scholarly journals Competence of Students in the Realm of Communication Process: A Descriptive Study

2021 ◽  
Vol 3 (8) ◽  
pp. 01-10
Author(s):  
Judaline S. Comiso
Keyword(s):  
College Students ◽  
Elementary Education ◽  
Classroom Practice ◽  
Tertiary Education ◽  
Main Tool ◽  
Instructional Materials ◽  
Communication Process ◽  
College Teachers ◽  
Research Subjects ◽  
City College

The study employed the descriptive method of research with the questionnaires as the gathering tools. This method was used to gather necessary information regarding the communication process implemented at the Mandaue City College in Mandaue City, Cebu. The research subjects of the study were the second-year college students of Bachelor of Elementary Education college students of Mandaue City College. This study utilized a researcher-made survey questionnaire as the main tool in gathering the necessary data. The indicators on the questionnaire were based on the theories and principles of communication process and understanding by Wiggins and McTighe. The researcher prepared a questionnaire for the college students and the other for the college teachers. The questionnaire determines the level of competence of the college students in the communication process. It also includes the methods and the instructional materials used by the teachers in enhancing the communication process. The validation was done by having this instrument answered by 10 or 10 percent of the final number of college student respondents. This validating group was not part of the final group who provided the answers to the questions asked. Moreover, in relation to the level of competence of the student and teacher respondents in the communication process, it is exemplified that the college students are better at explaining compared to interpreting and applying. It is also revealed that the college teachers utilize varied teaching methods and techniques to the students in tertiary education. Furthermore, the following recommendations are hereby suggested: (1) The proposals of this study are presented to the administration of Mandaue City College for implementation and application in actual classroom practice. (2) The college students' interpreting skills be strengthened through the teacher’s employment of varied and engaging strategies to develop their ability to interpret critically. (3) Teachers should employ exercises that would develop their students’ applying skills through written and oral exercises.

Curriculum Trends in High School Mathematics

1948 ◽  
Vol 41 (2) ◽  
pp. 60-69
Author(s):  
E. R. Breslich
Keyword(s):  
College Students ◽  
High School ◽  
Nineteenth Century ◽  
High Schools ◽  
Mathematics Teachers ◽  
School Mathematics ◽  
Instructional Materials ◽  
College Instructors ◽  
High School Mathematics ◽  
Curriculum Trends

The problem of selecting and organizing instructional materials for high school pupils is as old as the high schools. When these schools came into existence the courses in algebra and geometry then offered in the colleges were moved downward into the lower schools. Unfortunately these subjects had been organized by college instructors for college students and were in no sense planned to meet the needs and abilities of high school pupils. It was to be expected, therefore, that they would need to undergo considerable reconstruction. To the solution of this problem the mathematics teachers of the nineteenth century have devoted a great deal of time and effort.

scholarly journals COVID-19: Exercise Behavior of College Students Communicating at Home

2022 ◽  
Author(s):  
Rui Li ◽  
Daoyong Pan ◽  
Songtao Lu
Keyword(s):  
College Students ◽  
Pair Correlation ◽  
Explanatory Power ◽  
Physical Activity Behavior ◽  
Group Behavior ◽  
Exercise Behavior ◽  
Measurement Scale ◽  
Research Subjects ◽  
The Individual ◽  
At Home

