scholarly journals Physiology Under Graduate Student's Perception of Effective Learning Experience: A Feedback Study

2021 ◽  
Vol 9 (1) ◽  
pp. 12-16
Author(s):  
Afshan Kausar
Keyword(s):  
Teaching Methods ◽  
Teaching Method ◽  
Learning Experience ◽  
Evaluation Methods ◽  
Descriptive Statistics ◽  
Teaching Program ◽  
Effective Learning ◽  
The Subject ◽  
Clinical Conditions ◽  
Data Frequency

Introduction: The successful teaching program comprises of well planned curriculum along with its effective execution system, with the intention that the students acquire maximum significant knowledge in the available time-span. A teaching method consists of the principles and technique used for instruction. The methodology of teaching a topic will influence the students, in the comprehension of the subject as well as in the management of clinical conditions. The very certain fact is; students are undoubtedly in the best position to comment on the effectiveness of any the teaching and evaluation methods. Objective: To evaluate the different teaching methods practiced in physiology using student’s feedback. Material And Methods: A written questionnaire covering topics on various teaching and evaluation methods was used to get feedback from students. Descriptive statistics was used for analysis of data. Frequency was shown as percentage. Results : Most of the students (55%) preferred combination of conventional & advanced methods to make lectures effective. Practical sessions of clinical examination are most interesting (70%) Conclusion: Students were satisfied with all teaching methods with certain suggestions. Relevant modifications in the curriculum of physiology as well as other medical subjects must be made time to time according to students need.

scholarly journals Application of Value Clarification Technique (Vct) Models in Improving Learning Outcomes in Dangerous Goods Regulation

2020 ◽  
Vol 3 (2) ◽  
pp. 85
Author(s):  
Ariyono Setiawan
Keyword(s):  
Learning Outcomes ◽  
Teaching Methods ◽  
Teaching Method ◽  
Learning Experience ◽  
Educational Institution ◽  
Dangerous Goods ◽  
A Value ◽  
Analysis Technique ◽  
The Subject ◽  
The Many

Learning in school or in every educational institution has an important role as a media liaison between knowledge and students or students. There are many learning methods or models used in education. Of the many methods or modes, there is one of them is a clarification value technology (VCT) model. The teaching method is a knowledge of teaching methods used by a teacher or instructor. Another understanding is the presentation technique mastered by the teacher to teach or present learning materials to students in class both individually and in groups. the learning method by clarifying the value of the value clarification technique is teaching to shape students in finding and determining a value that is considered good in dealing with a problem through the process of analyzing existing values and embedded in students. Meanwhile, learning outcomes are abilities students have after they have a learning experience. The purpose of this study is to determine the level of learning outcomes of a particular institution. In this study the object of research from an educational institution that is competent in the field of flight is used. The institution is Surabaya Aviation Polytechnic. The subject of learning taken was Regulation of Dangerous Goods at Surabaya Aviation Polytechnic. In addition, this study was also conducted to determine differences in learning outcomes of cadets in the Lessons on Dangerous Goods Regulations in Surabaya Aviation using the Value Clarification Technique (VCT) method. This type of research is Classroom Action Research (CAR). The research carried out is included in the design of one group pretest and possttest research. the research design that contained pretest before being given treatment and posttest after being treated. This research was conducted at Surabaya Aviation Polytechnic. The data analysis technique used is the different test. Based on data management and analysis results, it can be concluded that the application of learning of Value Clarification Techniques can improve the learning outcomes of cadets. This is evidenced by the differences in learning outcomes of Cycle I and Cycle II significantly

scholarly journals Analisis Pelaksanaan Kurikulum 2013 Pada Pembelajaran Peminatan Di SMA Negeri Kota Ternate

2020 ◽  
Vol 7 (2) ◽  
Author(s):  
Widyasari Usman ◽  
Endang Poerwanti ◽  
Atok Miftachul Hudha
Keyword(s):  
High School ◽  
Teaching Methods ◽  
Central Government ◽  
Teaching Method ◽  
Senior High School ◽  
Ministry Of Education ◽  
Curriculum Policy ◽  
Management Models ◽  
The Subject ◽  
The Right

