scholarly journals Afghan Undergraduate Students’ Perceptions towards Effective Teaching

2021 ◽  
Vol 3 (30) ◽  
pp. 111-123
Author(s):  
Faridullah Farid ◽  
◽  
Mirza Nikzoy ◽  
Wali Khan Monib ◽  
◽  
...  
Keyword(s):  
Effective Teaching ◽  
Undergraduate Students ◽  
Effective Interaction ◽  
Likert Scale ◽  
Public University ◽  
Academic Expectations ◽  
University Teachers ◽  
Group Activities ◽  
Supportive Environment ◽  
The Subject

The aim of this article is to explore Afghan undergraduate students’ perceptions towards effective teaching at a public university. Data were collected based on a Likert scale questionnaire containing 32 items from 47 respondents. The results show that although the ability of teachers to teach and help students are vital, their attitudes towards students are considered crucial for judging their effectiveness. Most of the students perceived that a teacher who has excellent knowledge of the subject, well prepared, value students’ opinions and contribution, start sessions on time, provide both group activities and assessment briefs considered very effective. The article concludes by suggesting that notions of effectiveness are predicated less on university teachers having high academic expectations and more on the provision of a supportive environment in which teachers scaffold learning effectively and promote effective interaction with their students.

scholarly journals The incorporation of undergraduate academy students from a public university to the productive sector with substance in its professional competences

2019 ◽  
pp. 20-28
Author(s):  
Luis Alfredo Arguelles-Ma ◽  
Román Alberto Quijano-Garcia ◽  
Medina-Blum Fernando ◽  
Carlos Enrique Cruz-Mora
Keyword(s):  
Undergraduate Students ◽  
Likert Scale ◽  
Public University ◽  
Bachelor's Degree ◽  
Professional Skills ◽  
Female Population ◽  
Descriptive Research ◽  
Reliable Instrument ◽  
The University

The university vision envisages the training of students with professional skills for their timely inclusion through recruitment mechanisms in the productive sector, establishing their policies of entry, training and egress. For this purpose this longitudinal descriptive research is carried out at a Public University with two cohorts, 2018 and 2019, there are 192 undergraduate students of the Bachelor's Degree in Accounting, 93 of 2018 and 99 of 2019, respectively, who are in the last semester , to determine whether the process of adopting competences is satisfactory to interfere with the productive processes of organizations. Using a valid and reliable instrument it is determined that the predominant female population predominates with 53.8% for 2018 and 56.6% for 2019, in addition that in maximum Likert scale the result shows that by 2018 the average is 4.5484 meaning that they feel competent for in curbing their incorporation into work by decreasing slightly by 2019 to 4,5357; contrasts significantly with the perception they have for inclusion in the workplace since by 2018 the average is 4,5161, decreasing by 2019 to 4.2222. Although there is a confidence picture, it will have to monitor the next results by the declining trend that is observed.

Is “not applicable” option in Internet Addiction Questionnaire affect its results? An exploration of results using four different methods (Preprint)

2021 ◽  
Author(s):  
PohYing Lim ◽  
Norliza Ahmad ◽  
Rosliza Abdul Manaf ◽  
Thanendran Nair Asokan ◽  
Nor Syasya Dayana Norlen ◽  
...  
Keyword(s):  
Undergraduate Students ◽  
Internet Addiction ◽  
Likert Scale ◽  
Public University ◽  
Health Concern ◽  
Public Health Concern ◽  
Good Reliability ◽  
Significant Public Health Concern ◽  
Significant Public Health ◽  
The Mean

