scholarly journals Using Quality Teaching and Learning Resources for Effective Integrated Science Education among Senior High Schools in Ghana

2021 ◽  
Author(s):  
Rita Asano ◽  
Kwaku Darko Amponsah ◽  
Obed Baah-Yanney ◽  
Frederick Quarcoo ◽  
Delphine Abla Azumah
Keyword(s):  
Science Teachers ◽  
Private School ◽  
Teaching And Learning ◽  
Quality Teaching ◽  
Learning Resources ◽  
Science Content ◽  
School Teachers ◽  
Learning Materials ◽  
Integrated Science ◽  
Second Year

The study examined the use of quality teaching and learning resources and how these affect the teaching and learning of Integrated Science. A total of 172 randomly selected second year Senior High School (SHS) students and 25 Integrated Science teachers purposively sampled served as the subjects for the study within six districts in the Central Region of Ghana. Questionnaires were used to collect the students’ and teachers' needed data. This study's key findings revealed a lack of teaching and learning materials and the stereotyped nature of Integrated Science teachers' methods of teaching. It was noted that access, selection and usage of good and quality teaching and learning materials and methods influenced learning outcomes of students in SHS Integrated Science. However, it was observed that both government and private school teachers used similar teaching methods in delivering the Integrated Science content. It was concluded that for successful teaching and learning of Integrated Science, the challenges should be addressed by SHS education stakeholders. As a result, the paper recommended possible solutions that would ameliorate the challenges hindering the teaching and learning of Integrated Science.

scholarly journals Using Quality Teaching and Learning Resources for Effective Integrated Science Education among Senior High Schools in Ghana

2021 ◽  
Vol 4 (3) ◽  
Author(s):  
Rita Asano ◽  
◽  
Kwaku Darko Amponsah ◽  
Obed Baah-Yanney ◽  
Frederick Quarcoo ◽  
...  
Keyword(s):  
Science Teachers ◽  
Private School ◽  
Teaching And Learning ◽  
Quality Teaching ◽  
Learning Resources ◽  
Science Content ◽  
School Teachers ◽  
Learning Materials ◽  
Integrated Science ◽  
Second Year

The study examined the use of quality teaching and learning resources and how these affect the teaching and learning of Integrated Science. A total of 172 randomly selected second year Senior High School (SHS) students and 25 Integrated Science teachers purposively sampled served as the subjects for the study within six districts in the Central Region of Ghana. Questionnaires were used to collect the students’ and teachers' needed data. This study's key findings revealed a lack of teaching and learning materials and the stereotyped nature of Integrated Science teachers' methods of teaching. It was noted that access, selection and usage of good and quality teaching and learning materials and methods influenced learning outcomes of students in SHS Integrated Science. However, it was observed that both government and private school teachers used similar teaching methods in delivering the Integrated Science content. It was concluded that for successful teaching and learning of Integrated Science, the challenges should be addressed by SHS education stakeholders. As a result, the paper recommended possible solutions that would ameliorate the challenges hindering the teaching and learning of Integrated Science.

Education's Missing Link: How Private School Teachers Approach Evolution

2010 ◽  
Vol 72 (2) ◽  
pp. 91-94 ◽  
Author(s):  
Michael W. Schulteis
Keyword(s):  
Science Education ◽  
Public Schools ◽  
Public School ◽  
Science Teachers ◽  
Private Schools ◽  
Private School ◽  
Teaching And Learning ◽  
Religious Schools ◽  
School Teachers ◽  
Missing Link

Over 5 million students and 28,000 schools are consistently marginalized or left out of statistics that describe evolution and science education. Although they are relatively few in number compared with their public school counterparts, the millions of students and hundreds of thousands of teachers in private schools need to be counted in research about teaching and learning in the biology classroom. Assumptions have been made about how teachers in these often religious schools teach evolution, but do we have verifiable data? Could teachers in these schools be similar to those in public schools in their teaching of evolution, or is there a silent undercurrent that has not been detected? It is the purpose of this study to reveal more about this underrepresented segment of the population of science teachers.

scholarly journals LEVELS OF ANXIETY, DEPRESSION AND STRESS OF PRIVATE SCHOOL TEACHERS ON THE USE OF ICT IN TEACHING AND LEARNING

2021 ◽  
Vol 6 (42) ◽  
pp. 223-237
Author(s):  
Nurhafiza Ab Majid ◽  
Shahlan Surat
Keyword(s):  
Private School ◽  
Teaching And Learning ◽  
Pearson Correlation ◽  
Muscle Tension ◽  
Kuala Lumpur ◽  
School Teachers ◽  
Relationship Of ◽  
Continuous Use ◽  
Anxiety Depression

