The effect of practicing simulation teaching method in teaching revolution history and Kemalism lesson on student success

Servet Hali

doi:10.7813/2075-4124.2017/9-1/b.1

History teaching based on the fundamental sources of Turkish cultureTürk kültürünün temel kaynaklarına dayalı tarih öğretimi

Journal of Human Sciences ◽

10.14687/jhs.v13i3.4255 ◽

2016 ◽

Vol 13 (3) ◽

pp. 5772

Author(s):

Servet Hali ◽

Yavuz Bolat

Keyword(s):

Student Success ◽

Reading Skills ◽

Teaching Method ◽

Primary Sources ◽

Control Group ◽

Significant Difference ◽

Turkish Culture ◽

Post Test ◽

Quasi Experimental ◽

And Control

The main points in reading education read it to understand. Learning happen in case of no meaningful reading is not possible. History lesson of reading skills must be improved in order to achieve success. The purpose of this study Turkish culture is the history lessons to improve reading comprehension skills by utilizing the basic resources. History of reading skills form the basis of the course is to provide education and training in the use effectively. In doing so our main source read in the past is to try to learn in light of our own resources. Pretest-posttest control group quasi-experimental research model is used in this study because of the purpose of evaluating the effect of teaching method based on the primary sources of Turkish culture on student success. In this study, the teaching based on the primary sources of Turkish culture is used as the independent variable, student success is used as dependent variable. Pretest and post test results applying the experimental and control groups were obtained. The experimental group subjects Kutadgu Bilig according to the results of teaching with the reading of selected sections has been found to be a significant difference in the final test. ÖzetEğitim-öğretimde en temel husus okuma, okuduğunu anlamadır. Anlamlı bir okuma yapılmadığı takdirde öğrenmenin gerçekleşmesi mümkün değildir. Tarih derslerinde başarı elde edebilmek için okuma becerisinin geliştirilmiş olması gerekir. Bu çalışmanın amacı; tarih derslerinde Türk kültürünün temel kaynaklarından yararlanarak okuma-anlama becerilerini geliştirmektir. Eğitim-öğretimin temelini oluşturan okuma becerisinin tarih derslerinde etkili bir şekilde kullanılmasını sağlamaktır. Bunu gerçekleştirirken de temel kaynaklarımızın okunmasını, geçmişi kendi kaynaklarımızın ışığında öğrenmeye çalışmaktadır. Bu araştırmada, Türk Kültürünün temel kaynaklarına dayalı öğretim yönteminin öğrenci başarısına etkisinin incelenmesi amaçlandığı için ön test-son test kontrol gruplu yarı deneysel araştırma modeli kullanılmıştır. Araştırmada, Türk kültürünün temel kaynaklarına dayalı öğretim bağımsız değişken, öğrenci başarısı bağımlı değişken olarak kullanılmıştır. Deney ve kontrol gruplarına ön test ve son test uygulanarak bazı bulgular elde edilmiştir. Deney grubuna Kutadgu Bilig’den ders konusuna uygun olarak seçilen bölümlerin okunması ile gerçekleştirilen öğretim sonucu son testte anlamlı bir farklılık olduğu tespit edilmiştir.

Download Full-text

Challenges in Teaching Applied Thermodynamics

Volume 9: Engineering Education and Professional Development ◽

10.1115/imece2008-68121 ◽

2008 ◽

Author(s):

Amir Karimi

Keyword(s):

Student Success ◽

Mechanical Engineering ◽

Teaching Method ◽

Student Assessment ◽

Background Knowledge ◽

Engineering Programs ◽

Introductory Course ◽

Assessment Results

Most Mechanical Engineering programs offer a course in applied thermodynamics either as a requirement or as an elective for an undergraduate degree. Student success in this course depends on their preparation on fundamental concepts gained in an introductory course in thermodynamics. The divide in background knowledge among students creates a challenge for an instructor teaching the applied thermodynamics course. This paper explains how students’ background knowledge of the fundamental concepts is evaluated at the beginning of the semester. It provides a description of an approach adapted in teaching the course in order to close the gap in background knowledge among students. Through assessment results, this paper demonstrates how the adapted teaching method has improved student success. Other challenges for instruction and student assessment are discussed in this paper.