BACKGROUND Internet addiction problem is becoming a significant public health concern nowadays, especially during Covid-19 pandemic. Internet Addiction Test (IAT) is one of the most popular questionnaires for evaluating the internet addiction level. Using the same questionnaire in the similar population, the prevalence of IA was ranging from 28.3% to 66.6% with possibly due to the Likert scale used. Different methods on treating “not applicable” option in the Likert scale used in IAT questionnaire might increase the variability in results, and this might not be aware especially when comparing the results among studies. OBJECTIVE This paper aims to compare the differences of results in terms of total scores and prevalence of IA on using four different methods on dealing with the “not applicable” option on the IAT questionnaire. METHODS A total of 417 undergraduate students were recruited from a public university in Malaysia to fill in the IAT questionnaire with six Likert scale that include the following options from “not applicable”, “rarely”, “occasionally”, “frequently”, “often” and “always”. The total score and prevalence of IA for four different methods (Method 1, Method 2, Method 3 and Method 4) on treating “not applicable” option were be compared. RESULTS Out of 20 questions in IAT questionnaire, there were 11 questions had more than 80% of answer rate but no question with 100% answer rate. Only 17.5% of respondents answered all the questions. The Cronbach alpha test showed that four methods had good reliability value (0.910-0.945). The mean ± standard deviation of total scores of IA for Method 1, Method 2, Method 3 and Method 4 were significantly different, with 49.15±15.60, 40.50±17.50, 44.31±15.11 and 48.15±15.08 respectively (P<0.001). Method 1 had significant highest prevalence of IA (43.4%), followed with Method 4 (40.0%), Method 2 (28.3%) and Method 3 (17.3%) (P<0.001). CONCLUSIONS Four methods on treating the “not applicable” option in the IAT questionnaire showed significant different results, with Method 1 showed significant highest mean total score and prevalence of IA compared to other methods. Researchers are advised to choose an appropriate method on treating the “not applicable” questions, and also be aware of this when comparing the results among different studies.

scholarly journals Affective and social aspects in Distance Education: the interdisciplinarity in focus

2019 ◽  
Vol 7 (6) ◽  
pp. 18-28
Author(s):  
Carla Adriana Barvinski ◽  
Gislaine Rossetti Madureira Ferreira ◽  
Leticia Rocha Machado ◽  
Magali Terezinha Longhi ◽  
Patricia Alejandra Behar
Keyword(s):  
Distance Education ◽  
Undergraduate Students ◽  
Public University ◽  
Virtual Learning Environment ◽  
Pedagogical Practices ◽  
Social Aspects ◽  
Pedagogical Strategies ◽  
The Social ◽  
The Subject ◽  
South Of Brazil

This article presents an analysis of the possible contributions of the affective and social aspects to the development of pedagogical practices in the modality of Distance Education. The interactions of students in a Virtual Learning Environment (VLE) were observed and identified based on the use of specific instruments of affective and social analysis. The aim is to assist the teacher in the development of his pedagogical practices carried out through an VLE. The methodology used was the qualitative developed in a discipline at a public university in the south of Brazil in 2018. Twelve undergraduate students from different undergraduate courses participated in the study. The data were extracted from the Social Map and Affective Map tools available in ROODA VLE, used in the discipline. These tools enable a mapping of the student's affective and social profile, from the productions and interactions of the students in the VLE. The results point to the relevance of the support that the information provided by the maps can provide to the teacher. In this sense, they contribute to the decision of pedagogical practices, since they can corroborate the strategies adopted by the teacher or they can base the (re)orientation of the proposed activities in order to meet the affective and social demands of each student. The data obtained provided, in addition to a more in-depth discussion on the subject, the development of new resources as a system of recommendation of pedagogical strategies based on the social and affective aspects of the student.

Matrix Completions, Moments, and Sums of Hermitian Squares

2011 ◽  
Author(s):  
Mihály Bakonyi ◽  
Hugo J. Woerdeman
Keyword(s):  
Linear Algebra ◽  
Undergraduate Students ◽  
Complex Analysis ◽  
Measure Theory ◽  
Complex Function ◽  
Complex Function Theory ◽  
Extensive Discussion ◽  
The Subject ◽  
Processing Control ◽  
Developing Area

Intensive research in matrix completions, moments, and sums of Hermitian squares has yielded a multitude of results in recent decades. This book provides a comprehensive account of this quickly developing area of mathematics and applications and gives complete proofs of many recently solved problems. With MATLAB codes and more than two hundred exercises, the book is ideal for a special topics course for graduate or advanced undergraduate students in mathematics or engineering, and will also be a valuable resource for researchers. Often driven by questions from signal processing, control theory, and quantum information, the subject of this book has inspired mathematicians from many subdisciplines, including linear algebra, operator theory, measure theory, and complex function theory. In turn, the applications are being pursued by researchers in areas such as electrical engineering, computer science, and physics. The book is self-contained, has many examples, and for the most part requires only a basic background in undergraduate mathematics, primarily linear algebra and some complex analysis. The book also includes an extensive discussion of the literature, with close to six hundred references from books and journals from a wide variety of disciplines.

