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

scholarly journals Teaching natural and applied sciences in the Arabic language in schools and universities in the Kingdom of Saudi Arabia: تدريس العلوم الطبيعية والتطبيقية باللغة العربية في مدارس وجامعات المملكة العربية السعودية

2020 ◽  
Vol 4 (37) ◽  
Author(s):  
Wafaa Hafize Alowaydhi, Faziah Ali Salem al-Sayari
Keyword(s):  
Applied Sciences ◽  
Science Teachers ◽  
Mother Tongue ◽  
Arabic Language ◽  
Future Generations ◽  
Survey Method ◽  
Kingdom Of Saudi Arabia ◽  
University Professors ◽  
The World ◽  
Descriptive Survey

The study aimed to know the percentage of supporters for the issue of teaching scientific and applied materials in the Arabic language and to reveal the reasons for support for this issue from the viewpoint of supporters, and to know the percentage of opponents and reveal the causes of opposition from the viewpoint of opponents, and the study sample consisted of (1223) individuals that included students from both phases Secondary and university students, science teachers, supervisors, science university professors The researchers followed the descriptive survey method using a questionnaire tool to survey the opinions of the sample on the issue, and the most prominent results are that 81.3% agree to teach natural and applied sciences subjects in the Arabic language instead of teaching them in other languages, and 18.7% see that they do not agree to teach science in the Arabic language, and that 91.1% Among the sample members who believe that understanding the science needs the student to be familiar with the language in which he is studying, if the mother tongue would be easier for him to understand the scientific subjects, while 8.9% do not agree to this, The results showed that 17.9% of respondents believed that teaching natural sciences in the Arabic language would be a reason for isolation from the world, while 82.1% saw the opposite. The study recommended a review of the teaching of natural and applied sciences in the Arabic language and a decision to use them in teaching natural and applied sciences because it is the mother tongue and to strengthen pride in them in the hearts of future generations.

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 The reality and obstacles of implementing primary teachers with the engineering design in teaching science

2021 ◽  
Vol 8 (9) ◽  
pp. 86-93
Author(s):  
Norah Saleh M. Almuqbil ◽  
Keyword(s):  
Engineering Design ◽  
Science Teachers ◽  
Primary Schools ◽  
Teaching Science ◽  
Survey Method ◽  
Elementary Stage ◽  
Riyadh City ◽  
Design Skills ◽  
Engineering Practices ◽  
Descriptive Survey

The research aims to determine the science teachers' knowledge level in elementary schools about the engineering design concept. It determines the application level of engineering design among the science teachers at the elementary level in teaching science and highlights the obstacles faced in implementing these. The descriptive survey method was used to achieve the research aim by applying a questionnaire to a sample of 97 science teachers in primary schools in Riyadh city. The research was limited to the concepts of engineering design and engineering practices as mentioned in the next generation of NGSS science standards. It was found that science teachers were unaware of the importance of developing engineering design skills among students. It might be due to ineffective teachers' training in engineering design skills development. It is strongly suggested to educate supervisors about the importance of directing male and female teachers to apply engineering design in science teaching for the elementary stage. It is essential to provide appropriate educational laboratories and means for employing engineering design and teaching science for the elementary stage.

scholarly journals Teachers' Perception of the Reality of Geography Education in Nepal

2021 ◽  
pp. 1-8
Author(s):  
Tara Prasad Awasthi
Keyword(s):  
Sampling Technique ◽  
Geography Education ◽  
Dominant Factor ◽  
Survey Method ◽  
Group Discussions ◽  
Teachers Perceptions ◽  
Student Interests ◽  
Teaching Learning ◽  
Descriptive Survey

This paper analyzes the teachers' perceptions of the reality of geography education in Nepal. The term teachers' perceptions refer to a how teachers attach meaning to experience in the realities of geography education. It is based teachers involved in teaching geography at the campus university level in the Kathmandu Valley. It looks at the contribution that geography can make in the education of young people and the flourishing of the subject of geography in Nepal. For this purpose, a descriptive survey method was employed. The information used in this paper was obtained through questionnaires, focus group discussions, and observation. A purposive sampling technique was employed to select teachers. The results indicated that input is a dominant factor for the quality of geography education. Other factors like government policy, student interests, job markets, and perceptions of people, planners, policymakers, and administrators are also indicators that received the lowest rating of geography education in the study area. The findings show that the relationship between policies and practices of teaching-learning processes influenced the teachers’ perception of geography education.

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 Insights from training a blind student in biological sciences

2021 ◽  
Vol 117 (5/6) ◽  
Author(s):  
Rethabile Tekane ◽  
Marietjie Potgieter
Keyword(s):  
Biological Sciences ◽  
South Africa ◽  
Students With Disabilities ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Low Vision ◽  
Bachelor's Degree ◽  
Teaching And Learning Strategies ◽  
Teaching Learning ◽  
Science Disciplines

Higher education institutions have a constitutional obligation to provide reasonable accommodation to students with disabilities. Although the teaching and learning of students with blindness and low vision in STEM disciplines are well documented abroad, to date, there are no published studies in South Africa on successful teaching and learning strategies for students with blindness and low vision in STEM fields, specifically in science disciplines. Therefore, in this paper, we report on how teaching, learning, and assessment were adapted to make science disciplines accessible to John, a blind student enrolled in a biological sciences degree at a research-intensive university in South Africa. Several factors contributed towards the successful completion of John’s bachelor’s degree. These factors include the availability of tutors who committed a large amount of time to help John understand content presented in lectures, tutorials, and practical sessions; a well-resourced and effective Disability Unit; lecturers who ensured that John was well accommodated in lectures, tutorials, and practical sessions; and, finally, John’s commitment and dedication towards learning.

