scholarly journals Self-Description and Observers’ Perspective Toward Science Teachers’ Ability in Using Questioning Technique in Middle School

2018 ◽  
Vol 8 (2) ◽  
pp. 106 ◽  
Author(s):  
Hilda Mazlina ◽  
Abdul Halim ◽  
Yusrizal Yusrizal
Keyword(s):  
Science Teachers ◽  
Learning Process ◽  
Sampling Technique ◽  
Survey Method ◽  
Physics Teachers ◽  
Data Collection Process ◽  
Teaching Learning ◽  
Teaching Physics ◽  
Banda Aceh ◽  
Made In

The study aimed at inquiring how science teachers use question technique in the teaching-learning process. The methodology used in this study was a survey method of quantitative approach. The population is all senior high school Physics teachers in Banda Aceh. The sample is the Physics teachers regarding their length of duty which were 6 teachers from 6 schools. The sampling technique was using disproportionate stratified random sampling based on the schools’ accreditation. The data collection process was carried out by distributing the questionnaire to teachers and documentation technique by videotaping the learning process. The data were analyzed using a descriptive technique. The results showed that teachers used redirecting technique (70%) and probing technique (45.83%). Next, the teachers’ experience only impacts the probing technique. A suggestion that can be made in teaching Physics, teachers should ask questions that track and test students’ understanding toward a concept that they have learned.

scholarly journals THE ANALYSIS OF EFFECTIVENESS OF LABORATORY USE TOWARD PHYSICS LEARNING RESULT

2018 ◽  
Vol 7 (2) ◽  
Author(s):  
Sidratil Ula ◽  
Rini Safitri ◽  
Saminan Saminan
Keyword(s):  
High Schools ◽  
Data Analysis ◽  
Data Collection ◽  
Learning Process ◽  
Teaching And Learning ◽  
Sampling Technique ◽  
Quantitative Approach ◽  
Physics Learning ◽  
Physics Teachers ◽  
Banda Aceh

Curriculum 2013 demands physics teachers to use laboratory in supporting the teaching and learning process at school, through laboratory students can apply the theory of physics concretely. The purpose of this study is to find out the effectiveness of laboratory in physics subject at senior high schools in Banda Aceh. This study used descriptive quantitative approach with surveying method. The population of this study is all senior high schools in Banda Aceh and the sample is 6 schools, 140 students and 6 teachers and laboratory chief, the sample was chosen using random stratified disproportionate sampling technique which was categorized based on the school accreditation. The technique used in data collection was questionnaire and observation sheet. The data analysis was done using descriptive technique with percentage formula. The result shows that the effectiveness of the use of laboratory toward physics subject learning at senior highschools in Banda Aceh is in the category less effective (56,78%). The indicator percentage in input is 59,23 and in process is 57,67 with “enough” category, while the output is 53,43 with “less effective” category.

scholarly journals Identification of Factors that Undermine the Teaching-Learning Process in the Subject of Physics at Secondary School Level

2020 ◽  
Vol V (I) ◽  
pp. 243-254
Author(s):  
Kifayat Khan ◽  
Munir Khan ◽  
Abdur Rashid
Keyword(s):  
Secondary School ◽  
Science Teachers ◽  
Learning Process ◽  
Working Environment ◽  
School Level ◽  
Practical Skills ◽  
Physics Teachers ◽  
Secondary School Level ◽  
The Subject ◽  
Teaching Learning

Teaching of Physics involves theoretical as well as practical skills development of students at secondary school level. The main aim of the study was to identify the factors that undermine the teaching learning process in the subject of physics. All secondary school’s science teachers were considered as population of the study. Two hundred (200) science teachers (100 each male and female) were selected as sample of the study through stratified random sampling techniques. Data was collected through a self-developed questionnaire of reliability coefficient 0.84 and were analyzed using statistical tools. The unavailability of physics teachers, laboratory, classrooms, related books were concluded undermining factors. Lake of physics teachers, and unfavorable working environment were found dominant in male teachers’ school than female. The educational authorities with the collaboration of community can play their role to overcome these undermining factors in the subject Physics.

scholarly journals Future Teachers’ Perception towards the Use of YouTube for Teaching-Learning Activities in Nigerian Basic Schools

