scholarly journals Constructive Feedback, Learning Motivation and Academic Achievement in Chemistry Subject: Qualitative Experiences from Classroom Intervention

2021 ◽  
Vol VI (I) ◽  
pp. 341-353
Author(s):  
Rabia Aslam ◽  
Najmonnisa Khan ◽  
Lubna Oad
Keyword(s):  
Group Discussion ◽  
Self Regulation ◽  
Structured Interview ◽  
Assessment Practices ◽  
Classroom Intervention ◽  
Chemistry Students ◽  
Constructive Feedback ◽  
Feedback Learning ◽  
Before And After ◽  
Teachers And Students

The study aimed to explore headmistress, teachers, and students' perceptions about constructive feedback before and after the intervention. A true experimental research design was used for the intervention to measure the effects of constructive feedback. One headmistress and three Chemistry subject teachers were interviewed, and Focus Group Discussion (FGD) was conducted with five experimental group students before and after the intervention. A semi-structured interview schedule and FGD guidelines were used to collect the data. Data were collected twice to find out the differences in opinions/perceptions before and after the intervention. Results support that constructive feedback practices increase students' performance and motivation towards Chemistry. Students' self-efficacy and self-regulation skills also developed among students after the intervention. Constructive feedback was also found effective for the low-score achievers to increase their performance in Chemistry. It is recommended that constructive feedback should be incorporated in daily formative assessment practices in the classroom setting.

scholarly journals GRUPO DE APOIO SOCIAL PARA MÃES DE CRIANÇAS DIAGNOSTICADAS COM TDAH

2017 ◽  
Vol 3 (1) ◽  
pp. 93
Author(s):  
Daniele De Fátima Kot Cavarzan ◽  
Denise De Camargo ◽  
Denise De Camargo ◽  
Denise De Camargo
Keyword(s):  
Social Support ◽  
Support Groups ◽  
Support Group ◽  
Practical Knowledge ◽  
Self Regulation ◽  
Structured Interview ◽  
The Social ◽  
Before And After ◽  
Great Relevance ◽  
Positive Feelings

Abstract.SOCIAL SUPPORT GROUP TO MOTHERS OF CHILDREN DIAGNOSED WITH ADHDThis article aims to present the analysis of the repercussions of a social support group on the educational practices of mothers of children diagnosed with Attention-deficit/hyperactivity disorder. The assumption is that the scientific knowledge about the disorder and the sharing of the reflected practical knowledge acquired by the families of these children have great relevance in the performance of their roles as mediators of the self-regulation of their children’s behavior. It is characterized as a Intervention Research, aligned with practice studies and guided by the ontological and epistemological foundations of Cultural-Historical Psychology. The social support group moderated by the researcher was the instrument of interaction among the mothers. The content analysis was done by “core of meaning” from reports of mothers during the development process of social support group and from the semi structured interview applied before and after the end of the group’s meetings. It was verified that the social support group favored the experience of positive feelings and provided a space for the exchange of practices and knowledge. Thus, the repercussions were positive with respect to the practices and meanings attributed by the mothers to the children and to themselves, with reflexes in the performance of their roles of mediators of the behavior of their children.Keywords: ADHD; Social Support Groups; Educational Practices.Resumo.Este artigo tem como objetivo apresentar a análise das repercussões de um grupo de apoio social nas práticas educativas de mães de crianças diagnosticadas com Transtorno de Déficit de Atenção e Hiperatividade. O pressuposto é que o conhecimento científico sobre o transtorno e o compartilhamento do conhecimento prático refletido adquirido pelas famílias dessas crianças têm grande relevância no desempenho de seus papeis como mediadoras da auto-regulação do comportamento dos seus filhos. Caracteriza-se como uma pesquisa intervenção, alinhada com os estudos de prática e orientada pelos fundamentos ontológicos e epistemológicos da psicologia histórico cultural. O grupo de apoio social, moderado pela pesquisadora, foi o instrumento de interação entre as mães. A análise foi feita por meio da construção de núcleos de significação das falas das mães durante o processo de desenvolvimento dos encontros do grupo e das entrevistas semiestruturadas individuais realizadas antes e após o término dos encontros do grupo. Constatou-se que o grupo de apoio social favoreceu a vivência de sentimentos positivos e propiciou um espaço de troca de práticas e conhecimentos. Assim, as repercussões foram positivas com relação às práticas e aos significados atribuídos pelas mães às crianças e a elas mesmas, com reflexos no desempenho de seus papeis de mediadoras do comportamento dos seus filhos.Palavras-chave: TDAH. Grupos de Apoio Social. Práticas Educativas.

