scholarly journals THE INFLUENCE OF CONTEXTUAL TEACHING AND LEARNING APPROACH AND STUDENTS’ GENDER ON MATHEMATICS UNDERSTANDING AT GRADE IV SDN ALANG LAWAS, PADANG

2021 ◽  
Vol 5 (4) ◽  
pp. 1134
Author(s):  
Remiswal Remiswal ◽  
Dorisno Dorisno
Keyword(s):  
Factorial Design ◽  
Teaching And Learning ◽  
Mathematical Understanding ◽  
Female Students ◽  
Conventional Approach ◽  
Male Students ◽  
Learning Approach ◽  
Learning Approaches ◽  
Mathematics Understanding ◽  
And Gender

The purpose of this study was to describe differences in the understanding of students who learned through CTL approach and students who learned through the conventional approach, to observe the differences in the Mathematics understanding of male students and female students, and to see the interaction between the learning approach and gender on the mathematics understanding. The type of this research was a Quasi Experimental Design with a factorial design (2x2 factorial design). The population in this study was all fourth grade students at SDN Alang Lawas Padang. The samples were students at SDN 37 Alang Lawas as the control class and students at SDN 20 Alang lawas as the experimental class. The results of the research concluded that (1) there were differences in the mathematical understanding of students who were taught by CTL approach and the students who were taught by a conventional approach; (2) there were differences in the mathematical understanding of male students and female students at grade IV SDN Alang Lawas; and (3) there was no significant interaction between learning approaches and gender in influencing students' mathematical understanding.

scholarly journals PEMAHAMAN KONSEP SEGIEMPAT SISWA DITINJAU DARI TIPE KEPRIBADIAN EKSTROVERT-INTROVERT DAN JENIS KELAMIN

MATHEdunesa ◽  
2020 ◽  
Vol 9 (1) ◽  
pp. 231-240
Author(s):  
Rista Amelia ◽  
Ismail Ismail
Keyword(s):  
High School Students ◽  
Problem Solving ◽  
Junior High School ◽  
Personality Types ◽  
Female Students ◽  
Male Students ◽  
School Students ◽  
Mathematics Ability ◽  
Mathematics Understanding ◽  
And Gender

Understanding the concept is one important factor in the purpose of learning mathematics. Understanding concepts is the ability of students in mastering a concept both in explaining and applying a concept in problem solving or problem solving. Personality plays a role in the learning process of students this is because the attitude of each individual in making decisions is influenced by habits. Personality and gender differences can allow differences in understanding of concepts. This research is a qualitative descriptive study with the aim to describe the understanding of the quadrilateral concept of students in terms of extrovert-introvert personality types and gender. In this study four junior high school students were chosen as subjects determined by extrovert-introvert personality types and gender. Data collection instruments used consisted of mathematics ability tests, MBTI personality questionnaires, quadrilateral understanding of concept material tests and interview guidelines. The results of this study indicate (a) Extroverted male students are less able to restate the quadrilateral concept, and less able to use and utilize and choose procedures or operations to solve quadrilateral problems (b) Extroverted female students are less able to restate the quadrilateral concept, less able to calcify quadrilateral based on appropriate traits, and less able to use and utilize and choose procedures or operations to solve quadrilateral problems (c) Introverted male students are less able to restate the quadrilateral concept, less able to calcify rectangles based on appropriate traits, ( d) Introverted female students are less able to calcify quadrilateral based on appropriate traits. The implication of the results of this study is the understanding of the concepts in each personality of both men and women need to be considered.   Keywords: Understanding of concepts, quadrilateral, ekstrovert-introvert and gender.

scholarly journals Flipping the class – University chemistry students’ experiences from a new teaching and learning approach

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
Karolina Broman ◽  
Dan Johnels
Keyword(s):  
Organic Chemistry ◽  
Teaching And Learning ◽  
Conventional Approach ◽  
Course Development ◽  
Learning Approach ◽  
Traditional Teaching ◽  
Learning Approaches ◽  
Flipped Learning ◽  
Chemistry Students ◽  
Long Time