scholarly journals HEART OVER THE HEAD: SCIENCE TEACHERS’ INFLUENCE IN DEVELOPING SELF-AWARENESS AMONG THEIR ADOLESCENT STUDENTS

2020 ◽  
pp. 33-42
Author(s):  
Debjani Bhattacharya ◽  
Kaustuv Bhattacharyya ◽  
AbhijitGuha
Keyword(s):  
Student Teaching ◽  
Science Teachers ◽  
Teaching Methods ◽  
Random Sampling ◽  
Sampling Technique ◽  
Survey Method ◽  
Self Awareness ◽  
Adolescent Students ◽  
Adolescent Student ◽  
Descriptive Survey

Self-awareness, at any stage, is very important in an individual’s life as it includes the recognition of cognitive- and social-, as well as emotional intelligence within the self.This study was conducted with an aim to assess ‘teaching with the head’ and ‘teaching with heart’ which one is more powerful in developing self-awareness among their students.The descriptive survey method was used for the 405 students and 58 teachers of Kolkata (South Kolkata and North Kolkata), selected through a random sampling technique. Two standardized questionnaires were prepared for assessing the nature of a student’s self-awareness and teacher’s teaching methods while t-tests were conducted to test the hypotheses. Results indicate that the methods of developing self-awareness must be influenced by the characteristics of the teaching with heart and during adolescence - students become very much aware of themselves which, in turn, emphasizes the requirement of proper development of their self-awareness. Therefore, a major contribution of this study may provide a platform to isolate some of the factors which affect the self-awareness of the adolescent students. KEYWORDS: Self-awareness, adolescent student,teaching with head,teaching with heart, science teacher.

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 TEACHING LEARNING PROCESS OF SCIENCE CLASSROOM AT SECONDARY LEVEL SCHOOLS: AN EXPLORATORY STUDY

2021 ◽  
Vol 9 (5) ◽  
pp. 487-496
Author(s):  
Aashish a ◽  
◽  
Vishal Kumar ◽  
Keyword(s):  
Science Teachers ◽  
Learning Process ◽  
Divergent Thinking ◽  
Teacher Educators ◽  
Science Classroom ◽  
Secondary Level ◽  
Teaching Science ◽  
Local Context ◽  
Learning Materials ◽  
Teaching Learning

The objective of this paper is to find out the profile of teachers teaching science at secondary level and to study the classroom transaction process of science at secondary level with reference to constructivist approach of teaching. The study was conducted through qualitative method. For this study researcher selected 20 secondary schools from Vaishali district of Bihar, India. The investigator used information blank for teachers for developing their profile and observation schedule for examining teaching learning process. The investigator used frequency, percentage and qualitative descriptions and accordingly interpretations are made. The study found that i) Teachers teaching science are well qualified as 60.86% have B.Sc., B.Ed. and 39.13% have M.Sc., B.Ed. qualification, ii) 30.43% of science teachers have attended in-service programmes like science pedagogy, ICT in teaching etc. organised in last three years, iii) 78.26% of teachers never test the previous knowledge before teaching and 73.91% of teachers never engage students to create interest to topics, iv) 82.60% of teachers never encourage learners for asking questions in class and 86.95% of teachers distributes questions throughout class, v) 78.26% of science teachers never use locally available things as teaching learning materials and illustrates concepts with variety of examples from the local context, 82.60% of teachers never change method as per the mood of learners, vi) 52.17% of teachers never allow students to interact with each other in class, 78.26% of teachers never encourage group work and 91.30% of students never activates learners during teaching in class, vii) no teachers teaches how to learn a topic, suggests other learning materials for references and uses ICT in classroom. 60.86% of teachers never encourage self-reflection, 91.30% of teachers never encourage divergent thinking among learners and 73.91% of teachers never focus on process of learning in class, viii) 86.95% of teachers never asks questions as per the objectives of the lesson, ask question beyond textbook and provides home assignment that requires enquiry. The study has suggested implications for teachers, teacher educators and government to improve quality of science education at secondary level.

Themes, Diction, and Prosodic Systems in Yoruba Lullabies

2019 ◽  
Vol 12 (1) ◽  
pp. 18-33 ◽  
Author(s):  
Olusanmi Babarinde ◽  
Elizabeth Babarinde
Keyword(s):  
Participant Observation ◽  
Cultural Beliefs ◽  
Survey Method ◽  
World Views ◽  
Scholarly Research ◽  
Long Term Consequences ◽  
Analyse Data ◽  
Descriptive Survey ◽  
Future Learning

Lullabies are essentially sung for their soothing nature but, as this article shows, they have other important functions. One of the most important of these is that lullabies may provide much-needed language stimulation with important long-term consequences for future learning. This paper begins the work of addressing the dearth of scholarly research on lullabies, especially in the Yoruba (Nigeria: Niger-Congo) culture. It looks at the range of themes, dictions, and prosody that are intertwined to reveal Yoruba beliefs and world-views about children, starting with their time in the womb. The study uses a descriptive survey method to analyse data collected through participant observation. It shows that Yoruba lullabies not only offer insights into Yoruba cultural beliefs but also depend greatly on figurative expression and prosodic systems. These rich literary qualities identify lullabies as the earliest sub-genre of children's poetry.

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