scholarly journals An Investigation of the Teaching Techniques, Assessment Strategies and Students’ Attitude towards Reading English and their Impact on Learners’ Performance in Pakistan

2021 ◽  
Vol 1 (1) ◽  
pp. 1-15
Author(s):  
Allahdino Abro ◽  
Ghulam Rasool Soomro ◽  
Roshan Ali Teevno ◽  
Muhammad Bux Shoro
Keyword(s):  
Learning Strategies ◽  
Teaching Experience ◽  
Poor Performance ◽  
Target Population ◽  
Reading Attitude ◽  
Teaching Techniques ◽  
Assessment Tests ◽  
Assessment Techniques ◽  
Teaching Learning ◽  
Assessment Strategies

Effective teaching learning of English has got a prominent position in all the educational plans and policies of Pakistan. To ensure the effectiveness of English, efforts have been taken to enhance the teaching learning strategies, assessment techniques and reading attitude of students. Considering the importance of English, a survey, regarding the teaching techniques, assessment strategies and learners’ reading attitude and their impact on learners’ performance, has been conducted. The sample, comprising 535 students and 26 teachers, from target population delimited to Hyderabad, had been selected using random stratified technique of sampling. The findings clarified that earners’ reading attitude, assessment strategies and teaching techniques (independent variables) were strongly correlated to the performance of learners. However, the poor performance of students in English raised a question on assessment strategies, teaching techniques and learners’ attitude. The teachers and students mutually believed that conservative and unproductive teaching and assessment techniques employed by higher secondary school teachers failed to attract and motivate the students in order to enhance their performance. Even the teachers having vast teaching experience were incapable to use modern techniques and AV aids in their classroom teaching and assessment. They were incapable to develop and employ the modern standardized assessment tests. Rather than to focus on learners’ skill development, teachers focused on memorization and rote learning. Consequently, students’ interest toward classroom learning process did not flourish. Their attitude towards learning English was dismal. The research paper is rounded off with suggestions at the end.

Technology in Engineering Pedagogy to Progress the Excellence of Teaching

2020 ◽  
pp. 1-19 ◽  
Author(s):  
Durga Prasad Garapati ◽  
Padmaja S.M.
Keyword(s):  
Learning Strategies ◽  
Learning Experience ◽  
Teaching Experience ◽  
Information Organization ◽  
Learning Approaches ◽  
Innovative Teaching ◽  
Teaching Learning ◽  
Student Grades ◽  
Traditional Pedagogy ◽  
Engineering Pedagogy

Quality evaluation is a basic part of education that enables teachers to help learning and to improve instructive programs. Engineering education has been confronting impressive difficulties concerning commendable educating, information organization, and knowledge deployment. Consequently, desires for new teaching methods and learning approaches should be created in the arena. The objective of this chapter is to incorporate various teaching learning methods, educational tools to improve the learning experience of students, and also to fulfil the teaching experience of faculty. The purpose of this research is also to explore the effects of innovative teaching learning strategies based on the performance of student grades. The experiment has been carried out on two courses of electrical and electronics engineering. There are no commendable measures to evaluate the learning outcomes of the student hourly basis in traditional pedagogy. Therefore, this chapter proposed various pedagogical approaches that help to achieve the desirable things.

Active Learning Strategies...Not for the Birds!

2006 ◽  
Vol 3 (1) ◽  
Author(s):  
Donna J. Bowles
Keyword(s):  
Nursing Students ◽  
Active Learning ◽  
Learning Strategies ◽  
Knowledge Retention ◽  
Nursing Educators ◽  
Short Period ◽  
Active Learning Strategies ◽  
Assessment Techniques ◽  
Time Availability ◽  
Teaching Learning

Nursing students historically have struggled to learn a large amount of content in a short period of time. Reliance on intense memorization of endless facts from multiple textbook chapters is ineffective, exhausting, and generally does not result in knowledge retention. Nursing educators face the challenge of facilitating learning that promotes critical thinking through the use of strategies that actively engage the students. Creating an environment of learning where students come prepared to class and use the textbook material to enhance understanding and knowledge acquisition is imperative. This article presents active learning strategies that are flexible for varying class sizes, time availability, and topics. Classroom assessment techniques support the value of this teaching-learning approach.

scholarly journals Assessment of Lacrimal Duct Patency in Patients Undergoing Endoscopic Medial Maxillectomy

