scholarly journals The Teaching of General College Physics in Jolo

2021 ◽  
Vol 3 (1) ◽  
pp. 187-201
Author(s):  
Helen Abbas Cabajon
Keyword(s):  
Teaching Strategies ◽  
Teaching Strategy ◽  
Data Gathering ◽  
Faculty Members ◽  
Achievement Scores ◽  
College Physics ◽  
School Year ◽  
Survey Technique ◽  
The Common ◽  
Teaching Physics

The purpose of this study is to record, examine and describe the common teaching strategies employed by college faculty members teaching general college physics in the five colleges in Jolo and to know as well what combination of teaching strategy employed by physics teacher in Jolo enhances achievement scores of students. Likewise, the evaluation on the learning facilities used in teaching physics was also taken into consideration. The study utilized the descriptive method of research and the normative survey technique was used for data gathering Purposive sampling was utilized and the respondents taken were composed of all faculty members handling college physics subjects and their respective students enrolled during the second semester of school year 2010 to 2011. The findings showed that the top three most common teaching strategies employed by teachers in teaching general college physics in Jolo are: problem solving, lecture, and board work. These strategies enhanced achievement scores of students. On the other hand, as far as learning facilities are concerned they were inadequate as most important equipment and tools necessary in the teaching of physics subjects were not available and if existing they were not functioning. However, despite the inadequacy of learning facilities, majority of the students have higher probability of passing the course based on their midterm exam. It is highly recommended that physics teachers must be exposed to various teaching strategies in order for them to be abreast with the latest methods in teaching physics. Furthermore, administrators are urged to upgrade school laboratories by procuring equipment, materials and other learning facilities indispensably needed in the teaching of general college physics.

scholarly journals THE EFFECT OF TEACHING STRATEGIES AND CURIOSITY ON STUDENTS’ READING COMPREHENSION ACHIEVEMENT

2018 ◽  
Vol 14 (2) ◽  
Author(s):  
Uziana Uziana ◽  
Berlin Sibarani ◽  
Anni Holila Pulungan
Keyword(s):  
Reading Comprehension ◽  
Data Analysis ◽  
Factorial Design ◽  
Experimental Research ◽  
Teaching Strategies ◽  
Random Sampling ◽  
Teaching Strategy ◽  
School Year ◽  
Directed Reading ◽  
Cluster Random Sampling

The objectives of this research are to find out whether: 1) The students’ achievement in reading comprehension taught by using the Directed Reading Thinking Aactivity (DRTA) strategy was higher than taught by using the Questions-Answer Relationship (QARs) strategy. 2) The students’ achievement in reading comprehension with high curiosity was higher than that  The students with low curiosity, and 3) there was interaction between teaching strategies and curiosity on The students’ achievement in reading comprehension. The population of this research was the students in grade XI of MAN Kampung (MAN KP) Teungoh Langsa in 2016/2017 school year. The total number of population of this research was 160 students. There were 6 classes. Two classes were chosen consist of 30 students of each class so 60 students were selected as sample of this research by applying multistage cluster random sampling. The research design was experimental research by using factorial design 2x2. The XI IPA2 class was taught by using Directed Reading Thinking Activity and XI IAI was taught by using Questions-Answer Relationship (QARs) Strategy. Curiosity questionnaire was conducted for classifying the students upon the high and low curiosity. Students’ achievement in reading comprehension was measured by using reading comprehension test. The data were analyzed by applying two-way analysis of variance (ANOVA) at the level of significant. The results of the data analysis proved that: 1) The students’ achievement in reading comprehension taught by Directed Reading Thinking Activity (DRTA) strategy is higher than students achievement in reading comprehension taught by Questions-Answer Relationship(QARs) Teaching strategy. 3) there was interaction between teaching strategies and curiosity on students’ achievement in reading comprehension.Keywords: Curiosity; Comprehension; Achievement; Teaching Strategies

The Effect of Teaching Strategies and Prior Knowledge on Students’ Achievement in Reading Comprehension

2015 ◽  
Vol 12 (1) ◽  
Author(s):  
Debora Anggreini Sihite ◽  
Sumarsih Sumarsih ◽  
Didik Santoso
Keyword(s):  
Reading Comprehension ◽  
Prior Knowledge ◽  
Teaching Strategies ◽  
Teaching Strategy ◽  
Reciprocal Teaching ◽  
School Year ◽  
High Prior Knowledge ◽  
Directed Reading ◽  
Activity Strategy ◽  
Test Result

