Learning Outcomes and Teaching Methods in College STEM Courses

2013 ◽  
Author(s):  
Stephen Benton ◽  
Amy Gross
Keyword(s):  
Learning Outcomes ◽  
Teaching Methods

scholarly journals METODE MENGAJAR DAN MOTIVASI TERHADAP HASIL BELAJAR KETERAMPILAN SERVIS FLATTENIS LAPANGAN(STUDI EKSPERIMEN PADA MAHASISWA FIK UNM MAKASSAR)

2020 ◽  
Vol 12 (1) ◽  
pp. 21
Author(s):  
Hasbunallah AS ◽  
Ahmad Rum Bismar
Keyword(s):  
Experimental Study ◽  
Learning Outcomes ◽  
Teaching Methods ◽  
Design Method ◽  
Learning Motivation ◽  
High Learning ◽  
Significance Level ◽  
Analysis Technique ◽  
Lower Effect ◽  
Academic Year

The aim of this experimental study was todetermine the effect of all teaching methods, part, mixed and motivation result learning toward of flat service skill courts tennis. Learning motivation is divided into two parts, namely high andlow.This research was conducted at Faculty of Sport ScienceState University of Macassar,the academic year 2014/2015. Experimental using factorial design method 2x3. The sample consisted of 60 students were divided into 6 groups, each consisting of 10 students. Data analysis technique is a two-way analysis of variance (ANOVA) followed by Tukey's test at a significance level of α= 0.05. The results of this study indicate that ( (1) overall teaching methods higher effect of the part teacing methods on learning outcomes flat tennis service skills (2) overall teaching methods lower effect of the part teacing methods on learning outcomes flat tennis service skills, (3) overall teaching methods lower effect of the part teacing methods on learning outcomes flat tennis service skills,(4) there is interaction between the overall teaching methods, part teaching methods and combined teaching methods and learning motivation outcomes flat tennis service skills,(5) overall teaching methods higher effect of the part teacing methods on learning outcomes flat tennis service skillsusing a high learning motivation, (6) overall teaching methods lower effect of the part teacing methods on learning outcomes flat tennis service skillsusing a high learning motivation, (7) part teaching methods lower effect of the combined teacing methods on learning outcomes flat tennis service skillsusing a high learning motivation, (8) overall teaching methods higher effect of the part teacing methods on learning outcomes flat tennis service skillsusing a low learning motivation, (9) overall teaching methods lower effect of the part teacing methods on learning outcomes flat tennis service skillsusing a low learning motivation, (10) part teaching methods lower effect of the combined teacing methods on learning outcomes flat tennis service skillsusing a low learning motivation.

scholarly journals PENERAPAN METODE SAINTIFIK MELALUI INOVASI KONDISI PEMBELAJARAN PADA MATA PELAJARAN IPA-BIOLOGI UNTUK MENINGKATKAN KOMPETENSI SISWA DI SMA N 1 SIPAHUTAR

2020 ◽  
Vol 7 (2) ◽  
pp. 135
Author(s):  
Oloan Pandopotan Pangaribuan
Keyword(s):  
Learning Outcomes ◽  
Teaching Methods ◽  
Scientific Method ◽  
Student Learning Outcomes ◽  
Male Students ◽  
Classroom Teachers ◽  
Activity Increase ◽  
Biology Students ◽  
Scientific Teaching ◽  
Improving Student Learning