AbstractUniversity chemistry courses have for a long time had a similar conventional approach to teaching, with chemistry professors lecturing in a traditional manner. Today, flipped learning approaches have found their ways into higher education with positive results. In particular, US innovations in this area have made positive impressions on Swedish university chemistry educators, resulting in an interest and curiosity in integrating a flipped model into the course curricula. The rationale behind flipped learning is to incorporate an active learning approach into lecture, thereby increasing both student engagement and learning outcomes. In this paper, an implementation project where an organic chemistry course has changed focus from traditional teaching to flipped learning, will be presented. The focus in this mixed-methods study will be on students’ cognitive and affective responses when meeting a new teaching and learning approach. Through following a project where a conventional approach to an organic chemistry course is changed into a more student-active focus, we elaborate on implications for course development of chemistry curricula.

scholarly journals Gender Differences in Students' Interpersonal Communication

2019 ◽  
Vol 1 (2) ◽  
pp. 67-74
Author(s):  
Emma Dwi Ariyani ◽  
Dini Hadiani
Keyword(s):  
Interpersonal Communication ◽  
Teaching And Learning ◽  
Essential Element ◽  
Female Students ◽  
Willingness To Communicate ◽  
Male Students ◽  
Male And Female ◽  
Dominant Component ◽  
The Subject ◽  
And Gender

Objective: Interpersonal communication is an essential element of communication that creates meaningful social relationships in the academic environment. Students who have good interpersonal communication skills will be capable of interacting with others. However, it was reported that some students still have a low capacity for interpersonal communication caused by various factors, and one of them is gender. This research attempts to investigate the students’ interpersonal communication concerning gender and to find out whether there is a difference between male and female students in terms of interpersonal communication. Methodology: This study was conducted through a descriptive method. The subject of this study includes 88 students consisting of 66 male and 22 female students at one state polytechnic in Bandung, Indonesia. The data were collected in terms of interpersonal communication and gender. Results: The results show that male students had a slightly higher score of interpersonal communication than females. Regarding the significant elements of effective interpersonal communication, it was found that there are differences in the dominant component of interpersonal communication between male and female students. Female students dominated the area of equality, indicating that they have a more dominant ability to position themselves as equivalent to their communication partners to create comfortable communication. Male students dominated the area of openness, empathy, supportiveness, and a positive attitude showing that they have a more dominant ability to show a willingness to communicate honestly and full of understanding, so they were able to give support and positive thought. Implication: The study recommends the use of appropriate communication activities that can encourage the students to be open, to be supportive, and to be positive. This condition will enable teachers to choose and apply the appropriate methods in the teaching and learning process to support the development of students’ interpersonal communication.

scholarly journals Learning Approaches and Coping with Academic Stress for Sustainability Teaching: Connections through Canonical Correspondence Analysis

2021 ◽  
Vol 13 (2) ◽  
pp. 852
Author(s):  
Zaira-Jazmín Zárate-Santana ◽  
María-Carmen Patino-Alonso ◽  
Ana-Belén Sánchez-García ◽  
Purificación Galindo-Villardón
Keyword(s):  
Deep Learning ◽  
Correspondence Analysis ◽  
Canonical Correspondence Analysis ◽  
Teaching And Learning ◽  
Online Survey ◽  
Academic Stress ◽  
Learning Approach ◽  
Learning Approaches ◽  
And Gender ◽  
Education Academic

Learning approaches are factors that contribute to sustainability education. Academic stress negatively affects students’ performances in the context of sustainability teaching. This study analyzed how deep and surface approaches could be related to coping with academic stress and gender. An online survey was completed by 1012 university students. The relationship between gender, sources of stress and learning approaches was examined through a multivariate canonical correspondence analysis. Results showed differences in stress-coping strategies depending on the learning approach used. In both female and male students, academic stress was handled with a deep learning approach. The findings provide implications for professors and highlight the importance of variables such as deep learning and gender in the teaching and learning sustainability process.

scholarly journals What Lies Beneath: The Role of Self-Efficacy, Causal Attribution Habits, and Gender in Accounting for the Success of College Students