In line with the current educational revolution, the use of ICT in Teaching and Learning (T&L) is seen as important in improving the quality of learning in schools, especially in private schools in Malaysia. However, without the willingness to maximize the use of ICT, has triggered anxiety, depression, and inner stress among private school teachers. Consequently, this study is conducted in a quantitative survey on 70 private school teachers around Kuala Lumpur, Selangor, and Negeri Sembilan. The results of the study showed that respondents often felt tired after completing T&L sessions with the use of ICT (M = 3.71), often faced health problems such as muscle tension, eye irritation, and headaches with the continuous use of ICT in the T&L session (M = 3.67). Results of Pearson correlation between the relationship of anxiety, depression, and stress with the time of use of the ICT in T&L for a week (r=0.643). Overall, the results of the study showed the level of anxiety, depression, and stress of private school teachers on the use of ICT in T&L is at a moderate level (M = 2.77) and those responsible need to address this problem by developing the standard operating procedures (SOPs) that are appropriate especially regarding the amount of time that should be allocated in the T&L session in a week, to help teachers plan their work-life balance and essential task in school.

Changes in Content of Online Teaching in pre and during COVID-19 Era: A Comparative Analysis in Private School Setup in India

2020 ◽  
Vol 15 (02) ◽  
pp. 07-10
Author(s):  
Manpreet Kaur
Keyword(s):  
Comparative Analysis ◽  
Online Education ◽  
Private School ◽  
Online Teaching ◽  
Teaching And Learning ◽  
School Teachers ◽  
Content Development ◽  
Teachers And Students ◽  
Set Up ◽  
Teaching Learning

The process of teaching and learning through online or virtual mode has been gradually becoming an important part of the Indian education sector. Teachers and students in higher education have already been effectively using online education mode to optimize the learning process. Schools, too, have been using educational technologies in many ways at all levels and across all grades. But with the unexpected worldwide spread of the COVID-19 pandemic in the year 2020, a sudden exponential boom has come in the online teaching set up. Until now, online teaching was assumed to be an aid to the teaching-learning transactions and was immediately adopted as the only way out, to continue with the pedagogical process in schools and colleges. This research attempts to make a comparative analysis of the changes in various aspects of online teaching before and during the COVID-19 era, including content development and delivery and type of information shared with students in private schools of NCR of India. Data collected by the investigator from school teachers about their usage of online methodologies from 2017 will be compared with school teachers’ data in August 2020, and its educational implications will be discussed.

scholarly journals Using Cooperative Learning Model to Enhance Academic Performance of Teacher Trainees in Some Selected Topics in Integrated Science at Saint Monica’s College Of Education

2020 ◽  
Vol 8 (04) ◽  
pp. 1276-1281
Author(s):  
Stephen Kwame Amoako ◽  
Kennedy Ameyaw Baah ◽  
Fidelis Kamaayi ◽  
Samuel Sylvester Dapaah ◽  
Charles Amoah Agyei
Keyword(s):  
Cooperative Learning ◽  
Science Teachers ◽  
Teaching And Learning ◽  
College Of Education ◽  
Control Group ◽  
Learning Approach ◽  
Female Teacher ◽  
Integrated Science ◽  
Teacher Trainees ◽  
Experimental Group

The study sought to investigate the effects of using cooperative learning on female teacher trainees of the Colleges of Education in learning some selected topics in Integrated Science. The investigation also sought to determine whether the Cooperative Learning Approach enhances the attitude and motivation of the trainees towards learning of Integrated Science. The study was carried out at the St. Monica’s College of Education in the Mampong Municipality of the Ashanti Region. In all, 80 teacher trainees consisting of 40 each from control and experimental groups were purposively sampled to participate in the study. The teacher trainees in the experimental group were exposed to the Cooperative Learning Approach and the trainees in the control group were lectured during the period of the study. The results of the study showed that the cooperative learning strategy was very relevant and beneficial in helping the teacher trainees of the St. Monica’s College of Education to improve on their performance in, and attitudes towards, the teaching and learning of Integrated Science. It was therefore recommended among other things that the science teachers should endeavour to integrate cooperative learning into their routine methods of instruction in the teaching and learning of Integrated Science. Keywords: cooperative learning approach, purposive sampling, experimental group, college of education, motivation

scholarly journals Head teachers and students opinions about classroom factors that affect performance of students in integrated science at the Junior High Schools in Kumasi Metropolis

2018 ◽  
Vol 6 (08) ◽  
Author(s):  
Charles Agyei Amoah ◽  
Michael Owusu ◽  
Laud Teye Nartey ◽  
Richard Akwasi Frimpong
Keyword(s):  
Public Schools ◽  
High Schools ◽  
Private School ◽  
Teaching And Learning ◽  
Junior High ◽  
Junior High Schools ◽  
Head Teachers ◽  
Integrated Science ◽  
The Public ◽  
Teachers And Students

