scholarly journals Teaching Competence and Challenges Encountered in Secondary Science Instruction

2020 ◽  
Vol 2 (4) ◽  
pp. 33-46
Author(s):  
FLORAFEL C. DATOY
Keyword(s):  
Science Teachers ◽  
Teaching Methods ◽  
Teaching Method ◽  
Teaching Experience ◽  
Secondary Science ◽  
Laboratory Apparatus ◽  
Weighted Mean ◽  
Educational Qualification ◽  
Teaching Competence ◽  
The Relationship

The main purpose of this study was to assess the teaching competence of secondary science teacher instruction in terms of the teaching competence in educational qualification; eligibility; teaching experience; number of training attended; utilization of instructional support system such as laboratory apparatus, facilities and equipment; the teaching method employed and the relationship among these variables. The study was conducted in the big schools of the First Congressional District of Bohol. A total of 812 participants were identified comprising 72 secondary science teachers, 20 school principals and 720 students. The data were subjected to statistical treatment using the weighted mean to assess the teaching competence of science teachers as perceived by themselves, principals and students. The weighted mean was used to determine the educational qualification, performance rating, number of teaching experience, number of trainings attended, utilization of instructional support system such as laboratory apparatus, facilities and equipment and the teaching method employed by the science teacher. Analysis of Variance was used to determine the relationship of teaching competence between educational qualification, years of service, Bachelors and major Degree. Bonferonni and Holms Multiple Comparison test was used for years of service since ANOVA resulted to significantly different results. For the eligibility and performance rating, T-test for two independent means because they were only two (2) groups being compared. However, for the utilization of laboratory apparatus, facilities and other teaching resources and teaching methods employed, both use the correlation because the independent and dependent variables are continuous variables and that is, numerical scale was used. Findings showed that there is a significant relationship on teaching competence between number of teaching experience and teaching methods. This study found out that teaching methods and number of years in teaching affect the teaching competence. Hence, it is urged, that DepEd Personnel should utilize the result of this study and consider the proposed enhancement plan for the improvement of  teaching competence in science instruction.

scholarly journals The Relationship between Teachers Teaching Experience Attitude, Classroom Interaction Pattern and Students Academic Achievement in Science Subjects in Ebonyi State

2020 ◽  
Vol 5 (7) ◽  
pp. 1327-1332
Author(s):  
Chinyere G Attamah ◽  
Chisom Precious Attamah ◽  
Ukpai Patricia Ogonnaya ◽  
Chidi Nwobashi
Keyword(s):  
Academic Achievement ◽  
Public Schools ◽  
Science Teachers ◽  
Teaching Method ◽  
Classroom Interaction ◽  
Teaching Experience ◽  
Sampling Technique ◽  
Interaction Pattern ◽  
Secondary Classes ◽  
The Relationship

This study investigated the relationship between teachers teaching experience, attitude, classroom interaction pattern and student’s academic achievement of science students in public secondary secondary school in Ebonyi State. This research adopted the expost facto research design. The population for this study consisted of teachers teaching science in senior secondary classes. A sample of 100 sechools were chosen for the study using stratified random sampling technique, the basis of stratification being the 3 senatorial zones of the state. 33 public schools were selected from Ebonyi south and Ebonyi north and 34 from Ebonyi central. Three instruments were used to collect data, The FIAC, the science teachers variable questionnaire (STVQ) and science subject achievement test (SSAT). The hypothesis was posited for the study and was analyzed using 0.05 alpha level of significant. Hypothesis one was tested using one way analysis of variance and Pearson product moment correlation was used to test hypothesis two and three respectively. The result of hypothesis one show a significant f-ratio for 1/D (F = 4.556 p < 0.05) and insignificant f-ratio of 1.529 D/st ratio. Given the sig fration of 1/D ratio, the result of LCD that teachers with 6 – 10 yrs has high. 1/D ratio than all other teachers while those with 21 yrs of experience was insignificant. The result of hypothesis two shows that 0.00 r value for 1/D ratio and r = 0.18 D/st ratio. This indicates no significant relation between teachers attitude and their classroom interaction pattern. On hypothesis three the result indicates positive relationship between achievement in science and classroom interaction with 1/D (r = 0.19) and D/st ratio (r = 0.39) the critical value rc = 0.19. Findings revealed that teaching experience has a lot to do with classroom interaction pattern which is positively related to students academic achievement and not science teachers attitude has no relationship with their classroom interaction pattern. This paper concluded that most teachers use direct teaching method whereas some science subjects curriculum content requires both direct and indirect teaching method. Nevertheless, science teachers should use more of indirect teaching methods because science is an activity based subject.

scholarly journals Traces of Teaching Methods in a Language Class and the Relationship between Teacher’s Intended Learning Outcomes and Students’ Uptake

