scholarly journals Understanding motivation for implementing cooperative learning methods: a value-based approach

2021 ◽  
Author(s):  
Dimitra Filippou ◽  
Céline Buchs ◽  
Alain Quiamzade ◽  
Caroline Pulfrey
Keyword(s):  
Cooperative Learning ◽  
Primary Schools ◽  
Positive Association ◽  
Learning Methods ◽  
Primary School Teachers ◽  
A Value ◽  
Values And Beliefs ◽  
Self Transcendence ◽  
Cooperative Methods ◽  
Beliefs And Attitudes

AbstractThe implementation of cooperative learning methods remains disparate in primary schools despite their widely recognised benefits. To explain this paradox, we first examined whether teachers’ inclination towards cooperative methods is motivated by their values. Second, we tested whether motivational connections between personal values and cooperative methods are undermined when conflictual values are activated in context. Study 1 demonstrated that pre-service teachers strongly endorsed self-transcendence (ST) values (expressing compatible motivations with cooperation) relative to self-enhancement (SE) values (expressing conflictual motivations with cooperation). Adherence to ST values was also positively associated with their beliefs and attitudes regarding cooperative methods. In Studies 2, 3 and 4, educational sciences students were experimentally exposed to different contexts, wherein ST, SE or neutral values were promoted. Our findings indicate that when SE values were emphasised in the context, the positive association between ST values and beliefs/attitudes regarding cooperative methods disappeared. Although the results of Study 4 regarding the intention to use cooperative methods were not statistically significant, the pattern was similar. Finally, Study 5 showed that primary school teachers’ ST values positively predicted the self-reported use of cooperative methods when they perceived their school to weakly endorse SE values, but not when they perceived it to strongly endorse them.

scholarly journals EFFECTS OF UNSECURED PERSONAL LOANS ON HOUSEHOLD FINANCIAL HEALTH OF PRIMARY SCHOOL TEACHERS IN EMINING DIVISION, BARINGO COUNTY, KENYA

2017 ◽  
Vol 12 (1) ◽  
pp. 3153-3158
Author(s):  
Robert Kingwara ◽  
Florence Bett ◽  
Mary Bosire
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Positive Association ◽  
Primary Teachers ◽  
Primary Data ◽  
Financial Health ◽  
School Teachers ◽  
Primary School Teachers ◽  
Descriptive Research ◽  
Home Improvement

Credit facilities include both secured and unsecured loans. For employees, unsecured personal loans have become more popular due to the relative ease and speed at which they can be obtained. The study focused on three areas namely: evaluate the effects of school fees loans on household financial health of primary school teachers in Emining division, assess the effects of home improvement loans on household financial health of primary school teachers in Emining division, examine the effects of emergency loans on household financial health of primary school teachers in Emining division and establish the effects of development loans on household financial health of primary school teachers in Emining division. The study used descriptive research design. Purposive sampling was used to obtain a sample of 165 respondents, 5 teachers from each of the thirty-three primary schools, in Emining Division, Baringo. A questionnaire was used to collect primary data from the respondent. Correlation analysis was conducted to test the study hypotheses. Results of the study showed that there is a statistical significant positive relationship between unsecured personal loans and household financial health. In particular, there is a statistical positive association between school fees loans, home loans, emergency loans, development loans and household financial of primary school teachers. The study concludes that unsecured loans contributes to the wellbeing of primary teachers.

scholarly journals KENYA PRIMARY SCHOOL TEACHERS’ PREPARATION IN ICT TEACHING: TEACHER BELIEFS, ATTITUDES, SELF-EFFICACY, COMPUTER COMPETENCE, AND AGE

2017 ◽  
Vol 5 (1) ◽  
Author(s):  
Gladwell Njeri Wambiri ◽  
Mary Nyokabi Ndani
Keyword(s):  
Primary School ◽  
Information And Communication Technologies ◽  
Self Efficacy ◽  
Primary Schools ◽  
Primary Standard ◽  
Primary Teacher ◽  
School Teachers ◽  
Primary School Teachers ◽  
Computer Competence ◽  
Beliefs And Attitudes

