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Journal articles on the topic 'Effect of teaching'

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Published: 4 June 2021
Last updated: 1 February 2022

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1

Garcia, Javier. "Teaching the Placebo Effect." Academic Psychiatry 39, no. 1 (October 21, 2014): 122. http://dx.doi.org/10.1007/s40596-014-0225-5.

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Hali, Servet. "The effect of practicing simulation teaching method in teaching revolution history and Kemalism lesson on student success." International Journal of Academic Research 9, no. 1 (December 30, 2017): 5–10. http://dx.doi.org/10.7813/2075-4124.2017/9-1/b.1.

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Raja, Hina Zafar, Maryam Mumtaz, Ambreen Shabbir, Muhammad Nasir Saleem, and Asma Shakoor. "Effect of Interactive Teaching Methods on Removable Partial Denture Designing." Journal of the Pakistan Dental Association 29, no. 03 (July 20, 2020): 124–29. http://dx.doi.org/10.25301/jpda.293.124.

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Faani, Hadi Noruzi and Reza. "The effect of penalogical teaching on alternative penalties of imprisonment." International Academic Journal of Humanities 05, no. 01 (June 1, 2018): 203–13. http://dx.doi.org/10.9756/iajh/v5i1/1810021.

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Xiao, Fan, Wei Peng, Jian Hua Yao, and Hao Ni. "Bilingual Teaching Design and Teaching Case of “Advanced Manufacturing Technology”." Applied Mechanics and Materials 121-126 (October 2011): 1470–72. http://dx.doi.org/10.4028/www.scientific.net/amm.121-126.1470.

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This article discusses the influence factors of bilingual teaching effect by bilingual teaching practice of the Advanced Manufacturing Technology, and proposes solutions. Practice shows that the reform of teaching idea is the prerequisite for the effective bilingual teaching, and PBL teaching model is the effect ways to improve the effects of bilingual teaching.
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권경숙, 박정빈, and 황은희. "The effect of kindergarten teacher's teaching flow and teaching efficacyon creative teaching behaviors." Korean Journal of Early Childhood Education 36, no. 3 (June 2016): 333–55. http://dx.doi.org/10.18023/kjece.2016.36.3.015.

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Sokolowski, Andrzej. "Teaching the photoelectric effect inductively." Physics Education 48, no. 1 (December 14, 2012): 35–41. http://dx.doi.org/10.1088/0031-9120/48/1/35.

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Macdonald, Ewen, and Veijo Saano. "Video teaching — glamour without effect." Trends in Pharmacological Sciences 8, no. 3 (March 1987): 77–78. http://dx.doi.org/10.1016/0165-6147(87)90074-5.

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Mutlu, Mehmet, and Halil Tokcan. "Success effect of documentary use in teaching of global warming subject." International Journal of Academic Research 5, no. 5 (October 15, 2013): 263–68. http://dx.doi.org/10.7813/2075-4124.2013/5-5/b.40.

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10

Marchant, Gregory J. "The effect of student teaching on attitudes toward effective teaching." Teacher Educator 29, no. 1 (June 1993): 24–31. http://dx.doi.org/10.1080/08878739309555046.

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S.N., VIJAYA KUMARI, and NAIK SAVITA P. "EFFECT OF REFLECTIVE TEACHING TRAINING AND TEACHING APTITUDE ON TEACHING SKILLS AMONG ELEMENTARY TEACHER TRAINEES." i-manager’s Journal on Educational Psychology 9, no. 3 (2016): 11. http://dx.doi.org/10.26634/jpsy.9.3.3769.

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Litzelman, D. K., G. A. Stratos, and K. M. Skeff. "The effect of a clinical teaching retreat on residentsʼ teaching skills." Academic Medicine 69, no. 5 (May 1994): 433–4. http://dx.doi.org/10.1097/00001888-199405000-00060.