The objectives of this experimental research were to find out whether: 1) students achievement in reading comprehension taught by using directed reading thinking activity (DRTA) strategy was higher than taught by using reciprocal teaching strategy. 2) Students’ achievement in reading comprehension with high prior knowledge was higher than that students with low prior knowledge, and 3) there was interaction between teaching strategies and prior knowledge on students’ achievement in reading comprehension. The population of this research was the students in grade VIII of SMP Dwi Tunggal T. Morawa in 2012/2013 school year. Prior knowledge test was conducted for classifying the students upon the high and low prior knowledge. Students’ achievement in reading comprehension was measured by using reading comprehension test. The data were analyzed by applying two-way analysis of variance (ANOVA) at the level of significant . Scheffe –test result also showed that high prior knowledge students got higher achievement if they were taught by using directed reading thinking activity strategy while low prior knowledge students got higher achievement if they were taught by using reciprocal teaching strategy. Keywords: Directed Reading Thinking Activity (DRTA) Strategy; Reciprocal Teaching Strategy; Achievement in Reading Comprehension; Prior Knowledge

scholarly journals Embracing the flipped classroom: the planning and execution of a faculty workshop

2018 ◽  
Vol 42 (4) ◽  
pp. 648-654 ◽  
Author(s):  
Chaya Gopalan ◽  
Georgia Bracey ◽  
Megan Klann ◽  
Cynthia Schmidt
Keyword(s):  
Flipped Classroom ◽  
Teaching Method ◽  
Teaching Strategy ◽  
Faculty Members ◽  
Teaching Approach ◽  
Student Centered ◽  
Hands On ◽  
Survey Results ◽  
Faculty Workshop

A great deal of interest has emerged recently in the flipped classroom (FC), a student-centered teaching approach. After attending a presentation by the first author on the FC, a faculty member of a medical school in Mexico arranged for a 3-day workshop for 13 faculty members. The goal of the workshop was to train faculty to use the FC strategy in their classrooms to increase student engagement in learning. The workshop was in the FC style, where the participants would assume the role of students. Pre- and posttraining surveys were administered to examine participants’ current teaching practices and to evaluate their perceptions of the FC. The participants overwhelmingly reported the need to change their lecture-based teaching, as it was not engaging students. Their large class size, lack of technology, training, and uncertainty of the effectiveness of new teaching methods had hindered participants from changing their teaching technique. The on-site training not only allowed the entire department to work closely and discuss the new teaching approach, but also reinforced the idea of changing their teaching strategy and embracing FC teaching method. After the workshop, participants reported being determined to use the FC strategy in their classrooms and felt more prepared to do so. The post-survey results indicated that participants valued the FC training in the flipped style and wanted more of the hands-on activities. In conclusion, the 3-day faculty workshop on the FC was successful, since every participant was motivated to use this teaching method.

A Statistical Method for the Study of Shamanism: A Case Study from Field Work in Thailand

1962 ◽  
Vol 21 (1) ◽  
pp. 56-60
Author(s):  
Robert Textor
Keyword(s):  
Statistical Method ◽  
Data Gathering ◽  
Field Work ◽  
Structured Data ◽  
Survey Technique

The purpose of this article is to describe a methodological adventure in the use of the survey technique to investigate shamanism. At the outset I must state my belief that the anthropologist should use structured techniques, if at all, only after he has used unstructured ones. Structured data-gathering is a valuable supplement to, but never a substitute for, unstructured interviewing and observing. This article describes the use of a structured technique as a supplementary means of understanding shamanism, an area which, to my knowledge, has heretofore been studied only by unstructured techniques.

scholarly journals Toolbox of teaching strategies

2018 ◽  
Vol 5 (4) ◽  
pp. 249-255
Author(s):  
Lei Pan ◽  
Hui-Qin Xi ◽  
Xiao-Wei Shen ◽  
Chen-Yu Zhang
Keyword(s):  
Learning Environments ◽  
Teaching Strategies ◽  
Online Teaching ◽  
Nurse Educators ◽  
Clinical Teaching ◽  
Teaching Strategy ◽  
Traditional Learning ◽  
Teaching Online ◽  
Face To Face ◽  
Traditional Learning Environments

AbstractA teaching strategy is a method, which can help students to gain knowledge, deliver information, and improve their learning. Different learning environments, such as clinical teaching, online teaching, and face-to-face traditional learning environments, require different teaching strategies for students. Choosing teaching strategies for a course is very important for nurse educators because various factors should be taken into account to make students meet the learning outcomes. The use of modern technologies in teaching strategies can improve students’ competencies and confidences. The purpose of this article is to create a toolbox integrating ten teaching strategies that can be used in different teaching environments.

scholarly journals Period poverty in rural Uganda; an exploration of the challenges and the need for intervention

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
C Kennedy ◽  
J Severe
Keyword(s):  
Community Setting ◽  
Female Education ◽  
Structured Interviews ◽  
Intervention Programme ◽  
Cross Sectional ◽  
School Year ◽  
Main Challenge ◽  
The Common ◽  
Women And Girls ◽  
Academic Year

