SIMULATION TECHNIQUES IN TEACHING AND LEARNING IN KINDERGARTEN: A PRELIMINARY STUDY

Teachers are the source of the dissemination of knowledge to students. The knowledge gained is the result of meaningful learning as well as the application of approaches to the Teaching and Learning Process in the classroom. In kindergarten, a teacher should be responsible for educating the best possible students, as well as mastering the various teaching methods and techniques in managing the teaching. Therefore, this study aims to explore the use of simulation techniques in classroom teaching and learning, and three main themes have been highlighted: (a) teacher knowledge, (b) simulation used in teaching and facilitating, (c) and challenge. To achieve this goal, the study was conducted using qualitative research using survey design and data collected using the interview method among 2 private teachers and 2 KEMAS teachers. The results of this study show that the main contributors to the use of simulation techniques depend on these 3 themes. These findings are expected to enhance the professional attitude and pedagogy of early childhood education and thus enhance the child's developmental aspect.

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Affective Response of Students on the Integration of Think-pair-share and Reciprocal Teaching Methods on Upper Basic Education Social Studies Students in Imo State, Nigeria

Asian Journal of Education and Social Studies ◽

10.9734/ajess/2021/v20i330486 ◽

2021 ◽

pp. 29-35

Author(s):

Ejiogu, Cynthia I. ◽

Akakuru, Ojiugo C. ◽

Obinna-Akakuru, Annabel U. ◽

Ordua, Victor N.

Keyword(s):

Social Studies ◽

Secondary Schools ◽

Teaching Methods ◽

Teaching And Learning ◽

Basic Education ◽

Survey Design ◽

Affective Response ◽

Total Sample ◽

Reciprocal Teaching ◽

Imo State

The affective response of students on the integration of think-pair-share and Reciprocal Teaching methods on upper basic education social studies students in Imo State, Nigeria has been rigorously asses to ascertain the attitude of students towards the use of these learning methods. Two research objectives were proposed to guide the study; two research questions where posed; while two hypotheses were equally raised and tested at 0.05 level of significance. The study adopted the descriptive survey design. The population for the comprised the entire 98,054 public Upper basic 11 Education students in Imo State from 285 government owned secondary schools in Imo State, a total sample of 400 students were sampled. The instrument for data collection was a researcher-made Questionnaire on the Attitude of Students towards Think-Pair-Share and Reciprocal Teaching methods (QASTPS&RT). The research instrument was appropriately validated by software design experts, educational technology professionals, behavioral psychologists, and Social Studies teachers. The reliability of the instrument was determined through a pilot study that was conducted using JSS2 Social Studies students from one co-educational school within the study area but outside the schools sampled for the main study. The data obtained were analyzed using Cronbach alpha’s formula, and an internal consistency coefficient value of 0.70 was obtained. The study reveals that the attitude of students is highly related to the acquisition of knowledge using the Think-Pair-Share approach. There is a high positive relationship existed between the Think-Pair-Share and Reciprocal Teaching methods; and students attitude in students Social Studies learning in Imo State. Based on these findings, there is need for the incorporation of modern instructional methods into the teaching and learning of Social Studies in junior secondary schools. This will ensure that students are abreast with global best practices which enhance achievement.

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Persepsi Siswa Kelas XI Akuntansi terhadap Profesionalisme Guru Pendidikan Agama Islam dalam Penerapan Metode Pengajaran di SMK Negeri 1 Kota Sorong.

AL-FIKR: Jurnal Pendidikan Islam ◽

10.32489/alfikr.v3i2.45 ◽

2017 ◽

Vol 3 (2) ◽

pp. 22-29

Author(s):

Niken Armila ◽

Umar Sulaiman

Keyword(s):

Qualitative Research ◽

Religious Education ◽

Teaching Methods ◽

Teaching And Learning ◽

Descriptive Analysis ◽

Research Data ◽

Learning Activities ◽

Accounting Students ◽

Learning Material ◽

Professional Attitude

This study titled "Perception of Class XI Accounting Students Against Professionalism of Islamic Religious Education in the Application of Teaching Methods in SMK Negeri 1 Kota Sorong" reasons the authors are interested in the title above because of the low understanding of students about the understanding of methods and the lack of professional attitude of PAI teachers at SMK Negeri 1 Sorong City. This research is motivated because not least the teacher's priority scale in teaching is the activity of the teacher itself, even though the real learning is active students in every process of teaching and learning activities. In addition, students' perceptions are not good towards the professionalism of teachers in carrying out their duties and responsibilities at school, one of which is in the application of teaching methods in class so that students are able to understand learning material easily. This type of research is qualitative research with descriptive analysis research. Data collection techniques were obtained by using: 1) interview, namely knowing students' perceptions directly and knowing the methods used by teachers in the classroom. 2) Documentation is in the form of data about the school and documentation throughout the research. The results showed that the XI grade accounting students of SMK Negeri 1 Sorong City had a good perception of the professionalism of Islamic religious education teachers being classified as good.

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Constructivism and Educational Practice

Australian Journal of Education ◽

10.1177/000494419604000103 ◽

1996 ◽

Vol 40 (1) ◽

pp. 19-45 ◽

Cited By ~ 18

Author(s):

Graham D. Hendry

Keyword(s):

Teaching Methods ◽

Teaching And Learning ◽

Tertiary Education ◽

Educational Practice ◽

Classroom Teaching ◽

Traditional Teaching ◽

Human Knowledge ◽

Traditional Classrooms ◽

Learning And Teaching ◽

Traditional Teaching Methods

The constructivist approach is seen to be useful notably in science, mathematics and tertiary education. An account of non-radical constructivism is advanced and applied to classroom teaching and learning, and teaching strategies derived from the application of constructivist principles are identified and evaluated. It is suggested that many traditional classrooms are places of over-control, and certain traditional teaching methods may actually hinder students' potential to procreate human knowledge. Constructivism represents a fundamental challenge to many aspects of educational praxis, and may change significantly the ways by which young people are mass educated.

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Teachers and Students appraisal of Secondary School as Custodian of Moral Values

JOURNAL OF EDUCATIONAL SCIENCES ◽

10.31258/jes.5.4.p.638-651 ◽

2021 ◽

Vol 5 (4) ◽

pp. 638

Author(s):

Muhinat Bolanle Bello

Keyword(s):

Secondary School ◽

Teaching Strategies ◽

Teaching Methods ◽

Teaching And Learning ◽

Survey Design ◽

Moral Values ◽

Validity And Reliability ◽

Current State ◽

Teachers And Students ◽

Descriptive Survey

This study examines how secondary school plays its role as a custodian of moral values in society. What it takes to teach moral values in the school. What are the facilities, subjects, punishments, as well as teaching methods adopted by the school? All these are what the study set out to examine. This was verified using 15 purposively sampled secondary schools in the Sokoto metropolis. The study adopted a descriptive survey design. A questionnaire with psychometrics properties of 0.72 and 0.81 for validity and reliability respectively, was used to elicit the needed data from the respondents which constituted both teachers and students of the selected schools. The findings reveal the current state secondary school Sokoto state lacks in its role to serve as a custodian of moral values, from its facilities, subjects, enforcing conformity, and teaching strategies. In conclusion, for secondary school to perform its role as custodian of moral values, it was recommended among others that there should be the provision of more facilities conducive to teaching and learning in the schools to enable the secondary school plays its role as a custodian of moral values in the society.

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