Effectiveness of Programmed Learning Material in Teaching Basic Elements of Accountancy Subject for Students of Standard XI in References to Scholastics Achievement

2016 ◽  
Vol 3 (3) ◽  
Author(s):  
Harshad B. Choksi ◽  
Ajay B. Raval
Keyword(s):  
Teaching Methodology ◽  
Learning Material ◽  
Learning Method ◽  
Programmed Learning ◽  
Learning Techniques ◽  
Effective Media ◽  
Learning Technique ◽  
Programmed Learning Material ◽  
Power Point ◽  
Self Learning

The present teaching techniques needs revised thinking to make learning more effective for students. In fact the teaching methodology should be such by which the students can be involved in reading, thinking, problem solving and then learning by their own efforts. For this purpose self-learning method is a very effective media. There are several Self Learning Techniques in which learner can learn by their own pace. Patel, Bhanubhai(1993) and Sakhiya,R.B.(2006) also did an experiment for self-learning technique. They both found self-learning technique effective. Present study was differing from these two studies because researcher made PLM with the help of computer programme MS Power point. Students of Std-11(Commerce) were selected for the purpose of research. Can the subject “Basic elements of accountancy” be made easier by using Programmed Learning Material? Is the Programmed Learning Method similarly effective for boys and girls? The investigator has thought about all such crucial questions for undertaking this research. Hence the topic “EFFECTIVENESS OF PROGRAMMED LEARNING MATERIAL INTEACHING BASIC ELEMENTS OF ACCOUNTANCY SUBJECT FOR STUDENTS OF STANDARD XI” is selected for the presentation.

scholarly journals Effectiveness of Programmed Learning Material in Learning Cognitive Domain of B.Ed Students

2016 ◽  
Vol 3 (3) ◽  
Author(s):  
Jignasa H. Joshi
Keyword(s):  
Cognitive Domain ◽  
Teaching Methodology ◽  
Learning Material ◽  
Learning Method ◽  
Teaching Techniques ◽  
Programmed Learning ◽  
Learning Techniques ◽  
Effective Media ◽  
Programmed Learning Material ◽  
Self Learning

The present teaching techniques needs revised thinking to make learning more effective for students. In fact the teaching methodology should be such by which the students can be involved in reading, thinking, problem solving and then learning by their own efforts. It becomes more important at B.Ed. Level. For this purpose self-learning method is a very effective media. There are several Self Learning Techniques in which learner can learn by their own pace. Inamdar, J.A (1981), Suthar, K.S (1981), Debi Meena Kumari (1989), concluded that Programmed learning method was more effective. Can the learning of cognitive domain be made easier by using Programmed Learning Material? Is the Programmed Learning Method similarly effective for boys and girls? The investigator has thought about all such crucial questions for undertaking this research. Hence the topic “Effectiveness of Programmed Learning Material in Learning Cognitive Domain of B.Ed Students” is selected for the presentation.

scholarly journals Developing Programmed Learning Material for Teaching Science of CBSE Class IX

2016 ◽  
Vol 3 (2) ◽  
Author(s):  
Himanshu Tripathi ◽  
Dr. JE Merlin Sasikala
Keyword(s):  
Learning Task ◽  
Scientific School ◽  
Learning Material ◽  
Response Model ◽  
Immediate Feedback ◽  
Programmed Learning ◽  
Stimulus Response ◽  
Original Stimulus ◽  
Programmed Learning Material ◽  
History Of

We will begin by discussing the early history of programmed learning and showing how the interpretation of the term has evolved over the years. The origin of programmed learning had its roots in behavioural psychology- the new ‘scientific’ school of psychology that was pioneered by the American psychologist B F Skinner during the 1950’s. Behavioural psychology was based on what is generally referred to as the stimulus response (S-R) model of behaviour. One important feature of the original stimulus-response model of learning was the concept of successive reinforcement. Another feature is that a desired S-R bond would be firmly established if the learner was supplied with immediate feedback in the form of the correct answer immediately after attempting a particular learning task such as answering a question. Another feature of Skinner’s original theory was that each successive stimulus-response step should be small enough to ensure that the learner was nearly always correct in his or her response.

