International Conference on Educational Trends and Technology [iCONETT] 2025

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    Enhancing English Language Learning through Teaching Aids
    (School of Education, Faculty of Humanities and Sciences, SLIIT, 2025-10-10) Mahaarachchi, P; Salgado, S; Gamage, V
    Language teaching has often been criticized as theoretical, boring, and uninteresting. To counteract this, teachers employ diverse approaches, including the use of teaching aids—tools that engage students’ auditory and visual senses. This study explores the impact of teaching aids on English language learning in secondary classrooms. It emphasizes the significance of visual aids, assesses their effectiveness, and identifies challenges in their usage. The study uses a mixed-methods approach, including a questionnaire and pre-/post-test comparisons, to demonstrate how beneficial teaching aids are for student motivation, engagement, and the lesson's expected learning outcomes.
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    PublicationOpen Access
    Enhancing Geometric Construction Skills Through Targeted Interventions: A Case Study of a Grade 10 Student
    (School of Education, Faculty of Humanities and Sciences, SLIIT, 2025-10-10) Abeykoon, P; Gamage, V
    Geometric construction has been one of the topics in Mathematics that accounts for poor performance in both internal and external examinations among students in school. Geometric construction has consistently posed challenges in mathematics education, contributing to low student performance. This action research aimed to identify the causes of poor engagement and errors in geometric construction among Grade 10 students, focusing on a single case study of a student from government school in the Badulla district. Using interviews, observations, and document analysis, the study diagnosed the student’s difficulties and implemented a three-stage intervention strategy: integrating digital tools, introducing design rulers, and applying traditional mathematical instruments. The results indicate that the student’s engagement and construction skills improved significantly through targeted and student-centered learning activities. The study underscores the value of adaptive teaching strategies inpromoting geometry learning in the 21st-century classroom.