scholarly journals A REVIEW ON DEVELOPING BALAGHAH TEST IN HIGHER LEARNING INSTITUTION

2021 ◽  
Vol 22 (1) ◽  
pp. 262-277
Author(s):  
SHUHAIDA HANIM MOHAMAD SUHANE ◽  
KASEH ABU BAKAR ◽  
MD. NOR ABDULLAH
Keyword(s):  
Teaching And Learning ◽  
Qualitative Method ◽  
Data Retrieval ◽  
Past Research ◽  
Higher Learning ◽  
Not Given ◽  
Journal Articles ◽  
Related Research ◽  
Research On Teaching ◽  
Higher Institutions

This article reviews on the administration of teaching Balaghah at higher institutions in Malaysia was done to: (1) identify past research on the teaching and learning of Balaghah in Malaysia, (2) locate gap within related research on teaching and testing Balaghah in Malaysia, and (3) analyse new issues regarding teaching and testing of Balaghah which can provide references in the future. This review used a qualitative method, involving data retrieval and content analysis. Among the analyzed documents include journal articles, dissertation, books, working papers and proceeding seminars. The result shows that a balaghah testing and assessment is not given adequate emphasis, and the balaghah test is still lack of application aspects. Based on this finding, the recommendation of this review is to develop an instrument as an model for Balaghah Test in Higher Education Level (UPBal). Keywords: Developing; Balaghah test; Higher learning institution

scholarly journals Asking better questions! A review of the pedagogical strategies used in one senior level award in Scotland

2015 ◽  
Vol 6 (1) ◽  
pp. 123-149 ◽  
Author(s):  
Malcolm Thorburn ◽  
Katrina Seatter
Keyword(s):  
Physical Education ◽  
Detailed Analysis ◽  
Teaching And Learning ◽  
Teaching Effectiveness ◽  
Learning Approaches ◽  
Teacher Interviews ◽  
Pedagogical Strategies ◽  
Related Research ◽  
External Assessment ◽  
Research On Teaching

Abstract Previous related research on teaching effectiveness in one senior level award - Higher Still Physical Education (HSPE) in Scotland - revealed a number of extended challenges in adopting the practical experiential teaching and learning approaches advised. However, these studies were restricted by lack of observation of teaching and learning in action and of detailed analysis of the types and timings of questions asked. The present study addressed these limitations. Data were collected through observations of teaching, questionnaire responses on the uses of discussions by pupils and teachers and semi-structured teacher interviews. Findings revealed that there were encouraging signs of a broad range of purposeful question techniques being used in practical sessions. However, there was still a lack of full teacher trust in these approaches, despite high pupil endorsement for their usage. We conclude that perceived subject content and external assessment demands continue to constrain pedagogical strategies in HSPE.

scholarly journals Research on teaching and learning in Physics and Chemistry in NorDiNa Papers

2016 ◽  
Vol 12 (1) ◽  
pp. 3-20 ◽  
Author(s):  
Päivi Kinnunen ◽  
Jarkko Lampiselkä ◽  
Veijo Meisalo ◽  
Lauri Malmi
Keyword(s):  
Learning Outcomes ◽  
Science Teachers ◽  
Teaching And Learning ◽  
Chemistry Education ◽  
Learning Processes ◽  
Research Topics ◽  
Research Papers ◽  
Related Research ◽  
Didactic Triangle ◽  
Research On Teaching

This article provides an overview of teaching and learning processes in research on physics and chemistry education published in NorDiNa 2005–2013. Using the didactic triangle as our theoretical framework we developed a typology to analyse the data and used this to categorise 89 related research papers, from all levels of education (primary, secondary and tertiary). The results suggest that students’ characteristics, their understanding of the content and learning outcomes are studied frequently. In contrast, science teachers are studied much less. Most papers reported studies that had been done at the teaching organisation level. Course level studies and society level studies were also frequent. However, international level studies were few in this data pool. We conclude by discussing less popular research topics in the science education field.

scholarly journals Monitoring and Evaluation on Effective Delivery of Social Studies for Improved Academic Performance

2019 ◽  
Vol 11 (1) ◽  
pp. 175
Author(s):  
Chukwu, Chinyere Loveth ◽  
Mezieobi, Dan I. ◽  
Uguwanyi, Benedict Ejiofor ◽  
Okpoebo, Casmir Chukwudi
Keyword(s):  
Academic Performance ◽  
Social Studies ◽  
Teaching And Learning ◽  
Monitoring And Evaluation ◽  
Learning Processes ◽  
Higher Learning ◽  
Evaluation Team ◽  
Institutions Of Higher Learning ◽  
Evaluation Of Teaching ◽  
Higher Institutions

