Responses to Instruction on Counseling Women: Does Gender Play a Part?

1988 ◽  
Vol 15 (2) ◽  
pp. 83-89 ◽  
Author(s):  
Lucia Albino Gilbert ◽  
Kay M. Long ◽  
Richard Holt
Keyword(s):  
Undergraduate Students ◽  
Subject Matter ◽  
Person Perception ◽  
Emotional Responses ◽  
Affective Domain ◽  
Cognitive Domain ◽  
Behavioral Domain ◽  
The Subject ◽  
Male Instructor ◽  
Three Components

We investigated how instructors' gender affects students' perceptions. Three components of person perception were assessed: cognitive, affective, and behavioral. The cognitive domain included evaluations of the instructor and the subject matter presented; the affective domain included emotional responses to the instructor and the subject matter; and the behavioral domain included actions in response to the instructor, operationalized as the number of questions asked by students. Ninety-eight undergraduate students enrolled in psychology classes viewed one of four videotapes. Two tapes portrayed a gender-neutral topic and two demonstrated sex-bias in counseling women. The same male and female instructors made identical presentations on each topic. Students then completed the measures. As predicted, the gender of the instructor influenced evaluations of competence and importance of the material, as well as mood states and the number and kind of questions asked. On all three components of person perception, the male instructor was viewed more positively than the female instructor. Students' sex and the type of subject matter further influenced responses, particularly in the affective and behavioral areas. Implications for teaching are discussed.

“Collective Undergraduate Research: A Teaching / Learning Tool For MSE Students”

2000 ◽  
Vol 632 ◽  
Author(s):  
Wafeek Samuel Wahby
Keyword(s):  
Undergraduate Students ◽  
Subject Matter ◽  
Engineering Students ◽  
Technical Writing ◽  
Undergraduate Research ◽  
Oral Communication ◽  
Learning Tool ◽  
The Subject ◽  
Eastern Illinois University ◽  
Teaching Learning

ABSTRACTA new experiment to implement and collectively publish undergraduate students' research was started at the School of Technology, Eastern Illinois University in the Fall of 1998. A summary of the procedures followed in this experiment, its assessment and its progress are presented. Collective research publications, authored by undergraduate engineering students and edited by their faculty can be used as an effective teaching / learning tool that benefits students/authors, their peers, faculty/editors, local and other institutions, and industry at large, particularly when this research is interactively posted on the Internet. Through a research study format, undergraduates learn the subject matter much better, become familiar with research methods and techniques early in their careers, and polish their technical writing abilities. As the experiment also fosters teamwork and peer collaboration and evaluation, undergraduates sharpen their oral communication skills through group discussions and in-class presentations. The experiment provided an opportunity for students to independently select and research a particular topic and helped them discover the research resources and reference materials available on the subject matter. As one of the few creative opportunities offered in a class, this experiment presented a variety of learning environments to undergraduates and helped promote their creativity and self-directed learning. It was confirmed that most undergraduate students hold unlimited potential for success as researchers, and that enthusiasm, hard work, self-motivation, and dedication of students are likely to constitute better indicators of success than the conventional grades they earned in the past.

scholarly journals PENERAPAN TEKNIK MENGKLARIFIKASI NILAI (VALUE CLARIFICATION TECHNIQUE) UNTUK MENINGKATKANPEMAHAMAN BELAJAR SISWA PADA MATA PELAJARAN PENDIDIKAN AGAMA ISLAM

2019 ◽  
Vol 5 (2) ◽  
Author(s):  
Martoni Martoni ◽  
Andrizal Andrizal ◽  
Helbi Akbar
Keyword(s):  
Religious Education ◽  
Learning Process ◽  
Subject Matter ◽  
Belief System ◽  
Affective Domain ◽  
Islamic Education ◽  
Fifth Grade ◽  
Fifth Grade Students ◽  
The Subject

<p><em>The subject of Islamic Education is a subject that focuses on the affective domain or attitude which consists of a vehicle for planting values, morals, and standard norms such as social sense, nationalism, and even a belief system. From the results of interviewing researchers with one of the PAI teachers, it was found that there were several problems in learning Islamic Religious Education including: Students had difficulty understanding Islamic Education subject matter, especially on material, imitating the attitude of Prophet As, Prophet Musa and Prophet Isa. Students also feel bored and bored in learning so that students do not interpret the learning process. The data in this study were obtained from observation, interviews, tests and documentation, with 8 students consisting of 3 men and 5 women. The results of the research on the implementation of the value clarification technique were proven to be able to improve the learning comprehension of fifth grade students in PAI subjects at SD N 003 Lubuk Kebun Logas Tanah Darat District. This can be seen from the results of the Pre-Cycle test of only 25%, Cycle I rose to 41.7%, Cycle II rose to 75% and Cycle III had reached 87.5% in PAI subjects at SD N 003 Lubuk Kebun Logas Tanah District Land.</em></p><p><strong><em>Keywords: </em></strong><em>Value </em>Clarification<em> </em><em>Techniques</em><em>; Learning Understanding.</em></p>

