n1p64","DOIUrl":"https://doi.org/10.22158/wjer.v11n1p64","url":null,"abstract":"This paper examines the relationship between learning assessment among college students and classroom performance. It explores the different methods of assessment used in higher education settings, their impact on student learning, and how they influence student performance in the classroom. The study suggests that effective assessment practices enhance student engagement, motivation, and understanding of the subject matter, ultimately leading to improved academic performance. The paper concludes by providing recommendations for educators to implement effective assessment strategies in college classrooms.","PeriodicalId":506836,"journal":{"name":"World Journal of Educational Research","volume":"204 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139862416","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study investigates university instructors’ usage of mobile learning applications and the impact on students’ motivation and performance. Edgar Dale’s Cone of Experience providing the theoretical framework emphasizes active, multi-sensory learning. A survey questionnaire administered to 380 students randomly selected at Weifang University of Science and Technology in China collects quantitative data on instructors’ integration of mobile apps across five key variables: learning goal alignment, learner engagement, instructional effectiveness, assessment and feedback mechanisms, and data privacy protections. Descriptive analysis assesses student perceptions of current usage patterns, while inferential statistics examine differences based on demographics. Correlational analysis reveals relationships between the key variables and student motivation and achievement. Multiple regression modeling identifies the strongest predictors of improved learner outcomes from mobile app integration. Findings will reveal strengths and weaknesses in instructor practice to inform effective design and implementation leveraging mobile affordances to enhance the learning experience. Results will guide instructors in strategically selecting and incorporating apps into pedagogical practice to increase student motivation and academic performance. The integration of mobile learning applications offers tremendous potential to transform instruction and promote active learning. This research provides empirical evidence to inform best practices in leveraging mobile technology to align with pedagogical goals, engage learners, deliver content effectively, provide timely feedback, and protect student data privacy. The study contributes to the knowledge base on mobile learning in higher education contexts and provides practical recommendations to help instructors maximize benefits and mitigate risks when incorporating mobile apps into their teaching.
本研究调查了大学教师使用移动学习应用程序的情况及其对学生学习动机和学习成绩的影响。埃德加-戴尔（Edgar Dale）的 "体验锥"（Cone of Experience）理论框架强调主动、多感官学习。在中国潍坊科技学院随机抽取了380名学生进行问卷调查，从学习目标一致性、学习者参与度、教学效果、评估和反馈机制以及数据隐私保护这五个关键变量中收集有关教师整合移动应用程序的定量数据。描述性分析评估了学生对当前使用模式的看法，而推论性统计则研究了基于人口统计学的差异。相关分析揭示了关键变量与学生学习动机和成绩之间的关系。多元回归建模确定了移动应用集成对提高学习成绩最有力的预测因素。研究结果将揭示教师在实践中的优缺点，为有效设计和实施利用移动能力提升学习体验提供依据。研究结果将指导教师战略性地选择应用程序并将其融入教学实践，从而提高学生的学习积极性和学习成绩。移动学习应用的整合为改变教学和促进主动学习提供了巨大的潜力。这项研究提供了经验证据，为利用移动技术实现教学目标、吸引学习者、有效传递内容、及时提供反馈以及保护学生数据隐私等方面的最佳实践提供了参考。这项研究为高等教育背景下的移动学习知识库做出了贡献，并提供了切实可行的建议，帮助教师在将移动应用程序纳入教学时最大限度地提高效益、降低风险。
{"title":"INSTRUCTORS’ USAGE OF MOBILE LEARNING APPLICATIONS IN CLASSROOM AND ITS IMPACT ON THE LEARNERS’PERFORMANCE","authors":"Liu Min","doi":"10.22158/wjer.v11n1p48","DOIUrl":"https://doi.org/10.22158/wjer.v11n1p48","url":null,"abstract":"This study investigates university instructors’ usage of mobile learning applications and the impact on students’ motivation and performance. Edgar Dale’s Cone of Experience providing the theoretical framework emphasizes active, multi-sensory learning. A survey questionnaire administered to 380 students randomly selected at Weifang University of Science and Technology in China collects quantitative data on instructors’ integration of mobile apps across five key variables: learning goal alignment, learner engagement, instructional effectiveness, assessment and feedback mechanisms, and data privacy protections. Descriptive analysis assesses student perceptions of current usage patterns, while inferential statistics examine differences based on demographics. Correlational analysis reveals relationships between the key variables and student motivation and achievement. Multiple regression modeling identifies the strongest predictors of improved learner outcomes from mobile app integration. Findings will reveal strengths and weaknesses in instructor practice to inform effective design and implementation leveraging mobile affordances to enhance the learning experience. Results will guide instructors in strategically selecting and incorporating apps into pedagogical practice to increase student motivation and academic performance. The integration of mobile learning applications offers tremendous potential to transform instruction and promote active learning. This research provides empirical evidence to inform best practices in leveraging mobile technology to align with pedagogical goals, engage learners, deliver content effectively, provide timely feedback, and protect student data privacy. The study contributes to the knowledge base on mobile learning in higher education contexts and provides practical recommendations to help instructors maximize benefits and mitigate risks when incorporating mobile apps into their teaching.","PeriodicalId":506836,"journal":{"name":"World Journal of Educational Research","volume":"21 