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Hayashi, Rywhay, Hideyuki Sakihama, and Tadashi Fujita. "Effect of a teaching profession course on beliefs of effective teaching." Journal of Human Environmental Studies 19, no. 1 (2021): 3–8. http://dx.doi.org/10.4189/shes.19.3.

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14

Bernero, Bruce. "The Moiré Effect in Physics Teaching." Physics Teacher 27, no. 8 (November 1989): 602–9. http://dx.doi.org/10.1119/1.2342888.

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15

Khan, Farhan R., Gary T. Banta, and Christina Sørensen. "STEM teaching: avoid Swiss-cheese effect." Nature 524, no. 7564 (August 2015): 161. http://dx.doi.org/10.1038/524161c.

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Krawczyk, Rosemary M. "Teaching Ethics: Effect on Moral Development." Nursing Ethics 4, no. 1 (January 1997): 57–65. http://dx.doi.org/10.1177/096973309700400107.

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The purpose of this study was to determine the development of moral judgement in first-year and senior baccalaureate nursing students. These students were enrolled in three separate nursing programmes, each of which differed significantly in ethical content. The sample totalled 180 students enrolled in three New England programmes. Programme A included an ethics course taught by a professor of ethics. Programme B integrated ethical issues into all nursing theory courses. Programme C did not include ethical content in theory courses. The design was of a developmental cross-sectional study. The dependent variable was the development of moral judgement, as measured by Rest’s Defining Issues Test. The independent variable was the amount of ethics taught in the nursing programmes and the level of academic education. The senior nursing students from programme A scored significantly higher than the other senior groups on the Defining Issues Test. The conclusion is that an ethics course with group participation and a decision-making element significantly facilitated nursing students’ development of moral judgement.
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17

Hughes, Stephen W., and Michael Cowley. "Teaching the Doppler effect in astrophysics." European Journal of Physics 38, no. 2 (January 16, 2017): 025603. http://dx.doi.org/10.1088/1361-6404/aa5446.

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18

Yang, Ran. "Artificial Intelligence-Based Strategies for Improving the Teaching Effect of Art Major Courses in Colleges." International Journal of Emerging Technologies in Learning (iJET) 15, no. 22 (November 30, 2020): 146. http://dx.doi.org/10.3991/ijet.v15i22.18199.

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In the context of artificial intelligence (AI), this paper attempts to develop strategies to improve the teaching effect of art major courses in colleges, and overcome the existing problems with the improvement process. Firstly, the authors analyzed the manifestations of the teaching effects of art major courses, and then discussed the relevant factors that affect the teaching effect of such courses. Next, the potential improving effects of the AI on the teaching effect of art major courses were expounded in details. On this basis, an evaluation model was developed to reflect the improving effects. Finally, several AI-based strategies were put forward to optimize the teaching of art major courses in collages. This research fully integrates theoretical analysis with model calculation, and innovatively introduces the AI to the teaching effect improvement in major courses.
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19

Bilen, Kadir. "Effect of Micro Teaching Technique on Teacher Candidates’ Beliefs regarding Mathematics Teaching." Procedia - Social and Behavioral Sciences 174 (February 2015): 609–16. http://dx.doi.org/10.1016/j.sbspro.2015.01.590.

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Xu, Xianhong. "Study on Effective Using of Multimedia Teaching System and Enhancing Teaching Effect." International Journal of Emerging Technologies in Learning (iJET) 12, no. 06 (June 27, 2017): 187. http://dx.doi.org/10.3991/ijet.v12i06.7093.

