scholarly journals USE OF TEACHING METHODS AT HIGHER EDUCATION INSTITUTIONS

2018 ◽  
Vol 5 (43) ◽  
Author(s):  
Surendra Kumar
Keyword(s):  
Teaching Methods ◽  
Formal Education ◽  
Teacher Educators ◽  
Teaching Method ◽  
Traditional Teaching ◽  
Student Centered ◽  
Lecture Method ◽  
Majority Students ◽  
The Subject ◽  
Teaching Learning

To facilitate the process of knowledge transmission, teachers should apply appropriate teaching methods that best suit specific objectives and level exit outcomes. In the traditional teaching-learning mode many practitioners applied teacher-centered teaching methods to impart knowledge to students comparatively student-centered methods. The subject information produced by the learners is remembered better than the same information presented to the learners by the lecturer. The present study has been attempted by the researcher to explore the teaching methods adopted by teachers in formal mode teaching processes. The methods inputs, its operation and utility have been studied with teaching specificity in the Indian context. In formal education system attendance of students in a classroom is a major task. All teacher tries to accept this challenge and work hard to maintain this task. Adunola, 2011 added quite remarkably, regular poor academic performance by the majority students is fundamentally linked to application of ineffective teaching methods by teachers to impart knowledge to learners. This study revealed that even though 20 teaching methods were to be adopted by teachers of four faculties only vert less number of teaching methods practiced. As a whole, a large majority of teacher of art faculty (96.25 percent) adopted lecture method, 78.75 percent teacher of art faculty adopt discussion method. Hand-on-teaching method adopted by science teacher and teacher educators (25.00 percent).

scholarly journals ENGLISH TEACHING METHODS IN WRITING DESCRIPTIVE TEXT OF SMK NEGERI 1 PULAU RAKYAT

2019 ◽  
Vol 7 (2) ◽  
Author(s):  
Suriya Ningsih ◽  
Rahmad Husein ◽  
Nora Ronita Dewi
Keyword(s):  
Teaching Methods ◽  
Teaching Method ◽  
Teaching Writing ◽  
English Teacher ◽  
English Teaching ◽  
Qualitative Research Design ◽  
Lecture Method ◽  
Scientific Approach ◽  
The Subject ◽  
Teaching Learning

This study was aimed to describe the English Teaching Methods in writing descriptive text and the problems faced by the teacher. This study was conducted by using descriptive qualitative research design. The subject of this research was an English teacher of SMK NEGERI 1 Pulau Rakyat. The techniques of collecting data were by observing the process of teaching writing comprehension of descriptive text at X Grade students and interviewing the English teacher. The techniques of collecting data were observation and interview. This study found that the teacher at SMK NEGERI 1 Pulau Rakyat used the method in teaching writing descriptive text. The English teacher used the lecture method and discussion method to teach in the descriptive text and the students get difficulties in comprehending the material. The application lecture method and discussion method is not appropriate with scientific approach of 2013 Curriculum. The result and response from the students to the teacher’s method are still not effective. The teacher should not apply the methods in written but also in spoken. And the problems faced by the teacher were the first is about the lack of students’ vocabularies, and the second is about the students’ participations when work in group. This study also found that the teacher’s methods not integrated with the scientific approach of 2013 Curriculum. The implementation of methods in teaching writing  should can make teaching learning process more interesting and help the students’ understanding and skill of writing comprehension better.Key words: Teaching Method, Writing, Descriptive Text.

scholarly journals Modern Teaching Versus Traditional Teaching- Albanian Teachers Between Challenges and Choices

2017 ◽  
Vol 4 (4) ◽  
pp. 20 ◽  
Author(s):  
Valbona Balliu
Keyword(s):  
Teaching Methods ◽  
Scientific Information ◽  
Western World ◽  
Traditional Teaching ◽  
Practical Skills ◽  
Student Centered ◽  
Traditional Teaching Methods ◽  
The World ◽  
Theoretical Thinking ◽  
Teaching Learning

Education lies in the foundations of the nation. Providing knowledge to generations, consolidating their future, inspiring them to incarnate benevolence and esteem splendor, valor and good principles has been one of the oldest professions of mankind, the noblest and the most difficult tasks. It is very significant that Albania and its schools have been subject of this paper. The 25-year period of the country’s transition and the opening of the Albanian society to the Western World Modernization brought profound changes to the Albanian education institutions, in terms of the curricula, management and the teaching processes. The greatest part of teachers in Albania was educated during the communist period, where pedant and traditional teaching prevailed, mainly deriving from the Russian Academics. Traditional methods consider teachers as the center of the teaching process; as well as managers and the main and referential source of the scientific information. Novelties in the teaching-learning methods applied by Western Schools focus on student centered teaching; they create a variety of situations in which students evolve critical thinking. These methods have been acquired by teachers but, in the conclusions of our paper we noticed that, occasionally, they applied traditional teaching methods (especially in the scientific subjects). There is still space and worth for discussion regarding traditional teaching methods versus the modern ones. Various scholars have considered traditional teaching as the method developing theoretical thinking, whereas modern teaching develops practical skills, pragmatist and able to be oriented to the frenetic development of the world. Teachers, especially those teaching subjects like mathematics, physics and chemistry, consider traditional teaching to be more serious since students achieve better results in these subjects when outdated teaching methods have been applied. This paper and its conclusions can be considered interesting since confrontation of ideas regarding teaching methods remains a challenge for all teachers.