2021 ◽  
Vol 11 (7) ◽  
pp. 333
Author(s):  
Kerstin Hamann ◽  
Maura A. E. Pilotti ◽  
Bruce M. Wilson
Keyword(s):  
General Education ◽  
Self Efficacy ◽  
Causal Attribution ◽  
The United States ◽  
Female Students ◽  
Male Students ◽  
Course Grades ◽  
Success In Higher Education ◽  
And Gender

Existing research has identified gender as a driving variable of student success in higher education: women attend college at a higher rate and are also more successful than their male peers. We build on the extant literature by asking whether specific cognitive variables (i.e., self-efficacy and causal attribution habits) distinguish male and female students with differing academic performance levels. Using a case study, we collected data from students enrolled in a general education course (sample size N = 400) at a large public university in the United States. Our findings indicate that while students’ course grades and cumulative college grades did not vary by gender, female and male students reported different self-efficacy and causal attribution habits for good grades and poor grades. To illustrate, self-efficacy for female students is broad and stretches across all their courses; in contrast, for male students, it is more limited to specific courses. These gender differences in cognition, particularly in accounting for undesirable events, may assist faculty members and advisors in understanding how students respond to difficulties and challenges.

scholarly journals Strategies-Based ESP Instruction (SBI) of Reading Comprehension: Male vs. Female Students

2012 ◽  
Vol 4 (2) ◽  
pp. 171
Author(s):  
Seyyed Hossein Kashef ◽  
Ayoob Damavand ◽  
Azizollah Viyani
Keyword(s):  
Reading Comprehension ◽  
Female Students ◽  
Male Students ◽  
Effective Strategies ◽  
Reading Comprehension Instruction ◽  
Comprehension Ability ◽  
And Gender ◽  
Method Of Instruction ◽  
Based Instruction ◽  
Age Range

The present study aimed at exploring the effect of a Strategies-Based Instruction (SBI) on improving male and female students' reading comprehension ability in an ESP context. The main assumption was that SBI would be more successful in developing reading comprehension of females compared to male students through using effective strategies and skills delivered in SBI method. The participants, within the age range of 18-22, included 24 male and 26 female students who were an intact experimental group. Following a pretest, treatment (15 weeks, 2 sessions per week), and a posttest, the obtained data was analyzed using ANOVA to examine the effects of the independent variables, namely, method of instruction and gender. The results of the analysis showed that although the teaching intervention had a significant effect on students' reading comprehension, gender’s effect was not significant. The findings are discussed in relation to effective reading comprehension instruction through the use of cognitive and metacognitive strategies in ESP teaching contexts.

scholarly journals Design and evaluation of two blended learning approaches: Lessons learned

2011 ◽  
Vol 27 (8) ◽  
Author(s):  
Wing Sum Cheung ◽  
Khe Foon Hew
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
Theoretical Foundation ◽  
Graduate Programs ◽  
Lessons Learned ◽  
University Teaching ◽  
Learning Approach ◽  
Learning Approaches ◽  
Communication Tool ◽  
Face To Face

<span>In this paper, we share two blended learning approaches used at the National Institute of Education in Singapore. We have been using these two approaches in the last twelve years in many courses ranging from the diploma to graduate programs. For the first blended learning approach, we integrated one asynchronous communication tool with face to face tutorials, classroom discussions, and a reflection session. For the second blended learning approach, we integrated two asynchronous tools with face to face tutorials in a course. We discuss the theoretical foundation of the two blended learning approaches. In addition, we share insights from these two blended learning approaches, based on the students' data (online postings, questionnaires, reflection logs, and interviews), as well as our own reflections. Finally, we describe and discuss several important lessons learned that could inform the design of future instructional strategies in implementing blended learning in university teaching and learning settings.</span>

scholarly journals Training Public Health Professionals to Tackle Women, Children, and Families Health Issues: A “Skill-Based Qualitative Learning Approach”

2021 ◽  
Vol 9 ◽  
Author(s):  
Cecilia Obeng
Keyword(s):  
Public Health ◽  
Health Professionals ◽  
Teaching And Learning ◽  
Learning Approach ◽  
Learning Approaches ◽  
Health Issues ◽  
Children And Families ◽  
Arduous Task ◽  
The One ◽  
Future Work