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Through the method of questionnaire survey about multimedia teaching form, some ubiquitous problems have been reflected such as cognitive deviation, blind using, the poor quality of courseware, the poor activity of classroom, etc. The expected effect of multimedia teaching cannot be achieved, and the effectiveness of multimedia teaching is faced with some suspicions. The effectiveness of multimedia teaching contains two aspects: effective using of multimedia teaching system and the effectiveness of teaching effect. We should enhance management and direction, correctly understand and reasonably treat multimedia teaching, avoid the blindness of multimedia construction and use, increase the quality of courseware, promote teacher’s professional level and classroom dynamics, organically combine traditional and multimedia teaching, and take a series of measures to improve the effectiveness of multimedia teaching.
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21

SINGH, KUSUM, and BONNIE S. BILLINGSLEY. "Intent to Stay in Teaching." Remedial and Special Education 17, no. 1 (January 1996): 37–47. http://dx.doi.org/10.1177/074193259601700105.

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LISREL ANALYSES WERE USED TO EXAMINE THE EFFECTS OF WORK-RELATED VARIABLES ON TWO GROUPS OF SPECIAL EDUCATORS' INTENT TO STAY IN TEACHING. THE FINAL SAMPLE INCLUDED 658 SPECIAL EDUCATORS (159 TEACHERS OF STUDENTS WITH EMOTIONAL DISORDERS AND 499 SPECIAL EDUCATORS FROM OTHER SPECIAL EDUCATION AREAS). RESULTS INDICATED THAT FOR BOTH GROUPS OF TEACHERS, THE MOST IMPORTANT DETERMINANT OF INTENT TO STAY IN TEACHING WAS WORKPLACE CONDITIONS. FOR BOTH GROUPS, JOB SATISFACTION HAD THE STRONGEST DIRECT POSITIVE EFFECT ON INTENT TO STAY AND ROLE-RELATED PROBLEMS HAD NEGATIVE EFFECTS ON INTENT TO STAY. PRINCIPAL SUPPORT INFLUENCED INTENT INDIRECTLY THROUGH ROLE-RELATED PROBLEMS AND JOB SATISFACTION. FURTHER, STRESS HAD AN ADVERSE INDIRECT EFFECT ON INTENT TO STAY THROUGH JOB SATISFACTION AND PROFESSIONAL COMMITMENT.
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22

Khalaf, Omar Nasralla. "The Effect of Teaching Critical Reading Strategies on Iraqi EFL Learners’ Vocabulary Achievement." Journal of Zankoy Sulaimani Part (B - for Humanities) 16, no. 3 (January 30, 2000): 321–42. http://dx.doi.org/10.17656/jzsb.10493.

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Faiq, Aseel Muhammad, and Bekhal Latif Muhealddin. "The Effect of Teaching Critical Reading Strategies on Kurdish EFL Learners Reading Comprehension." Journal of Zankoy Sulaimani Part (B - for Humanities) 20, no. 3 (January 30, 2000): 613–34. http://dx.doi.org/10.17656/jzsb.10929.

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24

Giri, Vetti, and MU Paily. "Effect of Toulmin’s Argument Pattern within TRGSR Teaching Learning Strategy on Students’ Metacognition." International Journal of Psychosocial Rehabilitation 24, Special Issue 1 (February 28, 2020): 1161–73. http://dx.doi.org/10.37200/ijpr/v24sp1/pr201263.

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25

YILDIRIM, Ibrahim, Sevilay CIRAK-KURT, and Sedat SEN. "The Effect of Teaching “Learning Strategies” on Academic Achievement: A Meta-Analysis Study." Eurasian Journal of Educational Research 19, no. 79 (January 31, 2019): 1–28. http://dx.doi.org/10.14689/ejer.2019.79.5.

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26

Ningsih, Nurfajri. "THE EFFECT OF SONG IN TEACHING ENGLISH." English Language Teaching for EFL Learners 1, no. 1 (March 31, 2019): 1. http://dx.doi.org/10.24252/elties.v1i1.7413.

