scholarly journals A Qualitative Research on Self-Regulation Practices of ELT Students in Reading Class

2021 ◽  
Vol 6 (2) ◽  
pp. PRESS
Author(s):  
Harsya Danang Pradana ◽  
Ouda Eda Tena
Keyword(s):  
Teaching Methods ◽  
Research Method ◽  
Teaching And Learning ◽  
Group Discussion ◽  
Self Regulation ◽  
Private University ◽  
Metacognitive Skills ◽  
Student Centered ◽  
Preparation Phase ◽  
Thinking Process

This paper investigates the self-regulation practices in reading classes among students from a private university in Yogyakarta. In an era where students and their thinking process are the centers of the teaching and learning process, each student’s metacognition skills need to adjust the teaching methods used inside and outside the classroom. To that end, students must be aware of their metacognitive skills and self-regulating behaviors. The research method used in this paper was the quantitative method. The researchers used the interview and focused group discussion (FGD) method on gaining information regarding students' awareness of their metacognitive skills and self-regulation habits. The participants were students from a pre-determined private university in Yogyakarta, where the reading classes are known to be student-centered. The results showed that while the students could create strategies and reflect upon said strategies, they still lacked a critical component of self-regulation, namely the preparation phase. This discovery means that the students need to be aware of the importance of preparing to meet specific goals and self-motivation.

scholarly journals Pelaksanaan Proses Belajar Mengajar Pendidikan Jasmani Olahraga dan Kesehatan pada Sekolah Dasar

2018 ◽  
Vol 1 (2) ◽  
pp. 64-73
Author(s):  
Muhammad Supriyadi
Keyword(s):  
Elementary School ◽  
Physical Education ◽  
Learning Process ◽  
Teaching Methods ◽  
Research Method ◽  
Teaching And Learning ◽  
Education Practice ◽  
Average Percentage ◽  
Know How ◽  
Descriptive Research

The purpose of this research is to know how the method of teaching, and infrastructure facilities of Physical Education of Sport and Health at State Elementary School 23 5 East Koto Padang Pariaman Regency. His research method descriptive research finds that the implementation of teaching and learning process of physical education practice in health and elementary school Country 23 V Koto Timur Padang Pariaman District is as follows: in terms of teaching methods with demonstration indicators have the average number of answers 80 times 50 percent with medium criteria and lecture indicator has the average number of answers 136 times 60.71 percent. For facilities and infrastructure with sports equipment indicator have average percentage of student answer 130 times 50.78 percent with medium criterion. From the above results can be concluded that the implementation of teaching and learning process physical exercise and health education in Public Elementary School 23 5 East Koto Padang Pariaman Regency is inthecategory of being. Keywords: Teaching and Learning Process, Physical Education Sport and  Health  

scholarly journals Directions To Modernize Teaching Methodology

2015 ◽  
Vol 21 (2) ◽  
pp. 560-564
Author(s):  
Nicolae Căpăţînă
Keyword(s):  
Teaching Methods ◽  
Teaching And Learning ◽  
Teaching Methodology ◽  
Student Centered ◽  
Student Centered Learning ◽  
Teaching Learning ◽  
Society Today ◽  
Teacher Centered

Abstract Article presents the main directions of modernization of teaching methods, factor for modernization of education. Modernization of teaching methods is required by changes taking place in society today latter directly influencing the conduct of education. Shift from teacher-centered education to student-centered learning and changing paradigms instructional, teaching methods require modernization and transformation of his conception of education. Classical paradigm of teaching and learning profound changes, transforming the teaching learning, resulting in the need to change teacher.

