The European Higher Education Area promotes active learning and student-centred learning, encouraging universities to adopt teaching strategies that enhance student engagement. In response, many institutions have introduced strategic frameworks to support instructional innovation. However, these efforts often lack grounding in empirical data on actual teaching practices, which can vary across disciplines. This study presents findings from a quantitative investigation at a single university, involving five departments representing the domains of social sciences, natural sciences, and medicine. The study examined the frequency of teaching strategies employed in lectures, with particular attention to disciplinary variation. Data were gathered through parallel questionnaires for students and teachers. Results revealed significant differences across disciplines. Participants in the social sciences and humanities reported more frequent use of active learning strategies, while natural sciences and medicine favoured lecture-based approaches. Perceptions also diverged between students and teachers, with students generally perceiving lecture-based approaches as more prevalent. The findings highlight the need for discipline-specific support and provide valuable insights for institutional planning and efforts to improve teaching quality.

Appears in: INTED2024 Proceedings Publication year: 2024Pages: 2817-2820ISBN: 978-84-09-59215-9ISSN: 2340-1079doi: 10.21125/inted.2024.0766Conference name: 18th International Technology, Education and Development ConferenceDates: 4-6 March, 2024Location: Valencia, Spain

In accordance with quantitative research, a wide spectrum of techniques can be seen. In the case of cardinal variables, regression analyses are suitable tools for the expression of dependences between observed variables. One of their options, the regression coefficients have been considered. However, the effect sizes analyses have not been so widely seen in research works in general. In this contribution, the big data analysis is being presented focusing on the regression effect size behavior following changing the number of samples. Two-dimensional and three-dimensional computations are applied with utilized mathematical regression models. The stable or stochastic behavior of Cohens f squared is discussed in the particular applied quantitative research of the OECD PISA with 397708 answers from respondents.

The paper presents a research study on using teaching resources at lower secondary schools in the Moravian-Silesian Region. With regard to the massive inclusion of digital resources and learning materials of an electronic nature, the research aimed to find out which educational resources are used in teaching and how. The methods of use were deduced based on the activities the teachers induce in the lessons through these resources. A qualitatively oriented research design was used, based on in-depth semi-structured interviews with 15 lower secondary school teachers who had different lengths of experience and taught different subjects. It was found that all teachers still used the core textbook but supplemented it with other printed or digital textual resources. It was possible to describe how the teachers worked with textbooks and digital resources and capture specific styles in which they initiated instructional activities with printed and digital texts.

This paper presents the results of empirical research focused on the quality of teaching and learning methods, from the perspective of master’s students at one of the Czech universities. The research focused on learning outcomes, teaching forms and methods, and the use of ICT technologies following a quantitative survey in this area, which showed the need to examine the topic in depth and in a broader context. Data for the qualitative research were collected through in-depth interviews; the primary research method was focus groups. The data were processed and analysed by coding techniques. The results showed that students prefer teaching and learning outcomes associated with the use in future practice. The teaching forms depend on the teacher’s style rather than on the declared description in the curriculum. Contrary to most practices, students prefer teaching methods that lead to active learning. The advantages are identified in the frame of involvement of ICT in teaching, which makes sense and positively impacts students’ learning; however, the effect depends on how the teaching forms are used.

ANALYSIS OF TEACHING AND LEARNING RESOURCES USED BY TERTIARY EDUCATION STUDENTS AND CHARACTERISTICS LEADING TO THE DEVELOPMENT OF THE STUDENTS´ CRITICAL THINKING SKILLS

In the frame of applied mathematical modeling, a wide spectrum of that approximations of real processes has been proposed and used. The specifics of the quantitative research techniques can be suitably utilized in favour of real situations. In the case of an analysis of a big data set, the consequences between mathematical models can be interesting in the selection of appropriate models. Particularly in a regression analysis, the spectrum of model structures has been widely offered depending on the expert approach or regarding the quality criteria. The quality of the model may not be generally the priority whether on other aspects is a mathematical model focused. For purposes of description of various situations that occurred due to setting the appropriate structure of mathematical models, their fitting behavior is identified progressively in this paper. In this contribution, the selected type of models can be classified as multivariable regression models. The partial dependences of Cardinal-Variables' Dependences are analysed steeply from one-dimensional cases to multidimensional models. The applied research, in which the results can be particularly utilized regarding the progressively changed structure of model, the research within frame of PISA monitoring's Programme for International Student Assessment) is presented.

Článek prezentuje výsledky empirického výzkumu zaměřeného na užívání výukových zdrojů žáky 2. stupně základních škol ve vyučovacích hodinách a při domácí přípravě. Příspěvek si klade za cíl popsat výukové zdroje, se kterými žáci pracují a představit způsoby užívání těchto výukových zdrojů. Dále vyhodnotit tendence v oblasti jejich užívání s ohledem na pronikání digitálních technologií do mnoha oblastí žákova učení. Výzkum je metodologicky založen na kvalitativním designu. Byly provedeny hloubkové rozhovory s dvaceti respondenty osmých tříd základních škol. Data byla následně kódována, analyzována a interpretována směrem k cílům a výzkumným otázkám. Empirický výzkum ukázal, že žáci pracují s rozmanitými výukovými zdroji. Ve školním učení žáka klíčovou roli stále hraje tištěná učebnice a se zdroji pracují žáci samostatně. V domácí přípravě žáka pak zápisky v sešitu a internet. Digitální zdroje jsou běžnou součástí žákova učení ve škole i v domácí přípravě, nikoliv však převažující. Existuje odlišnost ve způsobech užívání zdrojů ve škole a v domácí přípravě. Výsledky výzkumu potvrzují tendence v oblasti užívání výukových zdrojů na 2. stupni základních škol. Charakterizuje je různorodost. Ve škole jsou digitální zdroje používány jako doplněk ke zdrojům tištěným. V domácí přípravě žáka hrají zásadní roli zdroje psané.

