scholarly journals Evaluation of second year MBBS students perceptions and experiences towards tutorials as a teaching-learning method in pharmacology

2016 ◽  
pp. 1112-1117
Author(s):  
Ravindra Beedimani ◽  
Sameer Zaman ◽  
Rameez Ahmed ◽  
Madhu K ◽  
L. Ramesh ◽  
...  
Keyword(s):  
Learning Method ◽  
Second Year ◽  
Teaching Learning

scholarly journals The Use of Think, Pair, Share Learning Method to Improve Vocabulary Mastery of the Second Class Students of Muhammadiyah Vocational High School, Salatiga in Academic Year 2011/2012

2018 ◽  
Vol 6 (2) ◽  
pp. 105
Author(s):  
Ida Ubaidah Hidayati
Keyword(s):  
High School ◽  
Learning Process ◽  
Action Observation ◽  
Learning Activities ◽  
Learning Method ◽  
Vocational High School ◽  
Post Test ◽  
Second Year ◽  
Teaching Learning ◽  
Academic Year

<p>The Aim of this research is to what extent does "Think, Pair, Share" use to improve the students' interest in the teaching-learning process for second class students of SMK Muhammadiyah Salatiga. The methodology of the study is classroom action research, where the writer as a teacher in the teaching-learning process, and writer had a partner as observer in learning activities. The objectives of the study are to what extent does "Think, Pair, Share" use to improve the vocabulary mastery, and to what extent does "Think, Pair, Share" use to improve the vocabulary mastery for the second year students of SMK Muhammadiyah Salatiga. The writer applied test, namely pre-test, and post-test. She implemented three cycles. Each consists of planning, implementation of the action, observation, and reflection. The finding shows that Think, Pair, Share learning method can improve vocabulary in teaching-learning process. It can be seen by the result of pretest and posttest in cycle I is 5.49, cycle II is 6.32, and cycle III is 8.03. From the result is greater than t-table with n=33 is 0.42. It means that the use of TPS can improve the student's vocabulary mastery.</p>

scholarly journals Problem Based Learning: An Experience of B.P. Koirala Institute of Health Sciences, Nepal

2018 ◽  
Vol 10 (2) ◽  
pp. 42-45
Author(s):  
P Baral ◽  
S Koirala ◽  
S Shrestha ◽  
S Shah ◽  
S Kumar ◽  
...  
Keyword(s):  
Positive Attitude ◽  
Problem Based Learning ◽  
Health Sciences ◽  
Active Participation ◽  
Learning Activity ◽  
Learning Method ◽  
Second Year ◽  
Teaching Learning

Introduction: Problem-based learning (PBL) is a kind of teaching- learning method in which students’ role is prime and they learn about a subject by active participation in problem solving.Methods: A total of 96 students studying in second year MBBS program were enrolled into present study. A questionnaire was given to students and they were asked to choose the option they felt about PBL methods. The questionnaire comprised of ten likert items out of which three were negative and seven were positive items.Results: Mean score for each statement in the questionnaire and the overall mean score were calculated. Overall mean score was 3.47.Conclusions: It was concluded that students of second year MBBS at BPKIHS, had a positive attitude towards PBL method of teaching-learning activity. J-GMC-N | Volume 11 | Issue 01 | January-June 2018, Page: 42-45

scholarly journals Comparison between Brainstorming and Presentation Teaching-Learning Methods in School of Nursing Rajanpur Punjab Pakistan

2021 ◽  
Vol 2 (1) ◽  
pp. 32-39
Author(s):  
Asma Nazir
Keyword(s):  
Nursing Students ◽  
Learning Strategies ◽  
Learning Style ◽  
Standard Deviation Score ◽  
Learning Method ◽  
Chi Square ◽  
School Of Nursing ◽  
Models Of Teaching ◽  
Significant Difference ◽  
Teaching Learning

Introduction: It is necessary to identify the students' diversities when we are going to perform our teaching in the classroom, it is also essential when we prepare our lecture to conduct in the classroom. Teachers used various methods to teach the students in the classroom. Several earlier studies are available on the effectiveness of different models of teaching approaches. This study intended the effect of using brainstorming and presentation teaching-learning strategies. Methods: Exploratory study design was used. 42 female nursing students of 2nd year class from 4-year diploma of general nursing and eight professional nursing instructors of School of Nursing Rajanpur. Descriptive statistics were used to identify the effectiveness of elected (brainstorming & presentation) teaching-learning strategies. Chi square was used to compare the academic performance (marks obtained) between students having different teaching-learning style. Results: The result showed that mean and standard deviation score for brainstorming and presentation teaching-learning strategies were 10.16±1.51 and 10.97±1.27. There is significant difference between group categories (<.05). Conclusion: The findings from this study show that presentation teaching-learning method plays a notable effect on students learning. This study as well exemplify that different teaching-learning method with advance technology is more useful than the conventional methods of teaching-learning.

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