Undergraduate prosthetics and orthotics teaching methods: A baseline for international comparison

2014 ◽  
Vol 39 (4) ◽  
pp. 278-285 ◽  
Author(s):  
Gholamreza Aminian ◽  
John M O’Toole ◽  
Afsoon Hassani Mehraban
Keyword(s):  
Teaching Methods ◽  
Mixed Method ◽  
Clinical Training ◽  
Teaching And Learning ◽  
Quantitative Methods ◽  
Student Centered ◽  
Qualitative And Quantitative Methods ◽  
Modified Delphi ◽  
Group Methods ◽  
Developed Nations

Background: Education of Prosthetics and Orthotics is a relatively recent professional program. While there has been some work on various teaching methods and strategies in international medical education, limited publication exists within prosthetics and orthotics. Objectives: To identify the teaching and learning methods that are used in Bachelor-level prosthetics and orthotics programs that are given highest priority by expert prosthetics and orthotics instructors from regions enjoying a range of economic development. Study design: Mixed method. Methods: The study partly documented by this article utilized a mixed method approach (qualitative and quantitative methods) within which each phase provided data for other phases. It began with analysis of prosthetics and orthotics curricula documents, which was followed by a broad survey of instructors in this field and then a modified Delphi process. Results: The expert instructors who participated in this study gave high priority to student-centered, small group methods that encourage critical thinking and may lead to lifelong learning. Instructors from more developed nations placed higher priority on student’s independent acquisition of prosthetics and orthotics knowledge, particularly in clinical training. Conclusions: Application of student-centered approaches to prosthetics and orthotics programs may be preferred by many experts, but there appeared to be regional differences in the priority given to different teaching methods. Clinical relevance The results of this study identify the methods of teaching that are preferred by expert prosthetics and orthotics instructors from a variety of regions. This treatment of current instructional techniques may inform instructor choice of teaching methods that impact the quality of education and improve the professional skills of students.

scholarly journals Metacognitive monitoring and learning gain in foundation chemistry

2014 ◽  
Vol 15 (1) ◽  
pp. 94-104 ◽  
Author(s):  
Kgadi C. Mathabathe ◽  
Marietjie Potgieter
Keyword(s):  
Classroom Environment ◽  
Time Management ◽  
Teaching And Learning ◽  
Self Regulation ◽  
Positive Contribution ◽  
Metacognitive Skills ◽  
Metacognitive Monitoring ◽  
Learning Gain ◽  
Self Evaluation ◽  
Before And After

The ability to make realistic judgements of one's performance is a demonstration of the possession of strong metacognitive skills. In this study we investigate the relationship between accuracy of self-evaluation as an expression of metacognitive skill, and learning gain in stoichiometry. The context is an academic development programme at a South African University offered for under-prepared students enrolled for science and engineering. These students generally exhibit unrealistically high levels of confidence in performance and this could potentially place them at risk by negatively affecting decisions regarding time management and self-regulation. We investigated whether overconfidence before instruction is corrected upon exposure to teaching. A three-tier stoichiometry test was used to collect qualitative and quantitative data before and after instruction. Findings indicate that the majority of the students were overconfident in the evaluation of their performance in both the pre- and posttests. Overconfidence was not a debilitating disposition when demonstrated in the pretest provided that it was corrected during teaching and learning. The most vulnerable students were those that judged their performance or lack thereof realistically in the pretest but became overconfident during the teaching and learning of stoichiometry. Our results suggest that under-prepared students are slow in developing accurate metacognitive monitoring skills within a classroom environment that did not include instruction focused on the development of such skills. We recommend a proactive and constructive response by educators which may reduce the incidence of failure and preserve the positive contribution of confidence, albeit excessively positive.

scholarly journals INNOVATIVE TEACHING METHODS FOR BLENDED LEARNING UNDER NEW EDUCATION POLICY, 2020: A FUTURE PERSPECTIVE

2021 ◽  
Vol 8 (SI-1) ◽  
pp. 37-57
Author(s):  
Surabhi Singhal ◽  
Amit Singhal ◽  
P.C. Tulsian ◽  
Neelam Mittal
Keyword(s):  
Education Policy ◽  
Blended Learning ◽  
Learning Process ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Group Discussion ◽  
Future Perspective ◽  
Innovative Teaching ◽  
On Line ◽  
New Education

India’s New Education Policy, 2020 aims to revamp our education system completely. One of the key features of this policy is increased use of technology and teaching through on-line resources along with traditional face-to-face mode. This type of blended learning calls for innovation in the teaching and learning process. One of the innovative teaching methods is through the use of movies in the classroom. This article presents an innovative way of teaching Management Courses through the use of a movie. The exercise used for this purpose aims to teach the Expectancy Theory of Motivation through short movie clips, discussion prompts, group discussion and a comparison debrief. The exercise has been found useful in increasing the students’ engagement level in class along with a better understanding of the underlying concepts in the theory. It is recommended that such innovative methods which use technology and on-line resources should be incorporated into the teaching and learning process for achieving the objectives laid out in the New Education Policy, 2020.