2017 ◽  
Vol 10 (7) ◽  
pp. 89
Author(s):  
Zahra Mahmoudabadi
Keyword(s):  
Learning Outcomes ◽  
Teaching Methods ◽  
Individual Variation ◽  
Teaching Method ◽  
Language Class ◽  
Instructional Procedures ◽  
Intended Learning Outcomes ◽  
The Relationship

This study has two main objectives: first, to find traces of teaching methods in a language class and second, to study the relationship between intended learning outcomes and uptake, which is defined as what students claim to have learned. In order to identify the teaching method, after five sessions of observation, class activities and procedures were compared with typical techniques of previous methods. The findings showed that the teacher’s method was an eclectic one which mostly followed CLT guidelines along with utilizing techniques from some other methods such as GTM, DM, and ALM. In the study of uptake, the students were given uptake charts (for vocabulary and grammar items) at the end of each session and based on their reports of uptaken items, it was concluded that uptake can reflect the intended learning outcomes and instructional procedures to a good extent, specifically for grammar items. Regarding idiosyncrasy of uptake, it was not found to be remarkably idiosyncratic, i.e. there was not much individual variation among learners’ reported uptake.

scholarly journals The Relationship Pattern of Internet Usage Frequency, Generation Z Characteristics, and Teaching Method in the Millennium Era

2021 ◽  
Vol 15 (18) ◽  
pp. 178
Author(s):  
Thomas Budiman ◽  
Franky Franky
Keyword(s):  
High School Students ◽  
Correspondence Analysis ◽  
Junior High School ◽  
Teaching Methods ◽  
Teaching Method ◽  
Internet Usage ◽  
The Internet ◽  
Generation Z ◽  
Usage Frequency ◽  
The Relationship

Generation Z students mount challenges to develop teaching methods in the millennium era due to their diverse characteristics from the previous generation as they are proficient in utilizing the internet, less attentive to each other and the environment, prefer immediate things regardless of all complex processes they shall go through. This study aims to seek the relationship pattern between Generation Z clusters, teaching methods, and internet usage frequency. This study involved 222 junior high school students in Jakarta. The two-step cluster, cross-tabulation, and correspondence analysis were used for data analysis. The method used is correspondence analysis. The findings indicated that internet usage frequency has a significant relationship with Generation Z clusters and teaching methods. The results concluded that students who use the internet less than five hours prefer the full tutorial method and group assignments, and those who use the internet more than five hours prefer tutorial and field assignments

scholarly journals The Reality of Using Modern Teaching Methods in Teaching Arabic for Speakers of other Languages from Teachers’ Perspective

2020 ◽  
Vol 9 (1) ◽  
pp. 58
Author(s):  
Ibrahim Hassan Mohamed Rababah
Keyword(s):  
Teaching Methods ◽  
Analytical Method ◽  
Work Experience ◽  
Teaching Method ◽  
Experienced Teachers ◽  
Speakers Of Other Languages ◽  
University Of Jordan ◽  
The University ◽  
Relationship Of ◽  
The Relationship

The current study aims at finding out the reality of using modern teaching methods in teaching Arabic for speakers of other languages from teachers’ perspective in the Language Center at the University of Jordan in terms of its availability and use as well as finding out the effect of variables such as qualification, work experience, and sex. The sample of the study included 26 teachers. The researcher uses a descriptive and analytical method because it is appropriate for the study. To achieve the goals of the study, the researcher designed a tool for the study that is made up of two parts; the first of which includes 23 modern teaching methods to show their availability and use. The second of which are the criteria that have to be taken into consideration when using a modern teaching method. To analyze the results of the study and to process its data statistically, arithmetic averages and standard deviations have been calculated. These findings show the reality of modern teaching methods in the Language Center at the University of Jordan. They also indicate that the use of modern teaching methods in teaching Arabic to speakers of other languages is restricted to a certain number of them, and that other methods are available.The findings also indicate that there are no statistically significant differences due to qualification except for the modern teaching methods and their relation to teachers as well as learners. The findings also indicate that thereare no statistically significant differences due to sex except for the relationship of modern teaching methods to teachers as well as to learners, which are in favor of females. The findings indicate that there are substantial statistical differences due to different experience and in favor of experienced teachers with 11 years of experience and more. Based on these findings, the researcher recommendsintroducing more modern teaching methods in teaching Arabic to speakers of other languages. He also recommends carrying out similar studies to identify the perspectives of teachers, learners, and the administration of centers and institutes concerned with teaching Arabic for speakers of other languages. These studies are necessaryto find out the reality of the use of modern teaching methods and their importance in teaching Arabic to speakers of other languages. The researcher stresses the necessity of having special labs for modern teaching methods in language centers.

