scholarly journals Evaluating Pangasinan State University Faculty Performance Using Associative Rule Analysis

Author(s):  
Frederick F. Patacsil ◽  
◽  
Paulo V. Cenas ◽  
Bobby F. Roaring ◽  
Jennifer M. Parrone ◽  
...  

Evaluating faculty members' performance is a very complex area to study. In addition, predicting the performance of these faculty members is a very difficult and challenging task. However, the core of education is teaching and learning, and teaching-learning works to its fullest when there are effective teachers. Measuring the effectiveness of faculty members is done based on the student evaluation of faculty. This research aims to develop a model to predict the performance of the faculty members using associative rule based on the existing evaluation form used by PSU to evaluate faculty members. The model is designed to utilize the knowledge of text analytics rule capabilities that will provide great support for the decision-making of Pangasinan State University in the Philippines. The result reveals that the term good is still the top one terms occurred for all campuses followed by teaching. The results indicated that teacher/faculty members on all campuses are good teachers. Associating words reveal that "teaching good subject/topic," "explains simply" and other meaningful associated words can be utilized to evaluate the performance of the teacher. The results exposed not only the quantitative values of faculty evaluation it also exposed the qualitative opinion of the students in the performance of their faculty members. This study reveals important aspects of the faculty member's teaching performance in terms of words/association of words that will describe their teaching performance. The results can be utilized in coaching and mentoring faculty members to cope with their weaknesses. The proposed model can be utilized by Pangasinan State University to evaluate the faculty members in terms of their teaching performance by utilizing the comments/opinions of the students.

2017 ◽  
Vol 19 (2) ◽  
pp. 90-106 ◽  
Author(s):  
Hassan Eslamian ◽  
Seyed Ebrahim Mirshah Jafari ◽  
Mohammad Reza Neyestani

AbstractThis quasi-experimental study investigated the effect of teaching aesthetic skills to faculty members on development of their effective teaching performance through a two-group pretest-posttest design. The sample included 32 faculty members at a major Iranian university who were divided into the experimental (11 participants) and control groups (21 participants). The experimental group was taught to use aesthetic skills in the teaching and learning processes; however, no intervention was applied to the control group. To evaluate the effective teaching performance of the faculty members, a tailor-made questionnaire was used in two pretest and posttest stages, where randomly chosen students were asked to express their opinions about the faculty membersí performance. The sample size of the students was 1096 in the pretest stage and 935 in the posttest stage. Paired t-test results showed that there was no significant difference between the mean effective teaching scores of the faculty members in the control group in the pretest stage and in the posttest stage. However, the mean effective teaching scores of the faculty members in the experimental group were found to be significantly higher in the posttest. In addition, although there was no significant difference between the mean effective teaching scores of the two faculty groups in the pretest, faculty members in the experimental group outperformed their counterparts in the control group. Based on the findings, applying aesthetic skills by faculty members in the teaching and learning processes can pave the way for sustainable development of their effective teaching performance. Therefore, faculty members are recommended to acquire the required knowledge and skills to better use aesthetic skills in the teaching process.