scholarly journals PENERAPAN KETERAMPILAN MENGAJAR DALAM UPAYA PENCAPAIAN HASIL BELAJAR MAHASISWA

2017 ◽  
Vol 4 (2) ◽  
pp. 118
Author(s):  
Nurdin Mansur
Keyword(s):  
Classroom Management ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Group Discussion ◽  
Self Regulation ◽  
Small Group Discussion ◽  
Teaching Skills ◽  
Management Skills ◽  
High Learning

The purpose of the implementation of teaching and learning is for learning achievement, both in terms of process and in achieving the outcome is always influenced by various factors. To get the learning outcomes in a subject that is better then relates all factors of educators in the mastery and application of various teaching skills of learning such as the following, namely: a skill as opening lesson, questioning skills, skills to provide reinforcement, skills provide variety, skill explains, small group discussion guiding skills, classroom management skills, teaching skills of individuals, and closing skills lessons. Moreover, in studying a subject willing learners are required to carry out exercises to add a sense of confidence, a strong will to implement appropriate learning strategies, planning and good self-regulation in order to achieve high learning outcomes.

scholarly journals Strategi Pengajaran Dosen Dan Pengalaman Pembelajaran Mahasiswa Dalam Matematika Teknik Di Polytechnic Kuching Sarawak Malaysia

MADRASAH ◽  
2016 ◽  
Vol 6 (1) ◽  
pp. 14
Author(s):  
Ling Ying Leh
Keyword(s):  
Active Learning ◽  
Teaching Methods ◽  
Student Involvement ◽  
Teaching And Learning ◽  
Engineering Students ◽  
Learning Experience ◽  
Learning Experiences ◽  
Learning Approaches ◽  
Student Centered ◽  
Passive Learning

<span><em>Teaching and learning approaches practiced by educators today must </em><span><em>be different to suit the contents and time. Lecturers-teaching focused on </em><span><em>student-centered teaching should be encouraged and emphasized as highly </em><span><em>active student involvement is required during the process of teaching and </em><span><em>learning. Active student involvement will form the interest of students to </em><span><em>explore knowledge. The purpose of this study is to get the students’ perception </em><span><em>of the lecturers’ teaching and students’ learning experiences. In this study,</em><br /><span><em>the lecturers’ teaching aspect highlighted is composed of a lecturer-centered </em><span><em>teaching methods and student-centered teaching and learning experience </em><span><em>aspects is in relation to active learning and passive learning. This study </em><span><em>involved a total of 169 respondents among 2</em><span><em>nd </em><span><em>semester engineering students </em><span><em>of diploma program who are studying in Engineering Mathematics 2 at </em><span><em>Polytechnic Kuching Sarawak. These samples were identifid through </em><span><em>stratifid random sampling method to answer a questionnaire about the</em><br /><span><em>lecturers’ teaching and students learning experiences. The instrument </em><span><em>used was a structured questionnaire which containing 20 items. The data </em><span><em>obtained were analyzed using descriptive statistics; i.e. mean, percentage </em><span><em>and standard deviation. Through this study, the overall mean value obtained </em><span><em>for lecturer-centered teaching methods and student-centered teaching </em><span><em>methods are respectively 4.08 and 3.81. While the overall mean for active </em><span><em>learning and passive learning is respectively 3.65 and 4.04. In this regard, </em><span><em>the role of the lecturers who teach should not be underestimated because </em><span><em>the majority of students still consider lecturer as a source of knowledge </em><span><em>and “guardian” of them.</em><br /><span><strong>Keywords</strong><span><em>: Active learning, Student-centered teaching</em></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span><br /><br class="Apple-interchange-newline" /></span></span></span></span>

scholarly journals Creating Effective Teaching and Learning in the Classroom through Problem Based Teaching Method (PBTM): Guidance for Accounting Teachers in the Developing Countries

