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Fenyi, Kojo, Enoch Mensah Awukuvi, John Andoh, and Francis K. Pere. "Language Policy vrs Language Reality in the Ghanaian Classroom: A Study of Colleges of Education." EduLine: Journal of Education and Learning Innovation 1, no. 1 (2021): 34–51. http://dx.doi.org/10.35877/454ri.eduline391.
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This descriptive qualitative study attempted to understand, explore and report the occasions and reasons for which a tutor or a student would use the native language in the second language classroom in a national language policy context, like Ghana, where such practice is disallowed. To use the L1 in the L2 classroom or not has been an ongoing debate in Applied Linguistics and Teaching English as Second/Foreign Language (TESL/TESOL, TEFL), in that, while a group insists on a strict monolingual English-only ESL classroom, another group thinks a reasonable quantity of L1 and appropriate use of same in the ESL classroom could actually facilitate the teaching and learning of English. Data collection instruments were participant observation and semi-structured interviews. Participants were 13 language tutors and 53 second-year language specialism students, all from four Colleges of Education, and selected through purposive sampling. Results revealed that L1 is used as functional strategy in the L2 classroom, and serves various reasons; empathy, classroom management, identity, lack of comprehension, nurturing bilingualism. It is recommended, therefore, that, the national language policy of Ghana which limits the language of classroom instruction to English be made lax enough to allow for some appreciable amount of the L1 to aid ‘understanding’, which is the bedrock of education.
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Pajibo, PhD, Edison Dehley. "Factors Influencing the Utilization of Instructional Time in Technical Universities in Ghana: Implications for Adult Learning." World Journal of Education and Humanities 1, no. 1 (2019): p23. http://dx.doi.org/10.22158/wjeh.v1n1p23.
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The primary intent of this study was to investigate factors that influence the utilization of instructional time in public technical universities in Ghana. The study was essentially a mixed method where descriptive survey was used. The target population was made up of classroom lecturers and heads of departments in Technical Universities in Ghana. Out of 10 public technical universities, 5 were selected. A sample size of 168 comprising 154 lecturers and 7 Vice Chancellors and 7 heads of departments was used. Sample selection method used was the multi-stage sample; cluster random sampling, simple random sampling, and purposive sampling techniques were employed. Questionnaire and interview schedules were used to collect data from participants. Percentages and frequencies were used to analyze all the responses from the questionnaire. Interview data were analyzed thematically. The findings revealed the technical universities lacked Teaching Learning Materials (TLMs) to facilitate teaching and learning and this posed problem for instructional time. It was concluded that the level of time utilization efficiency on the part of universities, management and lecturers was pertinent in achieving efficient time utilization. It was recommended that lecturers in technical universities particularly should establish instructional time management routines in their classrooms that are in line with improving teaching and learning.
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Keengwe, Jared, and Emmanuel Adjei Boateng. "Induction and Mentoring of Beginning Secondary School Teachers: A Case Study." International Journal of Education 4, no. 2 (2012): 250. http://dx.doi.org/10.5296/ije.v4i2.1402.
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The purpose of this study was to examine the experiences of beginning secondary school teachers in Ghana: their challenges, induction process, and the support available for them, and identify the need for a formal induction and mentoring policy for beginning teachers. Beginning secondary school teachers reported many challenges including delayed payment of salaries, problems with classroom management and assessment, and inadequate learning materials. The findings suggest that beginning teachers were not properly inducted into the teaching profession. Therefore, there is need for the government to create formal induction and mentoring policy for beginning teachers.
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Akrofi Baafi, Richard Kwabena. "Effect of Instructional Strategies on Students’ Academic Achievement in Public Senior High Schools in Ghana." International Journal of Education 12, no. 2 (2020): 17. http://dx.doi.org/10.5296/ije.v12i2.16978.