Monitoring and evaluation is very crucial in attaining targeted goals, especially in social studies. Social studies teacher mode of service delivery rub-off on the level of academic performance of students. It is very imperative that monitoring and evaluation mechanism be put in place to check how social studies lecturers in institutions of higher learning execute their lecture. In primary and secondary levels of education, the Ministry of education, from time to time send inspectors to schools to supervise the teaching and learning processes going on in schools. School heads are also mandated to supervise teaching and learning processes in their schools, this mechanism goes a long way to checkmate teachers’ excesses but this is lacking in institutions of higher learning, and appears to be responsible for the lackadaisical attitude to work by some lecturers. Such attitudes include absent from lecture, late coming to lecture among others. This paper therefore looked at the importance of monitoring and evaluation of teaching processes of social studies in higher institutions of learning, uses of monitoring and evaluation, among others and conclude that internal monitoring and evaluation team be established in higher institutions, to ensure adequate monitoring and evaluation of teaching and learning of social studies in institutions of higher learning for effective implementation of social studies contents among others.

Model dan Kurikulum Pendidikan al-Quran Holistik bagi OKU

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Hj. Norakyairee Hj. Mohd Raus ◽  
Nurutthoilah Ahmad Nabil
Keyword(s):  
Curriculum Development ◽  
Teaching And Learning ◽  
Qualitative Method ◽  
Early Stage ◽  
Data Retrieval ◽  
Learning Activities ◽  
Assessment Process ◽  
Research Findings ◽  
Special Education Program ◽  
Education Model

Curriculum development is an improvisation process to achieve specific educational objectives. The Special Education Program offers Islamic Education opportunities to students with visual impairment, hearing impairment and learning disabilities, including Quranic Education. However, the development of its model and curriculum is still at early stage. The main objective of this research is to carry out an exploration on a holistic Quranic Education model and curriculum for Persons with Special Needs (PSN), and to identify existing models and curricula. This research uses the qualitative method and relies on observation, interview and document analysis protocols for data retrieval. Research findings portray that curriculum objectives, curriculum content, teaching and learning activities and assessment process are all vital elements in determining curriculum development and model. Abstrak Pembangunan  kurikulum  merupakan  proses  penambahbaikan  bagi  mencapai sesuatu  matlamat  pendidikan.  Program Pendidikan  Khas turut menawarkan peluang  pendidikan Islam kepada  Murid  Berkeperluan  Khas  (MBK)  Masalah Penglihatan,  Pendengaran  dan  Pembelajaran termasuk  pendidikan al-Quran.Namun,  isu  berkaitan  model  dan  kurikulumnya  masih  di  peringkat  awal. Objektif  utama  kajian  ini  adalah merupakan  eksplorasi  terhadap  model  dan kurikulum  pendidikan  al-Quran  holistik  bagi  OKU  dan  mengenal  pasti  model dan  kurikulum  yang  sedia  ada.Kajian  ini  menggunakan  pendekatan  kaedah kualitatif  dengan  menjadikan  protokol  pemerhatian, temu  bualdan  analisis dokumen untuk  mendapatkan  data. Hasil  dapatan  kajian  ini  menunjukkan pemilihan  model  dan  pembangunan  kurikulum  perlu  melihat  kepada  objektif kurikulum,  kandungan  kurikulum,  aktiviti  pengajaran  dan  pembelajaran,  dan proses penilaian.

scholarly journals An Analysis on Pragmatic Force of Declarative Utterances Used by the Main Character in Mona Lisa Smile Movie and its Implication on Language Teaching

2019 ◽  
Vol 1 (2) ◽  
pp. 166-175
Author(s):  
Juhariyah Nur Hakim
Keyword(s):  
Teaching And Learning ◽  
Qualitative Method ◽  
Classroom Instruction ◽  
Speech Act ◽  
Learning Activity ◽  
Teaching Material ◽  
Main Character ◽  
Research On Teaching ◽  
Mona Lisa

This research uses a descriptive qualitative method. The source of the data are document (the authentic manuscript) and video of “Mona Lisa Smile” film.  The goals of this research are (1) to identify the contexts of declarative utterances uttered by the main character (Katherine Wattson) in the film entitled “Mona Lisa Smile”, (2) to explain the pragmatic forces of declarative utterances. To find the pragmatic forces of declarative utterances in the film entitled “Mona Lisa Smile” the researcher identifies the context of each datum in declarative utterance based on Austin’s classification of act performance in language. There are 69 utterances in the film, then the researcher randomly takes 35 utterances of declarative utterances to be analyzed. The results of this research are, that (1) In every utterance, context has important role in determine the meaning of the utterance, (2) The hearer’s response to Katherine Watson’s declarative utterances varies. The hearer’s response can be in forms of a statement, question, act and sometimes silence to Katherine utterances, (3) From the 35 of declarative utterances that have been uttered by Katherine Watson there are 13 kinds of force: consisting of insisting, claiming, complaining, apologizing, requesting, appointing, ordering, warning, suggesting, blaming, sentencing, asking, and advising. The implications of this research on teaching and learning activity are, (1) the pragmatic force of declarative utterances can be used as teacher’s classroom instruction, and (2) the pragmatic force of declarative utterances can be used as a teaching material.  Keywords: pragmatic, speech act, illocution, declarative  

scholarly journals Together but Not Together: Challenges of Remote Learning for Students Amid the COVID-19 Pandemic in Rural South African Universities