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This research aims at finding the effectiveness of using song in teaching English at Sulawesi flight college. The researcher applied pre-experimental method, with one group pretest and posttest design which employed speaking test to find out the students’ speaking performance in terms of accuracy. The sample consisted of 40 students used purposive sampling technique taken from the population of the second semester students of Sulawesi Flight. The result of the data analysis indicated that there was significant difference of student’ English achievement before and after being taught by using songs. It is proved by result of statistical analysis of the level significance 0.05 with degree of freedom (df) = N-1 = 46-1 = 39 which indicated that( t- obs = 4.06 > t –table = (1.68 ). It can be said that there is a significant difference of achievement of the students after the treatment.
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27

Amos, Claire. "Teaching as inquiry and the Hawthorne effect." Set: Research Information for Teachers, no. 3 (November 1, 2013): 58–60. http://dx.doi.org/10.18296/set.0339.

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28

RIFKIN, BENJAMIN. "A Ceiling Effect for Communicative Language Teaching?" Modern Language Journal 90, no. 2 (June 2006): 262–64. http://dx.doi.org/10.1111/j.1540-4781.2006.00395_7.x.

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29

Kim, Chong, Earl Damewood, and Norma Hodge. "Professor Attitude: Its Effect on Teaching Evaluations." Journal of Management Education 24, no. 4 (August 2000): 458–73. http://dx.doi.org/10.1177/105256290002400405.

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30

Schirripa Spagnolo, Giuseppe, Adriana Postiglione, and Ilaria De Angelis. "Simple equipment for teaching internal photoelectric effect." Physics Education 55, no. 5 (July 8, 2020): 055011. http://dx.doi.org/10.1088/1361-6552/ab97bf.

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31

Suprabha, K., and G. Subramonian. "How Does Station Teaching Effect Language Learning?" i-manager’s Journal on English Language Teaching 4, no. 3 (September 15, 2014): 21–25. http://dx.doi.org/10.26634/jelt.4.3.2858.

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32

Prodromou, Luke. "The backwash effect: from testing to teaching." ELT Journal 49, no. 1 (January 1995): 13–25. http://dx.doi.org/10.1093/elt/49.1.13.

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33

Hoque, Sk Rezaul. "“Effect of Reinforcement on Teaching – Learning Process”." IOSR Journal of Humanities and Social Science 7, no. 1 (2013): 13–16. http://dx.doi.org/10.9790/0837-0711316.

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34

Verma, Vikrant. "Effect of Covid-19 Pandemic on Teaching." International Journal of Biomedical Investigation 4, no. 1 (July 30, 2021): 1–4. http://dx.doi.org/10.31531/2581-4745.1000132.

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In more than 200 nations, the COVID-19 Pandemic has caused the greatest disruption in the history of education systems, affecting up to 1,6 billion students. More than 94 percent of the world's student population have been affected by closures in schools, institutions, and other educational areas. This has brought about profound changes in our life in many facets. Social dissociation and limited rules on movement have greatly disrupted traditional training. Reopening schools following limitation easing is another problem with several new standard operating procedures. Within a brief period of the COVID-19 epidemic, numerous scholars have contributed their efforts on teaching and learning in diverse methods. Several institutions, colleges and universities have ceased face-to-face instruction. In the approaching year, there is a worry that 2020 will be lost or more. The time is needed to develop and implement alternative education and evaluation systems. The COVID-19 epidemic gave us a chance to set the road for digital learning. This article attempts to offer a thorough assessment on the influence on the online learning of various aspects of the COVID-19 epidemic, and to outline the way ahead.
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35

Song, JuYeon. "Mediating Effect of Kindergarten Teacher's Teaching Flow between Work Flow and Teaching Professionalism." Korean Association For Learner-Centered Curriculum And Instruction 20, no. 23 (December 1, 2020): 183–201. http://dx.doi.org/10.22251/jlcci.2020.20.23.183.

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苗, 玉秀. "Application Value and Effect of Participatory Teaching in Nursing Teaching in Operating Room." Nursing Science 10, no. 04 (2021): 335–40. http://dx.doi.org/10.12677/ns.2021.104054.