scholarly journals KOMPETENSI IPA TERINTEGRASI MELALUI PENDEKATAN KETERAMPILAN PROSES MAHASISWA S-1 PENDIDIKAN IPA

2010 ◽  
Vol 3 (3) ◽  
Author(s):  
Insih Wilujeng, Agus Setiawan & Liliasari
Keyword(s):  
Science Education ◽  
Undergraduate Students ◽  
Subject Matter ◽  
Science Learning ◽  
Lesson Plan ◽  
Assessment Instrument ◽  
Integrated Science ◽  
Science Process Skill ◽  
Test Instrument ◽  
The Subject

Abstract: Science Education Undergraduate Students’ Competence in IntegratedScience through the Process Skills Approach. This study aimed to describe thecompetence of science education undergraduate students, in terms of subject mattercompetence and pedagogic competence in integrated science using the processskills approach. This study was a descriptive study involving 31 semester VI undergraduatestudents of science education. The data were collected using the integratedscience I test instrument and the integrated science II test instrument; thecompetence map development assesment instrument and integrated science learningsyllabus; and the lesson plan assessment instrument and peer teaching instrument.The results showed increases in the subject matter competence, science interdisciplinaryunderstanding competence for objective questions, and science interdisciplinaryunderstanding competence for essay questions. Students’ pedagogiccompetence in planning integrated science learning ranged from the good categoryto the very good category, their competence in lesson plan development was good,and their competence in doing and managing learning was fairly good.Keywords : subject matter competence, pedagogic comptetence, integrated science, process skill approach

scholarly journals Accent and Ugandan Students’ Comprehension of Mathematical Concepts and Terms: An Experimental Study

2020 ◽  
Vol 9 ◽  
pp. 70-79
Author(s):  
Imelda Kemeza ◽  
Sudi Balimuttajjo ◽  
Dinesh G Sarvate
Keyword(s):  
Experimental Study ◽  
Small Group ◽  
Undergraduate Students ◽  
Subject Matter ◽  
The Other ◽  
Simple Experiment ◽  
Mathematical Concepts ◽  
Positive Effects ◽  
Lecture Material ◽  
The Subject

The embrace of diversity and multiculturalism in education facilitates the broadening of students’ experiences as they engage with teachers and classmates from backgrounds different than their own. However, while the positive effects of diversity on students are apparent, few studies have examined possible negative challenges that diversity might have on students. Where most subject matter is taught via classroom lectures and the lecture material is presented by a speaker with a different accent than the student is used to hearing, does it make the material harder for the student to understand?  On the other hand, could it increase the focus and engagement required by the students in the classroom, and in the process increase their understanding? In this vein, our research sought understand whether students’ learning of the subject matter hindered when they are taught material by a teacher with a different accent.  To this end, we designed a simple experiment with a small group of undergraduate students in Uganda, to address this question, the result of which we present in this study.

Workshops and World Order Studies

1984 ◽  
Vol 43 ◽  
pp. 1-5
Author(s):  
Raymond McCandless
Keyword(s):  
Undergraduate Students ◽  
Subject Matter ◽  
Learning Experience ◽  
World Order ◽  
Teaching Experience ◽  
Research Paper ◽  
Research Projects ◽  
Classroom Experience ◽  
The Past ◽  
The Subject

My classroom experience over the past seven years has convinced me that teaching does indeed offer a special opportunity for learning. Obviously this conclusion has been reached by a countless number of instructors who have taken a serious approach to their teaching. A special understanding and confidence in one's knowledge of the subject-matter comes through the preparation and presentation of a course or even a singular class lecture.I have attempted to provide undergraduate students with the opportunity for this type of learning experience. A method employed by many instructors is to have students present research projects/papers in class. Although this exercise does approximate the teaching experience, many times the session degenerates into the mere reading of a prepared research paper.

scholarly journals PENERAPAN METODE PEMBELAJARAN ROLE PLAYING UNTUK MENINGKATKAN HASIL BELAJAR PADA MATA PELAJARAN LAYANAN PORTER SISWA KELAS XI AKOMODASI PERHOTELAN 1 SMK PARIWISATA TRIATMAJAYA SINGARAJA

2020 ◽  
Vol 11 (2) ◽  
pp. 45
Author(s):  
Kadek Meli Anggarsari ◽  
Ni Desak Made Sri Adnyawati ◽  
Cokorda Istri Raka Marsiti
Keyword(s):  
Service Learning ◽  
Learning Outcomes ◽  
Role Playing ◽  
Affective Domain ◽  
Student Response ◽  
Cognitive Domain ◽  
Data Collection Tool ◽  
Student Responses ◽  
Service Role ◽  
The Subject