The purpose of the study is to find out the opinions of head teachers and students on classroom factors that affect performance of students in integrated science at the Junior High Schools in Kumasi Metropolis. The study used a descriptive survey. The sampling procedure employed for the study was both random and purposive sampling. A sample of two hundred and twenty (220) subjects participated in the study. The instruments that were used in the study were questionnaire and interview schedule. It was found out that most of the students in the public schools have greater access to integrated science text books as against their private school counterparts. Supervision is regularly carried out in the private schools by the head teachers but not much can be seen at the public schools and this has the tendency of improving teaching and learning of science at the private school. It was recommended that effective supervision must be performed regularly by heads of schools during integrated science lessons.

scholarly journals Pengembangan Bahan Ajar Materi Garis Istimewa pada Segitiga dengan Pendekatan Problem Posing berbantuan Geogebra

2018 ◽  
Vol 5 (1) ◽  
pp. 54-65
Author(s):  
Elis Nurhayati ◽  
Winda Nengsih ◽  
Euis Eti Rohaeti ◽  
Indri Herdiman
Keyword(s):  
Private School ◽  
Teaching And Learning ◽  
Female Students ◽  
Lesson Plans ◽  
Problem Posing ◽  
Developmental Research ◽  
Teaching Materials ◽  
Learning Materials

This study is a developmental research aiming to produce Geogebra-assisted teaching and learning materials through Problem Posing for topic of Line Special in Triangle at year 7. This study uses Thiagarajan’s model of developmental research, without disseminate stage. The learning materials developed in this study were lesson plans and student worksheets. The subjects of this study were grade seven students at a private school in Cianjur Regency. In total, 13 male and 15 female students participated in this study. The results of this study show that (1) based validators’ review, the research instruments developed in this were very valid and practical, (2) based on students’ response, teaching materials fulfilled the practical category, and (3) based on the implementation in the classroom, student worksheets satisfied the effective category.

scholarly journals A systematic review of research on how students and teachers use didactic learning materials in L1

Learning Tech ◽  
2020 ◽  
pp. 90-129
Author(s):  
Stig Toke Gissel ◽  
Bettina Buch
Keyword(s):  
Systematic Review ◽  
Secondary School ◽  
Research Agenda ◽  
Teaching And Learning ◽  
Learning Resources ◽  
Lower Secondary School ◽  
Learning Materials

This article presents the results of a systematic review of research on how students and teachers in primary and lower secondary school use didactic learning materials in L1. Didactic learning materials are learning resources made for purposes of teaching and learning. We include both digital and analogue learning resources and methodically diverse research published 2008-2018. The aims of the review is mapping 1) how much research there is in this field, 2) which aspects of use are investigated, 3) what the research can tell us about the use of didactic learning materials, and 4) how the research was conducted methodically. We synthesize the included studies in six themes that describe strands of research interests. Finally, we will propose a research agenda for moving the field of research in the use of didactic learning materials forward.  

scholarly journals A Survey on Acceptance and Readiness to Use Robot Teaching Technology Among Primary School Science Teachers

2021 ◽  
Vol 17 (11) ◽  
pp. 115
Author(s):  
Laxmi Nagendra Rao ◽  
Habibah Ab Jalil
Keyword(s):  
Primary School ◽  
Science Teachers ◽  
Teaching And Learning ◽  
School Science ◽  
Design And Technology ◽  
Survey Method ◽  
Robotic Technology ◽  
School Teachers ◽  
Significant Barrier ◽  
Primary School Science

Interest in educational robotics has grown in recent years, and many efforts have been undertaken across the globe to include robots into school instruction from kindergarten to high school, mostly in science and technology subjects. The current study is to determine teachers' technological acceptance and readiness to implement robotic technology in the teaching and learning process. A descriptive research design was employed which utilized a survey method. This survey was conducted among primary school teachers of Science, Mathematics, Design and Technology, and Information and Communication Technology (ICT) in Malaysia. According to the findings, teachers' acceptance of robot technology in the classroom is at a modest 3.77 (SD = 0.598) while the readiness score is 3.67 (SD = 0.611). The findings indicated that school teachers are only moderately prepared to employ robotic technology in classrooms. Respondents also argued that the high cost of robotic technology is a significant barrier to incorporate robotic technology into teaching and learning. The practicality of this paper is the provision of insights for exploring adoption possibilities and barriers in auguring robots into primary school classrooms. This indicates that the higher the level of teachers’ acceptance, the higher teachers’ readiness in robotic technology. Respondents argued that the high cost of robotic technology is a significant barrier to incorporating robotic technology into teaching and learning.

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