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37

Shi, Hui, Alan C. K. Cheung, and Elizabeth S. T. Cheung. "The Impact of Stratified Teaching on the Academic Performance of Chinese Middle School Students: A Meta-Analysis." Science Insights Education Frontiers 7, no. 1 (October 27, 2020): 735–60. http://dx.doi.org/10.15354/sief.20.re012.

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Stratified teaching is an effective method and means to implement teaching students per their aptitude. Domestic and foreign scholars have carried out many experimental and quasi-experimental studies to observe the impact of stratified teaching on students’ academic performance, but the results are quite different. So, can stratified teaching effectively help Chinese students improve their academic performance? How big is its impact? Which model is more suitable for Chinese students? To answer these questions, this article uses meta-analysis to quantitatively analyze 22 Chinese studies on the impact of Stratified teaching on student academic performance. We found that (i) stratified teaching has a positive effect on students’ academic performance, and the overall combined effect size is 0.53; (ii) among the seven subjects of mathematics, English, physics, chemistry, biology, geography, and information technology, stratified teaching has had a positive effect on their learning. Stratified teaching’s order of effect on different subjects was English > Physics > Geography > Information Technology > Mathematics > Biology > Chemistry; (iii) stratified teaching is suitable for students of different sizes of classrooms. However, the smaller the number of students in the classroom, the better the learning effect, and (iv) stratified teaching is more suitable for improving their learning in the mobile learning system.
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허수윤, Oh jee eun, and Hyunah Seo. "The effect of physical expression teaching attitudes and teaching efficacy of early childhood teachers on physical expression teaching practice and teaching anxiety." Korean Journal of Early Childhood Education 36, no. 5 (October 2016): 89–109. http://dx.doi.org/10.18023/kjece.2016.36.5.004.

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39

Diao, Li Jing. "E-Teaching Model and Application in English Teaching." Applied Mechanics and Materials 411-414 (September 2013): 2856–59. http://dx.doi.org/10.4028/www.scientific.net/amm.411-414.2856.

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nformation Technology has changed the teaching technique, so teachers should think about how to use it to change the way of teaching and improve the teaching effect. This paper studies and analyzes the types of E-teaching model and its flexible application in English teaching. E-teaching model will bring many significant changes to foreign language learning.
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Nasar, Adrianus, and Melkyanus Bili Umbu Kaleka. "The Effect of Distance Learning With Learner Center Micro Teaching Model On Student’ Teaching Confidence and Teaching Skills." JIPF (Jurnal Ilmu Pendidikan Fisika) 5, no. 3 (August 26, 2020): 159. http://dx.doi.org/10.26737/jipf.v5i3.1834.

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The purpose of this study is to find the effect of distance learning through learner center micro teaching model on students’ teaching confidence and teaching skills. The research design uses quasi-experimental research and pretest-posttest non controlled group design. The population is physics education students on sixth semester who was programming micro teaching courses. Purposes sampling technic used to get research sample and 31 students take part on this course. Data collected by using questionnaire on variables of teaching confidence and assessment rubric on variables of teaching skills. Teaching confidence and teaching skills are analyzed through normalized-gain and pair sample t-test. Data calculated use SPSS and the result is: 1) teaching confidence has normalized-gain <g> = 0,535 (moderate) and t = 12,336 (sig.=0,000); 2) teaching skills has normalized-gain <g> = 0,566 (moderate) dan t = 9,690 (sig.=0,000). The result shows the effect of distance learning through learner center micro teaching (LCMT) model can improve teaching confidence and teaching skills of physics education students on FKIP Universitas Flores.
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Deshmukh, Dr Nivedita K. "A comparative study of effect of method of lecture and dramatization of Marathi teaching." Indian Journal of Applied Research 1, no. 9 (October 1, 2011): 47–48. http://dx.doi.org/10.15373/2249555x/jun2012/19.

