Teachers’ use of class talk interaction as a predictor of learning outcomes in chemistry

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Newton Irungu Mwangi ◽  
Grace Mutitu Nyagah ◽  
Mercy Muthoni Mugambi
Keyword(s):  
Learning Outcomes ◽  
Survey Design ◽  
Strong Predictor ◽  
Pedagogical Practices ◽  
Post Secondary ◽  
Policy Interventions ◽  
Global Trend ◽  
Teachers And Students ◽  
The Subject ◽  
Descriptive Survey

Abstract There appears to be a general, global trend of many students not taking chemistry related courses at post-secondary institutions, while the academic performance of the subject at secondary level is on the decline. Addressing the performance and unpopularity gaps of the subject requires an exploration of effective pedagogical practices. One critical objective of a chemistry teacher is to create an active learning environment. However, due to insufficient research, relatively little is known about the concept and role of class talk interaction in enhancing learners’ engagement and inquiry-related curiosity. To address the gap, the current study explored the effect of class talk interaction on students’ learning outcomes in chemistry. The study adopted a descriptive survey design. The study involved a sample of 384 students and 30 teachers, drawn from 30 public secondary schools in Murang’a County, Kenya. Data was collected through validated instruments which included students’ questionnaire, interview schedule, observation checklists and also a Chemistry achievement test. Descriptive statistics revealed that learners were very poor in utilizing class talk interaction, in comparison with teachers who were rated above average. Further, inferential statistics involving one way ANOVA revealed that there was a statistically significant effect of class talk on learning outcomes, while simple regression revealed that class talk is a strong predictor of learning outcomes. These results indicate a need for policy interventions aimed at achieving meaningful instructional class talk interaction between teachers and students as a way of improving learning outcomes.

scholarly journals PENERAPAN MODEL PEMBELAJARAN TIME TOKEN UNTUK MENINGKATKAN KEMAMPUAN BERTANYA DAN HASIL BELAJAR KIMIA SISWA KELAS X MIPA 1 SMAN 09 KOTA BENGKULU TAHUN AJARAN 2017/2018

Alotrop ◽  
2020 ◽  
Vol 4 (1) ◽  
Author(s):  
Ufi Damayanti ◽  
Amrul Bahar ◽  
Salastri Rohiat
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Subject Matter ◽  
Redox Reactions ◽  
Learning Cycle ◽  
Research Results ◽  
School Year ◽  
Teachers And Students ◽  
The Subject

Research the act of this class carried out of date 01 February 2018 – 08 March 2018aims to (1) enhance the capacity of ask a student to lose their; (2) increase yields of of students to study, declaration of relinquishing his her to see liveliness of teachers and students in the process of learning to promote disorder to. A subject in this research is a student X MIPA 1 SMAN 09 city Bengkulu school year 2017/2018 on the subject of redox reactions, which amounted to 28 students. The research results show that the implementation of learning cooperative type time token can improve the ability ask students, improve learning outcomes students, and improving liveliness teachers and students in learning in subject matter reaction redoks the result of which have be completed in cycle 3rd. On the ability of cycle I ask students 75 % rate of C1, 15 % rate of C2, 10 % rate of C3 and 28,57 % student learning. Cycle II ask students 65,22 % rate of C1, 21,74 % rate of C2, 13.04 % rate of C3 with 64,29 % student learning. The cycle III ask student 4,35 % rate of C1, 78,26 % rate of C2, and 17,39 % rate of C3, with 89,29 % student learning (who has achieved indicators of the quality of the success of research and KKM). To liveliness teachers from the cycle I, II, and III each 25, 27, and 30, while liveliness students in each 21, 24, and 28

scholarly journals Evaluación de las actividades realizadas mediante la metodología de Aprendizaje Basado en Problemas

2020 ◽  
Author(s):  
Ramón Manuel Fernández-Domene ◽  
Rita Sánchez-Tovar ◽  
Gemma Roselló-Márquez ◽  
Patricia Batista-Grau ◽  
Rafael Leiva-García ◽  
...  
Keyword(s):  
Learning Outcomes ◽  
Oral Presentation ◽  
Chemical Engineering ◽  
Problem Based Learning ◽  
The Other ◽  
Self Assessment ◽  
Evaluation Approach ◽  
Other Hand ◽  
Teachers And Students ◽  
The Subject