Fostering self-regulated learners in a community of quality assessment practices

CADMO ◽  
2011 ◽  
pp. 7-20
Author(s):  
Hopfenbeck Therese Nerheim
Keyword(s):  
Quality Assessment ◽  
Learning Outcomes ◽  
Educational Research ◽  
Empirical Research ◽  
Self Regulation ◽  
Assessment Practices ◽  
Metacognitive Skills ◽  
Developing Communities ◽  
Important Field

Self-regulation has become an important field within educational research, but yet there is still little empirical research on the relation between self-regulation and assessment practices. The present paper explores how models of self-regulation and assessment can be linked through the development of metacognitive skills to improve students' learning outcomes. Knowledge from two studies will be used as examples to illustrate how self-regulation can be fostered and linked to developing communities of quality assessment practices in the classroom.

A qualitative study of parents’ and facilitators’ experiences of Group Stepping Stones Triple P for parents of children with disabilities

2018 ◽  
Vol 24 (4) ◽  
pp. 694-711
Author(s):  
Ailbhe Ruane ◽  
Alan Carr ◽  
Valerie Moffat
Keyword(s):  
Qualitative Study ◽  
Children With Disabilities ◽  
Controlled Trial ◽  
Self Regulation ◽  
Structured Interview ◽  
Attrition Rate ◽  
Triple P ◽  
Stepping Stones ◽  
Vulnerable Families ◽  
Stepping Stones Triple P

In this qualitative study, we evaluated parents’ and facilitators’ experiences of the Group Stepping Stones Triple P (GSSTP) programme for parents of children with disabilities. The study was embedded in a randomized controlled trial (RCT) of GSSTP and carried out in the Irish public health service. Eight parents and three psychologists participated in the study. We used a semi-structured interview schedule to collect data and conducted a thematic content analysis of interview transcripts to identify particularly useful and less helpful aspects of the programme and ways that its future delivery may be improved. We conducted separate analyses on parent and psychologist data. The main findings were that parents considered the GSSTP to have helped them develop better self-regulation and behaviour management skills, which contributed to improved family relations. Negative aspects of the programme included the use of dated videos, the volume of programme content, the attrition rate and the shortcomings of the programme in meeting the complex needs of vulnerable families. Improvement suggestions included increasing flexibility of manualised content, providing follow-up support to vulnerable parents, incentivizing parents to attend and updating videos.

scholarly journals PENGEMBANGAN MODEL EVALUASI KINERJA SD PENYELENGGARA PENDIDIKAN INKLUSIF

2013 ◽  
Vol 17 (1) ◽  
pp. 37-54
Author(s):  
N Dede Khoeriah
Keyword(s):  
Performance Evaluation ◽  
Elementary Schools ◽  
Focus Group ◽  
Inclusive Education ◽  
Focus Group Discussion ◽  
Evaluation Model ◽  
Group Discussion ◽  
Qualitative And Quantitative ◽  
Class Management ◽  
Teachers And Students