Abstract Background: During the outbreak and spread of COVID-19, the extension of college students' time spent studying at home changed their physical exercise behavior and affected the physical activity behavior of the whole family.Methods: A questionnaire survey was conducted among 1,582 college students using a specific measurement scale. A total of 305 urban college students were selected as research subjects. SPSS24.0 and AMOS24.0 were used for statistical analysis.Results: During the COVID-19 transmission period, the pair correlation coefficients of exercise behavior, exercise attitude, and family exercise conditions were 0.63, 0.36, and 0.25, respectively. The influence on family exercise behavior is as follows: college students' exercise behavior (0.403), family exercise support (0.329), and college students' exercise attitude (0.257). The most significant influence on family exercise support is college students' exercise attitude (0.509). The regression model of family exercise behavior standardization had 0.74 and 0.44 explanatory power to family exercise behavior and family exercise support, respectively.Conclusions: The individual-level interventions were assessed by considering the interaction between individual exercise behavior and individual factors. In addition, the exercise environment exhibited a regulatory role and should be controlled. At the interpersonal level, the communication of the college students regarding exercise behavior was bidirectional. Exercise support for family members is an important factor affecting two-way communication and has a significant effect. With the development of the exercise behavior theory, the interaction between individuals is the origin of the spread of group behavior. The data suggest that instead of one-way influence two-way influence mechanisms should be proposed to assess the transformation from the individual to group exercise behavior.

scholarly journals Cooperative learning issues in elementary education: a Lithuanian case study

2021 ◽  
Vol 12 (1) ◽  
pp. 445-468
Author(s):  
Daiva Jakavonytė-Staškuvienė ◽  
Aušra Žemgulienė ◽  
Emilija Sakadolskis
Keyword(s):  
Professional Development ◽  
Elementary Education ◽  
Cooperative Learning ◽  
Primary School ◽  
Lesson Study ◽  
Classroom Practice ◽  
Pedagogical Practice ◽  
Traditional Group ◽  
Japanese Lesson Study

Aim. Cooperative learning (CL) is a widely recognised pedagogical practice which involves students working together to achieve common goals that they could not complete individually. Johnson and Johnson are among the main theorists behind the movement. In 1994 they announced five elements essential for the successful incorporation of CL in the classroom: (a) positive interdependence; (b) face-to-face promotive interaction; (c) individual and group accountability; (d) interpersonal and small group social skills; (e) group processing. In this study we seek to understand how primary school teachers implement cooperative learning and include the above-mentioned aspects in their classes. Methods. The qualitative case study was conducted at a primary school in Vilnius, Lithuania. Two lessons were recorded, transcribed, and analysed to gather evidence concerning variables that mediate cooperative learning. The teachers planned the lessons together, using the principles that are outlined in a professional development method called Japanese lesson study. The study involved two teachers and 40 (20+20 pupils in two classes) fourth graders. Also, interviews were conducted with the teachers and three pupils from each class. Results and conclusion. The forms of cooperative learning observed in the classrooms were markedly different, even though the lesson plans were almost identical. In Lesson 1 the teacher paid more attention to interdependence, interaction, and reflection. Consequently, students mentioned cooperation, assistance, and specifics of group workmore frequently. In Lesson 2, there was more traditional group work than CL schemes, and less interdependence, interaction, and reflection. The five essential elements were unequally represented in the lessons, highlighting the varied understanding of CL. ‘In situ’ research revealed which elements of cooperative learning need to be stressed inteacher pre-service and in-service settings. The study also deepened the understanding of which aspects are more difficult to implement, or which have made significant inroads into classroom practice. Originality. Situational research involving both CL and Japanese Lesson Study techniques provide valuable insights into the professional development of teachers who aim to improve their classroom practice.

scholarly journals SOSIOEKONOMI, PENGETAHUAN PENYAKIT DIARE DAN PENGETAHUAN SWAMEDIKASI DIARE PADA IBU BALITA DI YOGYAKARTA

2021 ◽  
Vol 6 (2) ◽  
pp. 242-251
Author(s):  
Faridah Baroroh ◽  
◽  
Ana Hidayati ◽  
Siti Nurbayanti ◽  
Intan Tin Sari ◽  
...  
Keyword(s):  
Low Income ◽  
Diarrheal Disease ◽  
Tertiary Education ◽  
Research Subjects ◽  
Self Medication ◽  
Cross Sectional ◽  
Medication Knowledge ◽  
Children Under Five ◽  
Under Five ◽  
Validated Questionnaire

