This study proposes a quantitative approach to aligning module outcomes with identified competencies in educational settings. Competency-based education emphasizes the acquisition of specific skills and knowledge essential for success in various fields. However, mapping module outcomes to identified competencies can be challenging due to the complexity of educational programs and the diverse nature of competencies. In this paper, we present a systematic methodology for quantitatively assessing the alignment between module outcomes and identified competencies. This approach involves defining a set of measurable criteria for both module outcomes and competencies, assigning numerical scores to indicate the degree of alignment, and analyzing the data using statistical techniques. Through a case study analysis, we demonstrate the application of this quantitative mapping approach in real-world educational contexts. The findings provide valuable insights into the effectiveness of educational programs in fostering desired competencies and highlight areas for improvement in curriculum design and delivery.
This scientific article explores the unique linguistic and regional aspects of teaching and studying English in the context of the Karakalpak audience, a Turkic-speaking ethnic group residing in the Karakalpakstan region of Uzbekistan. It examines the challenges and opportunities presented by this regional context and the implications for English language education.
Contemporary methods of teaching history to students with disabilities have evolved to cater to diverse learning needs and promote inclusive education. This abstract explores the innovative strategies employed to engage and empower students with disabilities in history classrooms. The use of technology, such as multimedia presentations, interactive simulations, and virtual reality, enhances accessibility and fosters a deeper understanding of historical events. Differentiated instruction techniques, including visual aids, graphic organizers, and hands-on activities, accommodate various learning styles and abilities. Collaborative learning approaches promote peer interaction, cooperative problem-solving, and critical thinking skills. Additionally, the incorporation of inclusive language, diverse perspectives, and culturally relevant content ensures that students with disabilities feel represented and valued within the history curriculum. Teachers play a crucial role in implementing these methods, requiring specialized training, flexibility, and a focus on individualized support. The contemporary methods discussed in this abstract contribute to creating a supportive and inclusive learning environment that enables students with disabilities to actively participate and thrive in history education.
Standardized testare intended to determine if the student graduates or not if the teachers are doing well and if the schools are improving. They are administered, qualified and interpreted in the same way to be able to compare the results of large groups of students.With standardized tests, the teacher role changes, especially when dealing with institutional tasks in addition to their regular class work and activities. Several of the teachers’ responsibilities include collecting, organizing and analyzing data, grouping and regrouping students, developing the curriculum and coordinating student tasks. These tasks and institutional tests take between 60 and 110 hours in a year. To prepare students, teachers usually use predesigned curriculums that they did not develop and cannot modify to fit the needs of their students in their courses.
The English Language is becoming more and more common in the world. As a result, increasingly people are dedicating time to study English as their second language. In fact, many countries include it in their school syllabus to teach children this language from a young age. However, the true value of this language is that it helps remove many barriers from our life. Whether it is to find a new job or travel the world. In other words, it helps to progress in life both on a personal and professional level.
This article examines the challenges and opportunities faced by engineering graduates in Kerala, India. With the rapid growth of engineering education in the state, it is essential to understand the factors that influence the employability and career prospects of engineering graduates. A mixed-methods approach was employed, including interviews, focus group discussions, and surveys, to gather data from engineering graduates, employers, and educational institutions. The study identified challenges such as a lack of industry-relevant skills, limited practical training opportunities, intense job market competition, and a gap between industry expectations and educational curriculum. However, the research also revealed significant opportunities in the booming IT sector, government entrepreneurship initiatives, and potential for research and development activities. The findings have implications for policymakers, educational institutions, and graduates themselves to enhance the employability and address the challenges faced by engineering graduates in Kerala.
This study delves into the reactions and perceptions of educators in response to the implementation of a task-based survey and presentation course. Task-based language teaching (TBLT) has gained recognition as an effective pedagogical approach for language education. In this research, qualitative and quantitative methods were employed to gather data on educators' experiences, challenges, and views concerning the integration of TBLT principles into the course curriculum. The findings illuminate the educators' perspectives and provide valuable insights into the effectiveness of TBLT in enhancing language learning and teaching practices.