Abstrak Penelitian ini bertujuan untuk (1) mendeskripsikan penerapan metode pembelajaran role playing untuk meningkatkan hasil belajar pada mata pelajaran layanan porter siswa kelas XI AP1 SMK Pariwisata Triatma Jaya Singaraja; (2) mendeskripsikan respon siswa kelas XI AP1 terhadap metode pembelajaran role playing dalam pembelajaran layanan porter. Alat pengumpulan data yang digunakan untuk hasil belajar pada ranah kognitif menggunakan tes tulis, ranah afektif menggunakan lembar observasi, dan ranah psikomotor menggunakan tes kinerja. Alat pengumpulan data yang digunakan untuk respon siswa adalah angket tertutup. Jenis penelitian ini adalah penelitian tindakan kelas. Hasil penelitian ini menunjukan bahwa (1) terjadi peningkatan hasil belajar dilihat dari analisis data pada siklus I yaitu rata-rata hasil belajar 83,6 dan ketuntasan hasil belajar 62,5%. Pada siklus II yaitu rata-rata hasil belajar 87,0 dan ketuntasan hasil belajar 87,5%.  (2) respon siswa terhadap pembelajaran layanan porter dengan metode role playing pada siklus I sebesar 58,03 dan siklus II sebesar 64,18 yang terkategori positif. .        Kata Kunci: hasil belajar, layanan porter, role playing Abstract This research ams to (1) Describe the application of learning method role playing to improve learning on the subject student porter service XI AP1 SMK Pariwisata Triatma Jaya Singaraja. (2) Describe student responses class XI Ap1 SMK Pariwisata Triatma Jaya Singaraja to method study role playing in learning service porter. Test was used in assessing cognitive domain, observation sheet was used in assessing affective domain, and psychomotor domain was assessed through practicing. Test the data collection tool used to respond student is aclosed questionnaire. Study was classroom action research. The result of this study shows that (1) there is an increase in learning outcomes seen from the analysis of the data on the cycle I was 83,6 and completeness of learning outcomes was 62,5% and in Cycle II average of learning outcomes  was 87,0 and completeness of learning outcomes was 87,5%. (2) Student response to porter service learning by method role playing in cycle I amount 58,03 and in cycle II was 64,18 which is category positive Keywords: learning outcome, porter service, role playing      

scholarly journals Challenges of Using ICT in assessing and Developing Students’ affective Domain in Education

2014 ◽  
Vol 5 (3) ◽  
pp. 138-145
Author(s):  
Ismail Abdulfatai ◽  
Husein Osman Abdullahi .
Keyword(s):  
Communication Technology ◽  
Subject Matter ◽  
Soft Skills ◽  
Structured Interview ◽  
Affective Domain ◽  
Qualitative Design ◽  
Academic Activities ◽  
Develop Software ◽  
The Subject

ICT is becoming an inevitable tool in education nowadays. For any academic activities to be effective, the use of ICT is imperative. There are also a lot of benefits and improvement that ICT has brought to the field of education. These benefits and development cut across all spheres of education, such as the aspect of content, instruction and evaluation. In area of evaluation, the cognitive and psychomotor aspects of evaluation are mostly developed, based on the fact that both can be easily accessed through ICT. However, in the aspect of affective domain, the level of assessment is low and not absolutely reliable because it deals with the feelings, interest and values that learner attached to the subject matter. Hence, this study aimed at finding an effective way that ICT can be used to assess students’ affective domain in the process of evaluation. In order to get in-depth understanding of the subject matter, the study employs qualitative design by using semi-structured interview to elicit information from specialists in the field of communication technology. Findings from the study indicate that the use of ICT to evaluate student affective domain requires an illustrious, diligent, and enthusiastic ICT literate teacher. Equally, there is a need to develop software that will focus more on the evaluation of students’ affective domain. Meanwhile, this area that will develop students’ soft skills is greatly needed to produce good citizens, employees, and government of their individual community.

