scholarly journals How Pre-service Teachers Learn Microbiology using Lecture, Animations, and Laboratory Activities at one Private University in Rwanda

2021 ◽  
Vol 20 (7) ◽  
pp. 328-345
Author(s):  
Josiane Mukagihana ◽  
Florien Nsanganwimana ◽  
Catherine M Aurah
Keyword(s):  
Academic Achievement ◽  
Small Group ◽  
Group Work ◽  
Teaching And Learning ◽  
Instructional Methods ◽  
Biology Education ◽  
Biology Teachers ◽  
Laboratory Activity ◽  
Laboratory Activities ◽  
Significant Difference

Observing classroom practices and checking the effect of instructional methods on academic achievement are crucial in the teaching and learning process. The present study was aimed at discovering the dominating pre-service biology teachers’ and instructors’ activities in microbiology classes and their respective effects when animations–based instructions and small-group laboratory activities are used. An equivalent time-series design was applied using a small group of participants in year two biology education (N=30, 16 female and 14 males), and a pre-test was used as a pre-intervention comparison test, while a post-test alternated with interventions. Classroom Observation Protocol for Undergraduate STEM (COPUS) was used to record classroom activities. Before using its inter-rater agreement reached 80%. Pre-service Biology Teachers Achievement Test (PBTAT) with a Pearson’s r reliability of .51 served to measure instructional methods' effect on academic achievement. It was found that the main teaching methods were activities, lectures and animation classes, while group work and instructors moving among the students and guiding them characterized small-group laboratory activity classes. All interventions improved pre-service biology teachers’ academic achievement; however, a statistically significant difference (df=28, p<.05) existed between interventions where small group laboratory activities proved a considerable effect size (d=3.86). No statistically significant difference (df=1, p>.05) was found regarding gender after interventions. However, females scored better than males after the lecture and laboratory methods, while the opposite happened after animation-based instruction. Therefore, we recommend using small-group laboratory activities that promote active learning through student small-group work to improve pre-service biology teachers’ academic achievement in biology.

scholarly journals Assessing the Effectiveness of Innovative Pedagogy and Lecture Method on Students Academic Achievement and Retention in Computer Programming

2021 ◽  
Vol 2021 ◽  
pp. 1-11
Author(s):  
Christian Basil Omeh ◽  
Chijioke Jonathan Olelewe
Keyword(s):  
Academic Achievement ◽  
Teaching And Learning ◽  
Computer Programming ◽  
Analysis Of Covariance ◽  
Repeated Measure ◽  
Control Group ◽  
Control Groups ◽  
Significant Difference ◽  
Innovative Pedagogy ◽  
And Control

Education prepares one for the world of work; hence, the adoption of the innovative instructional approach employed in the process of teaching and learning is key to the attainment of this goal. To mitigate students’ poor achievement in computer programming (CP), innovative pedagogy (IP) was adopted to make students become active learners in classroom learning. In this study, a quasi-experimental design was used and nonrandomized the subject with pretest and posttest. Students (N = 145) were nonrandomized to the treatment and control groups. The researchers conducted a repeated measure of analysis of variance to determine the change between the experimental and control groups. Students’ attributes were tested for differences by comparing categorical data with chi-square statistics. The interaction effect was determined using an analysis of covariance. The results revealed that the experimental group’s CP achievement test results outperformed those of the control group at posttest and retention tests. Furthermore, the findings of the study show that there is no significant difference in students’ academic achievement across ability levels and gender. Also, there is no interaction between the pretest and the IP. The study, therefore, recommends that computer educators should adopt innovative teaching practices in their day-to-day teaching since it is more creative, learner-centered, and improved student engagement.

scholarly journals Effect of resource-based instructions on pre-service biology teachers’ motivation toward learning biology

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Josiane Mukagihana ◽  
Florien Nsanganwimana ◽  
Catherine M. Aurah
Keyword(s):  
Small Group ◽  
Repeated Measures ◽  
Academic Motivation ◽  
Private University ◽  
Public University ◽  
Control Group ◽  
Biology Teachers ◽  
Repeated Measures Design ◽  
Significant Difference ◽  
Post Assessment