This study examines the impact of adopting different teaching practices on accounting education. With the goal of improving instructional strategies and enhancing students' learning experiences and outcomes in the field of accounting, the study investigates the effects of various teaching practices on student performance, engagement, critical thinking, and knowledge acquisition. The research design involves a comparative analysis of different teaching approaches, including traditional lecture-based teaching, active learning strategies, case-based learning, and technology-enhanced instruction. Data collection methods include surveys, assessments, student feedback, and classroom observations. The results provide valuable insights into the influence of different teaching practices on accounting education, informing educators, curriculum developers, and policymakers on effective approaches to enhance teaching and learning in accounting.
"Unlocking Biology Learning: Metacognition, Critical Thinking, and Process Skills Interplay" investigates the complex relationships between metacognitive skills, critical thinking abilities, and process skills in the context of biology education. Drawing upon empirical research and theoretical frameworks, this study explores how these cognitive processes interact and influence students' learning outcomes in biology. Through quantitative analysis and qualitative insights, the research aims to unravel the dynamics that underlie effective biology learning strategies, offering implications for curriculum development and instructional practices.
Teaching is a career in the modern era where teachers operate in social settings in addition to academic ones. We have included lessons on gender issues in our curriculum. Therefore, a teacher needs to have solid understanding of gender issues. A teacher is a force for change; they uphold gender equality in the classroom and, by influencing the next generation of thinkers, eradicate stereotypes from society. Based on instructional materials, a teacher develops techniques to build a gender-friendly attitude. Gender constructivist educators embrace innovative approaches, scrutinize classroom procedures, and cultivate a shift in perspective to establish a school environment that affords equal treatment to males and girls. Education institutions must provide a program where teachers receive training on gender issues and are made aware of the concerns in order to empower students to challenge societal gender stereotypes and biases. This will help students develop good attitudes toward gender issues. Encouraging gender equality in our society is a well-organized program on gender issues. Thus, the knowledgeable instructor needs to promote and draw attention to a culture that is gender-friendly.
The article is devoted to the value and role of project assignment in the teaching of English language vocabulary to 6 th grade learners. Particular attention is paid to the fact that English is currently outside the curriculum, and in most cases is necessary for the further life of language learners. The main purpose of project assignment is to turn a foreign language from a passive object into an active action. The article points out that the project assignment in teaching vocabulary creates the conditions under which 6 th grade learner learn group interaction and acquire communication skills, which is important for the socialization of language learners, especially in adolescence.
The article explains the fundamentals of information and communication technologies and assesses how they fit into the curriculum for foreign language instruction at contemporary universities. With the use of the ICT tools on this list, students' cognitive activity can be stimulated, positive learning motivation can be given, learning can be highly differentiated, and control over knowledge, skills, and abilities can be enhanced.
This study on adopting smart devices in teaching for the acquisition of 21st century employability skills by students in State Universities in Cameroon had as objective to find out the extent to which the use of smart devices in teaching can enhance the acquisition of 21st-century employability skills by students in state universities in Cameroon. Two research questions guided the study: - To what extent is the use of smart phones in teaching effective in enhancing the acquisition of 21st-century employability skills by students in State Universities in Cameroon? To what extent is the use of Laptops in teaching effective in enhancing the acquisition of 21st-century employability skills by students in State Universities in Cameroon? It was hypothesized that the use of smart devices in teaching does not significantly enhance students’ acquisition of 21st-century employability skills in state universities in Cameroon.The study based on Rogers’ (1962) diffusion of innovation theory, supposing that the adoption of a new idea, behaviour, or product does not happen simultaneously in a social system; rather, it is a process whereby some people are more apt to adopt the innovation than others and Davis (1986) technology acceptance model, which posits that the more a technology is perceived as useful and easy to use, its’ actual usage increases. The study adopted an exploratory sequential research design in a mixed-methods study. The accessible population consisted of 3666 teachers and final-year undergraduate students of eight state universities in Cameroon. Using Krejcie & Morgan (1970), 406 participants from professional faculties in five of the eight long existing state universities in Cameroon, were selected to make up the sample size, comprising 386 final-year undergraduate students, and 20 teachers. The stratified purposive sampling, and purposive sampling techniques were adopted for the study. Online Google forms alongside a paper questionnaire, and an interview guide were adopted as the study instruments. The quantitative data were analysed using SPSS version 25 with the aid of descriptive and inferential statistics. The Spearman rho test was used to test the hypotheses and Analysis of Variance (ANOVA) was used for regression analysis. The qualitative data were analysed thematically. The findings of the study showed that the use of smart phones and laptops in teaching had a significant, moderate, and positive impact on students’ acquisition of 21st-century employability skills (r- value = 0.418**, p-value 0.000< 0.05) in state universities in Cameroon. In conclusion, the findings of the study showed that smart devices do not only help students in information sourcing but enhanced their communication skills, critical thinking & problem solving skills, creativity and team working skills. Based on the findings of the study, it was recommended that the state should make teaching with smart devices a policy in state universities and university teachers should be encouraged to use of smart Phones and Laptops in teaching to enhance students’ acquisition of 21st century employability. It was also recommended that government should take appropriates measure to resolve the energy crisis, internet disruptions and training challenges both teachers and students are currently facing.