Information and Communication Technologies (ICT) has become globally recognized as an effective medium for learning. The Kenyan government made a commitment to provide computers for use in teaching in primary schools. This is expected to enable teachers to integrate ICT in their teaching beginning in primary standard one. Teachers will directly implement the ICT project at the classroom level, so are very crucial players to its effectiveness. This article discusses the preparedness of lower primary school teachers for this implementation process regarding their beliefs and attitudes, computer competence, and computer self-efficacy. The authors argue that the provision of computers and other infrastructure in schools may not automatically lead to integration of ICT in schools unless the government addresses teachers’ beliefs and attitudes, computer competence and their self-efficacy.  The authors recommend revision of the primary teacher education preparation syllabus and training practice for pre-service teachers in ICT pedagogy to enhance their preparation to integrate ICT in their teaching in primary school.   

PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE NHT UNTUK MENINGKATKAN HASIL BELAJAR PKN SISWA KELAS V SD NEGERI 018 UKUI 1 KECAMATAN UKUI

2017 ◽  
Vol 5 (3) ◽  
pp. 591
Author(s):  
Narko '
Keyword(s):  
Cooperative Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Civic Education ◽  
Preliminary Data ◽  
Primary Schools ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Learning Activities

This research was motivated by lack of civics student learning outcomes. Low learningoutcomes are caused by: (a) students do not really follow civics and they talk to each othersawaktu teacher explains the lesson; (B) students are not active in learning; (C) if the teacherasking questions, very few students who answered; and (d) very few students were askedabout the learning that has not been understood, in addition to the learning activities in theclassroom dominated by teachers and children are much more powerful. This study aims toimprove learning outcomes civics through cooperative learning model NHT. This study is aclass action, which was conducted in 018 primary schools Ukui 1 Subdistrict Ukui. This studyfocused on students' learning outcomes data civics. Based on the results of the study revealedthat the civic education learning outcomes of students has increased. This is evidenced by:Improved student learning outcomes at the preliminary data the number of students who passare 15 students (50%), increasing in the first cycle increased to 26 students (87%) and incycle II further increased up to 27 students (90 %).

Knowledge and Attitude of Teachers in Selected Malaysian Primary School towards Dental Injuries

2018 ◽  
Vol 15 (2) ◽  
pp. 51
Author(s):  
Syazwani Hassan ◽  
Nur Nabila Zulkifly ◽  
Annapurny Venkiteswaran ◽  
Rohaida Abdul Halim
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Tertiary Education ◽  
Primary School Teachers ◽  
Storage Media ◽  
Validated Questionnaire ◽  
First Aid Training ◽  
Level Of Knowledge ◽  
Knowledge And Attitude ◽  
Dental Injuries

To ascertain the level of knowledge among primary school teachers towards the management of traumatic dental injuries (TDIs) in school and to determine the preference among teachers regarding the education tools that can be used to increase awareness and knowledge among them. A total of 150 teachers from primary schools in three different districts were included in the study and they were given self-administered questionnaires to be filled. The validated questionnaire was distributed randomly in the selected schools. The questionnaire included two scenarios comprising of tooth fracture and avulsion. Questions regarding awareness and management of these scenarios were asked. All 150 participants answered the questionnaire; of these 74% were females 26% were males. 64% of the participants had received tertiary education. Although 70% of teachers had obtained first aid training, only 9.3% of them had received training regrading dental injuries. About 53% of participants knew the correct answer for the appropriate response to fractured tooth and only 35.3% managed to correctly answer the question related to appropriate response to an avulsed tooth. Only 38.7% knew about appropriate rinsing solution and a mere 4.7% were familiar with proper storage media. Even though the teachers have poor knowledge regarding management of dental injuries, it is reassuring to know that 93% of them are keen on further training and awareness. More educational programmes need to be introduced to empower the teachers with the relevant knowledge required to deal with dental emergencies.