Abstrak: Penelitian ini bertujuan untuk mengetahui (1) peningkatan aktifitas serta keaktifan siswa dalam kegiatan pembelajaran menggunakan Metode Pengajaran Saintifik (2) peningkatan hasil belajar siswa pada pembelejaran dengan menggunakan Metode Pengajaran Saintifik. Subjek dalam penelitian ini adalah siswa kelas XII yang berjumlah 39 siswa yang seluruhnya di dominasi siswa laki-laki di SMA Negeri 1 Sipahutar  . Pengambilan siswa kelas XII sebagai subjek dalam penelitian ini berdasarkan hasil observasi dan kesepakatan dengan beberapa guru lainnya. Penelitian ini menggunakan Penelitian Tindakan Kelas (PTK) yang dilakukan secara kolaboratif dengan guru-guru SMA Negeri 1 Sipahutar  , artinya dilakukan kerja sama dengan guru kelas. Ada peningkatan hasil belajar dan keaktifan siswa dalam penggunaan Metode Pengajaran Saintifik pada mata pelajararan IPA-Biologi siswa kelas XII SMA Negeri 1 Sipahutar . Rata-rata hasil belajar siklus I sebesar 70,83 dengan ketuntasan 64,10% kemudian pada siklus II terjadi peningkatan rata-rata hasil belajar yaitu 80,48 dengan ketuntasan 89,74%. Peningkatan juga dapat dilihat pada keaktifan siswa, rata-rata keaktifan siswa pada siklus I sebesar 50,00% dan siklus II sebesar 78,00%. Jadi peningkatan rata-rata keaktifan siswa sebesar 28,00%.  Kata Kunci: Metode Saintifik, Pembelajaran, IPA-Biologi, IPA Biologi Abstract: This study aims to determine (1) increase activity and activeness of students in learning activities using the method of scientific teaching (2) improving student learning outcomes on the pursuit by using the method of scientific teaching. Subjects in this study were the students of class XII which amounted to 39 students who are all dominated by male students in SMA Negeri 1 Sipahutar  . Class XII as a subject in this study based on observation and agreement with some other teachers. This study uses Classroom Action Research (PTK) which is done collaboratively with teachers of SMA Negeri 1 Sipahutar  , meaning that it is done in cooperation with classroom teachers. There is an increase in learning outcomes and student activeness in the use of Scientific Teaching Methods in the eyes of science-biology students of grade XII SMA Negeri 1 Sipahutar  . Average learning outcomes cycle I of 70.83 with 6410% completeness and then on the second cycle there is an increase in the average learning outcome is 80.48 with a complete 89.74%. Improvement can also be seen on student activeness, student's active activity on cycle I is 50,00% and cycle II is 78,00%. So the average student activity increase is 28.00%. Keywords: Scientific Method, Learning, Science-Biology, Science Biology

Contingency E-Learning for Accounting: Effective Communication in the New Normal Era

2021 ◽  
Vol 6 (3) ◽  
pp. 137-154
Author(s):  
Syaiful Hifni ◽  
Akhmad Sayudi ◽  
Rano Wijaya ◽  
Moh Yamin
Keyword(s):  
Learning Outcomes ◽  
Teaching Methods ◽  
Effective Communication ◽  
Regulatory Compliance ◽  
Structural Equations ◽  
Accounting Education ◽  
New Normal ◽  
Self Interest ◽  
E Learning

Objective - The purpose of this research article is to examine the structural aspects of the contingent variables from the user side and the provider side of e-learning in accounting education and to explore and develop insights on how it can be applied to the changing ways of communication today in the new normal era. Methodology/Technique – We conducted research on e-learning users through 359 (three hundred and fifty nine) students majoring in accounting by using path analysis to obtain measurement results from 2 (two) structural equations. Findings - From the expectations of students as users of e-learning, it showed, first, there are no significance from relevant learning-teaching methods, students self-interest, outcome- based education (OBE) curriculum base, towards implementation of contingency e-learning . Otherwise, engagement within regulatory compliance as the only variable that can be used as an antecedent to predict the implementation of contingency e-learning. Second, relevant learning - teaching methods, and OBE curriculum base play a role in predicting the achievement of learning outcomes effectiveness. Novelty - This research provides insight and contribution to support the accounting education process that takes place in the new normal era after the Covid-19 crisis. Effective communication leads to the achievement of effective learning outcomes. This is explained by the role of engagement within regulatory compliance from students towards contingency e-learning in the accounting department as well as with the role of relevant teaching and learning, and the role of OBE curriculum as new insights from the facts of this research. Type of Paper: Empirical. JEL Classification: Keywords: Accounting E-Learning; Effectiveness of Learning Outcomes; Engagement of Regulatory Compliance; Learning Teaching Method; OBE Curriculum Base; Student Self Interest

Use of Meta-Analysis to Uncover the Critical Issues of Mobile Inquiry-Based Learning