2021 ◽  
Vol 8 (1) ◽  
pp. 81-95
Author(s):  
Onivehu Adams Ogirima ◽  
James Joy Tolulope ◽  
Sulaimon Jamiu Temitope
Keyword(s):  
Learning Process ◽  
Sampling Technique ◽  
Learning Activities ◽  
Test Reliability ◽  
Survey Method ◽  
Future Teachers ◽  
Significant Difference ◽  
Teaching Learning ◽  
High Level ◽  
Descriptive Survey

YouTube is one of the most utilized social media in the field of education. Nonetheless, the extent to which the diverse potentials of YouTube are being harnessed in the teaching-learning process is a function of the teachers’ perception. Hence, this study examined future teachers’ perception towards the use of YouTube for teaching-learning activities in Nigerian Basic Schools. The study employed descriptive survey method and 200 future teachers were selected using purposive sampling technique. The respondents filled to a questionnaire titled “Future Teachers’ Perception towards the Use of YouTube Questionnaire (FTPUYQ). The validity of the questionnaire was established by experts, while the test re-test reliability yielded a correlation coefficient of 0.79. The results revealed that future teachers had a high level of perception towards the use of YouTube in teaching-learning activities in Nigerian Basic Schools. It was found that there was no significant difference in the future teachers’ perception based on gender. Therefore, it was recommended that future teachers in Nigerian Basic Schools, should be exposed to various training and capacity building sessions on the procedure for creating, assessing, uploading and using YouTube videos to facilitate the success of the teaching-learning process.

scholarly journals Identification of Factors that Undermine the Teaching-Learning Process in the Subject of Physics at Secondary School Level

2020 ◽  
Vol V (I) ◽  
pp. 243-254
Author(s):  
Kifayat Khan ◽  
Munir Khan ◽  
Abdur Rashid
Keyword(s):  
Secondary School ◽  
Science Teachers ◽  
Learning Process ◽  
Working Environment ◽  
School Level ◽  
Practical Skills ◽  
Physics Teachers ◽  
Secondary School Level ◽  
The Subject ◽  
Teaching Learning

Teaching of Physics involves theoretical as well as practical skills development of students at secondary school level. The main aim of the study was to identify the factors that undermine the teaching learning process in the subject of physics. All secondary school’s science teachers were considered as population of the study. Two hundred (200) science teachers (100 each male and female) were selected as sample of the study through stratified random sampling techniques. Data was collected through a self-developed questionnaire of reliability coefficient 0.84 and were analyzed using statistical tools. The unavailability of physics teachers, laboratory, classrooms, related books were concluded undermining factors. Lake of physics teachers, and unfavorable working environment were found dominant in male teachers’ school than female. The educational authorities with the collaboration of community can play their role to overcome these undermining factors in the subject Physics.

scholarly journals Teachers’ Lived Experiences about Teaching-Learning Process in Multi-Grade Classes

2017 ◽  
Vol 6 (4) ◽  
pp. 354 ◽  
Author(s):  
Seyyed Heshmatollah Mortazavizadeh ◽  
Mohammad Reza Nili ◽  
Ahmad Reza Nasr Isfahani ◽  
Mohammad Hassani
Keyword(s):  
Learning Process ◽  
Teaching Methods ◽  
Lived Experiences ◽  
Local Community ◽  
Sampling Technique ◽  
Learning Activities ◽  
Learning Materials ◽  
Statistical Population ◽  
Phenomenological Studies ◽  
Teaching Learning

This study seeks to recognize teachers’ lived experiences about teaching-learning process in multi-grade classes. The approach of the study is qualitative under the rubric of phenomenological studies. The statistical population consisted of the teachers of multi-grade classes in a non-prosperous province and a prosperous one. 14 teachers were selected using criterion sampling technique for an interview. The interviews were recorded and transcribed with the interviewees’ permission; and they were analyzed using Creswell data analysis. In order to evaluate the validity of the questions, the viewpoints of experts in the field of educational sciences as well as some teachers experienced in multi-grade classes were taken into account. The reliability was approved through examination by the participants and asking from counterparts. The results showed that teachers of multi-grade classes in both provinces had similar views on using teaching methods, determining learning activities and grouping methods. However, they did not have the same views on determining the type of learning materials and resources. The results show that in multi-grade classes various teaching methods such as peer teaching and integrated teaching, leading resources and materials such as the local community, nature, and discarded materials and objects, different grouping methods such as adjacent grouping, row grouping, and sex grouping, and finally various learning activities including self learning and peer learning are utilized. Multi-grade teachers in the two provinces have similar viewpoints regarding teaching methods, learning activities, and grouping methods, but are of different viewpoints on kinds of learning materials and resources.