Agricultural education and Italian primary school teachers: the Romagna in the late nineteenth century

Modern Italy ◽  
2020 ◽  
pp. 1-16
Author(s):  
Omar Mazzotti ◽  
Massimo Fornasari
Keyword(s):  
Nineteenth Century ◽  
Agricultural Education ◽  
Primary Schools ◽  
Educational Process ◽  
Late Nineteenth Century ◽  
Ruling Class ◽  
Primary School Teachers ◽  
Agricultural Revolution ◽  
Agricultural Knowledge ◽  
The Impact

This article examines the dissemination of agricultural education in primary schools in the Romagna, an important rural area in post-unification Italy. The topic is explored within a wider perspective, analysing the impact of institutional changes – at both the national and local levels – on the transmission of agricultural knowledge in primary education during the final quarter of the nineteenth century. Two particular elements of the process are examined: students, as the intended beneficiaries of the educational process; and teachers, who as well as having a key role in reducing the extent of illiteracy were sometimes also involved in disseminating agricultural knowledge. The transfer of that knowledge appears to have been a very challenging task, not least because of the scant interest that Italy's ruling class showed towards this issue. However, increasing importance seems to have been given to agricultural education in primary schools during the economic crisis of the 1880s, when the expansion of this provision was thought to be among the factors that might help to prepare the ground for the hoped-for ‘agricultural revolution’.

scholarly journals The influence of Think-Pair-Share (TPS) cooperative learning methods on the results of studying physics assessed from student attention

2021 ◽  
Vol 1816 (1) ◽  
pp. 012075
Author(s):  
D L Saraswati ◽  
T A Sari ◽  
D Kameswari ◽  
S Solihatun ◽  
E D Sirait ◽  
...  
Keyword(s):  
Cooperative Learning ◽  
Learning Methods ◽  
Student Attention

scholarly journals Social Sustainability of Post-Disaster: How Teachers Enable Primary School Students to Be Resilient in Times of Ranau Earthquake

2021 ◽  
Vol 13 (13) ◽  
pp. 7308
Author(s):  
Soon Singh Bikar ◽  
Balan Rathakrishnan ◽  
Mohammad Rahim Kamaluddin ◽  
Norruzeyati Che Mohd Nasir ◽  
Mohd Azrin Mohd Nasir
Keyword(s):  
Primary School ◽  
Emotional Support ◽  
Primary Schools ◽  
Psychological Effects ◽  
Severe Damage ◽  
Primary School Students ◽  
School Teachers ◽  
School Students ◽  
Primary School Teachers ◽  
Post Disaster

The Ranau Earthquake that struck on 5 June 2015, February 2018, and April 2021, were a new disaster in Sabah and caused many Sabahan to panic. The unpredicted disaster also caused a serious impact on all aspects of life in Sabah. The earthquake has caused severe damage to eight primary schools in the vicinity of the epicenter, although no casualties were reported. However, the disaster has deep passing psychological effects among students. In this study, we examine how the primary school teachers enabled the student to be resilient during and after the disaster. Based on the interviews with 16 primary school students, it was revealed that most of the teachers used WhatsApp to support resilience during and after the earthquake. Interviews with 16 primary school teachers revealed there were two main reasons for them to communicate with students, namely, delivering emotional aid and monitoring their stress. Based on student interviews, five content categories of emotional support were identified: caring, reassuring, emotion sharing, belonging, and distracting. The main contribution of this study is that social media can be used as a spontaneous and proactive tool for supporting the student’s resilience during and after the earthquake trauma.

Health and death literacy and cultural diversity: insights from hospital-employed interpreters

2017 ◽  
Vol 10 (1) ◽  
pp. e8-e8 ◽  
Author(s):  
Barbara Hayes ◽  
Anne Marie Fabri ◽  
Maria Coperchini ◽  
Rafatullah Parkar ◽  
Zoe Austin-Crowe
Keyword(s):  
End Of Life ◽  
Qualitative Description ◽  
Cultural Issues ◽  
Structured Interviews ◽  
Individual Values ◽  
Language Groups ◽  
A Value ◽  
Values And Beliefs ◽  
Advance Care ◽  
End Of Life Decision

Objectives001225The aim of this qualitative study is to better understand, through the experiences and insights of hospital interpreters, how people from culturally and linguistic diverse (CALD) communities might respond to advance care planning (ACP) and end-of-life discussions.MethodsHospital interpreters from five Melbourne metropolitan health services were recruited for in-depth semi-structured interviews that explored the question, ‘What can be learnt from hospital interpreters about cultural issues related to ACP and end-of-life decision-making?’ Thirty-nine interpreters, representing 22 language groups, were interviewed. Analysis of the transcribed interviews used qualitative description.ResultsThematic analysis identified three major themes: (1) moral difference; (2) health and death literacy; and (3) diversity within culture.ConclusionA value-based approach to ACP is recommended as a way to capture the person’s individual values and beliefs. Health and death literacy have been identified as areas that may be over-estimated; areas that can be addressed and improved, if recognised. Health and death literacy is a particular area that needs to be assessed and addressed as a pre-requisite to ACP discussions.