2019 ◽  
Vol 58 (4) ◽  
pp. 715-746
Author(s):  
Je-Ming Yang ◽  
Yao-Ting Sung ◽  
Kuo-En Chang
Keyword(s):  
Learning Outcomes ◽  
Mobile Devices ◽  
Teaching Methods ◽  
Meta Analysis ◽  
Learning Activities ◽  
Future Research ◽  
Control Group ◽  
Journal Articles ◽  
Inquiry Based Learning ◽  
Critical Issues

Using mobile devices to support the process and products of learning activities is a trend in inquiry-based learning, which is culminating in the formation of the subfield of mobile inquiry-based learning (m-IBL). However, even though mobile devices have been widely used in IBL activities in recent years, evaluative evidence for their substantial contributions to IBL is still deficient. Therefore, this study collected and analyzed 40 peer-reviewed journal articles published during 2001 to 2017 involving 3,542 participants and further discovered that m-IBL has produced meaningful improvements for IBL with an overall mean effect size of 0.803, with a 95% confidence interval [0.61, 0.99]. In addition, moderator variables such as control group types, learning outcomes, inquiry types, teaching methods, and domain subjects were related to different effect sizes. Finally, the results of the meta-analysis were discussed along with their implications for future research and practice.

scholarly journals Traces of Teaching Methods in a Language Class and the Relationship between Teacher’s Intended Learning Outcomes and Students’ Uptake

2017 ◽  
Vol 10 (7) ◽  
pp. 89
Author(s):  
Zahra Mahmoudabadi
Keyword(s):  
Learning Outcomes ◽  
Teaching Methods ◽  
Individual Variation ◽  
Teaching Method ◽  
Language Class ◽  
Instructional Procedures ◽  
Intended Learning Outcomes ◽  
The Relationship

This study has two main objectives: first, to find traces of teaching methods in a language class and second, to study the relationship between intended learning outcomes and uptake, which is defined as what students claim to have learned. In order to identify the teaching method, after five sessions of observation, class activities and procedures were compared with typical techniques of previous methods. The findings showed that the teacher’s method was an eclectic one which mostly followed CLT guidelines along with utilizing techniques from some other methods such as GTM, DM, and ALM. In the study of uptake, the students were given uptake charts (for vocabulary and grammar items) at the end of each session and based on their reports of uptaken items, it was concluded that uptake can reflect the intended learning outcomes and instructional procedures to a good extent, specifically for grammar items. Regarding idiosyncrasy of uptake, it was not found to be remarkably idiosyncratic, i.e. there was not much individual variation among learners’ reported uptake.

scholarly journals Not Computers, Only Teachers Can Make Education Exciting.

2016 ◽  
Vol 7 (5) ◽  
pp. 1369-1372
Author(s):  
DIETER GRASEDIECK
Keyword(s):  
New Media ◽  
Learning Outcomes ◽  
Teaching Methods ◽  
Vice President ◽  
Project Work ◽  
Face To Face ◽  
Human Contact ◽  
Significant Difference ◽  
E Learning ◽  
The Relationship

The advantage of presence learning is the ability to spontaneously discuss issues and problems with students face to face. Individual learning can be improved by changing teaching methods, for example through project work or tele -tutoring. by combining presence learning with phases of e-learning and also intensive telephone counselling. The following question is the focus of the report: What guiding principles for learning should the teachers at schools or universities stri ve for in the digital age and how can they implement these guidelines in the work assignments? "The belief that education can, in any case, be replaced by a computer program is a myth. Human contact and mentoring make a significant difference in the learning outcomes", says Sebastian Thrun (Professor at Stanford University and vice president of Google). He looks at both educational traditions, which see the trust and the relationship between the teachers and the pupils or students as the basis of learning, as well as at the results of empirical research on learning. "Even for the digital technology and new media the educational primacy applies: Man is and remains the teacher of man" (Lankau, 2014).

scholarly journals Teaching Societal Leadership Through Design: Case Study of a Cohort-Based Social Innovation Engineering Leadership Program

2018 ◽  
Author(s):  
Albert Huynh ◽  
Mike Klassen
Keyword(s):  
Learning Outcomes ◽  
Teaching Methods ◽  
Engineering Students ◽  
Social Innovation ◽  
Project Based Learning ◽  
Self Reflection ◽  
Complex Projects ◽  
Design Case Study ◽  
Student Team