scholarly journals Exploiting Past Users’ Interests and Predictions in an Active Learning Method for Dealing with Cold Start in Recommender Systems

Informatics ◽  
2018 ◽  
Vol 5 (3) ◽  
pp. 35 ◽  
Author(s):  
Manuel Pozo ◽  
Raja Chiky ◽  
Farid Meziane ◽  
Elisabeth Métais
Keyword(s):  
Active Learning ◽  
Recommender Systems ◽  
Cold Start ◽  
Learning Method ◽  
Learning Techniques ◽  
Learning Technique ◽  
Active Learning Method ◽  
Public Dataset

This paper focuses on the new users cold-start issue in the context of recommender systems. New users who do not receive pertinent recommendations may abandon the system. In order to cope with this issue, we use active learning techniques. These methods engage the new users to interact with the system by presenting them with a questionnaire that aims to understand their preferences to the related items. In this paper, we propose an active learning technique that exploits past users’ interests and past users’ predictions in order to identify the best questions to ask. Our technique achieves a better performance in terms of precision (RMSE), which leads to learn the users’ preferences in less questions. The experimentations were carried out in a small and public dataset to prove the applicability for handling cold start issues.

Effect on Achievement of Written Responses to Programmed Learning Material for Students of Differing Academic Ability

1964 ◽  
Vol 14 (3) ◽  
pp. 780-782 ◽  
Author(s):  
William Hatch Ashbaugh
Keyword(s):  
Relevant Literature ◽  
Response Mode ◽  
Academic Ability ◽  
Learning Material ◽  
High Ability ◽  
Written Responses ◽  
Programmed Learning ◽  
Main Effect ◽  
Programmed Learning Material ◽  
Covert Response

A review of the relevant literature suggests the hypothesis that (1) the requirement of overt (written) responses to the program interferes with learning for students of high ability and (2) facilitates learning for students of low ability. The hypothesis was tested in two different experiments which followed the same procedures but which utilized two different programs. Analyses of variance were made for the scores on a posttest and for the scores on a Σ Criterion Frames Test. All F values for interactions were nonsignificant, the main effect of response mode was nonsignificant except in one analysis which favored the covert response mode; finally, the main effect of ability was highly significant. In terms of immediate achievement students who responded covertly performed at least as well as students who responded overtly, and students who responded covertly spent significantly less time in reaching the same level of achievement. This conclusion appears to apply at both ends of the ability continuum.

scholarly journals Aprendizaje basado en proyectos colaborativos de entornos de programación a partir de proyectos de ingeniería civil

2017 ◽  
Vol 21 (2) ◽  
pp. 1 ◽  
Author(s):  
Rodrigo Fernando Herrera
Keyword(s):  
Active Learning ◽  
Project Based Learning ◽  
Teaching Staff ◽  
First Year ◽  
Teaching Methodology ◽  
Self Assessment ◽  
Learning Techniques ◽  
Engineering Career ◽  
Self Learning ◽  
Academic Year

The objective of this research is to present and support the implementation of a teaching methodology based on active learning in a programming course taught to students of the first year of the civil engineering career. The active learning techniques used are project-based learning and collaborative learning. The research methodology is the study of three cases. The application of this methodology is supported by the increase in the percentages of achievement of the learning results obtained by the students of the same course in which this methodology was implemented (academic year 2015), to the detriment of students where a traditional methodology of teaching was applied (academic year 2013-2014). To evaluate the achievement, formative and summative evaluations were used by the teaching staff (heteroevaluation), and a self-assessment was implemented at the end of the course as well. From the obtained results it is evident that, when applying an active methodology, the students increase their achievement in each learning result; they reduce the gap between their perception of what is learned and the evaluation of teachers; and they improve their attitudinal skills (self-learning, teamwork, development and presentation of reports), among other benefits.

scholarly journals Exploiting Past Users’ Interests and Predictions in an Active Learning Method for Dealing with Cold Start in Recommender Systems

2018 ◽  
Author(s):  
Manuel Pozo ◽  
Raja Chiky ◽  
Farid Meziane ◽  
Elisabeth Metais
Keyword(s):  
Active Learning ◽  
Recommender Systems ◽  
Cold Start ◽  
Learning Method ◽  
Maximum Information ◽  
Learning Techniques ◽  
Learning Technique ◽  
Active Learning Method

