scholarly journals Poučevanje matematike v živo in na daljavo – primerjava dosežkov študentov na kolokvijih

2021 ◽  
Author(s):  
Alenka Brezavšček ◽  
Gregor Rus ◽  
Anja Žnidaršič
Keyword(s):  
Secondary School ◽  
Prior Knowledge ◽  
Extracurricular Activities ◽  
School Engagement ◽  
Teaching Method ◽  
Learning Activities ◽  
Online Course ◽  
Significant Difference

t The paper describes the results of the case-study where the students’ outcomes in the mathematics midterm exams were compared regarding the type of the teaching method used during the course: in-class or online. In the analyses, various factors such as prior knowledge of math from secondary school, engagement in learning activities, and success in e-lessons were taken into account. The results of the case study could not confirm any significant difference in average outcomes of both groups of students. We can therefore conclude that the type of the teaching method (in-class or online), as well as the method of knowledge examination, have no significant impact on students’ outcome. Furthermore, the results also showed that the students who took the course online expressed a higher level of engagement in comparison to those who participated in class. Their greater engagement in learning activities can be explained through the fact that the online course took place during lock-down due to COVID-19 pandemic in Slovenia. Namely, the strong lock-down measures disable the students to perform various extracurricular activities, which can result in their stronger motivation to perform study activities on a regular basis.

scholarly journals UMA ABORDAGEM DE JOGOS DE TABULEIRO NO ENSINO EM CIÊNCIAS CONTÁBEIS

2019 ◽  
Vol 12 (4) ◽  
pp. 398
Author(s):  
Sirlene Siqueira Alves ◽  
Armando Paulo da Silva ◽  
Eduardo Filgueiras Damasceno
Keyword(s):  
Teaching Method ◽  
Traditional Teaching ◽  
Course Content ◽  
Board Games ◽  
Significant Difference ◽  
Traditional Teaching Methods ◽  
Before And After ◽  
Teaching Learning ◽  
And Control

The accounting higher education has techniques of knowledge transfer for the professional formation of the academic, therefore, most of the teaching techniques are focused on the disclosure of the laws due to the financial movement of the organizations. Knowing this, much of the advancement in teaching is due to the transmission of the experience of the accounting professor and the student facing the labor market operations. There are other methods of teaching accounting such as lecture, case study, seminars, discussion and debate, however they are still focused on the transmission of experiences or the fictional representation of teaching. This article aims to highlight the use of board games in the Accounting Science course, the teaching based on game fiction, as a way of fixing the content in the teaching of cost accounting, compared to traditional teaching methods. To prove the hypothesis, a board game was created, focused on promoting student engagement and favored the transmission of course content. For research observation and control, questionnaires based research methods were used before and after the use of the game in specific classes of the Accounting Science course. The results were demonstrated through graphs for better visualization. Thus, it was possible to conclude that there was a significant difference in the results before and after the application of this teaching method. In addition, students interacted and became cooperatively involved, which proved the effectiveness of the method in motivating and engaging students in the teaching-learning process.

scholarly journals CAUSES AND LEVELS OF TRUANCY AMONG SECONDARY SCHOOL STUDENTS: A CASE STUDY OF RIVERS STATE, NIGERIA

2012 ◽  
Vol 45 (1) ◽  
pp. 51-62
Author(s):  
Iheanyi N. Okwakpam ◽  
Ikechi O. Okwakpam
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Family Background ◽  
School Students ◽  
Case Study Design ◽  
Significant Difference ◽  
Research Questions ◽  
Rivers State ◽  
Structured Questionnaire

The study was a case study design aimed at determining the causes and levels of truancy among secondary school students, using Rivers State, Nigeria. The research sample consisted of 105 teachers and was purposefully sampled. Four research questions and one hypothesis were posed, formulated and tested respectively. A structured questionnaire was developed, validated and administered to the respondents selected for the study. T-test, standard deviation and mean were used to analyze the data collected. The results indicated that there is a significant difference between family background and student factor. The implication of this is that the student’s family background contributes greatly to the student’s level of truancy. Hence, the null hypothesis was rejected. Based on the findings, some recommendations were made towards the reducing the level of truancy among secondary school students. Key words: Nigeria, Rivers State, school, secondary school, students, truancy.

scholarly journals Forms of Bullying and Associations Between School Perceptions and Being Bullied Among Finnish Secondary School Students Aged 13 and 15

2019 ◽  
Author(s):  
Ilona Markkanen ◽  
Raili Välimaa ◽  
Lasse Kannas
Keyword(s):  
Secondary School ◽  
School Engagement ◽  
Secondary School Students ◽  
Older Students ◽  
School Students ◽  
Teacher Student ◽  
Significant Difference ◽  
Being Bullied ◽  
Nationally Representative ◽  
School Perceptions