scholarly journals Postgraduate Students’ Perceptions toward Student-Centered Learning (SCL): A Study of Afghan Postgraduate Students at TESL- University Technology Malaysia

2020 ◽  
Vol 4 (7) ◽  
pp. 115-119
Keyword(s):  
Formal Education ◽  
Teaching Method ◽  
Structure Interview ◽  
Traditional Teaching ◽  
Student Centered ◽  
Student Centered Learning ◽  
Postgraduate Students ◽  
Future Studies ◽  
University Technology ◽  
Semi Structure Interview

Afghanistan formal education has long been dominated by the traditional teaching method whereas students are likely to be passive. Therefore, this study aims to explore Afghan Post-graduate student’s perception toward StudentCentered Learning (SCL) approach in terms of the perceived benefits, satisfaction, and the challenges they confronting in their studies. The study was conducted among 38 Afghan students from University Technology Malaysia (UTM). Questionnaire and a semi-structure interview tools have been used to collect data from students. The data was analyzed using descriptive statistics and thematic analysis. The findings of the study indicated that students are very satisfied from SCL approach, at the same time is beneficial for their field of studies but at the l they were facing with problems at the beginning of their studies but after a short while they were adapted with the system. It is recommended that future studies should expand to cover all the students who are studying in Malaysia Universities.

scholarly journals A Critical Review on Discussion and Traditional Teaching Methods

2021 ◽  
Vol 58 (1) ◽  
pp. 1871-1886
Author(s):  
Saira, Nishat Zafar , Muhammad Hafeez
Keyword(s):  
Teaching Methods ◽  
Teaching Method ◽  
Teaching Strategy ◽  
Traditional Teaching ◽  
Review Of Literature ◽  
Traditional Lecture ◽  
Lecture Method ◽  
Traditional Teaching Methods ◽  
Review Study ◽  
Statistical Results

 Teaching strategy is an important part of learning. Without suitable learning method, the required goals cannot be achieved. A review study comprises of descriptive and statistical results of previous published articles on traditional lecture and discussion teaching methods has been conducted. Thirty (30) articles published from 2014-2020 have selected for the review.  The review of literature indicated that form 30 selected articles, 24 articles showed statistically higher significant value for discussion teaching method and only six articles showed low significant value form discussion teaching method. So, by review it can be concluded that discussion teaching method is more effective and result oriented teaching strategy than traditional lecture method. 

scholarly journals TV SERIES OF CRIMINAL INVESTIGATION IN CHEMISTRY TEACHING THROUGH OF RESEARCH AND LUDIC EXPERIMENTATION

2019 ◽  
Vol 16 (32) ◽  
pp. 919-929
Author(s):  
J. V. GOMES ◽  
F. V. DA SILVA ◽  
D. F. M. DO CARMO ◽  
P. J. S. MAIA
Keyword(s):  
Forensic Science ◽  
Learning Strategy ◽  
Teaching Method ◽  
Criminal Investigation ◽  
Problem Situation ◽  
Previous Knowledge ◽  
Chemistry Teaching ◽  
New Methods ◽  
The Subject ◽  
Teaching Learning

Conventional methods employed to teach chemistry imply a lot of memorization and very little contextualization, i.e., they fail to connect chemistry concepts to students’ everyday lives, which causes them to lose motivation and interest in learning the subject. In order to change this scenario, new methods have been proposed for the teaching of chemistry, such as playful experimentation, to foster contextualization of content and integration with content from other subjects. This study has aimed to evaluate student learning of chemistry concepts by means of experimentation associated to forensic science. To this end, first, students’ previous knowledge of the content was assessed by means of a questionnaire prior to the intervention. Then, they were given a problem-situation, a fictitious crime, which they had to solve. The results indicate that the teaching method under investigation is an effective teaching-learning strategy capable of contextualizing and adapting chemistry concepts to students’ cultural background, since TV crime series have become hugely popular among teenagers.

scholarly journals Research on the Influence of Interactive Teaching Method on the Learning Effect of College English