In the modern world there is a wide variety of methods of teaching foreign languages. The relevance of this study is that every year more and more schools introduce the study of a foreign language into the primary school curriculum. German is in great demand on the world stage, and that is why it is being studied in schools as an additional language, and often as the main one. The authors consider both traditional and modern methods of teaching German
The field of engineering education needs to adapt to the rapid advancements in technology and the increasing complexity of modern systems. This necessitates a shift towards more interdisciplinary approaches. In this study, we assess the impact of integrating elements from computer science, materials science, and design into traditional mechanical and electrical electronics curricula. We employ a mixed-methods approach that combines quantitative assessment of student performance with qualitative analysis of student experiences. Our goal is to examine the potential benefits and challenges of interdisciplinary learning in this particular domain. The results of our study indicate that interdisciplinary approaches can have a positive impact on students' problem-solving abilities. Furthermore, these approaches can foster creativity and better prepare students for the multifaceted demands of the industry. However, we also identified several challenges that need to be addressed in order to effectively implement interdisciplinary education. These challenges include curriculum design, resource allocation, and faculty expertise. Overall, our research contributes to the ongoing discourse on interdisciplinary education. It provides valuable insights for educators, policymakers, and industry stakeholders who are interested in cultivating a versatile and adaptable workforce. Such a workforce would be capable of addressing the complex technological challenges that arise in today's world. In conclusion, as technology continues to advance at a rapid pace, it is crucial for engineering education to embrace interdisciplinary approaches. By integrating elements from various disciplines, such as computer science, materials science, and design, we can enhance students' problem-solving abilities and prepare them for the demands of the industry. However, it is important to address the challenges associated with interdisciplinary education in order to ensure its effective implementation and maximize its benefits.
In the article, the content and essence of the competence approach, teaching young people to think comprehensively while providing deep and reasonable knowledge, the fact that the competence approach is a necessary factor in the educational process, organizing the educational process based on the competence approach, activating students in education, improving education based on the competence approach, the professional development of the future specialist Understanding the basic competencies of a pedagogue-specialist whose competence is in a certain professional field, for example, a teacher, educator, pedagogue-psychologist, social pedagogue, engineer pedagogue, pedagogue-defectologist, etc., is problematic in the formation of the professional competence of future specialists in their pedagogical and production practices to develop the ability to make clear decisions in their situations, to develop and systematize tasks with problem situations based on the achievement of interdisciplinarity in order to have the opportunity to receive information on the subjects of the curriculum of the educational direction, to use new forms of education to improve the quality of the pedagogic personnel training system, fundamental, in particular, issues of scientific substantiation of the theoretical and practical aspects of the pedagogical knowledge acquisition, ensuring interdisciplinarity and continuity, as the interaction of pedagogical disciplines is a multifaceted problem, were interpreted.
At the time being, special attention is paid to teaching students a creative thinking in technical science in general secondary schools. This can be seen in the example of curricula, timetables and textbooks published on this subject. In particular, in the curriculum and textbooks for grades 8-9 there is a section "Technology for preparing creative projects", which helps how to perform creative work.
It should be noted that teaching pupils and students to think and work creatively is not an easy task. To do this, it is necessary periodically to inform them about creative works, methods and stages of their implementation. However, using some of the interactive methods in practice is also effective. Regarding this, to use certain interactive methods, we have created and improved several new interactive methods and applied them into a practice. We would like to recommend several interactive methods aimed at organizing and developing students' creative activities in technology classes which are given below.