AbstractThe study aimed to examine the extent to which Finnish secondary school students experience bullying, how they are bullied, and whether being bullied is associated with school perceptions. The analyses were based on data from the Finnish part of the international Health Behaviour in School-aged Children (HBSC) study, and were obtained from 4262 students aged 13 and 15. The sample was nationally representative. Logistic regression analysis was performed to identify the associations between school perceptions and being bullied. Younger students reported being bullied more often than older students. Among younger students, boys were more often bullied than girls of the same age. There was no significant difference between the genders among the older students. The most common form of being bullied was verbal teasing. Boys tended to be bullied in physical ways, while girls were bullied in more indirect ways. Students with low levels of school engagement, students with poor relations with peers, and students who reported better teacher-student relations were more likely to be bullied. Feelings of loneliness and lower family affluence were also associated with being bullied. Improving the perceptions of school, and of the school experience as a whole, might have an effect on bullying at school.

scholarly journals Learning in Virtual Teams: Exploring the Student Experience

10.28945/2947 ◽  
2006 ◽  
Author(s):  
Annegret Goold ◽  
Naomi Augar ◽  
James Farmer
Keyword(s):  
Project Management ◽  
Virtual Teams ◽  
Real Life ◽  
Virtual Team ◽  
Learning Activities ◽  
Online Course ◽  
Learning Resource ◽  
Face To Face ◽  
Online Mode

In 2005 an undergraduate course in project management was converted from face-to-face mode to wholly online mode. The online course was designed with an underlying problem-based learning (PBL) pedagogy and used a simulated, fictitious telecommunications company, United Enterprises (UE), as a case study learning resource. The students worked in virtual teams to complete online learning activities and to solve authentic project management tasks for UE. This paper reports the findings of three surveys that were completed by students during the semester, to gauge their opinions about their experiences of working in virtual teams within the learning environment. Most students indicated that they valued the opportunity to discuss various aspects of the course with peers and faculty online, and to interact with real-life employees of UE. Overall the findings show that students were satisfied with this style of learning and enjoyed the experience of working collaboratively within a virtual team.

scholarly journals Promoting Significant Learning: A Case Study in Computational Chemistry

2019 ◽  
Vol 2 (1) ◽  
pp. 93-108
Author(s):  
Ruben Dario Parra
Keyword(s):  
Computational Chemistry ◽  
Learning Outcomes ◽  
Prior Knowledge ◽  
Learning Activities ◽  
Human Dimension ◽  
Application Integration ◽  
Ability To Work ◽  
Course Content ◽  
The Subject

This paper describes various pedagogical efforts implemented to promote significant learning in a computational chemistry course. The taxonomy of significant learning advanced by Fink (2003) is used as a framework to discuss the results. In this taxonomy, Fink identifies six categories of learning: foundational, application, integration, human dimension, caring, and learning how to learn. Significant learning occurs when all six kinds of learning are promoted. In the computational chemistry course, the learning outcomes are aligned with these kinds of learning, and students are provided with learning activities to get them engaged with the course content. These activities purposefully activate students’ prior knowledge, increase their motivation, develop basic skills, apply and integrate what they learn in realistic situations, develop an appreciation for computational chemistry as an ally in science, and further their ability to work independently and with others, and to continue learning about the subject matter beyond the course.

scholarly journals Profesor y alumnado conectados en una red pública compartida

2014 ◽  
Vol 32 (2) ◽  
pp. 463-478
Author(s):  
Teresa García Gómez ◽  
Juan José Carmona Fernández
Keyword(s):  
Secondary School ◽  
Web 2.0 ◽  
Digital Media ◽  
Teaching Method ◽  
Network System ◽  
Traditional Teaching ◽  
Web 2.0 Tools ◽  
School Classroom ◽  
Competencia Digital

El presente trabajo analiza el modo en el que el uso de las TIC y medios digitales impulsan la creación de participación ciudadana en el aula; siendo el profesor el vehículo que guía estos procesos de enseñanza y aprendizaje. La metodología utilizada es de corte cualitativo, concretamente una investigación con Estudio de Caso en un aula de secundaria, en la que se ha indagado en qué medida el uso de las herramientas web 2.0 incentivan la construcción de ciudadanía. Como resultados destacan una ruptura con el estilo docente «tradicional», creándose una Red de redes donde usa Facebook, Twitter, Google Plus de manera activa e interconexionada entre sí, potenciando una formación en y para la ciudadanía a través de un propuesta didáctica para el ejercicio de la autonomía, donde la competencia digital y la competencia social y ciudadana están íntimamente interrelacionadas. En conclusión, la participación democrática y la colaboración entre iguales, unido al desarrollo de ambas competencias, fomentan un estilo de ciudadanía activa. This paper discusses how ICT and digital media can promote involvement in civil society, with teachers being the vehicle for these educational and learning processes. Through a qualitative approach focused on a case study of a secondary school classroom, it shows to what extent the use of Web 2.0 tools encourage the building of citizenship. The most significant results show a break with "traditional" teaching through a complex network system, including active and connected uses of Facebook, Twitter and Google Plus to promote the learning of citizenship through a teaching method aimed at exercising autonomous behaviour where digital and social capacities are deeply intertwined. To conclude, citizen involvement and peer to peer cooperation, as well as the development of both capacities, promote an active-style citizenship.

scholarly journals Integrating corpus work into secondary education: From data-driven learning to needs-driven corpora