2021 ◽  
Vol 6 (3) ◽  
pp. 213-226
Author(s):  
Newlin Marongwe ◽  
Rufaro Garidzirai
Keyword(s):  
South African ◽  
Teaching And Learning ◽  
Data Gathering ◽  
Higher Learning ◽  
Black Universities ◽  
Institutions Of Higher Learning ◽  
The Media ◽  
Rural Institutions ◽  
Higher Institutions ◽  
Remote Learning

The purpose of the study was to examine the challenges of remote learning that were faced by students in four rural institutions of higher learning amid the COVID-19 pandemic. It is well documented that in South Africa as well as globally, the COVID-19 pandemic has disrupted the teaching and learning in higher institutions of education. A call was made by the Department of Higher Education and Training that mandated universities to adopt remote learning to save the academic year. That call was a blanket statement that did not consider the context of different universities, given the inequalities that existed prior to the outbreak of COVID-19 between the historically disadvantaged universities and the well-established ones. The study adopted a qualitative approach that made use of a desktop research methodology, as well as the media (Television, radio and newspapers), and social media as sources of data gathering to document the challenges. One of the key findings was that some students studying at rural institutions of higher learning experienced challenges of limited skills as well as the convenience of and access to technology and other tools of trade. The paper concludes that such students were proposing that, ‘we are together but not together”. The root of such grievance is that they were grossly affected by the geographical and historical position of the universities they were enrolled at and the situation was deepened and exposed by the COVID-19 pandemic. The paper recommends the equal redistribution of resources especially to previously disadvantaged Black universities. The paper further recommends that the Department of Education introduce online learning to students from as early as high school so that there will be continuity and ease in remoting learning.

Research on teaching and learning medicine

JAMA ◽  
1965 ◽  
Vol 194 (11) ◽  
pp. 1225-1225
Author(s):  
S. E. Ross
Keyword(s):  
Teaching And Learning ◽  
Research On Teaching

ACCOMMODATING MOBILE LEARNING IN COLLEGE PROGRAMS

2013 ◽  
Vol 17 (1) ◽  
Author(s):  
Jay Alden
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Text Messaging ◽  
Teaching And Learning ◽  
Discussion Board ◽  
Academic Programs ◽  
Higher Learning ◽  
College Programs ◽  
Near Future ◽  
Selected Functions

Mobile devices and applications are expected to have a significant impact on teaching and learning in the near future. Yet colleges and universities are currently facing severe budget constraints and discretionary funding is restricted for new initiatives. The question addressed in this paper is: “What strategy should an institution of higher learning with limited resources use in adapting the capabilities of mobile devices to benefit its academic programs?” To help answer this question, students were surveyed to identify their perceptions on the importance of a selected set of mobile learning functions, their experience with using those functions, their recommendation for a mobile learning adoption strategy, and information on the particular mobile devices they possess. The recommended strategy was “pick and choose special capabilities to develop” with the selected functions being (1) Receive alerts and reminders about assignments and appointments concerning the course being taken; (2) Communicate individually with faculty, an advisor, or other students using voice, email, or text messaging; (3) Post or reply to items in a poll, discussion board, or other application; and (4) Download and review lesson materials from a course being taken. Other recommendations included techniques for faculty and student support services as well as institutional policies for limiting models of mobile devices for use in courses, making online courseware for laptops and desktops the same as mobile learning courseware, and making the opportunity for mobile learning optional.

LEARNING BY DOING MEDIA BELAJAR JAM DINDING DALAM PEMBELAJARAN MATEMATIKA DI KELAS 2 MIN 3 BANYUMAS

2020 ◽  
Vol 5 (2) ◽  
pp. 190-196
Author(s):  
Faujatun Nahdiyah
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Qualitative Method ◽  
Learning By Doing ◽  
Real Object ◽  
Real Activity ◽  
Other Hand ◽  
Short Needle

The research was carried out the lock of student’s abilities in understanding time unit. Time unit is abstract, so it’is needed real object as a model to make the student understand easily.in other hand, the student should be given real activity that can be recreved easily. In order to make them understand the concept of time unit.The success of a teaching and learning process is one of the reasons due to the use of media or participation in the teaching and learning process. Because in the teaching and learning process media has an important meaning.This research used a qualitative method, and used  wall clock that made by paper carton. With a wall clock made of cardboard, it is easy for students to use the clock by rotating the direction of the needle on the cardboard between the long needle and the short needle must match.

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