In Indonesia, the prevalence of diarrhea is highest among children under five. Economic factors and maternal knowledge are, in this case, significantly related to diarrhea incidence, and the latter substantially defines self-medication measures taken for acute diarrhea treatment. The research was intended to determine the extent to which socioeconomic conditions and diarrheal knowledge formed comprehension of such treatment. For this purpose, it employed a cross-sectional study with 504 research subjects, namely, mothers of children under five in the Special Region of Yogyakarta, Indonesia. Data were collected using a validated questionnaire consisting of items on socioeconomic details (education, employment, income), diarrheal knowledge, and relevant self-medication knowledge. Afterward, education and post-test were conducted using the same list of questions. Analytical techniques were carried out to identify how significant socioeconomic characteristics determined knowledge of diarrheal disease and self-medication.Results showed that, socioeconomically, a large proportion of research subjects attained secondary to tertiary education (76%), were unemployed (71%), and earned low income (62%). Educational attainment was found to be significantly related to levels of knowledge of diarrheal disease and self-medication (p < 0.005), but employment status and income were not (p > 0.005). Analysis results also indicate a significant relationship (p = 0.000) between the level of knowledge of diarrheal disease and that of diarrheal self-medication. Overall, socioeconomic status (i.e., level of education) and diarrheal knowledge is significantly related to diarrheal self-medication knowledge.

scholarly journals ICT-SUPPORTED STUDENTS’ INDEPENDENT WORK IN THE ESP CONTEXT: THE NEW REALITY IN TERTIARY EDUCATION

2021 ◽  
Vol 8 (18) ◽  
pp. 79-91
Author(s):  
Natalia Shumeiko ◽  
Alla Nypadymka
Keyword(s):  
Language Learning ◽  
Information And Communication Technologies ◽  
Swot Analysis ◽  
Tertiary Education ◽  
Foreign Language Learning ◽  
Business Community ◽  
Instructional Materials ◽  
First Semester ◽  
Independent Work ◽  
Academic Year

The article aims at conducting empirical research of university students’ readiness to handle independent work while studying the English for Specific Purposes (ESP) course, subject to the availability of Information and Communication Technologies (ICTs). In order to accomplish the objective of the article, a mixed methods research was applied. According to the research methodology, the questionnaires were conducted during the first semester of the academic year 2019/20 and then in the first semester of the academic year 2020/21 at the Kyiv National University of Trade and Economics. The investigation covered the period before the outset of the pandemic when a blended learning approach included instructor-led classroom training and e-learning elements; and then during the time of the COVID-19 pandemic in Ukraine when webucation was in line with the priorities of the training process. The participants of the study were first-year and second-year students of non-linguistic specialities. The scientific research reflected that teaching ESP was focused on enhancing foreign language learning in the particular field of study such as IT, law, trade, marketing, management or economics, to equip students with the oral and written comprehension and speaking skills that they would need to leverage partnerships with international interlocutors in the business community. The obtained results confirmed the high value of the resources available online for studying ESP as an academic discipline in university-level curricula. The analysis of data showed that during the pandemic almost equal percentages of the respondents faced the challenges that accompanied the process of learning English online. Students noted all four proposed options that characterised the disadvantages of completing the assignments independently, namely the communication vacuum, difficulties in choosing supplemental instructional materials, as well as a lack of self-discipline and control. The outcome confirmed the need to assist students’ independent work. To meet that demand, the authors carried out a Strength, Weakness, Opportunity, and Threat (SWOT) Analysis related to the use of ICTs within the organising framework of students’ independent work while teaching ESP during a pandemic. It has been concluded that the opportunities and threats, as well as the strengths and weaknesses, identified through the SWOT analysis, characterise the advantages, drawbacks and peculiarities that emerge in the process of providing guidance for students’ independent work in the study of ESP, integrating them into a coherent whole.

scholarly journals Level of Reading Comprehension Among Grade 11 Learners Basis for Instructional Material Development