Differences in Perception of Teaching Leadership between Teachers and Students

2020 ◽  
Author(s):  
Ḥafṣa Azalea Azra
Keyword(s):  
Effective Teaching ◽  
Coastal Area ◽  
Goal Theory ◽  
College Teachers ◽  
Teachers Perceptions ◽  
University Teachers ◽  
Teachers And Students ◽  
Perceptions Of Teaching ◽  
Teaching Leadership

Objective: This paper aims to reveal differences in students’ and teachers’ perception of the latter’s teaching leadership and discusses the characteristics of effective teaching leadership. Method: The current study investigates students’ and teachers’ perceptions of teaching leadership through questionnaires, divides their perceptive differences into three categories, and compiles interview outlines based on Baker’s Path-Goal theory. These three categories of teachers were selected, resulting in a sample of twenty-five college teachers from China’s coastal area, who were then interviewed in depth. Results: College teachers and students had different perceptions of teaching leaderships, with the most common being students having low evaluations and teachers having high self-evaluations. Six main characteristics of effective teaching leadership of university teachers are summarized from the coding analysis of interview results.

The Four Branches of the Mabinogi, ed. and trans. by Matthieu Boyd, with the modernization assistance of Stacie Lents. Peterborough, Ont.: Broadview Press, 2017, 119 pp., 5 b/w ill, 1 map.

Mediaevistik ◽  
2018 ◽  
Vol 31 (1) ◽  
pp. 401-401
Author(s):  
Albrecht Classen
Keyword(s):  
Undergraduate Students ◽  
Twelfth Century ◽  
English Translation ◽  
English Version ◽  
Personal Names ◽  
University Teachers ◽  
Link Type ◽  
Welsh Literature

Welsh medievalists have long recognized the canonical quality of The Four Branches of the Mabinogi (late eleventh or early twelfth century), resulting in a long series of editions and translations. William Owen Pughe was the first to offer a modern English translation in 1795. The <?page nr="402"?>recent translation by Will Parker (2005) is available now online at: <ext-link ext-link-type="uri" xlink:href="http://www.mabinogi.net/translations.htm">http://www.mabinogi.net/translations.htm</ext-link>, and I suspect that many university teachers happily rely on this one because of its easy accessibility and clarity of the English version. Now, Matthieu Boyd, who teaches at Fairleigh Dickinson University (Florham Campus, Madison, MD), offers a new rendering, which is specifically targeting undergraduate students. This explains his strategy to modernize the medieval Welsh as much as possible, and to turn this marvelous text into an enjoyable read even for contemporary students, without moving too far away from the original. This modernization was carried out with the assistance of his colleague, the playwright Stacie Lents. This entails, for instance, that even some of the medieval names are adapted. Many times the conservative reader might feel uncomfortable when words and phrases such as “to shit,” “to egg on,” “to nip at the heels,” or “Manawydan & Co” (60–61) appear. The adaptation of personal names is not carried out systematically, but the overall impression of this translation is certainly positive, making the study of this masterpiece of medieval Welsh literature to a real pleasure.

IMPLEMENTASI MODEL PEMBELAJARAN PENDIDIKAN AGAMA ISLAM DENGAN PENDEKATAN KONTEKSTUAL SEBAGAI UPAYA MENINGKATKAN KUALITAS PEMBELAJARAN DI SMP NEGERI 13 KOTA MALANG

2014 ◽  
Vol 5 (1) ◽  
Author(s):  
Romlah .
Keyword(s):  
Effective Teaching ◽  
Learning Process ◽  
Teaching And Learning ◽  
Instructional Material ◽  
Lesson Plan ◽  
Teaching Model ◽  
Traditional Teaching ◽  
Review Time ◽  
The Subject ◽  
Effective Teaching And Learning

IMPLEMENTASI MODEL PEMBELAJARANPENDIDIKAN AGAMA ISLAM DENGAN PENDEKATANKONTEKSTUAL SEBAGAI UPAYA MENINGKATKAN KUALITASPEMBELAJARAN DI SMP NEGERI 13 KOTA MALANGOleh :Romlah *)Fakultas Agama Islam UMMABSTRACTIslamic Education teaching and learning process considerably applied traditional teaching modelsresulting low student’s interest in the subject. It influenced the internalization of Islamic Educationvalues to students. According to the above background, contextual approach was assumed to create amore meaningful and effective teaching and learning process. The study revealed that most teachersdeveloped instructional material merely based on Teacher Association for Islamic EducationReference, a discrepancy between lesson plan and the implementation was found due to insufficienttime and too-much material, and a problem in applying various methods was found due to student’sbasic competence diversity ranging from the 75-80% to 20-25% mastery creating less conduciveatmosphere for effective teaching and learning process. Accordingly, Islamic Education teachersneeded to review the previous materials using questioning technique and point particular students toanswer the questions during the review time to attract more attention.Keywords: Implementation of IslamicEducation Teaching Model, ContextualApproach, Improving the Teaching andLearning Process