Abstract TP312: Simulation Based Education for Neurology Nurses to Improve In-hospital Stroke Emergency Performance

Stroke ◽  
2016 ◽  
Vol 47 (suppl_1) ◽  
Author(s):  
Rick Gill ◽  
Teresa Rasmussen ◽  
Ravi Garg ◽  
Jessica Ray ◽  
Matthew McCoyd ◽  
...  
Keyword(s):  
Decision Making ◽  
Cognitive Assessment ◽  
Technical Skills ◽  
Affective Domain ◽  
Team Work ◽  
Cognitive Domain ◽  
Team Members ◽  
Stroke Team ◽  
Simulation Based ◽  
The Subject

Introduction: An in-hospital stroke emergency demands timely decision making and prioritization of tasks by the stroke team nurse. Simulation-based medical education (SBME) focuses on obtaining clinical skills in psychomotor, cognitive and affective domains and is superior to the traditional style of education with improved outcomes of knowledge, skills and behaviors and demonstrable effects for patient-related outcomes. A stroke simulation study at our center showed significant improvements in the cognitive and affective domain of new residents and this next phase aims at incorporating members of the multidisciplinary stroke team. Hypothesis: SBME improves stroke emergency performance, particularly for inexperienced stroke team members. Methods: Eight neuro ICU nurses participated in a high fidelity patient simulation of an in-hospital ischemic stroke eligible for IV tPA. The nurse independently managed every nursing task including a focused patient assessment, verifying and evaluating vitals and treating appropriately, expediting labs, managing common obstacles and coordinating care with the stroke team. Nurses completed an affective survey, pre- and post-test cognitive assessment and debriefing with feedback. An evaluator completed a real-time checklist of pre-defined tasks and the subject participated in a review of their performance with the stroke team. Results: Subjects showed a 19.4% improvement in the cognitive assessment post-simulation (p=0.02). The affective survey showed nurses were confident in their ability to perform the NIHSS. While there was no significant change in the affective domain post simulation due to the subject groups being too small for statistical comparison, recognition of normal parameters (labs and vitals) for treatment of stroke showed an improvement of 6.25%. Conclusion: SBME can facilitate the acquisition of technical skills and non-technical skills such as team work, communication, decision-making and cognizance of personal limitations. This pilot demonstrated that nurses can benefit in the cognitive domain through simulation and feedback indicated that a stroke simulation with increased interaction among stroke team members, with defined roles would add to the fidelity of the simulation.

scholarly journals TEACHING PUBLIC SPEAKING TO PHILOLOGY MAJORS: ORGANIZING THE PROCESS

2018 ◽  
pp. 71-75
Author(s):  
Svitlana Bilous
Keyword(s):  
Mass Media ◽  
Undergraduate Students ◽  
Subject Matter ◽  
Public Speaking ◽  
Communication Strategy ◽  
Foreign Languages ◽  
The Political ◽  
Communicative Strategies ◽  
Communication Partner ◽  
The Subject

Background: Developing speaking skills has always occupied a prominent place in foreign languages programmes. But nowadays, mastering public speaking has become an urgent need for Philology majors. It is therefore timely to research the communicative strategies used in public speeches and suggest the model for teaching public speaking to undergraduate students. Purpose: The purpose of the article is to characterise public speeches as samples of English persuasive speaking and develop the model for teaching public speaking to Philology majors. Results: Public speaking employs persuasion as a key communication strategy. The persuasive strategy is realized through argumentative techniques (explaining logically the subject matter and encouraging the communication partner to accept necessary ideas), emotional techniques (creating the appropriate atmosphere and affecting the audience emotionally), value-based techniques (used to convince the audience by providing an assessment of the event). The article differentiates the types of public speeches (inspiring speeches, propaganda, persuasive speeches) in the political and mass media contexts. In the process of training, students are supposed to master effective argumentative, emotive and value techniques as well as relevant verbal, nonverbal and paraverbal communication means to produce public speeches in English. Discussion: Public speeches have been identified as effective material to teach persuasive speaking to Philology majors. The model of teaching public speaking to undergraduate students has been discussed.

scholarly journals Penerapan Model Pembelajaran Blended Learning dalam Meningkatkan Hasil Belajar Siswa Sekolah Menengah Kejuruan

2021 ◽  
Vol 3 (1) ◽  
pp. 180-187
Author(s):  
Marsel Nande ◽  
Wati Ahmad Irman
Keyword(s):  
Data Collection ◽  
Blended Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Affective Domain ◽  
Research Data ◽  
Descriptive Statistics ◽  
Cognitive Domain ◽  
The Subject ◽  
Improve Student Learning

The purpose of this study, namely to improve student learning outcomes in the subject of ledger class XA Accounting at SMK Negeri 1 Ende through the application of blended learning. This type of research used in this research is classroom action research (CAR). The subjecs of this research were 32 students of class XA SMK Negeri 1 Ende. At the same time, the data collection techniques used in this study were: (1) testing, (2) observation, (3) documentation. The research data obtained were analyzed descriptively using simple descriptive statistics. Based on the findings of researchers that learning Basic Accounting, Ledger teaching materials have been done well. In the cognitive domain, it was 18.64% from cycle I to cycle II. In the affective domain, it was 58.90% from cycle I to cycle II. Meanwhile, the psychomotor domain was 27.72% from cycle I to cycle II.

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