Abstract: The subject of specialization can help the development of abilities possessed by students. Specifically, specialization subjects can be followed according to students' talents and interests. This study aims to describe (1) the implementation of the 2013 curriculum policy in specialization learning in Senior High School 1 Ternate. (2) differences in specialization management models are applied in Senior High School 1 Ternate. And (3) constraints and solutions in the implementation of specialization learning in Senior High School 1 Ternate. This research was conducted with a descriptive qualitative approach. Sources of data and information from three curriculum subjects and nine specialization subject teachers from each of the three schools. The results showed that (1) the implementation of the 2013 curriculum in specialization learning in Senior High School 1 Ternate was by Minister of Education and Culture Regulations number 69 of 2013 and schools only make policies based on the central government and adjust teaching hours and based on specialization manuals and cross-interests from the Ministry of Education and Culture in 2016 and 2017. (2) There are some differences from specialization management models such as specialization mechanisms/procedures in each school have different stages. (3) Obstacles in the implementation of specialization learning in Senior High School 1 Ternate include (a) constraints from teachers; (b) constraints in choosing teaching methods; (c) constraints from students; (d) the constraints of using learning resources; (e) facilities and infrastructure. The solution is that the teacher chooses the right teaching method and can improve the competency of the studentsKeywords: Learning, Specialization Subjects, 2013 Curriculum Abstrak: Diberlakukan mata pelajaran peminatan dapat membantu pengembangan kemampuan yang dimiliki oleh siswa. Secara khusus mata pelajaran peminatan dapat diikuti sesuai bakat dan minat siswa. Penelitian ini bertujuan untuk mendeskripsikan tentang (1) pelaksanaan kebijakan kurikulum 2013 pada pembelajaran peminatan di SMA Negeri Kota Ternate. (2) perbedaan model manajemen peminatan diterapkan di SMA Negeri Kota Ternate. Dan (3) kendala dan solusi dalam pelaksanaan pembelajaran peminatan di SMA Negeri Kota Ternate.Penelitian ini dilakukan dengan pendekatan kualitatif deskriptif. Sumber data dan informasi dari tiga masing-masing wakasek kurikulum dan sembilan guru mata pelajaran peminatan dari tiga masing-masing sekolah. Hasil penelitian menunjukkan bahwa (1) pelaksanaan kurikulum 2013 pada pembelajaran peminatan di SMA Negeri Kota Ternate sudah sesuai dengan Permendikbud No. 69 Tahun 2013 dan sekolah hanya membuat kebijakan berdasarkan dari pemerintah pusat dan menyesuaikan jam mengajar serta berdasarkan buku pedoman peminatan dan lintas minat dari Kemendikbud tahun 2016 dan 2017. (2) Terdapat beberapa perbedaan dari model-model manajemen peminatan seperti mekanisme/prosedur peminatan di setiap sekolah memiliki tahapan-tahapan berbeda. (3) Kendala dalam pelaksanaan pembelajaran peminatan di SMA Negeri Kota Ternate meliputi (a) kendala dari guru; (b) kendala memilih metode mengajar; (c) kendala dari siswa; (d) kendala menggunakan sumber belajar; (e) sarana dan prasarana. Solusi yang dilakukan yaitu guru memilih metode mengajar tepat dan dapat meningkatkan kompetensi peserta didikKata kunci: Pembelajaran, Mata Pelajaran Peminatan, Kurikulum 2013 

scholarly journals ENGLISH TEACHING METHODS IN WRITING DESCRIPTIVE TEXT OF SMK NEGERI 1 PULAU RAKYAT

2019 ◽  
Vol 7 (2) ◽  
Author(s):  
Suriya Ningsih ◽  
Rahmad Husein ◽  
Nora Ronita Dewi
Keyword(s):  
Teaching Methods ◽  
Teaching Method ◽  
Teaching Writing ◽  
English Teacher ◽  
English Teaching ◽  
Qualitative Research Design ◽  
Lecture Method ◽  
Scientific Approach ◽  
The Subject ◽  
Teaching Learning