501 Creating a Virtual Burn Camp Experience: Growth, Hope, Dream, Inspire

2021 ◽  
Vol 42 (Supplement_1) ◽  
pp. S97-S98
Author(s):  
Trudy Boulter ◽  
Nichole F Mayer ◽  
Kerry Mikolaj ◽  
Tim Schuetz
Keyword(s):  
Staff Training ◽  
Burn Injury ◽  
Leadership Team ◽  
Online Application ◽  
Group Activities ◽  
Supportive Environment ◽  
Shared Experiences ◽  
Day Of The Week ◽  
Community Growth ◽  
Virtual Platform

Abstract Introduction Our Burn Camps program has a suite of well-established residential programs. In 2020 we were forced to pivot to a virtual platform. Our goal was to uphold our mission; “to provide children who have sustained a burn injury and their families healing opportunities by offering inspiration, rehabilitation and shared experiences in a safe, nurturing and supportive environment.” Our theme “Always Together” utilized the following program pillars: creating community, growth, inspire, dream and hope. Methods Recruitment Campers/Counselors: The 2018–2020 campers were contacted providing virtual camp logistics and application information. Our best counselors returned as our 2020 staff. We built the same cabin groups as 2019. Staffing Camp leadership team and 2 Psychologists Platform The conference center provided ZOOM access for planning meetings and staff training. Four Zoom accounts were used to manage 8 cabin groups. Application A new online application was developed including the following questions: Coping with the pandemic, current social justice issues and access to technology. Schedule The schedule included 4 live meetings per day for 5 days. We included the anchors of camp: morning exercise, crafts, talent show, banquet, and play day. “Camp in a Box”: 125 boxes were designed and sent to campers, staff and donors. Boxes included envelopes for each day of the week, with content specific for each cabin. Results We had 62 campers registered for camp and 35 staff from across the country. Our “Camp in a Box” was successfully sent to 62 campers, 35 staff and 25 donors. We had four Zoom accounts. Each account was managed by a member of the leadership team. There was one primary Zoom account that hosted the large group activities for consistency. Each live activity that was offered was attended by 40–70 participants. Our Zoom calls were a mix of live and prerecorded videos. Counselors filled out a staff survey at the end of each evening allowing the leadership team feedback about the day’s activities and any camper concerns. Conclusions During a time when connection is so important, our community rose to the challenge and supported our campers. We were able to show that burn camp lives inside each of us no matter the location. Our campers and their families were engaged throughout the week and grateful for the opportunity. We learned a lot about running a virtual program and hope to use these concepts even when the pandemic is over.

Teaching Literature among Pre-Service Teachers: Challenges and Solutions

2021 ◽  
Vol 8 (1) ◽  
pp. 95-103
Author(s):  
Ain Suraya Harun ◽  
Norhanim Abdul Samat
Keyword(s):  
Time Management ◽  
Public University ◽  
Mixed Method Research ◽  
Structured Interviews ◽  
Teaching Techniques ◽  
Literature Teaching ◽  
Teaching Literature ◽  
Teacher Trainees ◽  
The Subject ◽  
The University

Teacher trainees should be prepared to teach and exposed to the approaches, models, and techniques of literature teaching. Being ready can also boost their confidence to teach literature so that the lessons can be delivered smoothly.  These teachers are so new to teaching that they might face difficulties when teaching English, specifically literature. There are teaching techniques, strategies and approaches that those pre-service teachers can investigate to understand better how to apply in their teaching. Additionally, their lack of exposure towards literature teaching can also affect the performance of teaching. This paper seeks to investigate pre-service teachers’ readiness to teach literature in schools and the challenges faced by them while teaching literature. It also attempts to offer suggestions to improve better literature teaching. This mixed method research study used questionnaires distributed to 22 TESL pre-service teachers from a public university in Johor. Additionally, semi-structured interviews were conducted with two lecturers who have vast experiences in supervising pre-service teachers at schools. Results show that a majority of fourth year TESL students are ready to teach literature with the training and courses provided by the university. Also, among the challenges that they faced are time management and their students’ feelings on the subject. This study hopes to provide insights to training teachers on literature teaching.

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