The Relationship between “Compulsory Teaching Method” and “Joyful Sport”

2011 ◽  
Vol 187 ◽  
pp. 368-370
Author(s):  
Jian Hui Wang ◽  
Yang Yang
Keyword(s):  
Teaching Method ◽  
Teaching Experience ◽  
Teaching Process ◽  
Existing Problems ◽  
The Relationship ◽  
Practical Teaching

With the widespread trend of the educational idea “joyful sports” implemented in colleges, this paper analyzes the teaching process of “joyful sports” thoroughly and summarizes the existing problems of it basing on the practical teaching experience. Furthermore, this paper concludes that compulsory teaching method is the foundation of “joyful sports”. The educational idea of “joyful sports” can not be fully realized without the participation of compulsory teaching method.

scholarly journals Differences Between Regular and Distance Education in a Teacher’s Training Program

2017 ◽  
Vol 20 (2) ◽  
pp. 17-29
Author(s):  
Giannakoudakis Zacharias ◽  
Giossos Yiannis
Keyword(s):  
Distance Education ◽  
Training Program ◽  
Science Teachers ◽  
Social Presence ◽  
Teaching Methods ◽  
Teaching Experience ◽  
The Other ◽  
Face To Face ◽  
Closed Type ◽  
The Social

AbstractThe aim of this research was to study the differences in social presence and autonomy concerning the two methods of education used in a training program for science teachers in the years 2015-2016. The first method was the traditional face to face and the other was the Distance Education method. In particular, the study focused on whether there are differences in the social presence and autonomy between the two teaching methods, and the teaching experience of the participants. A closed-type questionnaire of Likert type was used to collect the data, while t-test for independent samples was used for statistical analysis. The study indicated differences in the social presence and autonomy between the two methods of teaching.

scholarly journals The Educational Processes Between Program and Places

2019 ◽  
pp. 210-215
Author(s):  
Alessandro Massarente
Keyword(s):  
Economic System ◽  
Teaching Methods ◽  
Architectural Design ◽  
Teaching Method ◽  
Educational Process ◽  
Educational Processes ◽  
The Relationship ◽  
Bologna Agreement ◽  
New Settlements ◽  
Regeneration Processes

It is well known that programs and places are agents of educational process, but the interaction between them is very different during each of the 5 years of an architectural degree course. Since its launch in 1991, Ferrara school of architecture has experimented a new teaching method in Italy based on interdisciplinary laboratories, inspired to the Bologna Agreement. The themes on which these laboratories were based were mainly referred to project of new settlements. This interaction through design between disciplines and new settlements was for many years in Italy the leitmotif of teaching methods until the beginning of the new century, when following the building boom it was clear how the speculative bubble would burst out loud, leading to a revision of the global economic system and to the consequent effects on the architectural design role. It was precisely from those years that in Ferrara the introduction of themes related to the recovery of disused or fragile areas was started, with particular attention to the relationship between built landscape, dismissed areas and regeneration processes.

scholarly journals Preferensi Metode Mengajar Dosen terhadap Sikap, Motivasi dan Minat Berwirausaha Mahasiswa Akuntansi Universitas Prima Indonesia

Owner ◽  
2021 ◽  
Vol 5 (1) ◽  
pp. 140-151
Author(s):  
Tina Novianti Sitanggang ◽  
Faathir Nurul Yasiin
Keyword(s):  
Teaching Methods ◽  
Teaching Method ◽  
Accounting Students ◽  
Primary Data ◽  
Significant Positive Effect ◽  
Independent Variables ◽  
The Third ◽  
Entrepreneurial Knowledge ◽  
The Relationship ◽  
Positive Effect

This study aims to analyze the effect of lecturer teaching methods on the Attitudes, Motivation, and Entrepreneurial Interests of Accounting Students at Prima Indonesia University. This study uses primary data, namely by distributing questionnaires to 2015/2016 accounting students who have taken entrepreneurship courses with a sample of 236 students taken using the Slovin formula. This study was analyzed using SPSS. The result of the research is that simultaneously from the third variable independent of the dependent variable Y (Entrepreneurial Interest) is 0.549 x 100% = 54.9%. In other words, 54.9% of Entrepreneurial Interest can be expressed by the 3 independent variables (Entrepreneurial Knowledge, Attitudes, and Motivation). Partially the 3 independent variables have a significant positive effect on Entrepreneurial Interest. The lecturer teaching method is proven as a variable that has a significant effect on the relationship between the independent variables and the dependent variable.

Education of Master of Engineering via Constructivist Perspective

2010 ◽  
Vol 44-47 ◽  
pp. 4050-4052
Author(s):  
Hong Zhao ◽  
Song Zhu ◽  
Lan Li
Keyword(s):  
Teaching Methods ◽  
Teaching Method ◽  
Teaching Quality ◽  
Teaching Characteristics ◽  
Constructivist Perspective ◽  
The Relationship

In the paper, the relationship between tutors and students, and relationship between instructing and learning have been studied on the basis of analyzing educational teaching characteristics of Master of Engineering. Constructing Teaching Methods fit to engineering master's teaching idea and teaching method and teaching media is an important security of promoting teaching quality and bringing up Master of Engineering.

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