M. Václavík, G. Mynářová, I. Červenková, Z. SikorováUniversity of Ostrava, Faculty of Education (CZECH REPUBLIC)

In the quantitative research, the property of the normality of data is an important assumption. For the particular selection of the concrete statistical methods, e.g. for purposes of the testing the hypotheses, the knowledge of the normality of data has the significant role. There exists a wide spectrum of methods aimed for the purposes of the testing the normality. These tests are based on the consideration of the statistical significance level. In this paper, a descriptive approach to an analysis of the normality is realized with regards to the sample parameter of the skewness. This parameter is explored with a consideration of the changing sample size in the frame of the applied quantitative research with 2671 respondents. The shapes of the histograms are discussed in a context of the obtained results of the parameter of the skewness. The trend of the dependence of the skewness on the Shapiro-Wilk criterion is analyzed using the regression analysis.

Possibilities of process modeling have been generally appeared in the control system theory, which belongs to the technical cybernetics. Process modeling of real systems are essential in a synthesis of control systems. Synthesis methods are based on an identification of a considered controlled process. The theoretical approaches of the technical cybernetics belong to the general cybernetics. However, in case of the other cybernetic disciplines, a majority of abstract layer can be seen e.g. in pedagogical cybernetics. This cybernetic discipline is a priori based on a feedback strategy of a process control. Abstract objects have not been widely considered with any mathematical background. A connection of the mathematical description for purposes of the pedagogical cybernetics using process models has been proposed yet. In this paper, an implementation of the proposed mathematical process models is demonstrated in case of applied pedagogical research. Practical results are then verified using statistical methods for hypotheses testing.

Pupils' learning is fundamentally influenced by the choice of learning materials, their content and, above all, their didactic aspects. However, it turns out that the form of medium with which pupils work is also significant to a learning process. This work presents the results of empirical research that tried to answer the question What is pupil's learning support based on educational resources like and how do pupils reflect on this support? The aim of this research was to describe how support based on different types of educational resources used in class is mediated by a teacher and how pupils respond to this support. The subsequent task was to find out what kind of support the pupils ask for, whether and how they modify the supporting elements in the textbooks. Attention was particularly paid to resources of electronic and multimedia nature. The methodological design of the empirical part was based on qualitative research procedures [1], [2]. The research sample consisted of a group of respondents - pupils from lower secondary school with whom an in-depth semi-structured interview was conducted through the focus group technique. Respondents were selected by the method of maximum sample variability [2]. Pupils were primarily asked about strategies for using educational texts when learning for class and when they do their homework. In the next step they reflected on possibilities of support that individual sources provide them and thus make their learning easier. The aim of the interviews was to find out how pupils perceive learning support through educational resources they use and to describe which supportive elements they prefer in learning. The result of the research is a categorization of types of educational resources used in relation to the support options they provide to pupils.

Článek prezentuje empirický výzkum zaměřený na užívání výukových zdrojů ve výuce na 2. stupni ZŠ, jehož cílem bylo z jistit, jaké výukové zdroje používají učitelé ve výuce a k jakým účelům, a zda se liší účely užívání tištěných a digitálních zdrojů. Výzkum navazuje na kvantitativní šetření prováděné v letech 2008–2010, jehož výsledky potvrdily zásadní roli tištěné učebnice na 2. stupni ZŠ, zejména při utváření obsahu výuky. Vzhledem k pronikání digitálních technologií do všech úrovní vzdělávání vzniká otázka, zda tento závěr platí i po deseti letech, nebo zda došlo ke změnám. Design aktuálního výzkumu byl kvalitativní, založený na hloubkových rozhovorech s pěti učiteli. Data byla analyzována prostřednictvím typologické analýzy, která ukázala, že učitelé ve výzkumném souboru užívali zdroje dvěma základními styly, které se významně lišily tím, jaký druh primárního tištěného zdroje využívali a k jakým účelům.

Th e paper reports on an empirical survey aiming to fi nd out what study resources university students use and whether the frequency of the use of specifi c resources is related to deep and surface approaches to learning.An exploratory survey was carried out using two instruments -the ASSIST questionnaire adapted for Czech students and a newly designed questionnaire Th e Use of Study Resources.Th e sample consisted of 2,671 students from six faculties.Results showed that the most frequently used resources were students' own notes from lectures and seminars, presentations created by teachers and course readers.Statistical analysis proved that there is a relation between the frequency of the use of study resources and the student's approach to learning.

In the previous contribution, a guarantee of normality property was proved in case of applied pedagogical research. However, an analysis of this confirmed behaviour can be interestingly identified in case of a research with a large scale sample of data. Therefore, an extended analysis is provided in this paper. According to added of reliability indicators, this analysis is performed on dynamical changed population of the whole file of data with random principle of selection of sub-parts of this file for purposes of their analysis. With regards to this variable sample size, the guarantee of the normality and corresponding conclusions about testing considered hypotheses are discussed in this paper with aim to confirm assumed independences of the normality on the sample size.

Statistical methods have been widely applied in the concrete realizations of researches. A suitable procedure for providing of a significant research is generally based on a complementation of two types of approaches – a qualitative or a quantitative research. In the current researches in a field of education, the quantitative research is principally bound on computations of appropriate statistical methods; however, a modular approach of a software using of these methods can be frequently seen. Implementations and mathematical principles can be hidden and often unknown for some users of software support, because a modern software interface can return results in a comfortable form of p-values. In this paper, a normality testing of data is highlighted and further analyzed with focusing on relations between a normality occurrence and size of population using an example of a practical application of a pedagogical research.