scholarly journals Investigating The Correlation Between Classroom Management and Student Interests in EFL Environment

Tamaddun ◽  
2021 ◽  
Vol 20 (1) ◽  
pp. 64-80
Author(s):  
Muli Umiaty Noer ◽  
Sri Suci Utami ◽  
Abdollah Abdollah
Keyword(s):  
Social Class ◽  
Classroom Management ◽  
Learning Process ◽  
Sampling Technique ◽  
Survey Method ◽  
Second Grade ◽  
Correlation Technique ◽  
Purposive Sampling ◽  
Student Interests ◽  
Independent Variable

The research aimed were to find out the correlation between classroom management and student’s interest. This research uses quantitative with survey method that apply correlation technique there are two variable in this research, namely dependent variable and independent variable. The independent variable is classroom management while dependent variable is students interest the population of this research as two classes of ABA UMI year 2016-2017. The samples of this research are 20 respondents taken through purposive sampling technique . in analysis the data of this research, the write used ( Correlation ). The findings of this study shows that there is any significant correlation between classroom management and student’s interest at the second grade of social class ABA UMI. This is proved by the value of the pearson product moment is -025 it means the correlation. And classroom management and student’s interest is weak. And correlation  classroom management has an important role in learning process because if there is in classroom management the student’s will not be interest in learning process.

scholarly journals REAL LIFE EXPERIENCE IN INQUIRY-BASED EARTH AND SPACE SCIENCE INSTRUCTION

2019 ◽  
Vol 7 (5) ◽  
pp. 284-292
Author(s):  
Roldan D. Atienza
Keyword(s):  
Science Teachers ◽  
Learning Process ◽  
Real World ◽  
Life Experience ◽  
Life Experiences ◽  
Science Instruction ◽  
Real Life ◽  
Space Science ◽  
Global Issues ◽  
Teaching Learning

Science teachers play an important role in improving science literacy of their students. In achieving and building students’ interest and literacy about science, teachers must have an appropriate approach to be used in teaching. In teaching science, students must be active and participative in the learning process. Engaging students in variety of activities can help them in constructing their own knowledge by experiencing and observing results of the experiment. Teachers must provide real world experiences for students to engage with around global issues. This took the form of service-learning projects emphasizing issues of global concern, or working in teams to devise and debate solutions to real-world problems. Notably, these activities were student-centered and inquiry-based. Teachers also incorporated their own cross-cultural experiences into the classroom through informal conversation, discussions, around artifacts and photos, and lesson plans that incorporated knowledge gained and relationship built though their global experiences. The need for utilizing real life experiences in science teaching is a must in today’s classroom as the new generations of learners are ready to work with the different global issues and concerns of which can play an important role in the learning process. However, the utilization of real life experiences in science instruction grows as a measure when teachers are able to develop an engaging and positive learning environment for learners. With this, teachers should carefully plan how to utilize the students’ real life experiences efficiently and effectively in inquiry-based science instruction to enhance more the teaching-learning process. The focus of this study was to determine the real life experience in inquiry-based earth and space science instruction in public secondary schools in Batangas City. The descriptive method of research was applied in the study, with the questionnaire as the main data gathering instrument responded to by 102 science teachers. Based on the analysis, it was revealed that real life experiences in science areas were moderately utilized by the students while teachers applied inquiry-based learning activities along its phases of exploration, concept introduction, and concept application to a moderate extent. It was recommended that the proposed learning plans be used to enhance science instruction and an instrument or assessment tool may be developed to determine the impact of utilization of real life experiences in teaching-learning process.

scholarly journals The use of literacy approach to teach writing of descriptive text at the seventh grade students of SMPN 1 Ngebel

2019 ◽  
Vol 7 (1) ◽  
pp. 15
Author(s):  
Tanti Yuliani
Keyword(s):  
Junior High School ◽  
Learning Process ◽  
Group Work ◽  
Teaching And Learning ◽  
Sampling Technique ◽  
Research Participant ◽  
Teaching Writing ◽  
Seventh Grade ◽  
Problems And Solutions ◽  
Teaching Learning