Download Full-text

Effective Practices of Succesful Blended Learning Schools

Frontiers in Education Technology ◽

10.22158/fet.v2n2p88 ◽

2019 ◽

Vol 2 (2) ◽

pp. 88

Author(s):

Anne Mathews ◽

Cheryl Ward

Keyword(s):

Student Success ◽

Blended Learning ◽

Teaching Method ◽

The United States ◽

Student Needs ◽

California Department ◽

Face To Face ◽

Learning Programs ◽

Individual Success ◽

Learning Schools

Blended learning is a teaching technique utilizing face-to-face teaching and online or technology-based practice in which the learner has the ability to exert control over the pace, place, path, or time of learning. Schools that employ this teaching method often demonstrate larger gains than traditional programs due to their increased ability to differentiate and quickly assess student learning. This study sought to determine ways blended-learning models contribute to student success, how blended-learning schools are measuring student success, and how administrators are supporting teachers in their use of blended techniques.In this mixed-methods study, survey data were collected from 230 teachers and 43 administrators in blended-learning programs. Interviews were conducted with teachers and administrators at two school sites in the Southwestern most region of the United States, along with classroom observations and reviews of participating schools’ Local Control Accountability Plans (California Department of Education, 2017) and mission statements. Results yielded five consistent themes: an understanding of student needs to drive individualized instruction, varied and individual success criteria, strong relationships with students tied to decision-making that fosters individual achievement, student needs as a driving force behind the development of school programs, and an increased level of student choice to combat low motivation.

Download Full-text

An Investigation of Computer-Aided Teaching Method on the Student Success for ‘Light’ Unit in the 7th Grade Science and Technology Course and Determination of Student Views on the Method

Kafkas Universitesi Sosyal Bilimler Enstitüsü Dergisi ◽

10.9775/kausbed.2018.010 ◽

2018 ◽

Author(s):

Sedat MOR ◽

Uğur AKBABA

Keyword(s):

Student Success ◽

Teaching Method ◽

Science And Technology ◽

Student Views ◽

Computer Aided ◽

Technology Course

Download Full-text

Assessment for Student Success: Delivering High-Quality Modules and Improving Educational Methods in Civil Engineering Program

Journal of Educational and Social Research ◽

10.36941/jesr-2021-0044 ◽

2021 ◽

Vol 11 (2) ◽

pp. 251

Author(s):

Eyad Abushandi

Keyword(s):

Linear Regression ◽

Student Success ◽

Multiple Linear Regression ◽

Support Services ◽

Student Support Services ◽

Civil Engineering ◽

Teaching Method ◽

Student Support ◽

Educational Process ◽

Overall Evaluation

There are many internal and external factors influence student success such as optimization of student support services, campus resources, teaching methods and learning outcomes achievement, and many others. Understanding student success due to the global declining quality of undergraduate engineering students is very demanding. Post training or re-educating graduates is expensive and time consuming and can be prevented by if structured educational process took a place. The aims of this study were to identify student’s success related factors and assess how a new teaching method will impact student success. Assessment of student success within civil engineering major was analyzed. After conducting the teaching method, a structured reflective questionnaire was carried out among 50 students targeting two modules namely traffic and transportation engineering from level three, and introduction to structural analysis and design from level two. Students’ satisfaction and teaching method effectiveness emerged as significant indictors of student success. Statistical analysis was performed to evaluate student responses. Person correlation and Multiple Linear Regression were used to test and predict the relationships between the variables mainly gender, teaching method effectiveness, and overall evaluation. Gender plays a moderate to strong role in the response for method effectiveness indicator and overall evaluation indicators. The performance of Multiple Linear Regression was exceptionally well with very low average relative error (5%). Students are more likely to be engaged onsite rather than online to adjust their need and trigger academic support. Improving student support services, student’s engagement, and update module materials to be more problem based are recommended to ensure students success. In addition, proper student’s feedback analysis, formative and summative assessments were primary tools to improve teaching practices. Received: 26 November 2020 / Accepted: 27 January 2021 / Published: 5 March 2021

Download Full-text