2019 ◽  
Vol 4 (1) ◽  
Author(s):  
Ying Yang
Keyword(s):  
Teaching Methods ◽  
Global Economy ◽  
English Language ◽  
Teaching Method ◽  
Teaching Style ◽  
Traditional Teaching ◽  
Self Directed Learning ◽  
Interactive Teaching ◽  
Teaching Mode ◽  
Traditional Teaching Methods

English has been a subject in the university classroom since the 1980s. This subject helps produce more excellent talents in economics, politics, and culture who are proficient in English language in China, and enable our country to better integrate with the global economy. At the same time, the relationship between our country and the international community has become closer. However, the social environment is constantly developing and changing. The traditional teaching methods can be said to be ineffective and associated with many shortcomings. Traditional teaching methods were used in the English lessons. Under this teaching mode, students were the passive subjects on the receiving end of what have been taught. The teacher was always talking in the classroom and the students were listening. This teaching style also affects the effectiveness of learning. Compared with traditional teaching, interactive teaching method has its unique advantages. It is a new teaching mode and under this teaching mode, students can actively communicate with teachers in the classroom to complete learning tasks. The initiative to perform self-directed learning is also greatly improved, and the students’ English proficiency can be improved.

scholarly journals The Impact of Young Entrepreneurs’ Network Entrepreneurship Education and Management System Innovation on Students’ Entrepreneurial Psychology

2021 ◽  
Vol 12 ◽  
Author(s):  
Zeyu Wang ◽  
Run Tang ◽  
Xin Cheng
Keyword(s):  
Teaching Methods ◽  
Teaching Method ◽  
Entrepreneurship Education ◽  
Simulation Method ◽  
Professional Status ◽  
Traditional Teaching ◽  
Case Study Method ◽  
Scene Simulation ◽  
Test Result

The purpose of the study is to solve the problems existing in entrepreneurship education and management under computer technology. The teaching content of entrepreneurship education in colleges and universities is proposed. Since entrepreneurship education is practical, the auxiliary mechanism of entrepreneurship education also needs to be highly integrated with entrepreneurship practice. First, the network entrepreneurship teaching and management system is constructed, and students’ entrepreneurial creativity, communication ability, leadership ability, and qualities are taken as the research object. Second, the traditional teaching method, case study method, and scene simulation method are used to analyze and discuss the influence of the entrepreneurial teaching mode, entrepreneurial experience, and entrepreneurial ability on students’ entrepreneurial psychology. Finally, the questionnaire survey is used to conduct the relative sample t-test (Student’s t-test), and the influence of three teaching methods on students’ learning effects is analyzed. The influence of the three teaching methods on students’ entrepreneurial psychological states is further analyzed by the statistical method. The experimental results show that the test result of the scene simulation method and the traditional teaching method is 0.584, the test result of the scene simulation method and the case study method is 0.842, and the test result of the case study method and the traditional teaching method is 0.595. This shows that the scene simulation method has a significant impact on students’ entrepreneurial psychology and their entrepreneurial ability. In addition, students’ cognition of professional status significantly affects their entrepreneurial psychology and attitudes, and the correlation coefficient is 0.576. Therefore, it is suggested that colleges and universities should adopt the scene simulation method to improve the teaching quality of entrepreneurship education and strengthen students’ cognition of professional status and their entrepreneurial practice.

scholarly journals Analisis Pelaksanaan Kurikulum 2013 Pada Pembelajaran Peminatan Di SMA Negeri Kota Ternate

2020 ◽  
Vol 7 (2) ◽  
Author(s):  
Widyasari Usman ◽  
Endang Poerwanti ◽  
Atok Miftachul Hudha
Keyword(s):  
High School ◽  
Teaching Methods ◽  
Central Government ◽  
Teaching Method ◽  
Senior High School ◽  
Ministry Of Education ◽  
Curriculum Policy ◽  
Management Models ◽  
The Subject ◽  
The Right