2021 ◽  
pp. 103-112
Author(s):  
Jacinta Ifeoma Obidile
Keyword(s):  
Academic Performance ◽  
Effective Teaching ◽  
Teaching Methods ◽  
Social Learning Theory ◽  
Teaching And Learning ◽  
Research Study ◽  
Teaching Method ◽  
Knowledge Retention ◽  
Student Centered ◽  
Effective Teaching And Learning

Problem-based teaching method (PBTM), which is one of the student-centered teaching methods, has been found by scholars as an effective teaching method that enhances students’ academic performance and knowledge retention in the teaching and learning of several subjects, including accounting. But, no known study has simplified PBTM processes for use in the classrooms in the teaching and learning of accounting. This seems to have made its application in the teaching and learning of accounting at tertiary and basic/postbasic levels difficult. This study, therefore, has simplified the Problem-based teaching method (PBTM) for use in the teaching and learning of accounting at basic/postbasic and tertiary levels in the education sector in Nigeria. This research study was considered because of the environment where the teaching and learning of accounting usually take place in the nation. The study anchors on Social learning theory, which states that, as learners actively participate in the classroom work through problem-solving, advancement in knowledge occurs. The study concludes that accounting could be taught effectively at any education level in Nigeria using this simplified PBTM to enhance students’ academic performance and knowledge retention.

scholarly journals PENDEKATAN CONTEXTUAL TEACHING AND LEARNING (CTL) BERBASIS JAS (JELAJAH ALAM SEKITAR) DALAM PEMBELAJARAN SAINS DI MADRASAH IBTIDAIYAH

2020 ◽  
Vol 2 (2) ◽  
pp. 64
Author(s):  
Ummu Khairiyah
Keyword(s):  
Learning Process ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
Survey Methods ◽  
Group Discussion ◽  
Authentic Assessment ◽  
Student Centered ◽  
Student Centered Learning ◽  
Contextual Teaching ◽  
Scientific Skills

The research objective is to describe the activities of students during the learning process that uses the Contextual Teaching and Learning (CTL) approach based on Jelajah Alam Sekitar (JAS) and determine students' responses to learning using the JAS-based CTL approach. Research is a descriptive quantitative research that uses survey methods and literature studies. The learning activities with CTL approach based on the Jelajah Alam Sekitar (JAS) in science or IPA  is a group discussion, direct observation, practicum, game, and final/ test. Where through these activities in accordance with the principles of the JAS approach which consists of exploration, constructivism, the scientific process, learing community, bioedutainment and authentic assessment. So that the learning process based on Student Centered Learning is no longer Teacher Centered Learning which can make students 'scientific skills honed. Students' responses to learning with the CTL approach based on Jelajah Alam Sekitar (JAS) is 89% in the good category (interest and very interest).

The implementation of project as cultivation of metacognitive skills

2018 ◽  
Vol 5 (1) ◽  
pp. 75-82
Author(s):  
Kasimatis Katerina ◽  
Papageorgiou Theodora
Keyword(s):  
Digital Literacy ◽  
Teaching And Learning ◽  
Self Regulation ◽  
Authentic Learning ◽  
Metacognitive Skills ◽  
Technological Education ◽  
Self Assessment ◽  
Communicative Skills ◽  
Problem Solving Skills ◽  
Social Communicative

The purpose of this paper is to highlight the effectiveness of the project as a modern technique of teaching and learning. Through a research carried out by students of School of Pedagogical and Technological Education who participated in a project implementation, a variety of benefits have emerged, focusing on the promotion of authentic learning, the cultivation of cognitive, social/communicative and especially metacognitive skills, necessary for the needs of the 21st century. The data were collected through a questionnaire for self-assessment. Our purpose was to explore the skills developed by the students, to detect the obstacles/difficulties they encountered and to explore the strategies that followed by students in order to solve problems during the implementation of the project. Based on the response in the questionnaire, the implementation of a project can lead to the acquisition of metacognitive skills, self-assessment, problem-solving skills, self-regulation, cooperation and communicative skills, digital literacy. Keywords: Authentic learning, metacognitive skills, self-regulation, constructivism, interdisciplinary teaching.

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