Article Per Year (5 Year)
p-Index From 2021 - 2026
0.882
P-Index
This Author published in this journals
All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal English Education: Jurnal Tadris Bahasa Inggris Language Literacy: Journal of Linguistics, Literature, and Language Teaching JOLLT Journal of Languages and Language Teaching EDUCASIA : Jurnal Pendidikan, Pengajaran, dan Pembelajaran
Hasan, Md. Mahadhi
Unknown Affiliation
Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences

Published : 5 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 5 Documents
Search

 1 
EFL TEACHERS' PERCEPTIONS OF AI'S IMPACT ON ACADEMIC INTEGRITY AND PEDAGOGY IN BANGLADESHI UNIVERSITIES Islam, Mirajul; Hasan, Md. Mahadhi; Mahmud, Rashed
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 8, No 2: December 2024
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v8i2.10082

Abstract

The objectives of the research are to identify Bangladeshi EFL teachers’ perceptions regarding the role of AI in language teaching in the way it affects academic integrity, the pedagogical issues, and how these can affect the efficacy of the existing institutional policies in English teaching profession. This study used a descriptive quantitative research design, which is based on an online questionnaire survey with 115 EFL teachers teaching in 22 private universities in Bangladesh. The results found that 69.6% of teachers were concerned about the ethical implications of AI, most prominently 69.6% about the alignment with academic dishonesty. In addition, 65.2% of the teachers revealed challenges in merging AI into class pedagogy, with the foremost reason being a lack of institutional support and training provision to integrate the lessons into class lessons. Indicatively, 74.8% of respondents stated that current institutional policies do not enable dealing with the challenges posed by AI in education. The study recommends the immediate requirements for extensive AI-related training programs, institutional regulations, and instruments to attain academic integrity in EFL classrooms. This research builds on and adds to the growing literature on AI in education while capturing the Bangladeshi EFL context. Future research can be conducted on the threats of AI-integration in EFL teaching and learning. 
From Reflection to Practice: A Qualitative Study of Teaching Practicum Experiences Anis, Muhammad Ibne; Hasan, Md. Mahadhi
EDUCASIA: Jurnal Pendidikan, Pengajaran, dan Pembelajaran Vol 10 No 1 (2025): Educasia, 10(1), April 2025
Publisher : Pusat Pelatihan, Riset, dan Pembelajaran Bahasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/educasia.v10i1.295

Abstract

This research explores the impact of the Teaching Practicum and Classroom Management course on the development of my pedagogical philosophy, lesson design, resource selection, and instructional methods in the context of TESOL. A qualitative reflective approach and in-depth interview with five student-teachers were used to explicate the learning gained during the teaching practicum that was part of the MA in Applied Linguistics and TESOL program. The research points out that reflection, feedback from instructors and peers, and self-evaluation are crucial in developing effective teaching strategies and mindsets. The practicum provided an interactive context that focused on active pedagogical approaches and peer cooperation. The findings highlight the fundamental importance of reflective practice, supportive feedback, and micro-teaching opportunities in the enhancement of my teaching skills and confidence. In addition, the study highlights the importance of cultural competence, flexibility, and ongoing professional development for future TESOL teachers. The results of this study suggest that professional development programs for teachers should focus on hands-on teaching experience, collaborative learning opportunities, and continual training to better prepare teachers for the dynamic challenges ahead as effective instructors. This study was conducted within a smaller-scale classroom setting, and future research directions include further development of these pedagogical methods and reflective tools in larger-scale classrooms to gauge their impact and effectiveness.
The Role of Teaching Practicum and Classroom Management Training in Preparing Early-Career Educators in Bangladesh: A Reflective Qualitative Study Alam, Sanzida; Hasan, Md. Mahadhi
English Education: Jurnal Tadris Bahasa Inggris Vol 18 No 1 (2025): English Education: Jurnal Tadris Bahasa Inggris
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/btdgdh96