Abstract: The subject of specialization can help the development of abilities possessed by students. Specifically, specialization subjects can be followed according to students' talents and interests. This study aims to describe (1) the implementation of the 2013 curriculum policy in specialization learning in Senior High School 1 Ternate. (2) differences in specialization management models are applied in Senior High School 1 Ternate. And (3) constraints and solutions in the implementation of specialization learning in Senior High School 1 Ternate. This research was conducted with a descriptive qualitative approach. Sources of data and information from three curriculum subjects and nine specialization subject teachers from each of the three schools. The results showed that (1) the implementation of the 2013 curriculum in specialization learning in Senior High School 1 Ternate was by Minister of Education and Culture Regulations number 69 of 2013 and schools only make policies based on the central government and adjust teaching hours and based on specialization manuals and cross-interests from the Ministry of Education and Culture in 2016 and 2017. (2) There are some differences from specialization management models such as specialization mechanisms/procedures in each school have different stages. (3) Obstacles in the implementation of specialization learning in Senior High School 1 Ternate include (a) constraints from teachers; (b) constraints in choosing teaching methods; (c) constraints from students; (d) the constraints of using learning resources; (e) facilities and infrastructure. The solution is that the teacher chooses the right teaching method and can improve the competency of the studentsKeywords: Learning, Specialization Subjects, 2013 Curriculum Abstrak: Diberlakukan mata pelajaran peminatan dapat membantu pengembangan kemampuan yang dimiliki oleh siswa. Secara khusus mata pelajaran peminatan dapat diikuti sesuai bakat dan minat siswa. Penelitian ini bertujuan untuk mendeskripsikan tentang (1) pelaksanaan kebijakan kurikulum 2013 pada pembelajaran peminatan di SMA Negeri Kota Ternate. (2) perbedaan model manajemen peminatan diterapkan di SMA Negeri Kota Ternate. Dan (3) kendala dan solusi dalam pelaksanaan pembelajaran peminatan di SMA Negeri Kota Ternate.Penelitian ini dilakukan dengan pendekatan kualitatif deskriptif. Sumber data dan informasi dari tiga masing-masing wakasek kurikulum dan sembilan guru mata pelajaran peminatan dari tiga masing-masing sekolah. Hasil penelitian menunjukkan bahwa (1) pelaksanaan kurikulum 2013 pada pembelajaran peminatan di SMA Negeri Kota Ternate sudah sesuai dengan Permendikbud No. 69 Tahun 2013 dan sekolah hanya membuat kebijakan berdasarkan dari pemerintah pusat dan menyesuaikan jam mengajar serta berdasarkan buku pedoman peminatan dan lintas minat dari Kemendikbud tahun 2016 dan 2017. (2) Terdapat beberapa perbedaan dari model-model manajemen peminatan seperti mekanisme/prosedur peminatan di setiap sekolah memiliki tahapan-tahapan berbeda. (3) Kendala dalam pelaksanaan pembelajaran peminatan di SMA Negeri Kota Ternate meliputi (a) kendala dari guru; (b) kendala memilih metode mengajar; (c) kendala dari siswa; (d) kendala menggunakan sumber belajar; (e) sarana dan prasarana. Solusi yang dilakukan yaitu guru memilih metode mengajar tepat dan dapat meningkatkan kompetensi peserta didikKata kunci: Pembelajaran, Mata Pelajaran Peminatan, Kurikulum 2013 

A Vibration Monitoring/Fault Diagnosis Simulation Package

1995 ◽  
Vol 23 (2) ◽  
pp. 103-111
Author(s):  
I. A. Craighead
Keyword(s):  
Fault Diagnosis ◽  
Teaching Methods ◽  
Analytical Techniques ◽  
Vibration Monitoring ◽  
Traditional Teaching ◽  
Significant Extent ◽  
Traditional Teaching Methods ◽  
The Subject ◽  
Simulation Package ◽  
Real Plant

The subject of condition monitoring is becoming increasingly popular on engineering courses. One of the principal techniques used to assess the condition of plant and machinery is vibration monitoring. Traditional teaching methods can adequately present the analytical techniques to students and case studies illustrate their application but the art of diagnosing faults in machinery is usually not addressed to any significant extent. To overcome this deficiency a ‘game’ has been devised which gives students the opportunity to apply aspects of vibration monitoring to a simulated piece of real plant.

TEAM BASED LEARNING AS AN EFFECTIVE INTERACTIVE TEACHING TOOL- A CROSS SECTIONAL COMPARATIVE STUDY

2021 ◽  
pp. 63-65
Author(s):  
Anuradha Mokkapati
Keyword(s):  
Active Learning ◽  
Teaching Method ◽  
Teaching Tool ◽  
Traditional Teaching ◽  
Learning Method ◽  
Tutorial Group ◽  
Cross Sectional ◽  
Interactive Teaching ◽  
Team Based Learning ◽  
Teaching Learning

Background & objectives: Traditional teaching is passive and also lacks feedback to the students. Active learning methods have gained importance in medical education. Team Based Learning (TBL) promotes active learning among the students, with limited faculty. The objectives of the study were to compare TBL with Traditional teaching method and obtain feedback regarding TBL sessions from the students. Materials and Methods: Fifth semester students were divided into two groups- Students in A group were included in the TBL session, and those in B group in the traditional tutorial group. An assessment was conducted for both the groups at the end. Feedback was also taken from the students participating in TBL. Results: Mean score for TBL group was signicantly high compared to the traditional tutorial group. Most students opined that TBL promoted active participation and cooperative learning in the students. Many students felt that the session was stressful. Interpretation & Conclusions: TBL is an active and effective interactive teaching-learning method, which encourages students to work cooperatively.

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