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Teaching quality, as demonstrated by effective teacher instructional strategies, has dominated education process research in the recent past. This study sought to establish the effect of instructional strategies on student academic achievement in public senior high schools in Ghana. The study utilised a sample of 210 students and 160 teachers sampled through proportionate stratified sampling. The study attempted to establish which instructional strategies were inherent in public senior high schools in Ghana and how those strategies influenced students’ achievement in the national standardised mathematics test. The study found out that most teachers had an average experience of five years, with those over ten years’ experience exhibiting ineffective teaching strategies due to lack of structured teacher professional development. Further, the study established that classroom management strategies which promote discipline among students and teacher-prepared strategies were inherent among teachers. However, strategies which increase learner engagement, as well as those which increase learning during lesson delivery, were inadequate. The study recommends that the government of Ghana enhances a structured teacher professional development as well as effective school-based teacher supervision policies.
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Essel, Daniel Danso, and Osafo Apeanti Wilson. "Factors Affecting University Students' Use of Moodle." International Journal of Information and Communication Technology Education 13, no. 1 (2017): 14–26. http://dx.doi.org/10.4018/ijicte.2017010102.
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Higher education institutions are faced with the complex challenges of serving increased enrollment levels within tight budgets. This challenge is prompting many universities to explore new approaches including the use of Learning Management Systems (LMS) such as Moodle for delivering courses to help extend teaching and learning beyond the classroom. Using Technology Acceptance Model (TAM) as an underlying theory, this study investigated students' perceived usefulness as well as the perceived ease of use of Moodle in the University of Education, Winneba in Ghana. The study also used multiple linear regression to determine if these factors have any impact on the rate at which students use Moodle. Data was collected from a random sample of 229 students from the Faculty of Science Education using a questionnaire. The analysis revealed that students' perceived usefulness of Moodle and perceived challenges in using Moodle combined contributes significantly to students' rate of Moodle use.
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Oral, Behçet. "Student Teachers' Classroom Management Anxiety: A Study on Behavior Management and Teaching Management." Journal of Applied Social Psychology 42, no. 12 (2012): 2901–16. http://dx.doi.org/10.1111/j.1559-1816.2012.00966.x.
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Nkrumah, Bright. "Demotivating factors of learning second foreign language: The case of Chinese language learners in Ghana." Journal of Foreign Language Teaching and Learning 6, no. 2 (2021): PRESS. http://dx.doi.org/10.18196/ftl.v6i2.10815.
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Demotivation is a negative counterpart of motivation that affects student learning process and outcome. The present study attempted to determine the demotivating factors in learning a second language in Ghana using the Chinese language as a case study. A structured survey questionnaire data were collected from two hundred students learning Chinese at the University of Ghana to achieve the stated objective. The study identified the significant demotivation factors affecting students learning a second language: Teacher competence and teaching style, learning materials, crowded classroom, high competition in acquiring scholarship to China, less chance to get Chinese Ambassador Scholarship Award, and lack of self-confidence and experience of failure. Teachers should use more appropriate textbooks to improve their teaching skills. Also, students should be motivated to learn and participate in classroom activities to form lasting reminiscences.
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Mudianingrum, Ratu Amalia, Sutrisno Sadji Evenddy, and Rosmania Rima. "An Analysis of Teachers’ Classroom Management in Teaching English." Journal of English Education Studies 2, no. 1 (2019): 1–11. http://dx.doi.org/10.30653/005.201921.27.
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Classroom Management is a multifaceted concept and views about classroom and its styles can be categorized in various ways. This study focused on the classroom itself. Therefore, this study was intended to describe the classroom management and the use of teaching learning strategy at the eight grade students in SMPN 05 Kota Serang. This study was also aimed to give some contributions concerning the Classroom Management Strategy and the students’ participation on the use of the strategy in teaching learning process in the class. This study is qualitative research. The writer had chosen two english teachers who taught the eighth grade students of SMPN 05 Kota Serang in the academic year of 2017/2018 as the subject. The writers describe the process of organizing teaching and learning process in SMPN 05 Kota Serang by applying interview and observation to the teachers. The writers could conclude that T1 applied 72% and T2 applied 70% classroom management strategy in their classroom. They applied the classroom strategies from opening to closing activities, used seating arrangement during the teaching learning process, explained the material well, gave motivation, had positive attitude and built the relationship with students.