The Problem-Based Learning (ABP) methodology requires an evaluation approach in which a series of specific and transversal competencies are evaluated. This evaluation must be formative allowing students to identify and correct mistakes in time. Therefore, it is necessary to have tools in order to evaluate suitably the learning outcomes and established competencies. In the subject of Corrosion which belongs to the second course of the Master of Chemical Engineering, the ABP has been evaluated through a report to be handed after each ABP session, where the main conclusions are collected after the cooperative resolution of the proposed problem and, on the other hand, by means of the notes taken by the teachers and students (co-assessment and self-assessment), after the oral presentation of the results and conclusions of the practice. In this work, for each of these evaluation activities, specific rubrics have been developed. From the different evaluation activities, it can be affirmed that the rubrics used are effective for the evaluation of the ABP methodology activities. In addition, it was possible to verify that the students have reached the learning results and it was also possible to detect the corrosion issues that pose the greatest difficulty to the students.

scholarly journals Using ICT to Improve Teaching and Learning of Kiswahili Language for University Students

2020 ◽  
Vol 2 (4) ◽  
Author(s):  
Tumaini Samweli Mugaya
Keyword(s):  
Mobile Phones ◽  
Teaching And Learning ◽  
Survey Design ◽  
Group Discussion ◽  
Poor Access ◽  
Language Classes ◽  
Teachers And Students ◽  
Information And Communication ◽  
Ict Tools ◽  
Descriptive Survey

This study aimed to investigate the use of Information and Communication Technology (ICT) to improve Kiswahili teaching and learning at the University of Dodoma. The objectives of the study were: To identify the experience of using ICT devices in teaching general language, to examine the use of ICT in Kiswahili language classes and suggest innovative ICT tools to teach and spread Kiswahili. The study employed social learning theory of Bandura. The study used a descriptive survey design to answer the research questions. Purposive sampling was used to choose key informants. Documentaries, interviews and focus group discussion were used for teachers and students to collect data and documentary reviews used to provide further information.The results showed a limited use of ICT in teaching and learning of general languages and this adds up into poor access of existing installed language laboratory. The results also showed minimal use of ICT in Kiswahili language classes to the extent that majority of the students preferred to use Kiswahili in the computers, laptops and mobile phones. However, the study came up with various innovative ICT tools such as web based learning and improved language lab to teach and spread Kiswahili language. This can be done through ICT tools such as computer use, mobile phones and accessing the internet through language apps.

scholarly journals Using peers in a three folded support : student needs and achieving the learning outcomes!

2013 ◽  
Vol 5 (1) ◽  
Author(s):  
Anna Wiberg ◽  
Annika Hellbring
Keyword(s):  
Student Teachers ◽  
Learning Outcomes ◽  
Information Literacy ◽  
Information Seeking ◽  
Bologna Process ◽  
Close Relation ◽  
Law Students ◽  
Central Feature ◽  
Teachers And Students ◽  
The Subject

This poster describes how librarians, teachers and students collaborate at the Faculty of Law at Lund University in order to support the law students to achieve the learning outcomes.The purpose is to highlight the use of peers as a part of the learning support. When The Bologna process took place in 2007, the library introduced a plan on how to achieve the learning outcomes concerning information literacy. Information literacy is an important competence for law students and professionals and is therefore stressed in the learning outcomes. A central feature is that the outcomes should be closely related to the contents of each course so that the students practice information literacy as part of the subject law. To make best use of different competencies the library suggested a three folded support structure. Student teachers give database instructions for solving course assignments; subject teachers and librarians work together in lectures concerning document cultures and law practices; librarians are responsible for lectures concerning problem solving and information seeking. The faculty has a long tradition of hiring students to assist in teaching on a basic level. One reason to use peers in teaching is that students are close to the learning process and are familiar with difficulties. The students also have other perspectives on the topics being taught, which can be useful in their teaching (Biggs & Tang, 2011, p. 147). The information lectures have very often a high amount of participants, which sort of confirm the teaching organization. The library is responsible for coordinating the information literacy and work in close relation with the student teachers and the subject teachers. The librarians repeatedly discuss with the subject teachers and the student teachers about the learning outcomes and the assignments on the course. Exercises and questions for the students are jointly developed. The librarians also write manuals for the lectures given by librarians and student teachers.We believe this way of organizing support is one way to enhance student learning both in information literacy and in subject learning. References Biggs, J. B. & Tang, C. S-K. (2011). Teaching for quality learning at university: what the student does. 4th, [rev.] Ed.. Maidenhead: Open University Press.

PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPETWO STAY TWO STRAY UNTUK MENINGKATKAN HASIL BELAJAR IPSKELAS IV SD NEGERI 010 SILIKUAN HULU

2016 ◽  
Vol 5 (2) ◽  
pp. 172
Author(s):  
Edi Sutrisna
Keyword(s):  
Cooperative Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Learning By Doing ◽  
Lecture Method ◽  
Teachers And Students ◽  
The Subject ◽  
Data Collection Technique

The background of this study is the low learning outcomes IPS SD Negeri 010 Silikuan Hulu. It is characterized by the acquisition value of the average student at 64.34, besides completeness of student learning outcomes is only 40.63% or only 13 students out of 32 students. The low yield of this study was due to: (a) teachers do not master the subject matter; (B) teachers still use the lecture method; (C) teachers do not use instructional media; and (d) learning social studies focused only on teacher. The problems, researchers make improvements learning by doing classroom action research by applying cooperative learning model two stay two stray. This study was conducted by two cycles of each cycle to which it consists of two meetings and one daily tests. The data collection technique used is the technique oberservasi activities of students and teachers and achievement test. The results showed that the application of cooperative learning model two stay two stray can increasing the activity of teachers and students as well as students' learning outcomes IPS, it is supported by the following results: (a) an increase in activity of teachers and students of the first cycle and the second cycle. For the first cycle of teacher activity increased 61.60% to 81.25% cycled II with an increase of 19.65%. For students in the first cycle of activity 61.61% increase in cycle II to 82.14% with an increase of 20.53%; and (b) An increase in student learning outcomes in basic score with an average of 64.34. In the first cycle increased to 68.75 and the second cycle increased to 76.86.

scholarly journals Tarqiyat Natā’ij al-Ta‘allum fī Māddat al-Lughah al-‘Arabīyah bi-Istikhdām Uslūb al-Thawāb wa-al-‘Iqāb

Al-Ma rifah ◽  
2021 ◽  
Vol 18 (1) ◽  
pp. 87-96
Author(s):  
Muhammad Kamal Bin Abdul Hakim ◽  
Chakam Failasuf ◽  
Lulu Mauliadana
Keyword(s):  
Learning Outcomes ◽  
Learning Outcome ◽  
Female Students ◽  
Male Students ◽  
Exam Score ◽  
Research Subjects ◽  
Test Cycle ◽  
Surrounding Environment ◽  
Teachers And Students ◽  
The Subject

This study aims to determine the improvement of Arabic learning outcomes using rewards and punishments. The research used an action research method by Kemmis and McTaggart model and was carried out in two cycles. The research subjects were grade 7 students of SMP Muhammadiyah 3 Jakarta, totaling 36 students including 19 male students and 17 female students. The instruments used tested learning outcomes and observation sheets. Learning outcome tests are used to measure the success of students in understanding Arabic lessons. Meanwhile, the observation sheet is used to measure the performance of teachers and students in learning. The scores that have been achieved by the students during the study are the pre-cycle score is 65,83, the exam score for cycle 1 is 66,80, and the exam score for cycle 2 is 75,69. There was an increase in the value from the pretest to the test cycle 1, namely 0,99, and the increase from cycle 1 to cycle 2 is 8,89. The number of improvement results in this study was 9,88. By using reward and punishment, students are more active in learning and can relate the subject matter to the surrounding environment and practice it directly in the classroom.