2021 ◽  
Vol 10 (2) ◽  
pp. 245
Author(s):  
Andrzej Sieśkiewicz ◽  
Tomasz Łysoń ◽  
Marek Rogowski ◽  
Marek Bielecki ◽  
Ewa Gindzienska-Sieskiewicz ◽  
...  
Keyword(s):  
Assessment Method ◽  
Test Results ◽  
Functional Disorders ◽  
Lacrimal Duct ◽  
Assessment Tests ◽  
Number Of Patients ◽  
Study Results ◽  
Assessment Techniques ◽  
Medial Maxillectomy ◽  
Comparison Of The Results

Purpose: The risk of epiphora after medial maxillectomy with lacrimal duct transection is difficult to assess. The data available in the literature are inconclusive due to various operating techniques used by the authors of medical publications, different additional procedures aimed at improving tear drainage after maxillectomy, and a variety of lacrimal duct patency assessment techniques. The aim of our work was to assess the anatomical and functional patency of lacrimal ducts after medial maxillectomy without performing additional procedures to improve tear drainage as well as comparison of the results obtained with different assessment tests. Materials and methods: 21 patients who underwent medial maxillectomy in the years 2016–2019 were assessed for discomfort and epiphora based on patients’ own reports and basic clinical examination, lacrimal duct rinse test, the Munk score, and a modified endoscopic Jones I test. Results: Gradually increasing the sensitivity of the assessment method resulted in an increase in the number of patients with potential tear drainage disorders, starting from 0% in the rinsing test, 4.8% self-reported tearing complaints, 14.3% Munk score, and 19% modified endoscopic Jones I test. Conclusions: The study results revealed that a small fraction of patients tend to report epiphora as a consequence of medial maxillectomy themselves. Subtle functional disorders, which are not particularly bothersome to patients, are more common. More sensitive lacrimal duct patency tests reveal more cases of tear drainage disorders. The results of studies assessing the incidence of epiphora after medial maxillectomy appear to depend on the type of test used.

scholarly journals Beyond Broudy’s Triad—Infusing University Students with the Love of Poetry

2017 ◽  
Vol 10 (4) ◽  
pp. 65
Author(s):  
Mounir Ben Zid
Keyword(s):  
Learning Styles ◽  
University Students ◽  
Learning Style ◽  
Teaching Methods ◽  
Teaching Experience ◽  
Class Session ◽  
New Learning ◽  
Major Shift ◽  
Teaching Learning ◽  
Esl Learners

In spite of the diverse schools of thought providing guidance for poetry teachers—such as the didactic, heuristic, or phyletic approaches—this myriad of teaching modes has failed to generate adequate student appreciation for poetry courses. The reason for this is teachers’ tendency to cling to the idea that one must choose a particular approach and find out the correct or fixed meaning. This study includes a recommendation for a major shift in teaching poetry that transforms each class session into a new learning rather than a teaching experience—one in which the instructor’s role is to inspire a passion and love for poetry in ESL learners. This teaching-learning style requires that teachers change from being omniscient sages to participants, co-explorers, and learners—a move from teaching methods to learning styles and a shift from encouraging the love of teachers to inspiring the love of poetry in university students.

scholarly journals Teaching – Learning Strategies in Interactive Education — A Case Study

2007 ◽  
pp. 79-89
Author(s):  
V. Bharathi Harishankar ◽  
Archana Ghode ◽  
Alankar Bandyopadhayay ◽  
Maryma Scotlin ◽  
Hema A. Murthy ◽  
...  
Keyword(s):  
Learning Strategies ◽  
Interactive Education ◽  
Teaching Learning

scholarly journals Family Characteristics as Correlates of Academic Performance among School Children in Fishing Settlements in Nigeria

2018 ◽  
Vol 7 (2) ◽  
pp. 90
Author(s):  
Adesoji Adeolu Oni ◽  
Olakunle Lateef Olaniran
Keyword(s):  
Academic Performance ◽  
School Children ◽  
School Quality ◽  
Strong Relationship ◽  
Target Population ◽  
Family Characteristics ◽  
Junior Secondary Schools ◽  
Ogun State ◽  
Multistage Sampling ◽  
Teaching Learning