Purpose: There are several teaching and learning approaches but finding the one that is appropriate for a particular field or training program is an arduous task. The purpose of this paper is to introduce the “Skill Based Qualitative Learning Approach” (SBQLA) in training health professionals.Description: The SBQLA is a pedagogical approach via which learners are trained in developing qualitative questionnaires and interview skills to learn from experts in the Public Health (PH) field. This teaching approach arms students with interview skills that help them identify and address PH roadblocks and get them authentic information from experts. It also equips them with techniques on how to do formalized presentations and come up with projects and interventions that help mitigate and eliminate drivers of health problems among women, children and families.Assessment: Learners' field experiences are shared in a professional presentation style in a class to help trainees benefit from each other's information and to get formalized feedback on their presentation. Assessment in this learning approach is based on a synthesis and an analysis of data collected from professionals.Conclusion: Findings from this learning approach enables experts to shed light on true stories shared by real and authentic individuals whose faces can be associated with their shared experiences. This learning approach makes it possible for trainees to also initiate projects that help them tackle existing and emerging public health issues in their future work.

scholarly journals Comparison of E-Learning, M-Learning and Game-based Learning in Programming Education – A Gendered Analysis

2020 ◽  
Vol 15 (15) ◽  
pp. 133
Author(s):  
Sohail Iqbal Malik ◽  
Mostafa Al-Emran ◽  
Roy Mathew ◽  
Ragad M Tawafak ◽  
Ghaliya Alfarsi
Keyword(s):  
Problem Solving ◽  
Learning Process ◽  
Teaching And Learning ◽  
Female Students ◽  
Male Students ◽  
Game Based Learning ◽  
Introductory Programming ◽  
Problem Solving Skills ◽  
Programming Education ◽  
E Learning

Learning to code is considered as a difficult and challenging task for a significant number of novice programmers in programming education. Novice programmers have to acquire different skills such as problem solving, program design, comprehension, and debugging at the same time. On the other hand, most introductory programming courses focus more on syntax of the programming language. In this study, we developed and introduced a ‘PROBSOL’ application in three different learning systems (E-learning, M-learning and Game-based learning) to enhance the problem solving skills of novice programmers in an introductory programming (IP) course. A survey was conducted with the IP students to determine their perception about all the three applications in the IP course. Gender differences were determined by comparing both female and male students’ responses for each question in the survey. The results of comparison show that male students were more satisfied with all the three applications compared to female students. Both female and male students perceived that all the three applications are user-friendly, enabled them to accomplish tasks more quickly, and enhanced their learning productivity. Overall, both male and female students appreciated all the three applications in the teaching and learning process of the IP course. This study implies that instructors can also use all the three applications as an additional teaching tool in the teaching and learning process of programming education.

scholarly journals Turn-taking and gender differences in language classroom

2018 ◽  
Vol 23 (1-2) ◽  
pp. 54-67
Author(s):  
Kaukab Abid Azhar ◽  
Nayab Iqbal
Keyword(s):  
Gender Differences ◽  
Female Students ◽  
Male Students ◽  
First Year ◽  
Female Teacher ◽  
Male And Female ◽  
Language Classroom ◽  
And Gender ◽  
The University ◽  
Mixed Gender

The study aims at studying gender differences in the ways male and female students take turns and participate in a mixed-gender classroom. Two groups of first-year English compulsory classes held at two different departments (Geography and Economics) at the University of Karachi took part in the study. The results revealed that in the Geography Department, where there was a female teacher, male students were more dominating as compared to the female students who hardly participated in the class. They took more turns and participated better in the classroom discussion. In addition, they also interrupted the teacher and the female counterparts when they tried to contribute to the discussion. On the other hand, at the Department of Economics, female students had more number of turns. They dominated the classroom as compared to the male students. Besides, the study revealed that the gender of the teacher played an important part in shaping the discourse taking place in the classroom.

Sign in / Sign up

Export Citation Format

Share Document