Author(s):  
Gabriella Alves Ferreira ◽  
Maria Núbia Barbosa Bonfim

Este estudo enfoca a relação professor/aluno e tem por principal objetivo analisar como se constrói essa relação no cotidiano da sala de aula do Curso de Licenciatura em Letras de uma Universi-dade Federal do Nordeste brasileiro. Insere-se no projeto de pesquisa intitulado “Projeto de Cooperação Acadêmica: Disciplinas da Licenciatura voltadas para o Ensino de Língua Portuguesa”, parceria entre as instituições Universidade Federal do Maranhão - UFMA, Universidade de São Paulo - USP e Universida-de Estadual do Rio Grande do Norte - UERN, tendo a UFMA como proponente e contando com o apoio financeiro da CAPES/Procad – NF – 2008. A referida relação pode ultrapassar a sala de aula e tornar-se um ponto relevante no desenvolvimento do ensino-aprendizagem. O processo metodológico englobou o estudo do referencial teórico, a partir dos estudos realizados por Freire (1996), Gadotti (1999), Zuin (2008), Bonfim (2007;2010;2012), dentre outros. Para realizá-lo, levantamos algumas indagações que se-riam analisadas pela pesquisa: Como a relação professor/aluno afeta o processo ensino-aprendizagem? E com quais consequências? No desenvolvimento metodológico, realizamos observação participante, elaboramos e aplicamos entrevistas semiestruturadas com alunos e professores do 8º período do Curso de Letras no turno matutino 2012.2, assim como fizemos levantamento de perfil junto aos alunos para melhor conhecimento individual dos sujeitos. Para sistematização dos dados, utilizamos a técnica de Aná-lise de Conteúdo proposta por Franco (2005). Esperamos com este trabalho mostrar o quanto a relação professor/aluno ajuda a compreender algumas tessituras no processo ensino-aprendizagem e o quanto esse entendimento se torna importante para a solução de conflitos.Palavras-chave: Relação professor/aluno. Licenciatura. Cotidiano.TEACHER/STUDENT: WHAT RELATION IS THIS?ABSTRACT: This study focuses on the teacher/student relationship and its main objective is to analyze how this relationship is built in daily classroom of the Letters Course at the Federal University in Northeast Brazil. Is part of the research project entitled “Project Academic Cooperation: Disciplines of the Degree ai-med for Teaching Portuguese Language”, partnership between institutions Federal University of Maranhão - UFMA, University of São Paulo - USP and State University of Rio Grande do Norte - UERN, having UFMA as proposer and with the financial support of CAPES/Procad - NF - 2008. That relationship can overcome the classroom and become an important point in the development of teaching and learning. The methodo-logical process involved the study of the theoretical framework, based on studies by Freire (1996), Gadotti (1999), Zuin (2008), Bonfim (2007, 2010, 2012) among others. To accomplish it, we raise some questions that would be covered by the survey: As a teacher/student relationship affects the process of teaching and learning? And with what consequences? Methodological development, we conducted participant observa-tion, elaborated and applied semi-structured interviews with students and teachers from 8th period course on literature in 2012.2 morning shift, as did raising profile with students to better knowledge of individual subjects. To systematize the data, we used the technique of content analysis proposed by Franco (2005).We expect this work to show how the relationship teacher/student help understand some tessitura in the teaching- learning process and how this understanding becomes important for conflict resolution.KEYWORDS: Teacher/student relationship. Teaching. Daily.PROFESOR/ESTUDIANTE: ¿QUÉ RELACIÓN ES ÉSTA?RESUMEN: Este estudio se centra en la relación profesor/alumno y su principal objetivo es analizar cómo es construida esta relación en el curso de Licenciatura en Letras de la Universidade Federal do Mara-nhão. Este trabajo hace parte del proyecto de investigación intitulado “Projeto de Cooperação Acadêmica: Disciplinas da Licenciatura voltadas para o Ensino de Língua Portuguesa”, en colaboración con la Univer-sidade Federal do Maranhão - UFMA, Universidade de São Paulo – USP, y la Universidade Estadual de Rio Grande do Norte - UERN , teniendo UFMA como proponente, y con el apoyo financiero de la CAPES / Procad - NF - 2008. La referida relación puede ir más allá del salón de clases, llegando a ser un punto importante en el desarrollo de la enseñanza y del aprendizaje. El proceso metodológico está basado en los estudios realizados por Freire (1996), Gadotti (1999), Zuin (2008), Bonfim (2007, 2010, 2012), entre otros. Para lograrlo, planteamos algunas preguntas analizadas por la referida investigación: ¿Cómo la relación profesor /alumno afecta el proceso de enseñanza y aprendizaje? ¿Y con qué consecuencias? En el desarrollo metodológico, realizamos una observación participante, donde construimos y aplicamos entrevistas semi-estructuradas con los estudiantes y profesores del octavo período del curso de Letras en 2012.2, en el turno de la mañana; además, hicimos un levantamiento que permitió un mejor conocimiento de los sujetos individuales. Para sistematizar los datos, utilizamos la técnica de Análisis de Contenido propuesto por Franco (2005). Esperamos con este trabajo mostrar cómo la relación profesor/alumno ayu-da a entender algunos tesituras en el proceso de enseñanza-aprendizaje y cómo este conocimiento se convierte importante para la resolución de conflictos.PALABRAS CLAVE: Relación profesor/alumno. Licenciatura. Cotidiano.