scholarly journals PENGGUNAAN MODEL PEMBELAJARAN KOOPERATIF TIPE GROUP INVESTIGATION SEBAGAI UPAYA PENINGKATAN KETERAMPILAN MENGAMATI PADA MATERI TEMA 3 BENDA DISEKITARKU SISWA KELAS III SDN 20 CAKRANEGARA

GANEC SWARA ◽  
2019 ◽  
Vol 13 (1) ◽  
pp. 165
Author(s):  
NI LUH SRI MURNIATI
Keyword(s):  
Action Research ◽  
Cooperative Learning ◽  
Performance Appraisal ◽  
Performance Indicator ◽  
Skill Score ◽  
Learning Model ◽  
Type Group ◽  
Third Grade Students ◽  
A Value ◽  
Classroom Action Research

This Classroom Action Research (CAR) was conducted at SDN 20 Cakranegara with the aim of increasing the value of students' skills, especially in the theme material 3 Objects around me through the use of a cooperative learning approach Type Group Investigation (GI).     The type of research used is Classroom Action Research which consists of planning, implementation, observation, and reflection. The subjects of this study were 44 grade students of SDN 20 Cakranegara. PTK is carried out in two cycles. Cycle I consists of 3 meetings and cycle II consists of 2 meetings. The action in this study was to use a cooperative learning model type Group Investigation (GI). The value of student skills is obtained during the learning process in the form of performance appraisal at each meeting. Furthermore, the collected data were analyzed descriptively quantitatively.     From the results of data analysis, it was found that the achievement of the skills of students in the first cycle was as follows; of 44 students as many as 34 students (77.27%) who obtained a value of ≥70 and as many as 10 people (20.73%) had not reached the value of ≥70. The average skill score of students in cycle I is 70.80. Cycle II of 44 students as many as 40 students (90.91%) who obtained a value of ≥70 and as many as 4 people (9.09%) had not reached the value of ≥70. The average skill score of the second cycle students is 86.70. The determined performance indicator is 85% of students obtain a skill score of ≥70 with the Good category. Thus it can be concluded that the cooperative learning model of the Group Investigation type can increase the value of the skills of third grade students of SDN 20 Cakranegara.

scholarly journals Teachers’ Perceptions of Consumer Education in Primary Schools in Finland

2019 ◽  
Vol 10 (2) ◽  
pp. 72-88
Author(s):  
Kati Pajari ◽  
Sari Harmoinen
Keyword(s):  
Primary Schools ◽  
Information Overload ◽  
Consumer Education ◽  
Teacher Interviews ◽  
Primary School Teachers ◽  
Teachers Perceptions ◽  
Consumer Organisations ◽  
Analyse Data ◽  
Teachers Perspectives ◽  
Shed Light

Abstract Operating in today’s markets is challenging due to information overload and an expanding choice of products. Children also encounter these complex markets at an early age. Providing consumer education in schools is an excellent opportunity to enhance their ability to think critically and increase their awareness. However, it would be a mistake to ignore the interconnections between consumer education and entrepreneurship education, since active and innovative people are also a prerequisite for future development. Taking advantage of the opportunity to provide consumer education in schools requires teachers to be familiar with consumer issues. This article aims to discuss the perceptions and experiences that primary school teachers in Finland have regarding children’s consumer education in schools. This study was conducted using the phenomenographic qualitative method to analyse data from teacher interviews. The analysis revealed a set of categories that describes the various ways the participants perceive and experience children’s consumer education in schools. These categories include themes, actors, teaching methods and the challenges and expectations teachers relate to children’s consumer education. The findings of this study are worth exploring when planning how to support teachers’ consumer educational competences for a sustainable future. The authors consider that this article is especially valuable for curriculum planners, educators, consumer organisations and parents’ associations, because it shed light on teachers’ perspectives about consumer education.

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