 Abstract – Engineering students are well equipped with a technical background to become agents of social change. This paper highlights a co-curricular social innovation program that aims to foster that potential through team-based project-based learning. Key teaching methods are described, such as how students establish a vision, scope complex projects, effectively build teams, and leverage failure and iteration for learning. The program faces challenges maintaining student engagement and getting them to fully embrace learning through failure, but has had significant success in fostering self-reflection. It has also been successful in creating a structure whereby personal and leadership learning happen alongside design and project-oriented learning. There is opportunity for the teaching methods and structure of this program to be applied to other contexts in an effort to improve student team learning outcomes and find ways to integrate leadership learning into core technical and design courses.

scholarly journals Motivating College Students: Challenges, Consequences, and Remedies

2020 ◽  
Vol 2 (5) ◽  
pp. 10-17
Author(s):  
Walid Ali Zaiter
Keyword(s):  
Learning Outcomes ◽  
Teaching Methods ◽  
Academic Motivation ◽  
Junior High Schools ◽  
Academic Life ◽  
Main Concern ◽  
Academic Environment ◽  
Motivation To Learn ◽  
College Level ◽  
The Subject

Academic motivation can work both ways. It inspires students as well as instructors at all levels of learning. However, this study gears toward motivation at the college level. When instructors cannot accomplish learning outcomes and observe students dropping the course, come late, miss lectures. and even scheduled tests or exams, these reveal serious problems or challenges. These challenges as well lead to undesired consequences. If this recurs very often, it becomes a phenomenon that needs immediate remedies or solutions. Previous research has focused on many aspects of motivation, theories, definition. Research has reached empirical results that serve all levels of education at elementary, junior, high schools, or colleges. No doubt research in motivation produces answers to questions raised by researches or institutions that look forward to improving the academic environment for students so that students’ goals will achieve the intended outcomes. Therefore, if students’ motivation to learn is enacted, the whole teaching environment will go smoothly. However, when a lack of motivation ends up in failures no matter how teaching methods are easy to apply, the whole academic institution falls apart. Ultimately, students’ main concern becomes focused on getting grades but not on the love of the subject they study. Here motivation plays an important role in the academic life of students when they know why they join college. Unless they have a clear set of goals, and their study does not satisfy their goals, challenges start to appear for instructors teaching them. I keep telling my students, “There is no point in teaching you if you are not willing to learn. Neither can I pour knowledge into your brains.” Speaking of which I remind them of the English proverb: “you can lead a horse to water, but you can't make him drink.” This study provides remedies for students’ lack of motivation at our college. The results of the study were obtained via interviewing students, and observation of their behavior during classes.

scholarly journals Supporting factors in the aqidah-akhlaq teaching and learning process (study at islamic senior high schools in West-South Aceh regions)

2019 ◽  
Vol 4 (2) ◽  
pp. 229-249
Author(s):  
Fedry Saputra
Keyword(s):  
High Schools ◽  
Learning Outcomes ◽  
Learning Process ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Research Subjects ◽  
Descriptive Research ◽  
Assessment Of Learning ◽  
The Subject

The subject of aqidah-akhlaq has a contribution in providing motivation to students to practice the values of religious belief (monotheism) and moral behavior in daily life. In this study, supporting factors in the implementation of the learning process of this subject at Islamic senior high schools (MAs) were the factors of the teachers and the environment. The research is concerned with, firstly the delivery of the teaching and learning process on the aqidah-akhlaq subject at MAs, and secondly the supporting factors of teachers in the learning process of the aqidah-akhlaq subject in MA students. This research used a qualitative approach with descriptive research method. Meanwhile, the data was collected through observation, interviews, and documentation. Research subjects were MA teachers who were in the West-South Aceh covering 5 regions: Aceh Jaya, West Aceh, Nagan Raya, Southwest Aceh, and South Aceh. The results showed that (1) there were several steps in the learning process carried out by the teachers, i.e. preparing lesson plans, delivering subject consisting of two aspects: firstly varied teaching methods and secondly varied learning media, conducting an assessment of learning outcomes, and performing follow-up efforts through individual approaches to deal with problematic students, and (2) in terms of supporting factors from both parents and society, it showed that some were supportive and some others did not care of their children.

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