Penelitian ini bertujuan menghasilkan model evaluasi kinerja pendidikan inklusif (EKPI) di SD dengan menggunakan pen-dekatan kualitatif dan kuantitatif. Tahapan penelitian dimodifikasi dari model Borg & Gall dengan melibatkan Kepala Sekolah, guru, dan orang tua. Data diperoleh melalui teknik Focus Group Discussion, wawancara, observasi, dan studi dokumentasi. Hasil penelitian menunjukkan bahwa (1) model EKPI merupakan salah satu model evaluasi yang baik berdasarkan hasil penilaian pakar maupun praktisi penyelenggara pendidikan inklusif di SD; (2) model evaluasi kinerja SD penyelenggara pendidikan inklusif memiliki tujuh komponen, yakni kepemimpinan, rencana strategis, fokus terhadap peserta didik-orang tua, analisis kebutuhan, fokus ter-hadap guru-staf, pengelolaan kelas inklusif, dan hasil; (3) evaluasi model EKPI dalam proses implementasi di SD mampu meng-ungkap data secara: (a) komprehensif; (b) faktual; (c) fleksibel; dan (d)  berorientasi keragaman layanan. Kata kunci: pengembangan model evaluasi, pendidikan inklusif, SD. ______________________________________________________________DEVELOPING A MODEL OF PERFORMANCE EVALUATION OF ELEMENTARY SCHOOLS IMPLEMENTING INCLUSIVE EDUCATIONAbstract This study aims to produce a model of performance evaluation of elementary schools (ESs) implementing inclusive education by using qualitative and quantitative approaches. The research steps used the model by Borg & Gall, involving principals, teachers, and students’ parents. The data were collected through Focus Group Discussion (FGD), interviews, observations, document study, and discussions. Based on the results of the study, the following conclusions can be drawn. (1) The EKPI model is a good evaluation model. It is based on the result ofthe assessment by experts, usesrs and practitioners of inclusive education instruction; (2) The model of an evaluation of the performances of ESs implementing inclusive education has seven components, i.e. leadership, strategic plan, focus on students and parents, needs analysis, focus on teachers and staff, and inclusive class management, and product of the inclusive education implementation; (3) The EKPI model implemented  in the elementri schools can reveal data (a) comprehensively, (b) factualy, and (c) flexibly, (d) it was also oriented to a variety of services. Keywords: development of an evaluation model, inclusive education, elementary school.

scholarly journals A Study of Language Anxiety among English Language Learners in Saudi Arabia

2019 ◽  
Author(s):  
Badia Muntazer Hakim
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Group Discussion ◽  
Structured Interview ◽  
Language Teachers ◽  
Target Language ◽  
Language Anxiety ◽  
Self Awareness

Classroom anxiety is a recurrent phenomenon for language learners. There are various factors that cause language anxiety, the most common of which include learners’ excessive self-consciousness and self-awareness concerning their oral reproduction and performance and their peculiar, and quite often misplaced and mistaken, views and beliefs regarding different approaches. Other potential reasons for this problem could include the fear, and the consequent deterrence occasioned thereof, of encountering difficulties in language learning, specifically learners’ individual problems regarding the culture of the target language and the varying social statuses of speakers. The most important fear is, perhaps, the deterrent fear of causing damage to one’s self-identity. Therefore, while needing to paying special attention to language learners’ anxiety reactions, language teachers have a crucial role in helping their students achieve the expected performance goals in the target language. Another factor that could potentially lead to language anxiety is simply the poor command of the target language. This problem could be attributed to linguistic barriers and obstacles language learners encounter in learning and using the target language. In the current study, using a qualitative, semi-structured interview and the focus-group discussion technique, the researcher aims to investigate the factors that contribute to language anxiety among Arab language learners. It focuses on learners both within the classroom setting and without, i.e. in the social context, and recommends a number of approaches to manage and overcome this problem.

scholarly journals The Role of Medicinal Plants in Traditional Medicine in Adwa District, Tigray, Northern Ethiopia

2020 ◽  
pp. 1-11
Author(s):  
Temesgen Assefa ◽  
Netsanet Nigussie ◽  
Destaw Mullualem ◽  
Gebiru Sinshaw ◽  
Yeshaneh Adimasu
Keyword(s):  
Medicinal Plants ◽  
Traditional Medicine ◽  
Indigenous Knowledge ◽  
Group Discussion ◽  
Structured Interview ◽  
Northern Ethiopia ◽  
Ethnobotanical Survey ◽  
Plant Parts ◽  
And Gender

