scholarly journals Using Digital Stories to Promote Students’ Learning and Understanding of Poems in Secondary School

2017 ◽  
Vol 9 (4-2) ◽  
Author(s):  
Yee Bee Choo ◽  
Tina Abdullah ◽  
Abdullah Mohd Nawi
Keyword(s):  
Secondary School ◽  
Mixed Method ◽  
Teaching And Learning ◽  
Meaning Making ◽  
School Context ◽  
Mixed Method Study ◽  
Multiple Data ◽  
Post Test ◽  
Digital Stories ◽  
Integrate Technology

In the teaching of literature in secondary school, some teachers prefer the traditional method and this causes students to view literature as a boring subject. In this technological era, technology method such as digital stories have been a powerful tool in teaching and learning that engages both teachers and their students (Robin, 2008). This study investigates the use of digital stories in the teaching and learning of poems in an upper form classroom in Malaysia. In a mixed method study of eleven participants , multiple data were collected through pre-test and post-test, observations, and interviews. The results showed that using digital stories could increase students’ understanding, participation and interest in learning the poems as well as promote students’ ability in meaning making by involving them in fun and meaningful activities in the classroom. Students were also able to engage themselves in gathering information as well as giving personal response. The findings of the study encourage the teachers to integrate technology in the teaching and learning of literature component especially in the Malaysian secondary school context.

Status of secondary school libraries and librarians in Bangladesh

IFLA Journal ◽  
2019 ◽  
Vol 45 (2) ◽  
pp. 157-167 ◽  
Author(s):  
Zakir Hossain
Keyword(s):  
Secondary School ◽  
Mixed Method ◽  
Teaching And Learning ◽  
Online Survey ◽  
School Library ◽  
School Libraries ◽  
Mixed Method Study ◽  
School Librarians ◽  
Annual Budget ◽  
Qualitative Phase

The purpose of this study is to explore the current environment of secondary school libraries and librarians in Bangladesh. To achieve this objective, an exploratory mixed method study was conducted to ensure the best possible outcomes. In the qualitative phase, besides literature review, five school librarians were interviewed. Based on the output in the qualitative phase, a questionnaire was designed for quantitative phase and collected 87 responses using an online survey. In general, it is found that the development of libraries and creating qualified school library professionals have been slow due to a lack of governmental and non-governmental initiatives. School libraries, where they exist, offer minimal services and facilities; school librarians are not integrated with the teaching and learning process. Finally, the school library is identified as being of lesser significance to other priorities in the country’s education system and annual budget, and the resulting issues and challenges are, therefore, an important topic and issue of significance.

scholarly journals Collaborative narrative writing: A digital photography task in an Indonesian Islamic secondary school

2018 ◽  
Vol 8 (2) ◽  
Author(s):  
Sandi Ferdiansyah
Keyword(s):  
Secondary School ◽  
Meaning Making ◽  
Collaborative Writing ◽  
School Context ◽  
Digital Photography ◽  
Negotiation Process ◽  
Narrative Writing ◽  
Story Writing ◽  
Digital Stories ◽  
Present Case Study

Despite being widely used in writing classrooms, collaborative writing along with a digital photography task in a secondary school context receives scanty attention. To fill this gap, the present case study attempts to showcase the design and implementation of a digital photography task in collaborative writing. It looks at (1) a group negotiation process of selecting story ideas and joint story drafting and (2) collaborative meaning-making processes in story writing and creativity building through visually-mediated narrative writing. Seven groups of third-year students of 16–17 years old participated in this study. They were engaged in a collaborative project to create digital stories. The findings of the study showed that a collaborative process in narrative writing through digital photography assisted the students to get involved actively in selecting digital software and jointly generating ideas of the story. The study also exemplifies the potential use of digital photography in helping the students develop ideas and enhance their narrative writing quality. The pedagogical implication of the study is that framing a visually- and technologically-based collaborative narrative writing task encourages students’ engagement in writing processes and empowers them to become engaged storytellers.