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Nwagbo, Chinwe, and Ifeoma Okonkwo. "Effect of Concept Mapping Teaching Strategy on Students’ Achievement in Environmental Concepts in Chemistry." International Journal of Scientific Research 3, no. 4 (June 1, 2012): 61–63. http://dx.doi.org/10.15373/22778179/apr2014/23.

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Kasmiran, Marselus Suarta. "NARRATIVE INQUIRY: PEERS’ FEEDBACKS EFFECT TO IDENTITY CONSTRUCTION OF INDONESIAN PRE-SERVICE TEACHERS." Journal of English Teaching, Applied Linguistics and Literatures (JETALL) 1, no. 2 (November 23, 2019): 59. http://dx.doi.org/10.20527/jetall.v1i2.7367.

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Teacher identity has become an issue in teaching and teachers’ professional identity development since the identity influences teachers’ teaching pedagogies and teachers’ development. Many studies have explored teachers’ identity from in-service teachers’ perspectives. Somehow, small attention has been paid to teachers’ identity construction from pre-service perspectives in Indonesian context. To fill this gap, this research investigated how Indonesian pre-service teachers constructed and reconstructed their identities through peers’ feedbacks in a micro-teaching class. There were three pre-service teachers from Sanata Dharma University who participated in this study. The data were obtained through field observations and interviews. Using Yuan and Lee’s (2015) theory, the study investigated the cognitive, social and emotional processes of their teacher identity construction. The findings of the study suggested that pre-service language teachers developed and modified their identities through peers’ feedbacks in a teaching practicum. The findings also showed that feedbacks delivered positive and negative impacts to pre-service teachers’ identity construction. Although some of the pre-service teachers did not change their beliefs, they still used the feedbacks to prepare for their next teachings. The study supported the theory that teacher identity affected to pre-service teachers’ teaching pedagogies. This paper suggested some implications for policy makers, language teacher education, and pre-service teacher education. A further research with a longer duration is expected.
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44

Ma’mun, Muflih, and Asep Suryana. "INSTRUCTIONAL LEADERSHIP: THE EFFECT OF TEACHING SELF-EFFICACY." Educational Administration Research and Review 3, no. 1 (December 8, 2019): 35–43. http://dx.doi.org/10.17509/earr.v3i1.21715.

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The principal as leader who has the role to support and facilitate the needs of teachers in teaching activities. When the principal's role can be carried out properly, it will have an impact on the teaching efficacy of teachers. This study examines the effect of instructional leadership on the teaching self-efficacy of teachers by taking a sample of 147 teachers. Data analysis techniques using regression analysis. The results showed that instructional leadership had a significant effect on the teaching self-efficacy despite its low effect. As a recommendation, school principals as instructional leaders in improving teaching efficacy should not only be equipped with pedagogical knowledge, but must also be strengthened by knowledge school management capabilities..
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Zhou, Li. "Effect Evaluation of Experiment Teaching Based on Grey Evaluation Method." Applied Mechanics and Materials 380-384 (August 2013): 4500–4505. http://dx.doi.org/10.4028/www.scientific.net/amm.380-384.4500.

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That the basic education reform conforms to the demand of teaching development as well as the professional capabilities, teaching level, and teaching effectiveness of experimental class teachers are supposed to be improved has become the important objectives of developing and optimizing the experimental teaching reform. This paper firstly analyzed the present situation of experiment teaching effect evaluation , and then analyzed the advantages of gray evaluation method in the experiment teaching effect evaluation compared with the traditional experiment teaching effect evaluation. Thus this paper built the optimized experiment teaching effect optimization system by further applying the gray evaluation method to analyze and evaluate the experiment teaching effect and then optimize teaching evaluation process, and finally improve work efficiency and evaluation accuracy .
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Li, Ying, and Gouzhi Zhang. "Native or Non-native-speaking Teaching for L2 Pronunciation Teaching?—An Investigation on Their Teaching Effect and Students’ Preferences." English Language Teaching 9, no. 12 (November 20, 2016): 89. http://dx.doi.org/10.5539/elt.v9n12p89.