In Ethiopia, medicinal plants had been used since ancient time and became an important source of health care. Though majority of the people in the study area depend on ethnomedicine to manage different ailments, the indigenous knowledge largely is not documented. As a result, an ethnobotanical survey was conducted with the objective of assessing the role of medicinal plants in traditional medicine. Data was collected by using semi-structured interview and group discussion. Twenty informants were purposefully selected based on indigenous knowledge and gender. Ethnobotanical data was analyzed with descriptive statistics and expressed in tables and flow charts. A total of 25 medicinal plants (22 families) recorded to treat human and livestock ailments. Medicinal plant habit analysis indicates that shrubs occupy the highest proportion (36%), followed by trees and herbs (28% for each) and climbers (8%). The most commonly used plant parts in the study area were leaves and roots. Although medicinal plants play a great role in the society, their  sustainability is declining through time in the study area due to the increasing number of users, improper uses of the plants and poor conservation. Therefore, the conservation of these medicinal plants would be important.

scholarly journals Strategies Used by Public Primary School Teachers for Enhancing Students’ Curiosity in Science

2021 ◽  
Vol 7 (1) ◽  
pp. 93-101
Author(s):  
Bakhtawer Nasrullah ◽  
Ghulam Fatima ◽  
Dur e Nayab
Keyword(s):  
Public Sector ◽  
Primary School ◽  
Structured Interview ◽  
School Principal ◽  
School Level ◽  
School Teachers ◽  
Primary School Teachers ◽  
New Knowledge ◽  
Teachers And Students ◽  
The Subject

This qualitative study was planned to identify the curiosity enhancing strategies (CES) and explore the challenges faced by teachers during the use of strategies at primary school students in the subject of science. Curiosity is the desire to acquire new knowledge through exploration in order to grow and expand understanding. Curiosity refers to the tendency of children to ask, investigate, and find out the new knowledge obtained from their environment. The researchers did not find a study in the literature that specifically examined identification of curiosity related strategies used by teachers in Pakistan. This research study was conducted to identify the curiosity related strategies used by the public sector school teachers in teaching Science to students enrolled in primary classes in Lahore. Purposive sampling technique was used for selection of the participants of the study. Data was collected from teachers and students of primary school (5th grade) level in science subject. Data from teachers was collected personally and on telephone. Data from students was collected through interviews by visiting the respective schools and after taking consent of the school principal. Two semi structured interview protocols were developed for taking responses at primary school level teachers and students. Data was analyzed by using thematic analysis technique. Findings of the study reflected that primary school teachers of the study were using different strategies for enhancing curiosity in students in the subject of Science. During the use of these strategies public sector primary school teachers faced many challenges like lack of resources, large strength of students in a classroom, lack of students attention, lack of parents cooperation. This study recommended that teachers and parents may use these strategies for enhancing curiosity in students.

scholarly journals The Multifaceted Impact of COVID-19 Pandemic on Dentists in Tamil Nadu, India: A Qualitative Study

2021 ◽  
Author(s):  
Nesa Aurlene ◽  
R Sindhu ◽  
A Haripriya
Keyword(s):  
Focus Group ◽  
Qualitative Study ◽  
Thematic Analysis ◽  
Social Life ◽  
Tamil Nadu ◽  
Dental Treatment ◽  
Group Discussion ◽  
Structured Interview ◽  
Dental Clinics ◽  
The Government

Introduction: India has become the Coronavirus Disease 2019 (COVID-19) epicentre with the highest number of COVID-19 cases being reported each day. This has caused a major impact on healthcare workers including dentists across the country. Most dental clinics in Tamil Nadu were closed during the initial two months of draconian lockdown enforced by the Government of India (GOI). As partial lockdown measures were introduced over the subsequent months, dental clinics have started functioning and receiving patients for emergency dental treatment. Aim: This study was done among dentists practicing in Tamil Nadu amidst the COVID-19 pandemic to understand how the pandemic has impacted their professional and personal lives. Materials and Methods: A qualitative study using online focus group discussion was conducted among 32 dentists practicing in Tamil Nadu, India using a structured interview guide in the month of July 2020. After data collection, the focus group discussions were transcribed manually and an inductive thematic analysis was performed using Braun and Clarke’s six phases for thematic analysis. Results: Three major themes were identified after the thematic analysis namely limitations of off-campus distance learning, challenges faced in dental practice during the COVID-19 pandemic and social life impacts of COVID-19 among dentists. Conclusion: Dentists in this study felt that the COVID-19 pandemic was negatively impacting their dental practices owing to lack of clarity in COVID-19 protocols, lack of patient awareness, high cost of Personal Protective Equipment (PPE), increasing overhead expenses, ergonomic difficulties in treating patients while wearing PPE, patients’ unwillingness to pay higher charges for treatment under COVID-19 protocols and fear of contracting COVID-19. Majority of participants in this study did not report any negative impacts of social isolation as many of them had stayed with their families during the lockdown.

