scholarly journals FACTORS GENERATORS OF MOTIVATION AND DEMOTIVATION IN THE UNDERGRADUATES OF CHEMISTRY OF A PUBLIC UNIVERSITY IN THE BRAZILIAN NORTHEAST

2018 ◽  
Vol 15 (30) ◽  
pp. 35-47
Author(s):  
M. S. S. JULIAO ◽  
I. C. A. DA COSTA ◽  
A. C. S. BEZERRA
Keyword(s):  
Teaching And Learning ◽  
Academic Motivation ◽  
Public University ◽  
Bachelor's Degree ◽  
Academic Motivation Scale ◽  
The Family ◽  
Teachers And Students ◽  
Brazilian Northeast ◽  
The University ◽  
Educational Field

The study of motivation and demotivation in the educational field has contributed greatly in the process of teaching and learning, identifying the points that require attention and study by the family, schools, teachers and students. An approach that studies this continuum is the Theory of Self-Determination, which together with the Academic Motivation Scale understands that men are moved by the satisfaction of basic needs. The importance of this issue has generated interest in developing this work that aims to identify and analyze the factors that motivate and demotivate students during graduation and measure the degree of motivation and demotivation. The survey was conducted through a questionnaire administered to 165 (50%) of the students enrolled in the Bachelor's Degree in Chemistry in the first half of 2017. From the analysis of students' responses, they feel motivated especially by free education and achievement of a diploma. The most cited demotivation factors are: precariousness of the transportation means to the university, influences of self-charging and family pressure. With the results we can say that despite the negatives, students consider themselves motivated to seek development and improvements to their professional and personal.

scholarly journals AN INVESTIGATION OF CELL PHONE USES IN THE EDUCATIONAL ACTIVITIES AT THE UNIVERSITY LEVEL

2021 ◽  
Vol 03 (02) ◽  
pp. 73-81
Author(s):  
Maksal Minaz ◽  
◽  
Ghazala Naheed Baig ◽  
Azmat Ali Shah ◽  
◽  
...  
Keyword(s):  
Cell Phone ◽  
Teaching And Learning ◽  
Theoretical Background ◽  
Professional Standards ◽  
Educational Activities ◽  
Positive Effects ◽  
Descriptive Research ◽  
Teachers And Students ◽  
A Cell ◽  
The University

The study investigated the uses of a cell phone in educational activities of students at a higher level. The recommendation of National Professional Standards on the use of ICT in education provides a strong theoretical background for the study. The objectives of the study focused on the investigation of the perception of teachers and students regarding the uses of the cell phone in educational activities and effective communication between students and teachers for educational progress. Adopting a descriptive research design, a survey was carried out to investigate one hundred respondents by using a self-developed questionnaire. The collected data was analyzed through percentage and findings were tabulated consequently which show that majority of respondent uses a cell phone for instructive activities and having positive effects on students’ educational performances. Furthermore, the uses of a cell phone in educational activities facilitate teachers and students at the same level in organizing their teaching and learning activities. Keywords: Cell phone, Students’ National Professional Standards, Instructional Activities, etc

scholarly journals Explorations of Beliefs about EFL Teachers’ Roles from Both Teachers’ and Students’ Perspectives through Metaphor Analysis

2020 ◽  
Vol 16 (29) ◽  
Author(s):  
Sharihan Shawkat Azeez
Keyword(s):  
Teaching And Learning ◽  
English Teachers ◽  
Sentence Completion ◽  
Teachers Perceptions ◽  
Teachers Experiences ◽  
Teachers Beliefs ◽  
Efl Teachers ◽  
Teachers And Students ◽  
The University

Metaphor acts as a window into comprehending teachers’ experiences through providing insights into complex concepts of teaching and learning. As a result, it plays a crucial role in exploring beliefs about teachers’ roles in the teaching and learning process. To elicit ideas and beliefs which both teachers and students held about the role of English teachers, questionnaires were given to 30 teachers and 85 students in the University of Duhok, English Department. The questionnaire asked the subjects to provide their beliefs about English teachers’ roles by using a sentence completion task “An English teacher is…. because….”. Eight conceptual categories are introduced from the linguistic metaphors and example metaphors for each category are given in the results tables. The eight conceptual categories include: teacher as devotee, teacher as nurturer, teachers as provider / source of knowledge, teacher as cultural transmitter, teacher as authority, teacher as guider, teacher as a friend, and teacher as a nice beautiful soul. All participants expressed the same conceptual categories, but still they use different metaphors to express their views. An interesting feature of these results is that there are some parallel and overlaps of metaphors among different subjects. The findings of this study suggested subtle differences between students’ and teachers’ beliefs. This study will benefit teachers, curriculum designers, and researchers. Researchers may carry out comprehensive studies using metaphor as an investigating tool to better understand both students and teachers’ perceptions of the teachers’ roles. The results will help develop comprehensive and inclusive methods of teaching. Larger samples with variables such as gender, age, different locations, and proficiency of participants should be taken into consideration during future studies.

