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Research Article
Impact of Blended Teaching Strategy on Learning Achievement and Retention of Knowledge
Rama Shanker Yadav*
,
Pratibha Yadav
Issue:
Volume 10, Issue 4, August 2025
Pages:
148-153
Received:
3 June 2025
Accepted:
16 June 2025
Published:
18 July 2025
Abstract: Integration of advanced technological developments in education has emerged new era of digital educational world especially after pandemic where blended teaching strategy has been proved to be highly beneficial in which both traditional and technology based teaching are fused together for advanced, attractive, efficient and impactful teaching learning process. The present experimental study explored impact of blended teaching strategy on learning achievement and retention of knowledge in science for high school students of rural areas. Two randomly selected groups of students 25 in each, Experimental and control, were treated with blended and traditional teaching strategy, respectively and achievement and retention in knowledge are observed based on test scores of students after treatment. Comparison between experimental and control group is made based on Mean, Standard deviation and t- test statistical tool. The findings based on Mean and t-test depicted higher learning achievement in students of experimental group in compare to control group validating effectiveness of blended teaching. Retention of knowledge in control group found to be almost similar to post treatment however, students in experimental group expressed higher retention than post treatment achievement. For control and experimental group, retention in experimental group is found to be quite impactful than control group in maintaining knowledge for long time via increasing attraction, motivation and self-engagement towards digital tools.
Abstract: Integration of advanced technological developments in education has emerged new era of digital educational world especially after pandemic where blended teaching strategy has been proved to be highly beneficial in which both traditional and technology based teaching are fused together for advanced, attractive, efficient and impactful teaching learn...
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Research Article
Cultural Discount of Chinese Slow-Living Shows
Issue:
Volume 10, Issue 4, August 2025
Pages:
154-161
Received:
12 June 2025
Accepted:
26 June 2025
Published:
18 July 2025
Abstract: Chinese slow-living shows have gained substantial recognition and widespread acclaim domestically for their authentic and interesting life experiences and unique cultural essence. In the context of cross-cultural communication, however, such shows have faced certain challenges due to the phenomenon of cultural discount. To address this issue, this study selects the Chinese Slow-Living Show (SLS) Become a Farmer and the Japanese equivalent show The! Tetsuwan! DASH!! as two representative cases to carry out a comparative analysis. It’s found Chinese SLS face a few problems in international dissemination. Currently, Chinese SLS exhibit limited originality because some of them simply replicate foreign formats, resulting in homogenization. Besides, disparities in cultural contexts, aesthetic paradigms and value systems among different societies create barriers for non-native Chinese to understand and appreciate Chinese SLS. Simutaneously, content creators of SLS in China may experience creative inhibition due to cultural translation challenges, while investors responding to tepid market adopt risk-averse stances, thereby constricting capital flows into cultural products. By analyzing some possible reasons for the cultural discount, this study proposes a series of innovative communication strategies and approaches including the adoption of novel narrative techniques, the strategic integration of celebrity and non-celebrity participants, and decontextualized communication approaches for Chinese SLS to enhance their global outreach and, consequently, strengthen the international competitiveness and influence of Chinese culture.
Abstract: Chinese slow-living shows have gained substantial recognition and widespread acclaim domestically for their authentic and interesting life experiences and unique cultural essence. In the context of cross-cultural communication, however, such shows have faced certain challenges due to the phenomenon of cultural discount. To address this issue, this ...
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Research Article
Discovering the Discourse Functions of a Moroccan Arabic Discourse Marker
Fathi Said*
Issue:
Volume 10, Issue 4, August 2025
Pages:
162-167
Received:
9 June 2025
Accepted:
23 June 2025
Published:
19 July 2025
DOI:
10.11648/j.ijecs.20251004.13
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Views:
Abstract: This paper is a case of the quantitative type of discourse analysis, which focuses on discrete items or particles. This research is data-oriented, i.e. not meant to confirm or confute any given theory on discourse organization or structure. It purports to deal with the relation between form and function of the discourse particle /waxa/ in Moroccan Arabic (henceforth, MA) in order to learn more about discourse organization in MA and the roles played by such particles in terms of their functions and distributions within MA discourse. This study provides a functional classification of ‘waxa’ together with a distributional analysis which accounts for its occurrence in turns at speaking. The data on which this paper is based were collected by extensive observation and note-taking on the spot. The observation was done over a period lasting more than four months in Casablanca, mostly, and in Rabat as well. This functional analysis has identified eighteen (18) different functions of ‘waxa’. Fourteen (14) of these are highly interactional functions whereas the other four (4) have a more syntactic or structural function. The eighteen (18) functions may not prevail in other varieties of Moroccan Arabic (e.g. Hassani variety; personal communication from Prof Tamek). It is worth noting that this particle is strictly restricted to spoken language and it is hard to find an appropriate equivalent to it in Standard Modern Arabic. Basically, ‘waxa’ has no inherent static semantic or structural properties; its meaning is actually mainly based on its context of occurrence.
Abstract: This paper is a case of the quantitative type of discourse analysis, which focuses on discrete items or particles. This research is data-oriented, i.e. not meant to confirm or confute any given theory on discourse organization or structure. It purports to deal with the relation between form and function of the discourse particle /waxa/ in Moroccan ...
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Research Article
Inquiry-based Learning in Natural Science: Teaching Performance at Saint Úrsula Catholic Affiliate Basic School Baucau, Timor-leste
João Mariano Helder de Deus*
Issue:
Volume 10, Issue 4, August 2025
Pages:
168-178
Received:
29 March 2025
Accepted:
7 April 2025
Published:
23 July 2025
DOI:
10.11648/j.ijecs.20251004.14
Downloads:
Views:
Abstract: The shift toward student-centred learning has become a global educational priority, particularly in science education, to foster critical thinking, inquiry skills, and learner autonomy. In line with this, the 2014 National Basic Education Curriculum of the Democratic Republic of Timor-Leste (RDTL) emphasizes the importance of Inquiry-Based Learning (IBL) as a core instructional method. However, many schools in the country continue to face challenges in effectively applying this approach, due to limitations in teacher preparation and professional development. This research examines how Natural Science teachers at Saint Úrsula Catholic Affiliate Basic School implement the Inquiry-Based Learning Method in their teaching practices. Specifically, the study aims to observe how these teachers integrate this method into their Natural Science classes through their instructional performance. The study involves five Natural Science teachers from the school as research participants. A qualitative descriptive approach is employed for data collection, incorporating structured individual interviews and classroom observations to gain insights into teaching practices. Aligned with the study’s objectives, the research evaluates the application of the Inquiry-Based Learning Method, focusing on the extent to which it aligns with curriculum expectations and promotes active student engagement. Findings reveal that Natural Science teachers at Saint Úrsula Catholic Affiliate Basic School possess limited knowledge of the Inquiry-Based Learning Method, which poses significant challenges in effectively implementing it within their teaching practices. The results highlight a need for more targeted teacher training and support systems to bridge the gap between curriculum goals and actual classroom practice.
Abstract: The shift toward student-centred learning has become a global educational priority, particularly in science education, to foster critical thinking, inquiry skills, and learner autonomy. In line with this, the 2014 National Basic Education Curriculum of the Democratic Republic of Timor-Leste (RDTL) emphasizes the importance of Inquiry-Based Learning...
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