2020 ◽  
Vol 3 (2) ◽  
pp. 98-111
Author(s):  
Salih Muhammad Jumah-Alaso ◽  
Abdullahi Shehu Onisabi

This study examines ways of improving Arabic's teaching and learning process by applying YouTube video clips as audio-visual aids. Eighteen Arabic students in Kaduna State College of Education and Kwara State University constituted the study sample. A descriptive method with Pre-test and Post-test was conducted. Data were collected through the essay writing, translation, and structure test. The data were analyzed through the descriptive statistics of frequency (f) and percentage (%). The study findings revealed that the subjects performed better and demonstrated linguistic communicative competence in Arabic. Finally, the study recommends that YouTube videos should be integrated into the Arabic teaching-learning process.


Author(s):  
Libi Shen ◽  
Irene Chen ◽  
Anne Grey ◽  
Anchi Su

Artificial intelligence (AI) is developing at a fast speed and has incessantly impacted the modern world for decades. AI technologies are beneficial for all kinds of industries, including businesses, economics, transportation, hospitals, schools, universities, and so forth. Many researchers have investigated the development of artificial intelligence in education (AIEd), specifically on how AI assists teaching, learning, assessment, references, and collaboration. Several questions arise. What impact do AI technologies have on education? How do AI technologies assist teaching (e.g., curriculum, assessment, student learning, and teaching practices)? How do teachers cope with AI Technologies in education? What are the ethical concerns of AI technologies? What are the barriers of AI-based learning in education? The purpose of this chapter is to explore the evolution and the challenges of AI technologies in education. Major research on AI from 1999 to 2019 will be reviewed. Problems with AI in education will be raised and solutions for solving the issues will be recommended.


2020 ◽  
Vol 19 (01) ◽  
pp. 2040023 ◽  
Author(s):  
Mamoun Masoud Abdulqader ◽  
Yousof Zohair Almunsour

This research aims to investigate the effects of social media use on higher education teaching and learning as well as the students’ academic performance. A total of 275 students and faculty members from the College of Computer Science and Information Technology at Imam Abdulrahman Bin Faisal University took part in the study. The participants answered survey questions to analyse information on their use of social media in education and how that has affected their teaching, learning and grades. A majority of the participants reported that they used social media in training. However, they also stated that social media platforms were beneficial in academic matters. The number of participants who stated that the use of social media in learning helped improve their grades was 43%. The other 57% thought that social media had no impact on their grades or had an adverse effect or were undecided.


2019 ◽  
Vol 38 (1) ◽  
pp. 24-45
Author(s):  
Yvonne Haigh

This paper draws on nine years of undergraduate student course evaluation surveys to explore learning and teaching practices in an introductory public policy course in Australia. The paper situates student responses in terms of an increasingly complex teaching and learning environment. The student cohort includes a diverse group of arts, law, business and technology-based undergraduates. The paper explores both quantitative and qualitative survey data in order to draw out students’ perceptions and views on teaching, learning and their engagement with public policy. The paper considers some of the ways students grapple with increasing levels of complexity, their perceptions of interactive and participatory teaching strategies as tools for learning, and their views around enhancing university learning. The paper provides a set of reflections that may enhance student experiences in increasingly complex environments.


2020 ◽  
pp. 146394912096608
Author(s):  
Leslie Gleim ◽  
Jeanne Marie Iorio ◽  
Catherine Hamm ◽  
Kirsten Sadler

Quality, teaching and assessment in early childhood are often steeped in developmental logic and narrow understandings of teaching and learning. Pedagogy situated in agency and complexity disrupts these taken-for-granted narratives and offers multiple ways of teaching, learning and doing. In this article, the authors offer an example of these pedagogies through daily plans. Daily plans are a process of mark-making, deep listening and engagement with children’s theories of their everyday worlds. Further, they illustrate a reciprocal relationship between child and teacher, co-participating in learning and teaching. Through daily plans, children engage as capable, pedagogical intentions are made visible, and the complexity of teaching and learning is realized.