scholarly journals Analysing the Situation of ESL Teaching and Learning in Large University Classes in Pakistan

2020 ◽  
Vol 10 (5) ◽  
pp. 250
Author(s):  
Abdul Hameed Panhwar ◽  
Shah Nawaz Barich ◽  
Syed Khuram Shahzad
Keyword(s):  
Undergraduate Students ◽  
Teaching And Learning ◽  
English Language ◽  
Esl Teachers ◽  
Large Classes ◽  
Language Support ◽  
Teacher Student ◽  
Large Size ◽  
Teachers And Students ◽  
The University

The present study is based on a chapter of the PhD project conducted by the main researcher. It aims to explore the ESL teaching and learning practices in a Pakistani university by focusing on difficulties perceived and confronted by learners and teachers, and solutions suggested by them. One of the most significant issues at the university is large classes-exceeding to 100 and more students on average. The main researcher, being an ESL teacher at the target university, faced the same problem of large size and found it difficult to teach these classes. He embarked on analysing the situation so that he might come across some solutions through the suggestions and experiences of the ESL teachers and students of the same university. The design of the study is descriptive and the results of the present study come from the quantitative data collected through student and teacher questionnaires. The Student-participants were 300 undergraduate students from various major subjects attending English language support classes and 22 ESL teachers teaching these English language support classes at different institutes of the university. The data were analysed descriptively and presented with help of the boxplots. The views, commonly held by teachers are supported by the study’s findings i.e., large classes are likely to endorse teacher-centred approaches of teaching; very little significant student-student and teacher-student interaction is practised because of the inadequate physical environment; majority of learners remain off-task and appear to be unruly and they are given little, if any, feedback on their in-class and home tasks. Conversely, many teachers and learners reported that the adoption of group/pair work is likely to be an effective technique to use in these classes. Albeit a few teachers revealed having adopted group work infrequently, none used it all the time.

scholarly journals From Banking Model to Critical Pedagogy: Challenges and Constraints in the University Classrooms

2020 ◽  
Vol 3 (1) ◽  
pp. 25-44
Author(s):  
Sadia Kalsoom ◽  
Nazia Kalsoom ◽  
Rafia Javaid Mallick
Keyword(s):  
Critical Pedagogy ◽  
Teaching And Learning ◽  
Small Scale ◽  
Cluster Sampling ◽  
Student Interest ◽  
University Teachers ◽  
Mixed Methods Case Study ◽  
Teaching And Learning Environment ◽  
Teachers And Students ◽  
The University

Critical pedagogy, contrary to the banking concept of education, seeks to empower learners to think critically to transform their living conditions. This mixed-methods case study aims at exploring the actual teaching practices of the university teachers in order to demystify the challenges and constraints impeding the implementation of critical pedagogy in the universities of Punjab, Pakistan. Women University in Multan was the selected case and exploratory sequential design the method selected for this study. The researchers personally collected data using a small-scale survey with 100 students using cluster sampling, and in-depth interviews with ten teachers purposively selected from various departments of the university, ensuring equal representation. The study concluded that large class size, lack of needed resources and trained personnel, lengthy and fixed syllabus, and lack of student interest and motivation were the reasons for continuing with the 'banking method.' Based on the findings, the researchers recommend that for the critical pedagogy to take root in Pakistan, the teachers and students should be cognizant of the utility of critical pedagogy, and adequate resources must supplant the teaching and learning environment to enjoy best outcomes.