scholarly journals BROADENING EDUCATIONAL PATHWAYS TO STEM EDUCATION THROUGH ONLINE TEACHING AND LEARNING DURING COVID-19: TEACHERS’ PERSPECTIVES

2020 ◽  
Vol 19 (6A) ◽  
pp. 1055-1067
Author(s):  
Thasmai Dhurumraj ◽  
Sam Ramaila ◽  
Ferhana Raban ◽  
Ahmed Ashruf
Keyword(s):  
Stem Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Survey Design ◽  
Pedagogical Practices ◽  
Online Teaching And Learning ◽  
Pedagogical Content ◽  
Educational Pathways ◽  
And Mathematics ◽  
Descriptive Survey

COVID-19 posed formidable challenges to the teaching and learning of subjects with abstract concepts such as Science, Technology, Engineering and Mathematics (STEM). The study explored how STEM teachers transformed their pedagogical practices as an integral part of the transition to online teaching and learning in response to COVID-19 and further examined the effectiveness of online teaching and learning. The study adopted an exploratory descriptive survey design and involved purposively selected STEM teachers from schools operating under the auspices of the Association of Muslim Schools. The Technological Pedagogical Content Knowledge (TPACK) framework underpinned the study. Quantitative data was collected through the administration of a Likert scale instrument. Data was analysed using inferential and descriptive statistics. Findings revealed that COVID-19 essentially compelled teachers to make a transition to online teaching and learning resulting in a concomitant profound impact on their pedagogical practices. Teachers provided various perspectives on the key modalities adopted to navigate online teaching and learning on virtual platforms in an attempt to ensure sustainable, equitable and inclusive teaching and learning. Implications for broadening educational pathways to STEM education through online teaching and learning on virtual platforms and sustainable teacher professional development on technology integration in teaching and learning are discussed. Keywords: COVID-19, online teaching, pandemic, pedagogy, STEM, teaching practices

scholarly journals The Use of ICT in Teaching Kiswahili Play in Secondary Schools in Uasingishu County, Kenya

2017 ◽  
Vol 13 (25) ◽  
pp. 150
Author(s):  
Naumi Chepkemoi ◽  
David Wanyonyi
Keyword(s):  
Secondary Schools ◽  
Teaching And Learning ◽  
Survey Design ◽  
Group Discussion ◽  
Simple Random Sampling ◽  
Ict Skills ◽  
Teachers And Students ◽  
Research Questions ◽  
Training Institutions ◽  
Descriptive Survey

The main aim of this study was to investigate the use of ICT in teaching Kiswahili plays in secondary schools as a way of cultivating interest and positive attitude towards drama at an early age. The objectives of the study were: To ascertain whether teachers of Kiswahili play have ICT skills for teaching Kiswahili plays and to examine attitude of teachers of Kiswahili towards integration of ICT in teaching Kiswahili plays The study used social learning theory by Bandura and the functionalism theory by John Dewey. The study employed a descriptive survey design to answer the research questions. Stratified sampling was used to categorize schools in to boys, girls, mixed schools, day and boarding schools. Simple random sampling was applied to select 275 students from a total of 918 students. The study used focus group discussion, questionnaires for teachers and students to collect data and interviews to provide further information on the teacher’s attitude on the use of ICT in teaching Kiswahili play and observation. The study showed limited use of ICT in teaching and learning of Kiswahili play and it adds up into the pool of existing knowledge and is beneficial to teachers since it gives suggestion on the best combination to motivate and arouse interest of teaching and also to the teacher training institutions in preparing teachers to adequately use ICT in instruction in classroom level and also to the curriculum developers.

scholarly journals THE LEVEL OF AWARENESS OF GUIDANCE AND COUNSELLING AT KOMENDA COLLEGE OF EDUCATION

2021 ◽  
Vol 5 (2) ◽  
pp. 53-67
Author(s):  
Paul Arkorful ◽  
Nana Adam-Yawson ◽  
Sylvester Insaidoo
Keyword(s):  
Survey Design ◽  
College Of Education ◽  
Unique Contribution ◽  
Negative Attitudes ◽  
Counselling Services ◽  
The Social ◽  
Educational Programmes ◽  
Teachers And Students ◽  
Descriptive Survey

