Notes

RRL
* Killen, R., & O'Toole, M. (2023). Effective Teaching Strategies 8e. Cengage AU.
* Qureshi, M. A., Khaskheli, A., Qureshi, J. A., Raza, S. A., & Yousufi, S. Q. (2023). Factors affecting students’ learning performance through collaborative learning and engagement. Interactive Learning Environments, 31(4), 2371-2391
* Raza, S. A., Qazi, W., & Umer, B. (2020). Examining the impact of case-based learning on student engagement, learning motivation and learning performance among university students. Journal of Applied Research in Higher Education, 12(3), 517-533.
* Dr. Kisha, W. (2021). Strategies to Support Teacher Well-Being and Retention Amid the COVID-19 Pandemic. Journal of School Psychology, 32(3), 355-375.
* Tao, Y., Meng, Y., Gao, Z., & Yang, X. (2022). Perceived teacher support, student engagement, and academic achievement: A meta-analysis. Educational Psychology, 42(4), 401-420.
* Goldberg, P., Sümer, Ö., Stürmer, K., Wagner, W., Göllner, R., Gerjets, P., ... & Trautwein, U. (2021). Attentive or not? Toward a machine learning approach to assessing students’ visible engagement in classroom instruction. Educational Psychology Review, 33, 27-49.
* Chuyun Hu, C. (2020). Understanding College Students' Perceptions of Effective Teaching. International Journal of Teaching and Learning in Higher Education, 32(2), 318-328.
* Alvarez Jr, A. V. (2020). Learning from the Problems and Challenges in Blended Learning: Basis for Faculty Development and Program Enhancement. Asian Journal of Distance Education, 15(2), 112-132.


RRS
* ia, M. O. Y. I., Zhang, H. A. I. Y. A. N., & Li, L. I. (2020). The Power of Teacher Supportive Communication: Effects on Students' Positive Emotions and Engagement in Learning. Northwest Journal of Communication, 48(1).
* Frenzel, A. C., Daniels, L., & Burić, I. (2021). Teacher emotions in the classroom and their implications for students. Educational Psychologist, 56(4), 250-264.
* Munna, A. S., & Kalam, M. A. (2021). Teaching and learning process to enhance teaching effectiveness: a literature review. International Journal of Humanities and Innovation (IJHI), 4(1), 1-4.
* Bevilacqua, D., Davidesco, I., Wan, L., Chaloner, K., Rowland, J., Ding, M., ... & Dikker, S. (2019). Brain-to-brain synchrony and learning outcomes vary by student–teacher dynamics: Evidence from a real-world classroom electroencephalography study. Journal of cognitive neuroscience, 31(3), 401-411.
* Bledsoe, R. S., Richardson, D. S., & Kalle, A. (2021). Student Perceptions of Great Teaching: A Qualitative Analysis. Journal of the Scholarship of Teaching and Learning, 21(3), 21-32.
* Sarfraz, M., VLĂDUŢ, N. V., Cioca, L. I., & Ivascu, L. (2022). TEACHING STRATEGIES AND STUDENTS'ACADEMIC PERFORMANCE IN AGRICULTURE STUDIES: THE MEDIATING EFFECT OF TEACHERS'SELF-EFFICACY. INMATEH-Agricultural Engineering, 68(3).
* Isa, S. G., Mammam, M. A., Badar, Y., & Bala, T. (2020). The impact of teaching methods on academic performance of secondary school students in Nigeria. International Journal of Development Research, 10(6), 37382-37385.
* Darazi, M. A., Khoso, A. K., & Mahesar, K. A. (2022). Impact of EFL teachers teaching style on students academic performance and satisfaction: An evidence from public sector universities of Karachi. Benazir Research Journal of Humanities and Social Sciences, 1(1).