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<p>This study investigated L2 leaners’ preferences between native-speaking teachers (NST) and non-native-speaking teachers (NNST) as their English pronunciation teacher, and examined the participants’ accentedness and comprehensibility in L2-English pronunciation after being taught by a NST and a NNST. The participants were 30 undergraduates who were doing non-English majors at a university in China. They went through 4-month English pronunciation classes. In the first 2 months, they were taught by a NST. From the 3rd to the 4th month, they were taught by a NNST. Their accentedness and comprehensibility of spoken English were tested at the beginning of the programme (pre-test), at the end of the 2nd month (middle test), and at the end of the 4th month (post-test). Information on their evaluation of the NST and NNST as a pronunciation teacher was collected with questionnaires at the end of the experiment. According to the results, (1) compared with that in pre-test, the participants’ accentedness and comprehensibility both improved slightly in middle test; (2) compared with that in middle test, the participants received significant improvement both in comprehensibility and accentedness; (3) the majority of the participants prefer a NST to a NNST to be their English pronunciation teacher.</p>
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Abida, Khalid, Farah Naz, Ijaz Ahmed Tatlah, and Farhat Munir. "Effect of Mentoring on the Teaching Skills of B.Ed Level Students during Teaching Practice." International Journal of Learning: Annual Review 17, no. 7 (2010): 87–98. http://dx.doi.org/10.18848/1447-9494/cgp/v17i07/47164.

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48

Yakup, TOPAL. "Effect of use of caricatures on teaching vocabulary in teaching Turkish as foreign language." Educational Research and Reviews 10, no. 13 (July 10, 2015): 1876–80. http://dx.doi.org/10.5897/err2015.2178.

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49

Gao, Xu Hong, and Qin Shi. "Research on the Evaluation System of Multimedia Teaching Effects in Higher Education Institutions." Advanced Materials Research 271-273 (July 2011): 1572–77. http://dx.doi.org/10.4028/www.scientific.net/amr.271-273.1572.

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Along with the in-depth development of higher education and teaching reform in China, multimedia technology has been widely applied in classroom teaching, which not only provides a new field for optimization of teaching process and renovation of teaching methods, but also plays a significant role on the enhancement of instructional quality and the promotion of teaching reform. However, some negative issues still affect teaching effect in present higher education institutions, because of being lack of an efficient and scientific instructional evaluation system. In this paper, after the analysis of the advantages of applying the multimedia for the sake of teaching method reformation and teaching effect improvement, the negative effects exist in the process of multimedia teaching application are discussed. Moreover, the measurements of employing multimedia teaching to promote teaching effect is proposed, and the procedures of building a scientific evaluation index system is summarized, which includes creating standards of multimedia teaching effectiveness, the management systems, and the composition of courseware, etc.
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Chen, Baodi, and Jierong Wu. "Promotive Effect of Psychological Intervention on English Vocabulary Teaching Based on Hybrid Collaborative Recommender Technology." International Journal of Emerging Technologies in Learning (iJET) 14, no. 15 (August 1, 2019): 14. http://dx.doi.org/10.3991/ijet.v14i15.11185.

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Abstract:
Psychological changes will often play a huge influence on the teaching effects in the English vocabulary learning and teaching process. To further explore the relationship of psychological regulation with English vocabulary teaching, the hybrid collaborative recommender technology may be underlying to propose a hybrid algorithm for studying how the English vocabulary teaching effect is subjected to the psychological emotion factors as parameters added in the original similarity calculation method in the psychological regulation environment where the emotion is the core of study. In the end, the paper conducts the questionnaire survey among 300 students. Test data show that positive emotion acts as the catalyst of the English vocabulary teaching effect, having basically reached the expected goal of study.
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