Research Synthesis on Teaching Strategies and Student Outcomes

This synthesis encompasses a variety of research articles exploring the interplay between teaching strategies and student
outcomes. The effectiveness of teaching strategies is multifaceted, with no single approach fitting all scenarios. Factors such as
student age, subject matter, and learning goals significantly influence the efficacy of these strategies (Cooper & Ozansoy, 2022;
Han, 2021). Techniques like scaffolding have shown to engage primary students effectively (Han, 2021), while a blend of strategies
customized to student needs has proven beneficial (Cooper & Ozansoy, 2022). Various strategies, including project-based learning,
oracy activities, and teamwork, are prevalent across different subjects (Varas et al., 2023). Online strategies, like social
identification and flipped classrooms, can foster innovation, but their success hinges on student participation (Ding et al., 2023).
The Reciprocal Teaching Strategy can enhance students' reading comprehension of descriptive texts (Sipayung, 2018). In the
context of teacher development and support, professional development opportunities are necessary for teachers to grasp 21st-
century skills and incorporate them effectively into teaching (Varas et al., 2023). Training on reflective teaching strategies can be
advantageous (Phan et al., 2022), and feedback on a teacher's development stage can be instrumental in their progression (van
der Lans et al., 2018). However, challenges persist. Teachers' awareness of varied teaching strategies may be limited, especially
concerning 21st-century skills (Varas et al., 2023; Magallanes & Dioso, 2019). Time constraints, workload, and limited access to
technology can impede the application of effective strategies (Phan et al., 2022; Magallanes & Dioso, 2019; Lozanta, 2022).
Students' willingness to participate can also impact the effectiveness of online teaching strategies (Ding et al., 2023). In summary,
the analyzed studies underline the necessity of evidence-based teaching strategies tailored to student needs and learning goals.
They also accentuate the need for continuous teacher development and support to ensure successful implementation.
Title Autho Year Problem Methods Major Conclusion Recommendati Reference
r Findings on
The Relations Han, 2021 Good teaching The study Only The findings of The study Han, F.
between Feifei strategies may was cross- scaffolding this study have suggested to (2021).
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Relations
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between
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and reinforce research scaffolding Different from the implementing Engagem
Teachers’ teachers’ self- design may be the commonly held teaching ent in
Self-Concept concept. using a best strategy concepts that strategies. Learning,
and
However, it is survey among the active learning
Teachers'
unknown as to approach. four teaching and collaborating Self-
how different strategies to strategies would Concept.
teaching engage get students Sustainabi
strategies primary engaged in the lity, 13(9),
contribute to students. learning 5020
students’ processes, this https://doi.
org/10.33
engagement in study’s findings
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learning and do not support 5020
teachers’ self- this view. In a
concept when model such as
they are the one outlined
considered in this study,
together. wherein a number
of teaching
strategies were
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simultaneously,
this study found
that the two
strategies did not
make significant
contributions to
students’
engaged learning
as much as
scaffolding.
The impact of Jerem 2022 Teaching The As teaching Deciding on the The study Cooper, J.
Strategies in iah strategies have researcher techniques teaching strategy suggests that a J., &
Teaching on Jimmy a vast role to used a improve and tools to combination of Ozansoy,
Students ’ Coop play in student qualitative based on adjust is one of instructional K. (2022).
performance er & learning and research increased the most complex strategies can The
on school Kezba academic methodolo knowledge factors in be beneficial. Impacts of
n performance gy that of how evaluation. Strategies
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shifted the ended teachers are from one subject on
learning and questionnai progressivel to another, and Students'
academic re y advancing their effectiveness Performan
performance of distributed their depends on how ce in
children, for the teaching closely they School.
particularly collection strategies in match the subject Near East
learners with of data line with goals, contents, University
different evidence- and structure on Online
 abilities or based the one hand and Journal of
learning needs practices teaching strategy Education,
who are weak and their 5(2), 12–
or need a student’s 18
different learning https://doi.
approach to needs. org/10.32
learning. Inherently, 955/neuje.
no teacher v5i2.631
can use all
teaching
strategies to
fit all
individual
student’s
needs in a
classroom.
Exploring (Phan 2022 This study Quantitativ The results Based on the •Teachers Phan, T.
English as a et. al) aimed at e and revealed that results of this need more T. V.,
Foreign exploring qualitative most stady, it is opportunities to Nguyen,
Language teachers' data were teachers concluded that promote their L., T., &
High School perceptions of obtained by have positive reflective teaching reflective Nguyen,
Teachers' reflective using a perceptions strategies are teaching. K. D.
Perceptions teaching questionnai of the considered •The teacher's (2022).
of Reflective strategies in re and significance beneficial and teaching time Exploring
Teaching their teaching semi- of reflective play an important on the other English as
Strategies in practice and the structured teaching role in improving hard must have a foreign
Language barriers that interviews. strategies in teaching quality. a balance to language
Teaching hinder the The study their The existence of teach high
implementation took place teaching. At self-reflection effectively. school
of reflective in the the same strategies in the teachers
teaching context of time, the teaching-learring perception
strategies. high participants process is s of
schools in found effective for the reflective
most of the barriers success of teaching
provinces preventing English language strategies
in the them from teaching. in
Mekong implementin language
Delta. The g reflective teaching.
respondent teaching European
s involved strategies in Journal of
in this their Education
research language al
were fifty teaching Research,
English as such as lack 11(3),
a foreign of 1825-
language awareness 1837.
(EFL) high- of reflective https://doi.
school teaching org/10.12
teachers. strategies, 973/eu-
time or jer.11.3.18
workload 25
limitations as
well as some
obstacles
related to the
application
of peer
observation
as a strategy
of the
reflective
process.
Finally,
accordingly,
the findings
gained from
two types of
research
tools, some
pedagogical
implications,
and research
suggestions
the
effectiveness
of EFL
teachers'
application
of self-
reflection
strategies in
the teaching-
learning
process
 were
proposed in
the study.
Teachers' (Dieg 2023 Faced with a To do so, Our results We conclude that Provide Varas, D.
strategies o world of we show that there is no comprehensive et.al,
and Varas accelerating analyzed teachers' common Training since (2023).
challenges in et. al) change and the perceptions understanding of Teachers need Teachers’
teaching 21st rapidly-evolving responses of the skills what 21st century professional strategies
century skills: technology, to an online needed by skills are, while development and
Little education survey their their development opportunities to challenge
common systems must from 1391 students in in the classroom enhance their s in
understandin provide active order to is rarely based on understanding teaching
g students with teachers succeed in the most popular of 21st century 21st
the skills they across 20 the 21st frameworks or skills and how century
need to countries in century strategies. to effectively skills:
succeed in the the cover a wide integrate them Little
21st century. region. range of into their common
However, many This concepts teaching understan
countries have revealed (reflected in practices. ding.
failed to varying a total of 29 Science
incorporate the understand different Direct.
teaching of ings of 21st categories). 12(48)
these skills century The skills https://
within their skills, with which they doi.org/
schools. little highlighted 10.1016/
common included j.tsc.2023.
understand communicati 101289
ing. Most on, critical
teachers thinking,
failed to technology
mention (i.e., use of
the skills technology
included in and
the most mentions of
popular technology
framework in general),
(the 4 Cs); creativity,
those who and
did collaboration
reported .
using the
same
strategies,
regardless
of the skill
being
taught.
These
strategies
included
project-
based
learning,or
acy
activities,
literacy
 strategies,
and
teamwork.
Awareness
and Use of
Democratic
Teaching
Strategy of
Basic
Education
Teachers