Abstract Background Period poverty refers to a lack of access to safe means of managing menstruation. It affects the education, health and dignity of millions of women and girls globally. This study aims to identify the barriers facing menstruating girls in rural Uganda, investigate the effects of period poverty in this demographic and assess the need to implement a programme to tackle challenges identified. Methods A qualitative study was undertaken in a community setting. 42 Participants were selected in Bududa, Uganda using convenience sampling. School-age girls supported by The Shelo Foundation (charity no.1155142) who had begun menstruating and adults in positions of responsibility in the community were interviewed to gain a cross sectional understanding of the questions posed. Data was collected prospectively in semi-structured interviews over a four-week period in July 2013. Questions focused on access to essential hygiene materials, challenges faced when menstruating (with a focus on accessing education) and possible solutions to the barriers reported. Interview transcripts were analysed; the common concepts were identified, and conclusions drawn from the results. Results Inability to access sanitation products, due to financial poverty and local availability, was the main challenge highlighted throughout the analysis of the interview transcripts. The other common themes included lack of suitable hygiene facilities, absence of education on menstruation and the vulnerability of menstruating girls to abuse and stigma. Analysis found that on average girls were missing three days of school a month due to their periods, equalling 18% of the academic year. Conclusions Period poverty disadvantages school-aged females in Bududa, Uganda. Financial poverty, lack of education and stigma contribute to period poverty. An intervention programme including accessible sanitation products and education is recommended to tackle this gender inequality for girls in this population. Key messages A lack of sanitation products, subpar education and stigma contribute to period poverty in Uganda and negatively impact female education with menstruating students missing up to 18% of a school year. An intervention programme incorporating access to sanitation products alongside education is recommended to tackle period poverty in this population and improve women’s health and female education.

scholarly journals O przezwiskach gimnazjalistów kaliskich (analiza semantyczna)

2016 ◽  
Vol 23 (1) ◽  
pp. 161-178
Author(s):  
Marta Lewicka
Keyword(s):  
Statistical Analysis ◽  
Secondary School ◽  
Semantic Analysis ◽  
Sample Survey ◽  
Personal Names ◽  
School Year ◽  
Material Basis ◽  
The Common ◽  
Year 2013

The article presents the semantic analysis of students’ nicknames. The onomastic material has been taken from a sample survey conducted in one of secondary school in Kalisz at a school year 2013/2014. The material basis consists of 269 personal names. The anthroponyms formed on common names are analysed in detail in the article. The main aim of the study is to observe the connections between the nicknames and the common names which motivate them. The semantic analysis and the statistical analysis of school nicknames allow to notice and reconstruct the mechanisms which affect nicknames formation as well as to observe the connections between the name and the designatum.

scholarly journals A Teaching Strategies to Enhance Students’ Creativity in English Profession Subject during the Covid-19 Pandemic

2021 ◽  
Vol 5 (2) ◽  
pp. 119-125
Author(s):  
Diani Nurhajati
Keyword(s):  
Elementary School ◽  
Teaching Strategies ◽  
Video Game ◽  
Industrial Revolution ◽  
Teaching Strategy ◽  
Project Based Learning ◽  
University Graduates ◽  
School Students ◽  
Elementary School Education ◽  
The Right

During the Covid-19 pandemic, the learning process must be carried on from home. In fact, all of the university graduates should be equipped with a number skills needed to face the Industrial Revolution 4.0. Therefore, lecturers are expected to find the solution to train the skills, including creativity. One of the solutions is selecting the right teaching strategy. This research was carried out to answer the questions: “What are the teaching strategies employed by the lecturer English Profession to promote creativity?” and “How do the strategies enhance the students’ creativity?” This descriptive qualitative study took 60 students as the subjects. They were the students who took English Profession Subject at the Elementary School Education, University of Nusantara PGRI Kediri. The techniques of collecting data were observation checklist and questionnaire. The findings of the research show that the lecturer employed Project Based Learning in which the students were assigned to create some projects, namely video, game manual, and English book for elementary school students.

scholarly journals Effective Teaching strategies in biological education: present and future prospects

2020 ◽  
Vol 5 (4) ◽  
Author(s):  
Noreldaim Elkhidir
Keyword(s):  
Biological Sciences ◽  
Teaching Strategies ◽  
Computer Modelling ◽  
Teaching Strategy ◽  
Educational Goals ◽  
Student Centered ◽  
Student Centered Learning ◽  
Biology Students ◽  
Effective Teaching Strategies ◽  
Biological Education

Objective: The aim of this study is to explore the diversity of teaching strategies in biological education and expected results on acquisition of knowledge and fulfillment of learning outcomes in an attempt to identify which strategies work best with biology students. Methods: Three databases and search engines were used: Scopus, Google Scholars and Web of Science. Results: The teaching of biological sciences is experiencing evident transformations towards student-centered learning. As educational goals are being modernized in biology at present times. The more computer modelling, simulations and problem-based learning become part of the teaching strategy, the teaching of biology becomes more learner-centered to enhance learners’ critical thinking on complex biological processes.

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