Linking motivation and learning is central to understanding students’ motivation toward learning and learning itself as complex cognitive phenomena. Some studies focused on students’ motivation toward learning biology in general; however, the shortage of studies on the effect of animation-based instruction and small-group laboratory activities as Resource-based Instructions (RBIs) on pre-service biology teachers was realized. The present study aimed to determine the effect of resource-based Instructions on pre-service biology teachers’ academic motivation toward learning biology at private and public Universities in Rwanda. Pre-service biology teachers were grouped into three groups at a public teacher traning University and received a pre-and post-assessment.  Quasi-experimental, pre and post-test control group design was used at a public university, while a repeated measures design was used at a private university. The standard academic motivation scale for learning biology (AMSLB) yielded a Cronbach alpha coefficient of 0.71 before use. The t-Test was computed to measure the statistically significant difference between the pre-and post-assessment scores and group of RBI interventions. Multivariate analysis (MANOVA) was computed to measure the effect of RBIs vis à vis the AMSLB factors. Findings revealed no statistically significant difference (df=18, p=.458) in the motivation of learning biology of pre-service teachers before and after learning via traditional instruction at a public university. However, a statistically signficant difference was found with animation instruction (df=18, p=.002) and lab instruction (df=18, p=.014).  The motivation of learning biology increased at a public university than at a private university. However, animations and small-group lab activities increased pre-service biology teachers’ intrinsic and extrinsic—career motivation of learning biology at both universities. Therefore, the study recommends using RBIs to improve pre-service biology teachers’ motivation toward learning biology.

Investigation of Pre-Service Biology Teachers' Self-Confidence Concerning Technological Pedagogical Content Knowledge With Respect to Some Variables

2021 ◽  
pp. 47-63
Author(s):  
Dilek Sultan Acarli
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Biology Education ◽  
Education Programme ◽  
Technological Pedagogical Content Knowledge ◽  
Biology Teachers ◽  
Pedagogical Content ◽  
Self Confidence ◽  
Class Level ◽  
Significant Difference

The present study aims to determine pre-service biology teachers' self-confidence levels concerning their technological pedagogical content knowledge with respect to variables namely class level and computer knowledge. Designed as a survey, 91 pre-service teachers enrolled in the biology education programme participated in the study. Data were collected by using the Technological Pedagogical Content Knowledge Self- Confidence Scale developed by Graham, Burgoyne, Cantrell, Smith, Clair and Harris (2009) and adapted in Turkish by Timur and Tasar (2011). Findings of the study show that pre-service teachers have a high self-confidence concerning their technological pedagogical content knowledge. It was also found that there was no significant difference in pre-service teachers' self-confidence with respect to the class level. However, it was found that pre-service teachers who had enrolled in a computer course during their education had higher self-confidence.

Tri-Fold Instructional Model: A Technology-Based Strategy for Mastery Learning in General Psychology

2013 ◽  
Vol 5 (1) ◽  
Author(s):  
Vivien L. Chua ◽  
Magdalena M. Ocbian ◽  
Michael P. Gamba
Keyword(s):  
Learning Styles ◽  
Small Group ◽  
Teaching And Learning ◽  
Systems Approach ◽  
Mastery Learning ◽  
Group Discussion ◽  
Instructional Model ◽  
General Psychology ◽  
Significant Difference ◽  
Teaching Learning

This study aimed to evaluate the efficiency level of the Tri-fold Instructional Model, a holistic system approach in teaching and learning General Psychology. Its key components: the CD-ROM “General Psychology” Module, online collaboration through the internet and Small-Group Discussions (SGDs) were used in a sample of Information Technology class of Sorsogon State College, Magallanes Campus. The researchers made use of validation techniques and assessments employing descriptive, developmental and quasiexperimental methods in a one-group pretest-posttest design. As an innovative instructional tool, the was very much accepted and proven efficient in enhancing mastery learning of students taking the course. There was a significant difference from the previously fair performance of the students as compared to the excellent performance level after the intervention. Teaching, learning and technology therefore work together for efficient knowledge transfer. The Tri-fold Instructional Model as a holistic systems approach is a key to effective instruction. Gauging the students’ learning styles, proper planning of the course content and effective use of technology tools are instruments to successful teaching- learning process. Keywords - Tri-fold Instructional Model, e-learning, cooperative learning, small group discussion (SGD), mastery learning, Philippines

scholarly journals EFFECT OF THE STEM ACTIVITIES RELATED TO WORK-ENERGY TOPICS ON ACADEMIC ACHIEVEMENT AND PROSPECTIVE TEACHERS' OPINIONS ON STEM ACTIVITIES