Content, Positives, and Controversies of Academic Empathy and Motivation

2017 ◽  
Vol 4 (7) ◽  
pp. 58-73
Author(s):  
Martina Blaskova ◽  
Kristina Polackova ◽  
Rudolf Blaskova
Keyword(s):  
Social Relations ◽  
Academic Motivation ◽  
Role Model ◽  
Slovak Republic ◽  
Management Systems ◽  
Relational Competence ◽  
The Future ◽  
Study Programs ◽  
Teachers And Students ◽  
The University

Greatness of current universities faces many difficulties and the complexity of dynamics typical by tremendous acceleration of social relations and ties. If academics and scientists want to help students and younger colleagues to handle the complexity and tempo of requirements arisen by a study and work at (least nationally) prestigious universities, empathy is a must. Empathy is a phenomenon with many meanings and contents. There exists a clash of empathy on the part of teachers, but at the same time, on the part of students in the academic practice. Despite the fact that empathy as a socio-relational competence and basis of commitment and facilitative processes help to understand and find the key to the heart and intellect of other individuals (students), it absorbs a lot of energy. This is often reflected in the fatigue, mood swings, and nervousness of the university teacher. This ‘imperfection of empathy’ in turn may lead to the situation that students begin to perceive the teacher as erratic and his or her behavior as controversial: once empathetic and full of involvement, and sometimes as cold and even aggressive. Assuming that the teacher serves as a role model for his or her students, teacher’s empathy is a model for the future (feed-backing) empathy of students towards the other teachers, classmates, and later also to the future colleagues at work. Therefore, on the basis of the analysis, comparison, generalization and synthesis of different views in the theoretical part, methodological part of the paper presents the results of a sociological questioning conducted on a sample of 300 students of University of Zilina, Slovak Republic. Students’ expressions on the positive evaluation of teacher’s empathy versus the negative assessment of teacher’s moodiness and nervousness in relation to the students are compared. Deeper comparison of the expressions of students at two absolutely different study programs: Management (150 students) versus Informatics (150 students) and results of a subsequent qualitative questioning focused directly to the area of empathy (on the sample of 40 students) are interesting too. Divergence of opinions, relating these ones to the linked foreign surveys and drawing relevant conclusions are completed by a set of proposed recommendations. These recommendations have the ambition to improve the management systems of universities and provide suggestions that could help the teachers and students when harmonizing their mutual expectations and reinforcing existing academic motivation. Keywords: content; positives; academic empathy ; motivation

Technology Tips: Ferrari's Method and Technology

2005 ◽  
Vol 99 (1) ◽  
pp. 68-70
Keyword(s):  
Content Knowledge ◽  
Teaching And Learning ◽  
Inservice Teachers ◽  
Appropriate Use ◽  
Pedagogical Content ◽  
Technology Application ◽  
Use Of Technology ◽  
Teachers And Students ◽  
K 12 ◽  
The University

Welcome to another year of “Technology Tips.” I, Suzanne Harper, will be the primary editor for the 2005–2006 column issues, and it is my pleasure to introduce this year's new co-editor, Shannon Driskell. Shannon teaches undergraduate and graduate mathematics content courses at the University of Dayton in Ohio. Her main interests include the appropriate use of technology in K–12 mathematics, preservice and inservice teachers' pedagogical content knowledge, and the teaching and learning of geometry. We are always looking for new and interesting ways for teachers and students to use technology effectively. If you have a tip that can help other teachers learn how to use a technology application in the classroom, please send ideas to my contact address. I also would like to take the time to thank Hollylynne Stohl Lee for her amazing dedication and guidance as editor of the column last year.

scholarly journals Socioformation and the Formative Evaluation in Engineering

2018 ◽  
Vol 10 (1) ◽  
pp. 210
Author(s):  
Maria de Lourdes RODRIGUEZ ◽  
Juan Salvador NAMBO DE LOS SANTOS ◽  
Jesús RODRÍGUEZ BUENDÍA
Keyword(s):  
Academic Performance ◽  
Teaching And Learning ◽  
Formative Evaluation ◽  
Collaborative Work ◽  
Qualitative Investigation ◽  
Integral Calculus ◽  
Educational Models ◽  
Teachers And Students ◽  
University Level ◽  
The University

The society demands nowadays that the educational models of the institutions at the university level focus in an integral formation developing knowledge, skills and competences. Nevertheless, the systems of evaluation are not necessarily according to the requirements and methods of teaching and learning in the classroom. This investigation describes the effect of implementing a checklist as a medium so that the student acquires knowledge and gives feedback on the process of teaching and learning, promoting the integral formation. The checklist was designed under the socioformative approach and was used as a mean for the formative evaluation and shared during a course of differential and integral calculus. The qualitative investigation of analytical and descriptive type was based on the action-investigation, with students of the Career of Engineering on Communications and Electronics of Instituto Politécnico Nacional. Among the obtained results, it turns out that the students had a better academic performance and a change of attitude towards the learning of the mathematics in engineering, because they can take the control and the regulation of it. Concluding, we can say that the instruments of evaluation constructed under the socioformative approach promote the formative and participative evaluation and are a good way to improve the academic performance of the student and to develop competences like the collaborative work, the resolution of problems and the autonomy in the learning. It becomes necessary to continue the research regarding the design of instruments of formative evaluation as a didactic medium and the roles that the teachers and students must follow in order to promote an integral formation from the socioformative approach.