The main purpose of teaching learning English in Junior High School to develop the students’ competence and knowledge in four language skills, Speaking, Reading, Listening and Writing. One of the difficult skills is writing. In this research are describe how are the uses, problems, and solutions of the use of Literacy Approach to Teach Writing of Descriptive Text At The Seventh Grade Students of SMPN 1 Ngebel.  Literacy approach is one of the approaches used to teach writing especially in descriptive text because Literacy approach is the ability to read and write. There are some step of teaching writing, they are planning, composing, and revising. This research uses descriptive qualitative research. Participant/Informant of the research are the English teacher and the seventh grade students of SMPN I Ngebel Ponorogo. This research uses purposive sampling technique. The techniques which are used to collect the data are observation, interview, and documentation. Techniques of the data analysis are data reduction, data display and drawing conclusions. The result of the analyzing data indicates that the uses of literacy approach in teaching writing of descriptive text are divided into two steps. The first is preparation steps and the second is learning process. The learning process uses literacy approach includes introduce and giving explanation the descriptive text, give the modal of the descriptive text and have text to analyze, make group work to discussion the students’ ideas, give the chance to make students’ own product and also checking the students’ understanding about the material. Besides, the problem of the use literacy approach in writing of descriptive text are sometimes the students are noisy in the classroom and their vocabulary are still low. The students feel afraid to deliver their opinion and ideas in teaching and learning process. The solution of the use literacy approach in writing of descriptive are the students must make group work of the students’ worksheet, Teacher controls the students and gives scores for students.

scholarly journals Job Satisfaction and Teaching Effectiveness of BTC and Special BTC Teachers in Uttar Pradesh

2016 ◽  
Vol 3 (2) ◽  
Author(s):  
Dr. Nimisha Beri
Keyword(s):  
Job Satisfaction ◽  
Teaching Effectiveness ◽  
Uttar Pradesh ◽  
Sampling Technique ◽  
Survey Method ◽  
Satisfaction Scale ◽  
Important Place ◽  
Significant Difference ◽  
Teaching Learning ◽  
Descriptive Survey

Job satisfaction acts as a powerful force that gives happiness and increase ones efficiency to work effectively. Job satisfaction of the teachers, who have an important place in the information society, will affect the quality of the service they render. Job satisfaction and the teaching effectiveness of teachers are directly related. The more the teacher is effective in his teaching the more he/she is satisfied in his/her job. Teachers are said to be the builders of nation. If the teachers are satisfied in their jobs and have effective teaching, than it directly leads to the beneficiary for the students, which help in their teaching learning process. Descriptive survey method was used by the investigator on a sample of 150 teachers, 100 BTC Teachers and 50 Special BTC Teachers selected by Purposive Sampling technique in Bareilly district of Uttar Pradesh. Standardized Job Satisfaction Scale by Dr. Meera and Teaching Effectiveness Scale by Dr. Umme Kulsum were used by the investigator. The findings revealed that the job satisfaction and Teaching Effectiveness of teachers was high .They are satisfied with their jobs. There occur no significant difference in job satisfaction and Teaching Effectiveness among the said teachers on the basis of their gender and qualification.

scholarly journals An Evaluation of Department of Education Produced Grade 7 Biology Modules by Biology Experts and Science Teachers

2019 ◽  
Vol 27 (5) ◽  
Author(s):  
Maria Lourdes G. Tan
Keyword(s):  
Biological Sciences ◽  
Science Teachers ◽  
Doctoral Degree ◽  
Bachelor's Degree ◽  
Department Of Education ◽  
Survey Method ◽  
Learning Materials ◽  
Teaching Learning ◽  
Evaluation Of Learning ◽  
Descriptive Survey

Teachers play an essential role in the evaluation of learning materials. As facilitators of learning, they ensure that learning materials serve their purpose of bringing about the effective teaching-learning process. This study aimed to evaluate the Department of Education (DepEd)-produced Grade 7 Biology Modules as perceived by Biology Experts and Science Teachers in the 16 public secondary schools in the Division of Tacloban City, Leyte, Philippines. The modules are evaluated based on the seven dimensions: a) content, b) presentation and organization, c) learning activities, d) evaluation activities, e) accuracy and up-to-dateness of information, f) format and g) sufficient availability of materials. The demographic profile of 17 Biology experts showed that the majority are female, BSED graduates in Biological Sciences with a doctoral degree in Biology and 1-15 years teaching Biology subjects. Grade 7 Science teachers are mostly females who have a bachelor's degree in Biological Sciences, with master's units and 1-2 years teaching Grade 7 Science in the K to 12 Curriculum. Biology experts and science teachers assessed the five modules using descriptive survey method employing quantitative and qualitative analysis. They both evaluated the modules satisfactory in the seven dimensions. However, they pointed out suggestions for improvement of the modules. Keywords: Biology Experts, Teachers, Modules, Evaluation

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