2007 ◽  
Vol 40 (1) ◽  
pp. i-i ◽  

Phil Benson's state-of-the-art review of autonomy in L2 learning and teaching is a timely response to an ever-growing interest in autonomous language learning. Focusing his attention on the recent literature, he explores how this interest in autonomy is influencing theory and practice, leading to the emergence of new research agendas in the field. He focuses particularly on the ways in which conceptions of autonomy have evolved and continue to change, and how these new conceptions fit in with broader developments in language teaching and learning theory, educational practice, and social thought.This issue includes also a call for papers on Replication Research Studies, two features marking the publication of this fortieth volume of the journal, and reports on a series of research seminars.Richard Johnstone's article in which he reviews research published in 2004 and 2005 on language teaching, learning and policy is available online at <http://journals.cambridge.org/jidLTA&volumeId=39&issueId=04>.


2020 ◽  
Vol 8 (6) ◽  
pp. 10-17
Author(s):  
Sunayana Garg ◽  
Diwakar Aggarwal ◽  
Sushil Kumar Upadhyay ◽  
Gautam Kumar ◽  
Gulbir Singh

Purpose of Study: Severe Acute Respiratory Syndrome Coronavirus 2 (SARS-CoV-2), deals with Coronavirus Disease 2019 (COVID-19) has instantly spread worldwide, leading to an episode of intense irresistible pneumonia. The COVID-19 pandemic has created a phenomenal change in educational teaching-learning framework globally. Other than financial and social effects, there is a difficulty in adopting new online education systems by stakeholders of academic institutions. Methodology: The review presented here is based on the platinum open access literature focusing on the adoption of the online education system during the current pandemic situation. This compilation of the findings is based on a systematic review published by the scholars of the relevant field of research targeted to opportunities and challenges in adopting ICT (Information and Communication Technology) and online teaching-learning pedagogy.  Main Findings: Specifically, school students need to deal with various sorts of ecological, electronic, and mental battles because of the COVID-19 pandemic. The whole education system from elementary to tertiary level has been imploded during the lockdown time of the COVID-19 in India and worldwide. The New Education Policy (NEP) 2020 has been delivered by the recently renamed Ministry of Education. The approach has given another face to the Online Education System in India. Applications of this study: The finding of the current investigation is a portrayal of opportunities and challenges in receiving the online teaching-learning education system by the public and private educational institutions. It will help in the planning and development of strategies to handle the challenges and opportunities of e-learning during the current global epidemic. Novelty of the study: The authors endeavored to address the web-based learning and teaching in the school training system in the midst of the COVID-19 pandemic. The capacity of offered resources in academic organization effectively changed conventional education into online schooling with the help of virtual classes and other urgent online gadgets in this reliably moving instructive scene.


Author(s):  
Amit P. Patel ◽  
Savitri Katlam

Background: There is a shift in the teaching learning process with the advent of newer methodologies. The present study was conducted to obtain feedback from 2 year dental students regarding teaching and learning methodology and their perception about pharmacology.Methods: This was an observational, cross-sectional questionnaire based survey. A self-designed questionnaire containing 10 questions with 4-6 options regarding the teaching and learning methodology was given to 2nd year dental students. Responses was collected and data was compiled in Microsoft excel and statistically analyzed.Results: A total of 97 students participated in this survey. Students opinion revealed that, Gastrointestinal followed by general pharmacology and cardiovascular system were the most favorite topics. Majority preferred studying from “standard text books” and method of learning was “understanding” of the subject rather mugging. Majority of the students said that preferred lectures taken via LCD projectors and rated viva and MCQ as preferred method of evaluation university exams. Interactive classes and tutorials were the most preferred techniques.Conclusions: The study concluded that interactive classes and overhead /LCD based lectures should be inculcated in routine learning and teaching program of pharmacology. There is a need to qualitatively assess the various teaching and learning methods, so as to understand students views and their perception for improving teaching and learning pharmacology. The outcome will help us to modify and improve quality of under graduate dental pharmacology teaching and learning.


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