scholarly journals Computer Aided Instruction For Preschoolers In Mathematics

2014 ◽  
Vol 1 (1) ◽  
pp. 37-44 ◽  
Author(s):  
Marylene Saldon Eder ◽  
Paul Rojas ◽  
Mary Grace Empasis ◽  
Love Jhoye Raboy
Keyword(s):  
Student Performance ◽  
Computer Technology ◽  
Learning Performance ◽  
Professional Lives ◽  
Multimedia Instruction ◽  
Computer Aided Instruction ◽  
Quality Of Teaching ◽  
Improving Student Performance ◽  
Multimedia In Education

Computers are increasingly a part of pre-schoolers to professional lives. The use of multimedia in education has significantly changed people’s learning processes. Computer technology holds promise for improving student performance and the quality of teaching education programs at all levels. Today, development has been rapid and technology has been acknowledged as an additional teaching tool. Results from a number of research studies indicate that appropriately designed multimedia instruction enhances students’ learning performance in mathematics, and literacy. The purpose of the present paper was to discuss research avenues employing computers as a learning tool and to analyze the results obtained by this method at the pre-schoolers learning level.

scholarly journals Replacing Lecture with Peer-led Workshops Improves Student Learning

2009 ◽  
Vol 8 (3) ◽  
pp. 182-192 ◽  
Author(s):  
Ralph W. Preszler
Keyword(s):  
Student Learning ◽  
Student Performance ◽  
Cooperative Groups ◽  
Underrepresented Minority ◽  
Introductory Biology ◽  
Higher Level Thinking ◽  
Males And Females ◽  
Introductory Biology Course ◽  
Improving Student Performance

Peer-facilitated workshops enhanced interactivity in our introductory biology course, which led to increased student engagement and learning. A majority of students preferred attending two lectures and a workshop each week over attending three weekly lectures. In the workshops, students worked in small cooperative groups as they solved challenging problems, evaluated case studies, and participated in activities designed to improve their general learning skills. Students in the workshop version of the course scored higher on exam questions recycled from preworkshop semesters. Grades were higher over three workshop semesters in comparison with the seven preworkshop semesters. Although males and females benefited from workshops, there was a larger improvement of grades and increased retention by female students; although underrepresented minority (URM) and non-URM students benefited from workshops, there was a larger improvement of grades by URM students. As well as improving student performance and retention, the addition of interactive workshops also improved the quality of student learning: Student scores on exam questions that required higher-level thinking increased from preworkshop to workshop semesters.

Research on Computer Technology with Informatization in Higher Education

2014 ◽  
Vol 1022 ◽  
pp. 237-240
Author(s):  
Ling Zhou
Keyword(s):  
Higher Education ◽  
Computer Technology ◽  
Teaching Effectiveness ◽  
Rapid Development ◽  
Theoretical Concepts ◽  
Quality Of Teaching ◽  
Teaching Content ◽  
Technology Applications ◽  
Effectiveness And Efficiency

Abstract: With the rapid development of computer technology and theoretical concepts and constantly updated network technology, computer technology applications in the field of education more widely. Application of computer technology in higher education, not only can improve teaching effectiveness and efficiency, but also enrich the teaching content and teaching methods to stimulate students' interest in learning, thus improving the quality of teaching.

scholarly journals Effects of Generic and Subject-Didactic Teaching Characteristics on Student Performance in Mathematics in Secondary School: A Scoping Review

2022 ◽  
Vol 11 (2) ◽  
pp. 711-737
Author(s):  
Carina Spreitzer ◽  
Samuel Hafner ◽  
Konrad Krainer ◽  
Andreas Vohns
Keyword(s):  
Secondary School ◽  
Student Performance ◽  
Scoping Review ◽  
Scientific Evidence ◽  
Instructional Quality ◽  
Quality Of Teaching ◽  
Teaching Characteristics ◽  
Definition Of ◽  
Further Development