Abstract

Within the context of the emerging 21st-century educational paradigm, traditional pedagogical approaches and classroom management strategies increasingly become inadequate to respond effectively to the emerging complex issues in the classrooms generated by diversity in student populations. Precisely, this study aims at exploring the complex challenges that beginning teachers face in Bangladesh and will particularly investigate their instructional strategies and classroom management. Based on a qualitative methodological framework, this study relies on data collected through reflective journaling, note-taking, peer discussions, and instructional observations. The findings underline the crucial importance of micro-teaching, along with reflective lesson planning and material design, combined with a basic acquaintance with Second Language Acquisition (SLA) theories. The combination of these elements, with a structured approach to peer feedback and self-reflection, has shown the potential of increasing the teaching competencies needed for 21st-century English language classrooms in Bangladesh. Furthermore, this study has shown the requirement for the development of clear teaching philosophies, appropriate choices regarding pedagogical resources, the use of multi-modal teaching methods, and being student-centered—all of which have been associated with improved learning outcomes. This study therefore also found that micro-teaching sessions could be an essential vehicle for improving the pedagogical methods and professional competencies of teachers. It therefore encourages the systematic introduction of teaching practicums coupled with classroom management training as core structures for teacher preparation and lifelong professional development in Bangladesh and in broader educational settings.
Predicting student performance and identifying learning behaviors using decision trees and K-means clustering Hasan, Md. Mahadhi; Islam, Md Nakibul; Nirjon, Md Ikramul Haque; Uddin, Md Sharif; Mamun, Md. Muntasir; Munna, Zaheed Alam; Rumman, Al Mahmud
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 5: October 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i5.33815

Abstract

The insufficiency of a strong mechanism to measure student performance and learning behavior has been pointed out as a result of the expansion of higher education in Bangladesh. The objectives of the study are to predict students’ performance and recognize unique learning behaviors in the Bangladeshi higher education contexts by applying decision trees and K-means clustering methods. Validity and reliability of the results are ensured by following methods: 10-fold cross-validation for the decision tree model and Silhouette score assessment for the K-means clustering model, thus improving the predictive accuracy and differentiation of clusters. The study is based on a dataset of student records numbering 1,200, researching factors such as attendance (91.22%), exam results (mean 83.54%), completed assignments (mean 80.54%), and age (mean 23.47). Learning analytics theory is used since it is crucial to apply data to enhance the understanding and effectiveness of learning processes. The decision tree model showed excellent performance with high rates in precision, recall, and F1-scores, which were all at 0.99 for the evaluated performance measures, hence increasing its good predictive power. K-means clustering analysis grouped the students into three distinct groups: active learners, passive learners, and at-risk students. This research urges the adaptation of data mining methodologies within the framework of higher education and strongly emphasizes the important role that an early identification of at-risk students can play. This research is a contribution to the learning analytics area, and it further proves the applicability of data mining methods in predicting academic performance and improving education outcomes in developing contexts.
From Crisis to Confidence: How Covid-19 Teaching Experiences Transformed Teachers in Cambridge and Edexcel Schools in Dhaka Rahman, Adneen; Hasan, Md. Mahadhi
Journal of Languages and Language Teaching Vol. 13 No. 3 (2025): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i3.13906

Abstract

The COVID-19 pandemic forced an unprecedented global shift to online education, compelling teachers to rapidly adapt their pedagogical practices. The This study investigates how the COVID-19 teaching experiences transformed English medium school teachers in Dhaka, following the curricula of Cambridge and Edexcel. The study focuses on the challenges, the development of confidence in online teaching tools, and the reshaping of their professional roles and pedagogical approaches. This qualitative research methodology, using teacher narratives, presents the experiences of seven teachers from renowned English medium schools who have shifted to online teaching. The results indicate that teachers encountered considerable obstacles at the outset, such as technological difficulties, insufficient training, and the need to adjust to the dynamics of online classrooms. Nevertheless, as time progressed, their self-assurance increased due to autonomous learning and collaboration with colleagues, resulting in improved digital competence. Additionally, the pandemic transformed their professional roles, fostering a transition from conventional, instructor-focused methodologies to more adaptable, learner-centered strategies. The research emphasizes the need for constant professional development in both technological and emotional aspects of pedagogy. Assuming that the pandemic provided a strong impetus toward lasting changes in teaching methods and teachers' responsibilities, it conforms to new educational trends. This research enhances the understanding of connections between crisis-induced instructional adjustments and their lasting consequences for the teachers' professional development.
Co-Authors Alam, Sanzida Anis, Muhammad Ibne Islam, Md Nakibul Islam, Mirajul Mahmud, Rashed Mamun, Md. Muntasir Munna, Zaheed Alam Nirjon, Md Ikramul Haque Rahman, Adneen Rumman, Al Mahmud Uddin, Md Sharif