In all societies, the family is the premier institution for the socialization of children, adult intimate relationship, life-long economic support and occupation and continuity of relationship along the life course. Scholars had argued for and against the fact that there is a strong relationship between family characteristics and children educational success or otherwise. This present study investigate family characteristics as correlates of academic performance among school children in fishing settlements of Ogun state, Nigeria. A descriptive research design was adopted. The target population comprisedall JSS2 students in Ogun water side local government area of Ogun state. Three null hypotheses were tested at 0.05 level of significance. The samples comprised of 400 respondents and 8 junior secondary schools. Multistage sampling techniques were adopted. A self-designed questionnaire was used to collect relevant data. Data generate were analyzed using frequency count, simple percentage, mean, standard deviation and one-way analysis of variance (ANOVA).Recommendations were made that there should be increase cooperation between the parents/ guardians and the school. Quality assurance unit of policy makers should ensure regular monitoring of school particularly in the area of teaching learning process.

scholarly journals Comparison between Brainstorming and Presentation Teaching-Learning Methods in School of Nursing Rajanpur Punjab Pakistan

2021 ◽  
Vol 2 (1) ◽  
pp. 32-39
Author(s):  
Asma Nazir
Keyword(s):  
Nursing Students ◽  
Learning Strategies ◽  
Learning Style ◽  
Standard Deviation Score ◽  
Learning Method ◽  
Chi Square ◽  
School Of Nursing ◽  
Models Of Teaching ◽  
Significant Difference ◽  
Teaching Learning

Introduction: It is necessary to identify the students' diversities when we are going to perform our teaching in the classroom, it is also essential when we prepare our lecture to conduct in the classroom. Teachers used various methods to teach the students in the classroom. Several earlier studies are available on the effectiveness of different models of teaching approaches. This study intended the effect of using brainstorming and presentation teaching-learning strategies. Methods: Exploratory study design was used. 42 female nursing students of 2nd year class from 4-year diploma of general nursing and eight professional nursing instructors of School of Nursing Rajanpur. Descriptive statistics were used to identify the effectiveness of elected (brainstorming & presentation) teaching-learning strategies. Chi square was used to compare the academic performance (marks obtained) between students having different teaching-learning style. Results: The result showed that mean and standard deviation score for brainstorming and presentation teaching-learning strategies were 10.16±1.51 and 10.97±1.27. There is significant difference between group categories (<.05). Conclusion: The findings from this study show that presentation teaching-learning method plays a notable effect on students learning. This study as well exemplify that different teaching-learning method with advance technology is more useful than the conventional methods of teaching-learning.

scholarly journals E-Learning in Dental Schools in the Times of COVID-19: A Review and Analysis of an Educational Resource in Times of the COVID-19 Pandemic

2020 ◽  
pp. 207-224
Author(s):  
Daniel Chavarría-Bolaños ◽  
Adrián Gómez-Fernández ◽  
Carmen Dittel-Jiménez ◽  
Mauricio Montero-Aguilar
Keyword(s):  
Learning Strategies ◽  
Learning Experience ◽  
Negative Consequences ◽  
Teachers And Students ◽  
Academic Courses ◽  
E Learning ◽  
The Times ◽  
Teaching Learning ◽  
Dental Schools ◽  
The Impact

While countries are facing different stages in their COVID-19 infection rates, worldwide there are millions of students affected by universities’ facilities closures due to the pandemic. Some institutions have enforced strategies to transfer some courses to a virtual modality, but many Dental Schools have been challenged to deal with a situation which requires emergency measures to continue the academic course in the middle of lock-downs and social distancing measures. Despite the fact that the number of online academic programs available, especially graduate programs, has increased in diverse modalities, this pandemic forced e-learning processes to develop abruptly. The likelihood of using e-learning strategies in dentistry was substantiated in the scientific literature and an overview of these opportunities is presented. Additionally, the experience of the University of Costa Rica Faculty of Dentistry is presented, as it was evident that some of the key elements in a e-learning environment needed a quick enhancement and initiation of some processes was required. First, it was necessary to categorize the academic courses depending on their virtualization's possibility (curricula analysis and classification), to better understand the extent of the impact and the work needed to contain, as far as the possibilities allowed, negative consequences on students learning process. Second, teachers needed further training in the application of virtual strategies which they hadn’t used before. do Third, an evaluation of the students’ conditions and needs was conducted in a form of a survey. Finally, teachers and students activated the available virtual platforms. For many Dental Schools, this virtualization process is an ongoing progress although it was abruptly imposed, but this moment indeed represents an enormous opportunity to move forward and get immerse in the virtualization environment as a teaching/learning experience.

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