<p style="text-align: justify;">Research on instructional quality has been of great interest for several decades, leading to an immense and diverse body of literature. However, due to different definitions and operationalisations, the picture of what characteristics are important for instructional quality is not entirely clear. Therefore, in this paper, a scoping review was performed to provide an overview of existing evidence of both generic and subject-didactic characteristics with regard to student performance. More precisely, this paper aims to (a) identify both generic and subject-didactic characteristics affecting student performance in mathematics in secondary school, (b) cluster these characteristics into categories to show areas for quality teaching, and (c) analyse and assess the effects of these characteristics on student performance to rate the scientific evidence in the context of the articles considered. The results reveal that teaching characteristics, and not just the instruments for recording the quality of teaching as described in previous research, can be placed on a continuum ranging from generic to subject-didactic. Moreover, on account of the inconsistent definition of subject-didactic characteristics, the category of ‘subject-didactic specifics’ needs further development to establish it as a separate category in empirical research. Finally, this study represents a further step toward understanding the effects of teaching characteristics on student performance by providing an overview of teaching characteristics and their effects and evidence.</p>

scholarly journals PERAN SERTIFIKASI UNTUK MENINGKATKAN MOTIVASI DAN KEDISIPLINAN GURU DALAM MELAKSANAKAN PEMBELAJARAN

2013 ◽  
Vol 13 (1) ◽  
pp. 71
Author(s):  
Adhar Adhar
Keyword(s):  
Teacher Certification ◽  
Formal Education ◽  
Lesson Plan ◽  
Learning Performance ◽  
Certification Program ◽  
Evaluation Activity ◽  
School Year ◽  
Quality Of Teaching ◽  
Teaching Learning

This paper examines the relevance of the discipline teacher certification in motivating teachers to implement the learning performance. The learning process has not been able to produce an excellent student as the results of the discipline teachers during the conducting the teaching-learning. The important factor to motivate the teachers is by getting a good through the certification program. Through teacher certification is expected to improve discipline and motivate teachers to have a good lesson plan and improve the quality of teaching-learning at schools. Besides, through certification program, the teachers are better prepared to implement appropriate disciplinary learning lesson plan that has been established at the beginning of the school year. While other important activities, that the teachers are hoped to be able to carry out the learning evaluation at formal education units consistently through the assessment of daily tests, assignments, mid-term and semester examination. The evaluation activity must also be conducted regularly and sustainably in order to improve the quality of teaching in schools. These totally have been conducted well by the certified teacher to manage the class profesional ly in each school.

The Application of Information Technology in the Fine Arts Teaching and Implementation

2014 ◽  
Vol 599-601 ◽  
pp. 2022-2025
Author(s):  
Ya Qi Huang
Keyword(s):  
Information Technology ◽  
Online Education ◽  
Fine Arts ◽  
Computer Aided Instruction ◽  
Multimedia Networking ◽  
Multimedia Resources ◽  
Quality Of Teaching ◽  
Art Teaching ◽  
Dynamic Presentation

multimedia, networking has greatly opened up new forms of classroom teaching in the art disciplines leverage the Internet and a variety of multimedia resources, integration of information technology to improve the quality of teaching curricular interactive, online education opens up the art of teaching art The new field, computer-aided instruction to solve the difficult art teaching dynamic presentation, process long, cumbersome operation and other issues.

Improving student performance through loss aversion.

2019 ◽  
Vol 5 (4) ◽  
pp. 278-288
Author(s):  
Ben O. Smith ◽  
Rebekah Shrader ◽  
Dustin R. White ◽  
Jadrian Wooten ◽  
John Dogbey ◽  
...  
Keyword(s):  
Student Performance ◽  
Loss Aversion ◽  
Improving Student Performance

Assessment of Individual Student Performance in Online Team Projects

2011 ◽  
Vol 15 (3) ◽  
Author(s):  
Jay Alden
Keyword(s):  
Student Performance ◽  
Group Process ◽  
Online Courses ◽  
Peer Assessment ◽  
Individual Student ◽  
Assessment Practice ◽  
Group Project ◽  
Team Members ◽  
Team Projects

The use of team projects has been shown to be beneficial in higher education. There is also general agreement that team efforts should be assessed and that the grading ought to represent both (1) the quality of the product developed jointly by the team as well as (2) the degree of participation and quality of contribution by each individual student involved in the group process. The latter grading requirement has posed a challenge to faculty so the question addressed in this paper is “How should individual team members in online courses be assessed for the extent and quality of their contributions to the group project?” To answer this question, four common team member evaluation practices were reviewed and compared to seven criteria representing positive attributes of an assessment practice in an online learning environment. Whereas the Peer Assessment practice received the greatest support in the literature in face-to-face courses, this study that considered the perceptions of graduate faculty and students recommended the Faculty Review practice as the default assessment

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