Purpose: This study explored the nature of guidance and counselling services available for the students in Komenda College of Education. Methodology: The descriptive survey design was used for the study. A sample of 185 students consisting of 95 level 200 students and 90 level 300 students were sampled from the population. The major instrument used for data collection was questionnaire. Questionnaire was used because it is the most appropriate instrument that could be used to collect data on the variables for the study. Content-related evidence of validity was established for the instrument. The researchers personally administered the questionnaire.  The entry of quantitative data and analysis was done using Statistical Package for the Social Sciences (SPSS). Findings: The results from the study showed that guidance and counselling services were vibrant and visible in Komenda College of Education. The study revealed that Seventy-five per cent (75%) of the respondents claimed that attitudes of Guidance and Counselling Coordinators and Tutors were very appropriate for counselling services. All types of guidance and counselling services were rendered in the college. The study further revealed that some students had negative attitudes towards accessing guidance and counselling services. Unique Contribution to Practice and Policy: The researchers therefore recommend that, school authorities should be provided with needed logistics for effective guidance and counselling services in schools and colleges. Also, there should be in-service trainings and refresher courses and seminars for guidance and counselling coordinators to up-date their skills in guidance and counselling. Finally, the Ghana Education Service should organise periodic educational programmes for both teachers and students on the role of guidance and counselling in schools and colleges.

UPAYA MENINGKATKAN HASIL BELAJAR SISWATENTANG PESAN MELALUI TELEPON DENGAN METODE PEMODELAN SISWA KELAS IV SD NEGERI 111 PEKANBARU

2016 ◽  
Vol 5 (2) ◽  
pp. 232
Author(s):  
Artuti '
Keyword(s):  
Learning Outcomes ◽  
Mastery Learning ◽  
Student Learning Outcomes ◽  
Average Value ◽  
Modeling Methods ◽  
High Category ◽  
Fourth Grade Students ◽  
Teachers And Students ◽  
The Subject ◽  
To Receive

Low student learning outcomes due to less precise selection method of learning that suits the subject matter presented to the students. Efforts to overcome this need for a method or a proper way so that every student is able to receive information in every lesson well. Stages for easy entry of information, namely, listening, writing or drawing and then view and conduct their own experiments. To the researchers conduct classroom action research by applying methods of modeling. The subjects were fourth grade students of SD Negeri 111 Pekanbaru with the number of 30 students. This research was conducted by 2 cycles. Data collection techniques used were observation activities of teachers and students and the achievement test. Research suggests that the application of modeling methods to improve learning outcomes language on the material Indonesia message over the phone, this is evidenced by: (a) increase the activity of the teacher, in the first cycle of the first meeting, please obtain a category with a score of 35 (58.33%). At a meeting of the second cycle I earn good category with a score of 43 (71.67%). Cycle II meeting I obtained good category with a score of 49 (81.67%). At the second meeting of the second cycle of activity students gain Very Good category with a score of 53 (88.33%). Besides the activities of students in the first cycle of meetings I obtain a score of 34 (56.67%) with a category, please. At a meeting of the second cycle I obtained a score of 46 (76.67%) with good category. Cycle II meeting I obtained a score of 51 (85.00%) to the category of Very Good. At the second meeting of the second cycle of activity students obtain a score of 57 (95.00%) category of Very Good; and (b) learning outcomes has increased, on the basis of scores obtained an average value of 48.38 with a low category. UH in the first cycle obtain an average value of 72.00 with the high category. In the second cycle UH earned an average value of 76.50 with the high category. mastery learning of individual students in each cycle has increased. On the basis of completeness scores of individual students obtained a score of 36.67% (11 students). At UH cycle I obtained a score of 60.00% (18 students). UH second cycle increased with the acquisition of a score of 86.67% (26 students).

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