scholarly journals Reconsidering the Assessment of Self-Regulated Learning in Foreign Language Courses

2014 ◽  
pp. 443-459
Author(s):  
Kristen Sullivan
Keyword(s):  
Foreign Language ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Self Regulation ◽  
Assessment Practices ◽  
Learner Engagement ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Language Courses ◽  
Foreign Language Courses

This paper addresses the issue of how to assess learners’ engagement with activities designed to develop self-regulatory learning strategies in the context of foreign language teaching and learning. The argument is that, if the aim of these activities is the development of learners’ self-regulation, then the assessment practices used must also reflect this orientation. The problem herein is that traditional assessment practices are typically normative in nature, endorsing understandings of intelligence as fixed and failure as unacceptable. Using such approaches to assess learner engagement with self-regulated learning activities will undermine efforts to promote learner development, and may demotivate learners. This paper will discuss these issues through a critical reflection on assessment practices used to evaluate EFL learners’ engagement with an assessable homework activity designed to develop their self-regulatory strategies. It is argued that learning-oriented assessment principles and practices are most suited to the evaluation of self-regulated learning in EFL. Potential issues related to the application of learning-oriented assessment in EFL contexts are also discussed.

scholarly journals Medicinal Plants Used for Treating Human and Livestock Ailments in Tiyo District, Arsi Zone of Oromia, Ethiopia

2020 ◽  
Author(s):  
Misbahu Aman ◽  
Zemede Asfaw ◽  
Gemedo Dalle
Keyword(s):  
Medicinal Plants ◽  
Indigenous Knowledge ◽  
Cultural Values ◽  
Group Discussion ◽  
Structured Interview ◽  
Traditional Healers ◽  
Local Communities ◽  
Herbal Remedies ◽  
Preference Ranking ◽  
Healthcare Needs

Abstract Background Systematic documentation and promotion of indigenous knowledge associated with medicinal plants are limited. The aim of this study was to undertake ethnobotanical investigation on medicinal plants used for the treatment of human and livestock ailments and document indigenous knowledge of local communities on the preparation and administration of herbal remedies in the study area. Methods The study involved 153 informants from nine kebeles, comprising traditional healers, knowledgeable elders and local user communities. Various ethnobotanical techniques were used to collect and analyze data: semi- structured interview, guided field walk, group discussion, preference ranking, and fidelity level index. Data was analyzed using descriptive statistical analysis. Results Local communities had rich and diverse indigenous knowledge on medicinal plants, types of ailments, methods of remedy preparations and routes of applications. There were differences in this indigenous knowledge across age and sex. A total of 83 medicinal plants were documented during this study. Fifty two (62.65%) plants were used for treating human ailments, 20 species (24.10%) for treating health problems of livestock and the remaining 11 (13.25%) for treating both human and livestock ailments. The highest informant consensus was documented for the plants Allium sativum , Asparagus africanus and Azadirachta indica. Leaves were the most commonly used parts of medicinal plants accounting for 51.81% of the total followed by roots (20.48%) and barks (2.41%). Oral administration of the herbal medicine was the dominant route 66.3%, followed by dermal (22.7%) which included washing, holding on, rubbing and brushing. Smoking (8.5%) was also important. It was documented that 27 species (32.5%) were used in fresh, 13 species (15.7%) dried and 43 species (51.8%) either in dry or fresh state. Conclusion Owing to their access, curing ability, manageable charges, existence of deep indigenous knowledge and other associated cultural values, medicinal plants continued to play a significant role in meeting healthcare needs of the community in the study area. Conservation and sustainable use of the diverse medicinal plants need to be promoted. Systemic documentation and protection of the rich knowledge of local communities and further research on selected potential species was recommended as a result of this study.

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