This study was aimed to describe the English Teaching Methods in writing descriptive text and the problems faced by the teacher. This study was conducted by using descriptive qualitative research design. The subject of this research was an English teacher of SMK NEGERI 1 Pulau Rakyat. The techniques of collecting data were by observing the process of teaching writing comprehension of descriptive text at X Grade students and interviewing the English teacher. The techniques of collecting data were observation and interview. This study found that the teacher at SMK NEGERI 1 Pulau Rakyat used the method in teaching writing descriptive text. The English teacher used the lecture method and discussion method to teach in the descriptive text and the students get difficulties in comprehending the material. The application lecture method and discussion method is not appropriate with scientific approach of 2013 Curriculum. The result and response from the students to the teacher’s method are still not effective. The teacher should not apply the methods in written but also in spoken. And the problems faced by the teacher were the first is about the lack of students’ vocabularies, and the second is about the students’ participations when work in group. This study also found that the teacher’s methods not integrated with the scientific approach of 2013 Curriculum. The implementation of methods in teaching writing  should can make teaching learning process more interesting and help the students’ understanding and skill of writing comprehension better.Key words: Teaching Method, Writing, Descriptive Text.

scholarly journals Student’s perception about Modular teaching and various instructional strategies in the subject of Obstetrics and Gynecology.

2020 ◽  
Vol 27 (01) ◽  
pp. 40-45
Author(s):  
Umber Fatima ◽  
Mubashra Naz ◽  
Humaira Zafar ◽  
Anees Fatima ◽  
Rizwan Rasool Khan
Keyword(s):  
Instructional Strategies ◽  
Teaching Methods ◽  
Learning Experience ◽  
Cross Sectional Study ◽  
Obstetrics And Gynecology ◽  
Cross Sectional ◽  
The Subject ◽  
Teaching Learning ◽  
Almost All

Many modifications have been introduced in the field of medical education in recent past with a shift from didactic to more student focused teaching strategies. Modular study system for final year MBBS students was introduced in the subject of Obstetrics and Gynecology in 2018 session. Objectives: To determine the students′ perception about modular teaching and various instructional strategies through feedback in the subject of Obstetrics and Gynecology at undergraduate level. Study Design: Cross sectional study. Setting: University Medical and Dental College, Faisalabad. Period: 1st January to 30th October 2018. Material & Methods: Eight modules were designed in the subject of obstetrics and gynecology for final year MBBS students. In order to ascertain the quality of teaching and to monitor the effectiveness of teaching methodologies, feedback was obtained.  A written questionnaire was designed to collect feedback. Interpretation of collected data was performed on SPSS 20. Results: Total 136 students participated in study by giving back properly filled questionnaire. Modular teaching was appreciated as an effective method by 93.4% students. Case based teaching, small group sessions and problem based learning were considered most favored teaching methods (97.7%, 97.1% and 94.85%) respectively by the students. Conclusion: Modular teaching was found to be an interesting and a useful teaching - learning experience by majority of students. Almost all students showed positive acceptance for various teaching methods. Students’ feedback was also useful in identifying course components that need improvement so that appropriate measures can be made to improve the overall quality and effectiveness of the course in future.

scholarly journals History in Motion

2021 ◽  
Vol 10 (19) ◽  
pp. 28
Author(s):  
Alexander Cutajar
Keyword(s):  
Learning Experience ◽  
Media Content ◽  
Teacher Questions ◽  
Television History ◽  
Broadcast Media ◽  
Effective Learning ◽  
Moving Images ◽  
Non Fiction ◽  
The Subject ◽  
General Goal

The subject of this paper is the use of broadcast media content – newsreels, news reportage and non-fiction documentaries – in the history classroom. Used educationally as sources of evidence, such moving images offer students a valuable learning experience. Drawing on findings from a study involving students analysing media content in a Maltese secondary history classroom, I report how students preferred the documentary-type of broadcast content. Students demonstrated an awareness of disciplinary knowledge when analysing moving images and highlighted certain limitations. Teacher questions were key to driving the analysis forward. I place these findings within the general goal of helping students become visually literate. It is hoped that the reflections offered will help educators maximise the use of broadcast media content to promote effective learning in history and increase awareness among researchers and practitioners of television history and culture about educationally-relevant content.

