Using structured teaching strategies in mainstream classrooms

Development of critical thinking abilities is essential for students in clinical disciplines of the health sciences. Past research has shown that critical thinking is a learned skill that can be fostered through teaching strategies. Ten educational strategies that were developed and tested by the authors in online courses are presented to assist instructors to encourage students in the health sciences to improve critical thinking processes.

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Effectiveness of Structured Teaching Programme on Knowledge Regarding Prevention of Road Traffic Accidents Among Adolescents (13-18years) in Selected Schools of Baramulla Kashmir

The International Annals of Medicine ◽

10.24087/iam.2017.1.6.176 ◽

2017 ◽

Vol 1 (6) ◽

Author(s):

Dilshada Rashid ◽

Aisha Akhter

Keyword(s):

Traffic Accidents ◽

Road Traffic ◽

Road Traffic Accidents ◽

Teaching Programme ◽

Structured Teaching

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The Effect of Teaching Strategies and Cognitive Style on Reading Comprehension

LINGUISTIK TERAPAN ◽

10.24114/lt.v12i1.2703 ◽

2015 ◽

Vol 12 (1) ◽

Author(s):

Marlin Helentina Napitupulu ◽

Lince Sihombing ◽

Berlin Sibarani

Keyword(s):

Reading Comprehension ◽

Factorial Design ◽

Key Words ◽

Cognitive Style ◽

Experimental Research ◽

Teaching Strategies ◽

Cognitive Styles ◽

Csr Strategy

The objectives of this study were to examine whether (1) the students’ achievement on reading comprehension taught by using CSR Strategy is higher than that of taught by using REAP Strategy, (2) reading comprehension achievement of reflective cognitive style is higher than reading comprehension achievement of impulsive cognitive style, and (3) there is interaction between teaching strategies and cognitive styles on students’ achievement on reading comprehension. This study was conducted by using experimental research with factorial design 2X2. The data were analyzed by using Two-Way ANOVA. Based on the analysis, there were found that (1) CSR and REAP strategy significantly affect students’ achievement on reading comprehension, students’ achievement on reading comprehension taught by using CSR is higher than that of the students’ taught by using REAP; (2)the achievement on reading comprehension of the students with reflective cognitive style is higher than that of the students with impulsive cognitive style; and (3) there is an interaction between teaching strategies and cognitive style on students’ reading comprehension achievement. It showed that students who read with reflective cognitive style got higher result than students who read with impulsive cognitive style if they were taught by CSR, and students who read with reflective cognitive style got higher result than students who read with impulsive reflective style if they were taught by REAP. Key words: cognitive style; reading comprehension; and teaching strategies

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The Effect of Teaching Strategies and Learning Styles on the Students’ Achievement

LINGUISTIK TERAPAN ◽

10.24114/lt.v11i2.2679 ◽

2014 ◽

Vol 11 (2) ◽

Author(s):

Teguh Satria Amin ◽

Eddi Setia ◽

Lince Sihombing

Keyword(s):

Reading Comprehension ◽

Learning Styles ◽

Learning Style ◽

Teaching Strategies ◽

Sampling Technique ◽

Reflective Learning ◽

Direct Reading ◽

Group 2 ◽

Experimental Group ◽

Cluster Random Sampling

This research investigates 1) students’ achievement in reading comprehension taught by using Direct Reading Thinking Activity (DR-TA) strategy is higher than taught by using Know, What to Learn, and Learned (KWL) strategy, 2) students’ achievement in reading comprehension with impulsive learning style is higher than students’ achievement in reading comprehension with reflective learning style, and (3) there is interaction between teaching strategies and learning styles on the students’ achievement. Two classes containing of 70 students were chosen as sample by apllying cluster random sampling technique. The experimental group 1 was treated by using DR-TA and the experimental group 2 was treated by using KWL. The students’ achievement was measured by using test. The questionnaire was conducted to find out the students’ learning style. The data were analyzed by applying two-ways analysis of variance. The findings show that (1) the students’ achievement in reading comprehension taught by using DR-TA higher than using KWL; (2) students’ achievement in reading comprehension with impulsive learning style is lower than that with reflective learning style; (3) there is interaction between teaching strategies and learning styles on the students’ achievement in reading comprehension. The analysis revealed that the teaching strategies significantly affected the students’ reading achievement. Keywords: DR-TA, KWL, Impulsive Learning Style, Reflective Learning Style, Reading Comprehension

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