2019 ◽  
Vol 18 (4) ◽  
pp. 507-518
Author(s):  
Mert Büyükdede ◽  
Rabia Tanel
Keyword(s):  
Academic Achievement ◽  
Prospective Teachers ◽  
Group Work ◽  
Control Group ◽  
Significant Difference ◽  
Post Test ◽  
Insufficient Time ◽  
Second Year ◽  
Experimental Group ◽  
Test Control

In this research, the effects of STEM (Science-Technology-Mathematics-Engineering) activities on academic achievement of prospective teachers were researched, their opinions on STEM activities were sought. The research was based on a semi-experimental model with pre-test and post-test control group. During the application phase, the topic of Work-Energy subject was taught through STEM based 5E model in the experimental group, while in the control group, the lessons were conducted using traditional teacher centred teaching. The research group is comprised of second-year students in Elementary Mathematics Education taking Physics I course at the Dokuz Eylul University in Turkey. A statistically significant difference was found in favour of the experimental group in terms of prospective teachers’ academic achievement. In addition, the positive opinions of the prospective teachers from the experimental group on STEM activities were that STEM activities included encouraging group work, assisting students to produce original work, enabling them to do research, and ensuring that the information learned is permanent. The negative opinions of them on STEM activities were insufficient time for the application, the dominance of some students during the group work, and difficulties with noise levels in class.

scholarly journals Effect of Brainstorming strategy on Senior Secondary School Students’ Academic Achievement in Chemistry in Rivers State, Nigeria

2020 ◽  
Vol 5 ◽  
pp. 78-82
Author(s):  
Samuel O. Wagbara
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
Creative Thinking ◽  
Teaching And Learning ◽  
Simple Random Sampling ◽  
Team Work ◽  
School Students ◽  
Senior Secondary School ◽  
Significant Difference ◽  
Senior Secondary

The paradigm shift of modern teaching and learning of Chemistry tilt towards activity oriented strategies that focus on creative thinking and team work to build new ideas. Hence, the main purpose of this study was to determine the effect of brainstorming strategy on senior secondary school student’s academic achievement in chemistry. This study adopted quasi experimental research design.  A sample of (200) SS2 Chemistry students who were obtained by simple random sampling by balloting participated in the study. The data collected were analyzed by using mean and standard deviation to answer the research questions while Analysis of co-variance (ANCOVA) was used for testing the hypotheses at 05 level of significance.  The study found that brainstorming had significant effect P < .05 on students mean achievement score in Chemistry.  There was significant difference between the mean achievement scores of students exposed to brainstorming strategy in Chemistry P < .05 and those of lecture method in favor of brainstorming strategy.  Gender does not have significant effect P > .05 on students taught Chemistry by use of brainstorming strategy. Hence, it becomes necessary for chemistry teachers to use brainstorming strategy in order to boost the academic achievement of students in chemistry.

scholarly journals Lexical language-related episodes in pair and small group work

2017 ◽  
Vol 17 (1) ◽  
pp. 61 ◽  
Author(s):  
Maria del Pilar Garcia Mayo ◽  
Nora Zeitler
Keyword(s):  
Small Group ◽  
Group Work ◽  
Vocabulary Learning ◽  
Collaborative Writing ◽  
Point Of View ◽  
Linguistic Knowledge ◽  
Small Group Work ◽  
Significant Difference ◽  
Set Up ◽  
Writing Task

<p>The present study investigates whether learner set up in interaction, namely in pairs or small groups, influences the frequency and outcome of lexical language-related episodes (LREs) and L2 vocabulary learning. Thirty Spanish English as a foreign language (EFL) university learners took part in the study. They worked in four groups and seven pairs on the same collaborative writing task. Research was carried out on the course of five weeks as a pre- and post- vocabulary task and an individual writing task were administered to assess vocabulary learning and retention. The quantitative analysis of the data showed that there was no significant difference between the performance of pairs and groups, although the latter produced slightly more lexical LREs than pairs and were able to solve most of them correctly. However, from a qualitative point of view, the findings suggest that small group work leads to slightly better results than pair work as the different members obtain benefits from their peers’ linguistic knowledge.</p>

scholarly journals Considering Grand Challenges in Biology Education: Rationales and Proposals for Future Investigations to Guide Instruction and Enhance Student Understanding in the Life Sciences