2021 ◽  
Vol 04 (09) ◽  
Author(s):  
Jennymae T. Manggasang ◽  
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
Elementary Education ◽  
Instructional Material ◽  
Tertiary Education ◽  
Entire Group ◽  
Validity And Reliability ◽  
Material Development ◽  
Significant Difference ◽  
Grade 11

This descriptive study aimed to determine the level of reading comprehension among 323 randomly selected Grade 11 learners from the academic and TVL tracks of Estancia National High School, through the use of a researcher-made instrument which had undergone validity and reliability test. Result revealed that when taken as an entire group, the females, the academic track Grade 11 learners, those with post graduate parents were “good” in literal and interpretive levels while “fair” in evaluative level. The males, the TVL track Grade 11 learners, those with elementary education parents were “fair” in the three levels. Those with high school education parents were “good” in literal but fair in interpretive and evaluative levels. Those whose parents had tertiary education were “good” in all three levels of reading comprehension. There was a significant difference in the three levels of reading comprehension when Grade 11 learners were classified as to sex and track. There was a significant difference in literal and evaluative levels when Grade 11 learners were classified as to parents’ highest educational attainment but no significant difference in interpretive level. Among the three levels, it was in the evaluative level that the Grade 11 learners barely passed. Based on the result of the study an instructional material was developed.

Open Education

2021 ◽  
Keyword(s):  
Online Social Networks ◽  
Classroom Practice ◽  
Open Educational Resources ◽  
Instructional Materials ◽  
Open Education ◽  
Open Learning ◽  
Financial Barriers ◽  
Web Based ◽  
The Creation ◽  
K 12

Open education expands access to learning resources, tools, and research through collaboration and connection in a flexible learning framework that removes technical, legal, and financial barriers so that learners can share and adapt content to build upon existing knowledge. The foundation of “open education” first emerged in England when the Oxford Extension Movement was established in 1878 to provide education to the general masses. Following the success of these extension centers, the US Congress passed the Smith-Lever Act in 1914 to create a system of cooperative extension services connected to land grant universities. These extension cooperatives provided courses in agriculture, administrative policy, economics, and other subjects at little or no cost. Participants were given flexibility to direct their own learning by accessing instructional materials as they needed. In the late 1960s, theories regarding the value of this self-directed learning began to transform traditional classroom practice and again, interest in open learning gained popularity. By 1969, Prime Minister Harold Wilson garnered support to establish the British Open University, which globalized education through television and radio instruction. During the 1970s, even though open learning practices were favored in K-12 schools, ongoing criticism redirected educators back to standardized teaching methods. In the 1980s, the invention of the Wide World Web (1989) led to the creation of applications and networks that could deliver web-based education. The development of online “social” networks fostered the expansion of collaborative projects such as Wikipedia (2001) and the Budapest Open Access Initiative (2001), which broadened the educational landscape to support barrier-free learning. The emergence of online participatory platforms enabled several leading academic institutions who had been using web-based applications to curate and share their learning materials. The Massachusetts Institute of Technology (MIT) created the MIT Open Courseware Project (2002), which led to the creation of massive open online courses (MOOCs). As educators worked together on the development of open educational content, the Cape Town Open Education Declaration (2009) was written as a statement to promote the use of open resources and open teaching practices in education. This declaration catalyzed further emphasis of Open Educational Resources (OERs), which included freely adaptable textbooks, journals, and open data projects. To share these resources, instructional repositories such as MERLOT and the OER Commons evolved. Open repositories enable educators to find instructional materials they can adopt, adapt, and create without financial or legal constraints. In some cases, OER projects focus on a disciplinary area such as digital humanities, open science, and open courses. To protect the rights of content creators, Creative Commons licenses assist with the attribution of these resources. The expansion of the open education movement has also prompted new explorations into open educational practices (OEP) to include mobile learning, personalized learning, and other open pedagogies. In 2012, the World OER Congress published the UNESCO OER Declaration, which states that “everyone has the right to education.” This statement reflects the foundation of open education.

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