Examination of the Relationship of Community College Opticianry Student Outcomes with Instructional Delivery Methods and Student Age

2016 ◽  
Vol 41 (9) ◽  
pp. 593-609 ◽  
Author(s):  
William B. Underwood ◽  
Victor M. Hernandez-Gantes
Keyword(s):  
Community College ◽  
Student Outcomes ◽  
Instructional Delivery ◽  
Delivery Methods ◽  
Student Age ◽  
Relationship Of ◽  
The Relationship ◽  
Instructional Delivery Methods

scholarly journals Economics Students’ Perception of Economic Teachers’ Effective Instructional Practices in the Senior High Schools in the Cape Coast Metropolis

2020 ◽  
Vol 2 (2) ◽  
Keyword(s):  
High Schools ◽  
Instructional Practices ◽  
Instructional Delivery ◽  
Background Information ◽  
Cape Coast ◽  
Delivery Methods ◽  
Male And Female ◽  
Significant Difference ◽  
Economics Students ◽  
Instructional Delivery Methods

The purpose of the study was to explore Economics students’ perception of economic teachers’ effective instructional practices in the Senior High Schools in the Cape Coast Metropolis. The researchers used the descriptive cross-sectional survey as the research design. Questionnaire was the main instrument to collect quantitative data from respondents. The researcher employed the multi- staged sampling technique to select students for the study. It was discovered that there was no statistically significant difference between the perception of male and female students Economics students with respect economics teachers planning and preparation, classroom environment management and instructional delivery methods in regards to effectiveness of Economics teachers in instructional practices. The study recommended that to maintain and improve upon Economics teachers’ instructional delivery methods, teachers should pay attention to group dynamics so to help them adopt the best pedagogy that meet the learning needs of almost all the student when dealing with any Economics topic. Also, Economics teachers in their capacity should encourage the culture of enquiry into the background information of his or her students (male and female) during pre and post interactive face of instruction and incorporate their feedback into subsequent planning and preparation.

Teacher Planning, Teacher Behavior, and Student Achievement

1978 ◽  
Vol 15 (3) ◽  
pp. 417-432 ◽  
Author(s):  
Penelope L Peterson ◽  
Ronald W Marx ◽  
Christopher M Clark
Keyword(s):  
Student Achievement ◽  
Social Studies ◽  
Student Outcomes ◽  
Teacher Behavior ◽  
Experienced Teachers ◽  
Teacher Planning ◽  
Attitude Measures ◽  
The Subject ◽  
Relationship Of ◽  
The Relationship

This study investigated individual differences in teacher planning and the relationship of teacher planning to teacher behavior and student achievement. Each of 12 experienced teachers taught a social studies lesson to three groups of junior high students (N=8 per group) randomly formed from 288 paid volunteers. Before teaching each group, teachers had 90 minutes to “think aloud” and plan the lesson. Teachers’ planning and teaching were recorded and coded. Students completed achievement and attitude measures after the lesson. Results indicated that generally, the greatest proportion of planning statements concerned the subject matter, but substantial differences occurred. Planning differences were related to teachers’ cognitive styles and abilities. Relationships between teacher planning, teacher behavior, and student outcomes also appeared.

Instructional Delivery Methods for Training Students To Operate Computers: An Empirical Study

1988 ◽  
Vol 12 (2) ◽  
pp. 307-318 ◽  
Author(s):  
E. Alan Kluge
Keyword(s):  
Computer Training ◽  
Instructional Delivery ◽  
Delivery Method ◽  
Delivery Methods ◽  
Performance Time ◽  
And Performance ◽  
The Individual ◽  
Performance Results ◽  
Training Delivery ◽  
Instructional Delivery Methods

Why is it that students of apparently equal capability vary greatly in their ability to learn to use a computer system, that some individuals require little more than a manual while others require careful explanation before they are able to complete even the simplest tasks? To answer this question an experiment was conducted where students were taught how to use a computerized beverage management system by one of two instructional delivery methods, manual-based training (MBT) and instructor-based training (IBT). Subjects trained using IBT took significantly longer to train than did subjects using MBT. After being trained, however, subjects using MBT took significantly longer to complete a series of problems than did subjects using IBT. Correlations between instructional method and performance time were partially explained by the individual characteristic of field-dependence/ independence. The characteristics of anxiety, prior computer experience, sex and age did not significantly relate to training delivery method or performance. Results like these that relate success of specific training delivery methods to characteristics of individual learners may suggest ways to change computer training to accommodate a wider range of users.

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