STUDENTS’ ACCEPTANCE TO USING GRAPHIC NOVELS IN LEARNING LITERATURE (L2): A MALAYSIAN CASE STUDY

2020 ◽  
Vol 1 (2) ◽  
pp. 43
Author(s):  
Abu Yazid Abu Bakar ◽  
Dayang Nurfaezah Abang Ahmad ◽  
Melor Md Yunus
Keyword(s):  
Mixed Method ◽  
Teaching And Learning ◽  
Graphic Novels ◽  
Graphic Novel ◽  
Mixed Method Study ◽  
Motivation To Learn ◽  
Esl Teachers ◽  
English As Second Language ◽  
Quantitative And Qualitative Methods

Research has shown that using graphic novels in the classroom is one of useful approaches to promote the understanding of learners especially for lengthy and difficult literature texts. This study reports the extent of graphic novel in facilitating students’ understanding of literature and the students’ perceptions towards using graphic novel in learning literature (L2) as compared to other genre of texts. This is a mixed method study which employs quantitative and qualitative methods to obtain data. The findings indicate that most students found that graphic novel helped them to enrich their vocabularies and understand the text better. The findings also reveal that students were attracted to the illustrations in the literature text in which this helps to boost their motivation to learn literature in the classroom. The findings provide useful insights for English as Second Language (ESL) teachers in incorporating and expanding the literature learning through graphic novels in the future. The findings also imply the need of ESL teachers to use graphic novels effectively in facilitating their teaching and learning of literature in L2 classrooms particularly to suit the 21<sup>st</sup> century teaching and learning.

Reconsidering Literacy in the 21st Century: Exploring the Role of Digital Stories in Teaching English to Speakers of Other Languages

RELC Journal ◽  
2018 ◽  
Vol 49 (2) ◽  
pp. 179-194 ◽  
Author(s):  
Phillip A. Towndrow ◽  
Andrew J. Pereira
Keyword(s):  
New Media ◽  
Teaching And Learning ◽  
Meaning Making ◽  
Language Instruction ◽  
Socially Constructed ◽  
Speakers Of Other Languages ◽  
Technological Developments ◽  
Digital Stories ◽  
Key Terms ◽  
The Impact

The call for an expanded, critical and socially-constructed view of literacy in response to contemporary semiotic and technological developments is not new. However, an under investigated area relates to the impact and influence of new media in the teaching and learning of English to speakers of other languages (ESOL). Following an overview of some key terms and concepts in the fields of Multimodal Composition and Communication, we describe and critique a number of the multimodal elements in ESOL textbooks. Subsequently, we present a case for cultivating a ‘personal’ sense of semiotic awareness and illustrate this with a brief analysis of an ESOL teacher’s exploration of meaning making through digital storytelling. Finally, we end by listing several benefits of introducing multimodality into ESOL supporting the irreducible viewpoint that envisages teachers as designers of apt learning environments in contrast to the static and immutable realms of content- and skills-based language instruction.

scholarly journals The Impact of Hidden Curriculum in Wilderness-Based Educational Events on Interprofessional Competencies: A Mixed-Method Study

2017 ◽  
Vol 6 (2) ◽  
Author(s):  
Maurianne Reade ◽  
Marion Maar ◽  
Nicole Cardinal ◽  
Lisa Boesch ◽  
Sara Lacarte ◽  
...  
Keyword(s):  
Mixed Method ◽  
Interprofessional Education ◽  
Educational Activity ◽  
Mixed Method Study ◽  
Test Design ◽  
Mixed Methods Approach ◽  
Post Test ◽  
The Impact ◽  
Learning Event ◽  
Interprofessional Competencies

Background: The purpose of this study was to determine if interprofessional skills, attitudes, and behaviours could be learned during an austere medicine educational activity where interprofessionalism remained within the informal and hidden curriculum.Methods and Findings: We used a mixed-methods approach to examine the potential acquisition of interprofessional competencies during wilderness medicine educational events. Thirty-four participants, over two events, completed interprofessional learner contracts, audio diary entries between patient scenarios, and the Interprofessional Collaborative Competency Attainment Survey (ICCAS) using a retrospective pre-test/post-test design. Audio diary entries showed the reflection that took place between scenarios during the orienteering portion of the event and the adjustments toward interprofessionalism that took place. Both the survey and audio diaries confirmed that participants perceived an improvement of their interprofessional competencies after the WildER Med event.Conclusions: The outcomes confirm that interprofessional competencies can be developed during a learning event such as WildER Med, where the interprofessional curriculum is hidden. Austere medicine, which is at the base of this learning event, represents an opportunity for the further understanding and exploration of interprofessional education.