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Thompson, Mumuni. "A multi-case study of instructional decision-making processes of teachers in kindergarten classrooms within the Cape Coast Metropolis, Ghana." Revista Brasileira de Gestão Ambiental e Sustentabilidade 5, no. 9 (2018): 27–40. http://dx.doi.org/10.21438/rbgas.050902.
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The study contributes to the ongoing debate with respect to the significance of early childhood teachers' instructional decision-making that take in consideration their theoretical knowledge (explicit theories) and practical experiences (implicit theories) and how they impact their instructional decision-making processes in diverse socio-cultural contexts of children. To address this gap in the literature, a qualitative multi-case study into the perceptions and classroom practices of four kindergarten teachers in two Ghanaian schools, Tata and Kariba, was carried out from May to November 2015. One research questions guided the study, namely: What factors and beliefs influence teachers' instructional decision-making in a kindergarten classroom? Data sources used were semi-structured individual interviews and pair-based interviews and field notes of classroom observations. Both within and across case interpretative analysis was used. The study's findings revealed that these teachers' explicit theories and implicit theories of teaching influenced their instructional decision-making processes in kindergarten classrooms. It was recommended that future researchers should explore early childhood teachers' explicit and implicit theories of teaching. It was also recommended kindergarten teachers to appreciate their roles as effective instructional decisions makers towards quality teaching and learning.
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Kurti, Elida. "Classroom Management." European Journal of Multidisciplinary Studies 1, no. 1 (2016): 201. http://dx.doi.org/10.26417/ejms.v1i1.p201-210.
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This paper aims to reflect an effort to identify the problems associated with the educational learning process, as well as its function to express some inherent considerations to the most effective forms of the classroom management. Mentioned in this discussion are ways of management for various categories of students, not only from an intellectual level, but also by their behavior. Also, in the elaboration of this theme I was considering that in addition to other development directions of the country, an important place is occupied by the education of the younger generation in our school environments and especially in adopting the methods of teaching and learning management with a view to enable this generation to be competitive in the European labor market. This, of course, can be achieved by giving this generation the best values of behavior, cultural level, professional level and ethics one of an European family which we belong to, not just geographically. On such foundations, we have tried to develop this study, always improving the reality of the prolonged transition in the field of children’s education. Likewise, we have considered the factors that have left their mark on the structure, cultural level and general education level of children, such as high demographic turnover associated with migration from rural and urban areas, in the capacity of our educational institutions to cope with new situations etc. In the conclusions of this study is shown that there is required a substantial reform even in the pro-university educational system to ensure a significant improvement in the behavior of children, relations between them and the sound quality of their preparation. Used literature for this purpose has not been lacking, due to the fact that such problems are usually treated by different scholars. Likewise, we found it appropriate to use the ideas and issues discussed by the foreign literature that deals directly with classroom management problems. All the following treatise is intended to reflect the way of an effective classroom management.
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Wallace, Tanner LeBaron, Alyssa K. Parr, and Richard J. Correnti. "Assessing Teachers’ Classroom Management Competency: A Case Study of the Classroom Assessment Scoring System–Secondary." Journal of Psychoeducational Assessment 38, no. 4 (2019): 475–92. http://dx.doi.org/10.1177/0734282919863229.
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One popular observational instrument to evaluate teaching is the Classroom Assessment Scoring System–Secondary (CLASS-S). Yet, the secondary version of the CLASS poorly discriminates classroom management quality beyond identifying extremely chaotic classrooms with teachers’ scores clustering in the most positive ranges of effectiveness. Studies of adolescents’ perceptions of teachers’ classroom management practices, however, clearly suggest more nuance and complexity. Assuming this discrepancy between results (i.e., lack of differentiation vs. nuanced complexity) might be an artifact of this particular observational protocol rather than a reflection of reality, this study microanalyzed the source material influencing adolescent and adult evaluative assessments of classroom management, using transcripts generated from video viewing sessions. Comparisons between (a) adolescents’ indigenous interpretations, and (b) adults’ trained interpretations of CLASS-S classroom management instructional interactions suggest that adolescents view student engagement and positive climate as particularly relevant to assessments of classroom management, whereas the CLASS-S does not include these as dimensions of effective teaching assessed as part of the Classroom Organization domain.