2018 ◽  
Vol 80 (7) ◽  
pp. 483-492
Author(s):  
William F. McComas ◽  
Michael J. Reiss ◽  
Edith Dempster ◽  
Yeung Chung Lee ◽  
Clas Olander ◽  
...  
Keyword(s):  
Education Research ◽  
Teaching And Learning ◽  
Life Science ◽  
Life Sciences ◽  
Biology Education ◽  
Student Understanding ◽  
Biology Teachers ◽  
Grand Challenges ◽  
International Group ◽  
Biology Instruction

An international group of biology education researchers offer their views on areas of scholarship that might positively impact our understanding of teaching and learning in biology and potentially inform practices in biology and life science instruction. This article contains a series of essays on topics that include a framework for biology education research, considerations in the preparation of biology teachers, increasing accessibility to biology for all learners, the role and challenges of language in biology teaching, sociocultural issues in biology instruction, and assisting students in coping with scientific innovations. These contributions are framed by a discussion of the value of defining several potential “grand challenges” in biology education.

scholarly journals Analyzing Pedagogical Knowledge of High School Biology Teachers in Banten Based on Educational Backgrounds

2019 ◽  
Vol 8 (2) ◽  
pp. 169-176
Author(s):  
Maya Rahayu ◽  
S Suyanto
Keyword(s):  
High School ◽  
Biology Education ◽  
Sampling Technique ◽  
Pedagogical Knowledge ◽  
Evaluation Instrument ◽  
Sample Collection ◽  
Biology Teachers ◽  
Educational Backgrounds ◽  
Significant Difference ◽  
Quantitative Descriptive

formulate the learning plan, method comprehension and approach, curriculum, learning motivation as well as learning evaluation instrument. This research was aimed to discover the skill difference of pedagogical knowledge of biology teachers compared to different educational backgrounds. The method of this research was a quantitative-descriptive through proportional random sampling technique for sample collection. The population of this research was the entire biology teachers in State High School of Lebak Banten. The collected samples were 18 biology teachers with different educational backgrounds. This research was performed in State High Schools spread among the area of Lebak-Banten. The analysis results of the data of pedagogical knowledge question items have indicated that the average teachers with biology education background has higher score (73.33) and 0.033<0.05 value has acquired based on t-test result. It means that there is a significant difference between teachers who have biology education background compared to teachers with non-education backgrounds

scholarly journals Online Problem-Based Learning Intervention on Self-Directed Learning and Problem-Solving through Group Work: A Waitlist Controlled Trial

2022 ◽  
Vol 19 (2) ◽  
pp. 720
Author(s):  
Florence M. F. Wong ◽  
Crystal W. Y. Kan
Keyword(s):  
Problem Solving ◽  
Small Group ◽  
Group Work ◽  
Problem Based Learning ◽  
Control Group ◽  
Self Directed Learning ◽  
Small Group Work ◽  
Waitlist Control ◽  
Significant Difference ◽  
Directed Learning

Background: Small group work embraces independent study and interactive learning, which enhance knowledge acquisition and skills. Self-directed learning (SDL) and problem-solving (PS) are essential skills in the development of the nursing profession. During the coronavirus pandemic, virtual learning was indispensable. However, little is known about how students develop SDL and PS abilities through online learning through group work. Objective: To evaluate the effects of the online intervention on SDL and PS abilities through interactive group work. Methods: A randomised waitlist-control trial was carried out. A structured intervention using problem-based learning (PBL) as a guideline was used to direct student learning in small group work. Assessments were scheduled at Time 0 (baseline), Time 1 (8th week), Time 2 (16th week), and Time 3 (28th week). Results: The mean student age was 21.45 (SD = 0.86). About 78% of students were female. There was no significant difference in demographic characteristics and analysis at the baseline. Students in the intervention group reported greater improvement in the SDLRS and PSI at the 8th week, whereas those in the waitlist control group reported greater improvement in the SDLRS and PSI at the 16th week. Sustained effects in the SDLRS and PSI were observed in both the intervention and waitlist control groups at the 16th and 28th weeks, respectively. A repeated-measure analysis was performed to compare the SDLRS and PSI in different periods and revealed statistically significant results (p < 0.001) in all subscales of SDLRS and PSI in the four study periods. Conclusions: The guidelines appear to be an effective treatment for SDL and PS ability enhancement with sustainable effects through interactive group work. The guidelines with explicit instructions and learning objectives provide directions and guidance to students to learn more effectively. The educator plays a vital role in facilitating the students’ SDL and PS ability improvement.

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