scholarly journals Appropriate and relevant humour in the university classroom: insights from teachers and students

2020 ◽  
Vol 7 (4) ◽  
Author(s):  
Farhana Abu Bakar
Keyword(s):  
Teaching And Learning ◽  
University Teaching ◽  
Teachers Perceptions ◽  
Learning Content ◽  
Daily Experiences ◽  
Award Winning ◽  
Teachers And Students ◽  
The University

When used for the purpose of teaching and learning, humour must be relevant and appropriate to the context. However, what constitutes appropriate and relevant humour is unclear. Past studies have focussed mostly on classifying appropriate and relevant types of humour. Additionally, students’ and teachers’ perceptions of what constitutes appropriate and relevant humour are likely to differ, meaning that the effectiveness of teachers’ humour use may vary depending on the context. With this in mind, it is important to consider teachers’ and students’ perceptions of the appropriateness and relevance of humour. For this paper, five award-winning teachers and 10 students were interviewed regarding their perceptions and experiences of the use of humour in university teaching. Four themes were identified that relate to teachers’ and students’ perceptions regarding the appropriateness of humour: Appropriate humour is relevant humour; Appropriate humour happens at a suitable time and in a suitable manner; Appropriate humour enhances teachers’ credibility; and Inappropriate humour is disrespectful humour. Three themes were identified related to the relevance of humour: Relevant humour is related to the learning content; Relevant humour is related to daily experiences in life; and Irrelevant humour is humour that students do not understand. On the basis of this study, this paper offers pedagogical suggestions for teachers who wish to use humour effectively by taking into consideration what humour is considered appropriate/inappropriate and relevant/irrelevant.

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.

scholarly journals Dilemas do trabalho pedagógico: da iniciação ao projeto de arquitetura

2019 ◽  
Vol 88 (220) ◽  
Author(s):  
Jaime Almeida
Keyword(s):  
Teaching And Learning ◽  
Architectural Design ◽  
Social Space ◽  
Teaching Method ◽  
The Other ◽  
Geometric Form ◽  
First Semester ◽  
The Arts ◽  
Teachers And Students ◽  
The University

Trata-se de análise do trabalho pedagógico da iniciação ao projeto de arquitetura nas escolas de arquitetura e urbanismo de universidades federais – o principal exemplo é a disciplina de primeiro semestre do tronco de projeto da Faculdade de Arquitetura e Urbanismo da Universidade de Brasília (FAUUnB). Visa caracterizar os dilemas ou as contradições desse trabalho pedagógico e dar indicações para o seu equacionamento. Percebe-se que tais dilemas surgem de uma compreensão restrita da arquitetura como forma e expressão subjetiva dos agentes envolvidos naquela prática(professor e estudante) e, também, da ausência de uma teoria do espaço social. Essa pedagogia tende a ser passiva, em contrapartida sugerem-se ações pedagógicas para potencializar a capacidade sensitivo-motora e reflexiva dos estudantes no projeto arquitetônico e, também, incorporar a arte como método de ação, a crítica e a participação de agentes como especialistas e "usuários". Palavras-chave: prática pedagógica; ensino de projeto; espaço; projeto e abstração. Abstract The analysis focuses on the pedagogical aspects of the teaching and learning of the architectural design, particularly in the first semester, when students begin to learn the architectural design. The main analysis is the Faculty of Architecture and Urban Planning of the University of Brasília whose target is to point out the dilemmas or problems of that work aiming new ways of dealing with them. The key problem of that approach is the limited architectural practices, which consider architecture as a geometric form (the envelope of the building) and, also, its teaching method. However, the teacher believes that architectural design is an expression of the subjectivity of those agents involved in that process(teachers and students). There is no consideration on the other aspects involved in that work particularly in social space. This is called passive pedagogic. We think that architecture schools can be improved by involving in such process of teaching and learning the arts as an action method, the critics, specialists and users. Keywords: pedagogical work; space; architectural design teaching; project and abstraction.

Sign in / Sign up

Export Citation Format

Share Document