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140487909","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Taking “Investment Banking”, one of the core courses of college finance majors, as an example, this paper explores the way to improve the mixed teaching effect. By constructing a system dynamic model of the mixed teaching effect of Investment Banking, this paper finds that teaching organization and management ability have the greatest impact on the mixed teaching effect, and students’ perceived ease of use for mixed teaching has the greatest impact on the mixed teaching effect. The degree of accuracy of background teaching data monitoring of online learning platform, the degree of frontier of platform resources and the degree of richness of platform learning resources have significant and similar influence on the mixed teaching effect. From the three aspects of teachers’ teaching organization and management ability, students’ perceived ease of mixed teaching, and the quality of online learning platform, the mixed teaching effect of Investment Banking course can be effectively improved. Based on this, suggestions are put forward to provide references for promoting the construction of first-class undergraduate courses for finance majors.
{"title":"Research on the Improvement Path of Mixed Teaching Effect of Investment Banking based on System Dynamics","authors":"Fang Hu, Leixin Wang, Zidong Jiang, Min Hu","doi":"10.22158/wjer.v11n1p37","DOIUrl":"https://doi.org/10.22158/wjer.v11n1p37","url":null,"abstract":"Taking “Investment Banking”, one of the core courses of college finance majors, as an example, this paper explores the way to improve the mixed teaching effect. By constructing a system dynamic model of the mixed teaching effect of Investment Banking, this paper finds that teaching organization and management ability have the greatest impact on the mixed teaching effect, and students’ perceived ease of use for mixed teaching has the greatest impact on the mixed teaching effect. The degree of accuracy of background teaching data monitoring of online learning platform, the degree of frontier of platform resources and the degree of richness of platform learning resources have significant and similar influence on the mixed teaching effect. From the three aspects of teachers’ teaching organization and management ability, students’ perceived ease of mixed teaching, and the quality of online learning platform, the mixed teaching effect of Investment Banking course can be effectively improved. Based on this, suggestions are put forward to provide references for promoting the construction of first-class undergraduate courses for finance majors.","PeriodicalId":506836,"journal":{"name":"World Journal of Educational Research","volume":"223 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140489764","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The present study aims to investigate the stress level of classroom instructors and its influence on their classroom performance. It is well-documented that teaching is a profession associated with significant levels of stress, which can negatively impact the quality of instruction provided by educators. In order to examine this relationship, a sample of classroom instructors was selected and their stress levels were measured using standardized assessment tools. The classroom performance of these instructors was assessed through various indicators, such as student engagement, academic achievement, and teacher evaluations. The findings suggest that there is indeed a strong correlation between the stress level experienced by classroom instructors and their classroom performance. Specifically, higher levels of stress were found to be associated with lower levels of student engagement, decreased academic achievement, and negative teacher evaluations. These outcomes highlight the importance of addressing and managing stress among classroom instructors in order to enhance their overall effectiveness and improve learning outcomes for students.
{"title":"Stress Level of a Classroom Instructors and Its Influence to Their Classroom Performance","authors":"Haiyan Qin","doi":"10.22158/wjer.v11n1p29","DOIUrl":"https://doi.org/10.22158/wjer.v11n1p29","url":null,"abstract":"The present study aims to investigate the stress level of classroom instructors and its influence on their classroom performance. It is well-documented that teaching is a profession associated with significant levels of stress, which can negatively impact the quality of instruction provided by educators. In order to examine this relationship, a sample of classroom instructors was selected and their stress levels were measured using standardized assessment tools. The classroom performance of these instructors was assessed through various indicators, such as student engagement, academic achievement, and teacher evaluations. The findings suggest that there is indeed a strong correlation between the stress level experienced by classroom instructors and their classroom performance. Specifically, higher levels of stress were found to be associated with lower levels of student engagement, decreased academic achievement, and negative teacher evaluations. These outcomes highlight the importance of addressing and managing stress among classroom instructors in order to enhance their overall effectiveness and improve learning outcomes for students.","PeriodicalId":506836,"journal":{"name":"World Journal of Educational Research","volume":"71 23","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139593549","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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