ReCALL ◽  
2007 ◽  
Vol 19 (3) ◽  
pp. 307-328 ◽  
Author(s):  
Sabine Braun
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Secondary Schools ◽  
Language Learning ◽  
English Language ◽  
Learning Activities ◽  
Data Driven ◽  
Hands On ◽  
Language Classes

AbstractThis paper reports on an empirical case study conducted to investigate the overall conditions and challenges of integrating corpus materials and corpus-based learning activities into English-language classes at a secondary school in Germany. Starting from the observation that in spite of the large amount of research into corpus-based language learning, hands-on work with corpora has remained an exception in secondary schools, the paper starts by outlining a set of pedagogical requirements for corpus integration and the approach which has formed the basis for designing the case study. Then the findings of the study are reported and discussed. As a result of the methodological challenges identified in the study, the author argues for a move from ‘data-driven learning’ to needs-driven corpora, corpus activities and corpus methodologies.

scholarly journals The Contribution of Experiential Learning to the Development of Cognitive and Social Skills in Secondary Education: A Case Study

2019 ◽  
Vol 9 (2) ◽  
pp. 127 ◽  
Author(s):  
Gianna Voukelatou
Keyword(s):  
Social Skills ◽  
Experiential Learning ◽  
Secondary School ◽  
Teaching Method ◽  
Original Research ◽  
Educational Levels ◽  
Depth Interview ◽  
Students Attitudes ◽  
Of Greece

This paper is an attempt to approach the concept of experiential learning and describes the implementation of the project teaching method in a secondary school in Athens. In the framework of this study, we carried out qualitative research using the method of in-depth interview. We aimed at recording the views, perceptions, feelings and attitudes of 20 students that participated in the project “Traditional dances from different parts of Greece.” The results showed the significant impact of experiential learning on acquiring knowledge and developing social skills and students’ attitudes, while contributing to the promotion of cultural heritage and the values of tradition. This is an original research study that depicts experiential learning in teaching as well as analyzing the teaching method of the project in combination with other different experiential/energetic educational techniques. In general, trainers and scientists of pedagogy and school psychology can use the results to design and implement educational programs in schools of all educational levels based on the experiential teaching method of learning.

The Effect of Educational Game Method on Learning Achievements of Seventh-grade Students with Different Learning Styles

2021 ◽  
Vol 32 (2) ◽  
pp. 88-95
Author(s):  
Emre Yıldız ◽  
Keyword(s):  
Secondary School ◽  
Learning Styles ◽  
Learning Style ◽  
Rural Areas ◽  
Educational Game ◽  
Seventh Grade ◽  
Learning Style Inventory ◽  
Significant Difference ◽  
One Way Anova

This research aimed to investigate the effect of the educational game method on the learning achievements of seventh-grade students with different learning styles. A case study was used in the research. The study group of the study consisted of 120 secondary school seventh-grade students studying in the central and rural areas of Erzurum. The Kolb Learning Style Inventory and the achievement test developed by the researcher were used as data collection tools. Descriptive statistics, dependent groups t-test, and one-way ANOVA were used in data analysis. As a result of the research, it was determined that the students in this study have the most diverging, least accommodating learning style. It was determined that the educational game method significantly increased learning achievement in all learning styles. It was determined that there was no statistically significant difference among the learning achievements of students with different learning styles applied educational game method. The effects of the educational game method can be evaluated by applying for a longer period of time in teaching different subjects.

scholarly journals TEACHING STYLES AND EDUCATIONAL PHILOSOPHIES OF SECONDARY SCHOOL TEACHERS IN KANO METROPOLIS, NIGERIA

2018 ◽  
Vol 7 (3) ◽  
pp. 37-49
Author(s):  
Saheed Olanrewaju Jabbar
Keyword(s):  
Secondary School ◽  
Secondary School Teachers ◽  
Teaching Method ◽  
Teaching Style ◽  
Teaching Styles ◽  
School Teachers ◽  
Educational Philosophies ◽  
Lecture Method ◽  
Significant Difference ◽  
Service Training

The objective of the study was to examine the prevailing teaching style and educational philosophies of teachers in Kano metropolis, Nigeria, and to determine whether there was a relationship between the two variables. Descriptive survey research design was used in the conduct of the study. The population of the study consisted of a sample of 124 secondary school teachers in Kano metropolis. Robert Leahy Philosophic Inventory (1995) was adapted as data collection instrument. The data obtained were analyzed using percentage, mean, t-test and ANOVA. Findings of the study reveal that lecture method was the most frequently used teaching method by teachers while essentialism was the predominating educational philosophy of teachers. A moderate positive relationship exists between teachers’ preferred teaching style and their educational philosophies but no statistically significant difference was found in the teaching styles of the male and female teachers in Kano Metropolis. Similarly, there was no significant difference in teachers’ teaching styles with respect to their qualifications. Among other things, the study recommends continuous professional development of teachers through regular in-service training in order to equip them with modern and contemporary educational philosophies and teaching styles.

Sign in / Sign up

Export Citation Format

Share Document