A LONGITUDINAL STUDY ON THE USE OF PEER INSTRUCTION WITH CLICKERS TO TEACH INFORMATION MANAGEMENT

Mousaion ◽  
2017 ◽  
Vol 34 (3) ◽  
pp. 89-103
Author(s):  
Paul A. Laughton
Keyword(s):  
Information Management ◽  
Teaching Methods ◽  
Test Scores ◽  
Quantitative Data ◽  
Teaching Method ◽  
Peer Instruction ◽  
First Year ◽  
Face To Face ◽  
The Subject ◽  
The University

The objective of this research was to determine whether students would benefit from the incorporation of a teaching method known as peer instruction with clickers in first year information management classes at the University of Johannesburg, South Africa. Quantitative data was collected from selected classes over a period of two years. An attempt was made to confirm whether the benefits from using peer instruction with clickers recorded in previous studies were applicable to the subject of information management. Half of the selected classes used peer instruction as a teaching method, while the remaining half used a conventional face-to-face, one-to-many teaching method. Clickers were used to collect data from all classes, enabling a comparison of the two teaching methods. The different teaching methods applied revealed varying responses from the students, which also revealed different results in their class test scores. This quantitative data may potentially prove some benefits of using peer instruction with clickers to teach information management.Keywords: clickers, information management, peer instruction

scholarly journals A Theoretical Perspective on the Case Study Method

2017 ◽  
Vol 7 (1) ◽  
pp. 96
Author(s):  
Zafer Cakmak ◽  
Ismail Hakan Akgün
Keyword(s):  
Teaching Methods ◽  
Teaching Method ◽  
Theoretical Perspective ◽  
Real Life ◽  
Theoretical Knowledge ◽  
Case Study Method ◽  
Application Process ◽  
Teaching Process ◽  
The Subject

Ensuring that students reach the determined goals of the courses at the desired level is one of the primary goals of teaching. In order to achieve this purpose, educators use a variety of teaching strategies and methods, and teaching materials appropriate to the content and the subject of the courses in the teaching process. As a matter of fact, it is known that the methods and materials that appeal to different sense organs of the students influence the learning process positively. In addition, the use of various teaching methods, techniques and materials in the teaching process both attract students’ attention and save the lesson from boredom, which affects the learning positively. In the process of teaching students sometimes have problems using their theoretical knowledge in real life situations. In this context, various teaching methods are also used for the practicalization of theoretical knowledge in the teaching processes. The case study method is one of the effective methods to achieve this purpose, because the case study method is a teaching method that enables students to acquire the knowledge and skills to deal with the problem they are working on and to produce information-based solutions in real life situations similar to the situations they are working with. In this study, the literature related to the case study method was examined and the application of the method, its history, application types, points to be considered in the application process, advantages of using the method in the teaching process and its limitations and teaching techniques to be used with the method are explained.

Simulation Training - Pilot: Psychiatry Higher Trainees’ Mental Health Tribunal Report Writing, Oral Presentation And Cross-examination By Tribunal Panel

2016 ◽  
Vol 33 (S1) ◽  
pp. S434-S434
Author(s):  
O. Adekunte ◽  
B. Owen ◽  
C. Burrell
Keyword(s):  
Mental Health ◽  
Teaching Method ◽  
Learning Experience ◽  
Real Life ◽  
Essential Elements ◽  
Similar Proportion ◽  
Effective Learning ◽  
Report Writing ◽  
Competing Interest ◽  
Oral Evidence

