scholarly journals Creating Effective Teaching and Learning in the Classroom through Problem Based Teaching Method (PBTM): Guidance for Accounting Teachers in the Developing Countries

2021 ◽  
pp. 103-112
Author(s):  
Jacinta Ifeoma Obidile
Keyword(s):  
Academic Performance ◽  
Effective Teaching ◽  
Teaching Methods ◽  
Social Learning Theory ◽  
Teaching And Learning ◽  
Research Study ◽  
Teaching Method ◽  
Knowledge Retention ◽  
Student Centered ◽  
Effective Teaching And Learning

Problem-based teaching method (PBTM), which is one of the student-centered teaching methods, has been found by scholars as an effective teaching method that enhances students’ academic performance and knowledge retention in the teaching and learning of several subjects, including accounting. But, no known study has simplified PBTM processes for use in the classrooms in the teaching and learning of accounting. This seems to have made its application in the teaching and learning of accounting at tertiary and basic/postbasic levels difficult. This study, therefore, has simplified the Problem-based teaching method (PBTM) for use in the teaching and learning of accounting at basic/postbasic and tertiary levels in the education sector in Nigeria. This research study was considered because of the environment where the teaching and learning of accounting usually take place in the nation. The study anchors on Social learning theory, which states that, as learners actively participate in the classroom work through problem-solving, advancement in knowledge occurs. The study concludes that accounting could be taught effectively at any education level in Nigeria using this simplified PBTM to enhance students’ academic performance and knowledge retention.

scholarly journals TEACHERS’ TEACHING METHODS AND STUDENTS’ ACADEMIC PERFORMANCES IN IBARAPA EAST LOCAL GOVERNMENT AREA SECONDARY SCHOOLS

2015 ◽  
pp. 15-28
Author(s):  
Oke Abiodun
Keyword(s):  
Local Government ◽  
Secondary Schools ◽  
Effective Teaching ◽  
Teaching Methods ◽  
Teaching Method ◽  
Local Government Area ◽  
Learning Needs ◽  
Student Centered ◽  
Differential Relationship ◽  
Teacher Centered

This study was to investigate the differential relationship between teaching methods and students’ academic performances in Ibarapa East Local Government area Secondary schools. A sample of 100 students drawn from the Sciences, Commercial and Arts departments of all the secondary schools in the local government area were used for the study. Using the inferential statistics, students’ assessment test scores were derived from the internal class test prepared by some Measurement and Evaluation teachers. The differential relationship of the three major teaching methods on students’ academic performances was analysed using the General Linear Model based univariate ANOVA technique. The F(2, 107) statistic (= 10.13; p < 0.05 level of significance) and the Tukey HSD post-hoc results indicate that there is significant differences in the relationship between the three teaching methods and students’ academic performances. The mean scores results demonstrate that teacher-students interactive method was the most effective teaching method, followed by student-centered method while the teacher-centered approach was the least effective teaching method. Among the recommendations suggested were: New approaches to teaching – learning processes which connect to the learning needs of students should be put in place in order to reduce the menace of students performing poorly in school and eventually dropping out of studies. Student-centered learning environment should be encouraged in our secondary schools because it produces higher-level learning outcomes more efficiently than a traditional teacher-centered environment. There should be no bias in the selection of teaching methods by teachers in areas in which they possess exclusive monopoly knowledge to improve students’ academic performances in our secondary schools. Teachers should create an atmosphere conducive for learning in order to enhance the development of students’ learning experiences.

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

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