This paper focuses on the new users cold-start issue in the context of recommender systems. New users who do not receive pertinent recommendations may abandon the system. In order to cope with this issue, we use active learning techniques. These methods engage the new users to interact with the system by presenting them with a questionnaire that aim to understand their preferences to the related items. Example of questions may include "do you like this book?" and the users answer,"yes", "no", "I have not read it (unknown)", will reflect the degree of interest for the item by the users. As a consequence, the system can learn the users' preferences from these answers. The goal of active learning is to correctly choose the questions (items) for users. Thus it is necessary to personalize the questionnaires to retrieve the maximum information by avoiding "unknown" answers. In this paper, we propose an active learning technique that exploits past users' interests and past users' predictions in order to identify the best questions to ask.

Developing Scramble-Based Learning Method to Increase Students’ Reading and Writing Comprehension

2019 ◽  
Vol 2 (1) ◽  
pp. 16
Author(s):  
Dani Gunawan
Keyword(s):  
Pilot Study ◽  
Elementary Students ◽  
First Grade ◽  
Learning Method ◽  
Reading And Writing ◽  
Learning Technique ◽  
Increasing Trend

This study was directed to develop a learning technique, to analyze the obstacles faced by teachers in implementing the lesson, and to overcome the problems faced by teachers in enhancing elementary students’ reading and writing comprehension. In order to fulfill the mentioned goals, this study tried to use scramble-based learning technique. It was cconducted at SDN Gentra Masekdas 1, Kecamatan Tarogong Kaler involving 32 first grade students. A pilot study was conducted on 9 March 2017 for about 35 minutes. The first cycle started on 18 April 2017, while the second one was on 24 April 2017. It was found that there was an increasing trend after the implementation. The analysis proccess generated data as followed: during pilot study, eight students succeeded to reach the standard indicator with percentage of 25%. Cycle I generated 15 students with learning completion percentage of 46.8.%. And, during second cycle, there were 27 students who succeeded in reaching completion standard with completion percentage of 84.3%.

scholarly journals Building on Strategic eLearning Initiatives of Hybrid Graduate Education a Case Study Approach: MHEI-ME Erasmus+ Project

2021 ◽  
Vol 13 (14) ◽  
pp. 7675
Author(s):  
Radovan Madleňák ◽  
Stephen P. D’Alessandro ◽  
Agostino Marengo ◽  
Jenny Pange ◽  
György Iván Neszmélyi
Keyword(s):  
Collaborative Learning ◽  
Online Community ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Teaching Methodology ◽  
Case Study Approach ◽  
Study Approach ◽  
Strategic Commitment ◽  
Self Learning

Online courses are gaining popularity because they provide extensive and varied course material, information, knowledge, and skills, whilst also creating an effective educational online community. This research adopts a case study approach to focus on the teaching method and the manner in which a strategic commitment to eLearning provides scope for the development and implementation of top quality educational online fully accredited programs. Entrepreneurship focuses on developing businesses that add value and create wealth and prosperity in our societies. Therefore, entrepreneurship is a key area of learning for graduate students seeking to set up and operate their own SME organizations. It can serve as a benchmark for the teaching of other graduate subjects that require a sound correlation for the correlation of concepts and theories to the challenging complexities of the real world. The program was developed on the basis of the implementation of a state-of-the-art eLearning platform that allowed for a combination of varied self-learning and collaborative learning elements and activities within a single platform. This enabled students to access the online content material efficiently and effectively. It allows for the development of a program based on the flipped classroom teaching methodology. The underlying concept of the flipped classroom methodology is that effective eLearning should comprise both synchronous and asynchronous learning activities. This combination of self-learning and collaborative learning calls for careful planning by the tutor to ensure that the learning objectives are clearly defined for each activity and that the relevant deliverables are monitored. The content material for each subject course module was designed, developed, produced, and presented by the different project partners in a holistic manner structured to motivate participants to learn. The results of our analysis have shown that students were able to learn, discuss their projects, and cooperate during an online course in an effective and participant-focused manner with their tutors. The feedback given highlights the importance of ongoing communications between students and the tutors who often need to act as mentors to retain student engagement.

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