scholarly journals THE IMPLEMENTATION OF PEER ASSISTED LEARNING STRATEGY (PALS) IN TEACHING READING COMPREHENSION (A Mixed Method Study at Tenth Grade in One of Senior High Schools in Ciamis)

2020 ◽  
Vol 4 (2) ◽  
Author(s):  
Suci Fitriani ◽  
Wawan Tarwana
Keyword(s):  
Reading Comprehension ◽  
Mixed Method ◽  
Learning Strategy ◽  
Average Score ◽  
Mixed Method Study ◽  
Teaching Reading ◽  
Peer Assisted Learning ◽  
Quantitative And Qualitative Research ◽  
Tenth Grade ◽  
Post Test

ABSTRACTThis article is aimed at finding out the effectiveness on implementing Peer Assisted Learning Strategy (PALS) in teaching reading comprehension and investigating the students’ perceptions on implementing this method. This study used mixed method study which employed quantitative and qualitative research design. Quantitative data were analyzed by using pre-test and post-test, the qualitative data was analyzed by using close ended questionnaire. The population of this study were the students of tenth grade in one of senior high school in Ciamis and the researcher selected a particular class, which was sciences for a total 38 students as the sample. Based on statistical result, after implementing PALS in teaching reading comprehension of recount text, the significant improvement of reading comprehension showed from result of pre-test and post-test. In the pre-test the average score of students was 71.84, and in the post test the average score of students was 87.37. Thus, the use of Peer Assisted Learning Strategy (PALS) is effective in teaching reading comprehension of recount text. In addition, from the analysis of close ended questionnaire, the students was gave a positive responses towards PALS in teaching reading comprehension of recount text. In conclusion, the student‘s reading comprehension was effective and the students were able to comprehend the text through PALS. Based on these finding, it is recommended for English teachers to implementing PALS to improve students’ reading comprehension. Keywords: peer assisted learning strategy, reading comprehension, recount text 

scholarly journals Integrating Assessment for Learning into the Teaching and Learning of Secondary School Biology in Tanzania

2021 ◽  
Author(s):  
Albert Tarmo
Keyword(s):  
Secondary School ◽  
Teaching And Learning ◽  
Assessment For Learning ◽  
Learning Processes ◽  
Integrate Assessment ◽  
Learning Achievement ◽  
Biology Students ◽  
Post Test ◽  
Quasi Experimental ◽  
Equivalent Control

The paper is about a study that investigated how the integration of assessment for learning enhances learning achievement among secondary school biology students in Tanzania. A quasi-experimental design involving pre-test and post-test of non-equivalent control and experimental groups was used to ascertain how the integration of assessment for learning into teaching and learning processes enhances students’ learning achievement. Two boarding secondary schools located in the suburbs of Dar Es Salaam were selected. Students in the two schools had maintained equivalent performances in national examinations in previous years. The results showed that the students taught using teaching and learning processes integrating assessment for learning outperformed those taught using conventional approaches. The integration of assessment for learning is likely to have contributed to the higher learning achievement in the experimental group. The study contributes to our understanding of how teachers in resource-constrained classrooms can integrate assessment for learning techniques into their day-to-day lessons, thereby harnessing the power of assessment to enhance learning and raise standards.

scholarly journals Online Collaborative Writing (OCW) in Arabic as a Second Language (ASL) Classrooms: A Mixed-Method Study

2020 ◽  
Vol 2 (4) ◽  
pp. 266-279
Author(s):  
Mohammed Alwaleedi
Keyword(s):  
Mixed Method ◽  
Collaborative Writing ◽  
Writing Skills ◽  
Mixed Method Study ◽  
Interaction Patterns ◽  
Significant Difference ◽  
Writing Class ◽  
Before And After ◽  
Post Test

This study investigated how ASL learners interact during the OCW tasks, how ASL learners perceive the implementation of OCW, and whether or not there is a difference in students’ ASL writing performance before and after the implementation of OCW. This study employed a mixed-method study, a qualitative case study and a one-group experimental with pre-and-posttest design, involving 16 students who participated in the ASL writing class. The collected data included observations, document analysis, in-depth interviews, questionnaires, and tests. Pre- and post-test results were compared to analyze whether or not there is a statistically significant difference in students’ ASL writing skills before and after the implementation of OCW. The findings showed variations in interaction patterns during online collaborative writing activities. The students also had a positive perception of the implementation of OCW. The results also indicated a statistically significant difference in students’ ASL writing skills before and after the implementation of OCW.

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