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Fulltext Analysis of the Association between Teachers' Classroom Teaching Behaviors and Students' Knowledge Acceptance Based on Psychological Data Analysis

Yao T, Yang X

Occup Ther Int, 2022;2022:2661398.
PMID: 35814354 DOI: 10.1155/2022/2661398

This paper adopts the method of psychological data analysis to conduct in-depth research and analysis on the correlation between teachers' classroom teaching behaviors and students' knowledge acceptance. Firstly, this paper proposes a health factor prediction model, which is specifically divided into clustering and then classification model and a clustering and classification synthesis model. The classroom learning process is coded, sampled, and quantified to obtain data on students' learning behaviors, and a visualization system based on classroom students' learning behaviors is designed and developed to record and analyze students' behaviors in the classroom learning process and grasp students' classroom learning. These two models use algorithms to fine-grained divide the dataset from the perspective of subject users and mental health factors, respectively, and then use decision tree algorithms to classify and predict the mental health factor information by the subject user base information. Second, based on the collected datasets, we designed comparison experiments to validate the clustering-then-classification model and the integrated clustering-classification model and selected the optimal model for comparison. Teachers should increase effective praise and encouragement behaviors; teachers should increase meaningful teacher-student interaction behaviors; teachers should be proficient in teaching media technology to reduce unnecessary time wastage. Strategies to enhance teachers' TPACK include enriching teachers' knowledge base of CK, TK, and PK; developing teachers' integration thinking; and enriching teachers' types of activities for integrating technology.

Matched MeSH terms: Occupational Therapy*
A systematic review of occupational therapy intervention for handwriting skills in 4-6 year old children

Kadar M, Wan Yunus F, Tan E, Chai SC, Razaob Razab NA, Mohamat Kasim DH

Aust Occup Ther J, 2020 02;67(1):3-12.
PMID: 31799722 DOI: 10.1111/1440-1630.12626

INTRODUCTION: Handwriting skills play a significant role in all stages of an individual's life. Writing interventions should be considered at a younger age to ensure proper development of writing skills. Hence, the aims of this study is to evaluate the current evidence of occupational therapy interventions in handwriting skills for 4-6 year old children.
METHODS: Published literature was systematically searched according to PRISMA guidelines using specific key terms. Initial search identified 785 studies; however only seven met the inclusion criteria and were assessed for final review. Studies were methodologically appraised using the McMaster Critical Review Form-Quantitative Studies.
RESULTS: The review found no randomised control trial study design pertaining to the reviewed area. However, it can be seen that occupational therapy interventions for writing skills in 4-6 year old children managed to increase the targeted skills. The results were similar across samples with or without disabilities. An effective integration of occupational therapy interventions into educational curriculum was found to save both time and cost.
CONCLUSION: The long-term benefit from these interventions and the effects of these interventions on a broader spectrum of fine motor abilities need to be explored further with stronger research designs. However, the lack of studies adopting high level study designs, i.e., RCT designs means, results need to be approached with caution by occupational therapists when implementing handwriting skills intervention in practice.

Matched MeSH terms: Occupational Therapy/methods*

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