IntroductionSimulation provides a non-judgemental environment where trainees learn skills without compromising patients’ safety or dignity. It also provides safe environment where anxiety-provoking, real-life clinical situations can be recreated and repeatedly practiced. Mental health review tribunal is an anxiety-provoking experience for higher trainees and use of simulation can alleviate this anxiety.AimsTo develop trainees’ skills in writing of tribunal reports and giving oral evidence using simulation technique (ST).ObjectiveTo facilitate trainees’ familiarisation with the process of Mental Health tribunal and improve their skills in completing report and giving oral evidence using ST.MethodsThere are 2 sessions: one half-day session of interactive teaching providing fundamental details on essential elements of the tribunal process, duties and report. This is followed by 4-weeks gap to allow participants to prepare and submit anonymised patients’ reports to the panel. Finally, a second full day of presentation and cross-examination by (real) tribunal panel with 25-minutes of formative feedback.ResultsSix trainees participated in the pilot: A high percentage of participants strongly agreed or agreed that ST is an effective learning experience for tribunal report writing and cross-examination by the panel. Similar proportion agreed that ST helped to facilitate familiarisation with the tribunal process and that it is a satisfactory teaching method. Finally, all participants agreed that ST helped to achieve personal objectives for attending the seminar.ConclusionsSimulation in psychiatry is becoming an effective learning experience. The outcome of this pilot on report writing and cross-examination by tribunal panels how its increasing effectiveness and relevance in psychiatry.Disclosure of interestThe authors have not supplied their declaration of competing interest.

scholarly journals The influence of phraseological material on the motivation for learning foreign languages

2020 ◽  
Vol 3 (9) ◽  
pp. 169-173
Author(s):  
Rano Akhmedova Ashurovna
Keyword(s):  
Teaching Methods ◽  
Foreign Languages ◽  
Effective Learning ◽  
Motivation For Learning ◽  
The Subject ◽  
The Impact

This article discusses the study of phraseology and the impact of phraseological material on the motivation for learning foreign languages, improving vocabulary of learners, identifying differences and features of cultures of different nations. The study of the influence of phraseological material on motivation is necessary to identify the role of phraseological turns in the process of teaching foreign languages.  Therefore, the subject of our research will be the process of mastering phraseological units.  Since this is of great importance for the methodological base of the school.  In our time, knowledge of one or several foreign languages ​​is necessary and prestigious.  There are many methods of accelerated, but not always effective learning of foreign languages.  Therefore, it is necessary that the level of teaching foreign languages ​​at school increases, and for this, new teaching methods should be sought.  The study of phraseological units maintains interest in the study of foreign languages.  It follows that motivation will increase and become stronger if we introduce such elements as phraseological phrases, proverbs and sayings. Moreover, the article explains the main classification of phraseological units in order to use them correctly in speech.

scholarly journals IMPLEMENTATION OF PEER TEACHING METHOD TO REDUCE COMPETENCE GAP OF VOCATIONAL STUDENTS

2018 ◽  
Vol 1 (1) ◽  
pp. 33
Author(s):  
Aris Eko Wibowo ◽  
Endri Triwiyono
Keyword(s):  
Graduate Students ◽  
Teaching Methods ◽  
Time Allocation ◽  
Teaching Method ◽  
Learning Experience ◽  
Peer Teaching ◽  
Learning Activities ◽  
School Graduate ◽  
Study Program ◽  
Practice Time

This study aims to describe the implementation, obstacles and benefits of peer teaching methods in machining practice frais course. The method was a descriptive qualitative. The population comprised of semester 1 students of Study Program of Mechanical Engineering Education Faculty of Engineering UNY. Data were collected by observation and interview. Data analysis used interactive model. The results show that this implementation works well with several benefits and obstacles. Benefits: 1) Improving discussion habits and exchanging knowledge to improve learning activities. 2) Provide an active learning experience. 3) Accelerate machining frais competence for high school graduate students. 4) Strengthening machining frais competence for vocational graduate students. 5) Improving students' enthusiasm, teamwork and confidence to do frais work. Obstacles: 1) introductory theory explanation was less conducive because students are listening while standing. 2) WPS discussion during the learning process reduces the practice time allocation. 3) Some students did not use glasses as a safety tool.

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