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Marlow, Ruth, Lorraine Hansford, Vanessa Edwards, et al. "Teaching classroom management – a potential public health intervention?" Health Education 115, no. 3/4 (2015): 230–48. http://dx.doi.org/10.1108/he-03-2014-0030.
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Purpose – The purpose of this paper is to explore the feasibility of a classroom management course as a public health intervention. Improved socio-emotional skills may boost children’s developmental and academic trajectory, while the costs of behaviour problems are enormous for schools with considerable impact on others’ well-being. Design/methodology/approach – In total, 40 teachers attended the Incredible Years (IY) Teacher Classroom Management (TCM) intervention in groups of ten. Afterwards teachers attended focus groups and semi-structured interviews were completed with headteachers to explore whether TCM was feasible, relevant and useful, research processes were acceptable and if it influenced teachers’ practice and pupils. Teachers completed standardised questionnaires about their professional self-efficacy, burnout and well-being before and after attendance. Findings – In all, 37/40 teachers completed the course. Teachers valued sharing experiences, the support of colleagues in the group and time out to reflect on practice and rehearse new techniques. Most teachers reported that they applied the strategies with good effect in their classrooms. Teachers’ questionnaires suggested an improvement in their self-efficacy in relation to classroom management (p=0.03); other scales changed in the predicted direction but did not reach statistical significance. Research limitations/implications – Although preliminary and small, these feasibility study findings suggest that it was worthwhile proceeding to a definitive randomised controlled trial (RCT). Practical implications – Should the RCT demonstrate effectiveness, then the intervention is an obvious candidate for implementation as a whole school approach. Originality/value – Successful intervention with one teacher potentially benefits every child that they subsequently teach and may increase the inclusion of socio-economically deprived children living in challenging circumstances in mainstream education.
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Li, Liping, and Na Wang. "The Reform of Blended Courses for Software Project Management." SHS Web of Conferences 123 (2021): 01022. http://dx.doi.org/10.1051/shsconf/202112301022.
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Blended teaching is a teaching method integrating classroom teaching and online learning. Based on OBE (Outcome-based education), this paper proposes some reform ideas for blended teaching by software project management curriculum. Project driven, flipped classroom, vivid animations, MOOC video and cases study etc. are adopted to improve the self-study ability and team work of students. Although it takes more time to study, it gain high praise and enhance the teaching quality.
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Yu, Li Jian, and Wei Qing Mao. "Study on the Model of Logistics Management of ERP Teaching." Advanced Materials Research 271-273 (July 2011): 1778–81. http://dx.doi.org/10.4028/www.scientific.net/amr.271-273.1778.
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ERP (enterprise resource planning) is a logistics management course, which is very important for ERP course and the characteristics of logistics management. By means of the modern educational technology and the classroom practice of computer simulation, the connotative definition of ERP can be comprehended easily. The innovation of the model of teaching methods can bring about a striking effect.
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Harris, Alma. "Teaching approaches in enterprise education: a classroom observation study." British Journal of Education & Work 8, no. 1 (1995): 49–58. http://dx.doi.org/10.1080/0269000950080105.
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Saiful Akmal, Khairil Razali, Yuni Setia Ningsih, and Rosdiana. "WONDERFUL OR AWFUL? STUDENT-TEACHERS’ CLASSROOM MANAGEMENT EXPERIENCES IN PRACTICUM TEACHING." Getsempena English Education Journal 6, no. 1 (2019): 13–22. http://dx.doi.org/10.46244/geej.v6i1.859.
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This study is aimed at probing the strengths and weaknesses of classroom management experienced by student teachers at Department of English Language Education, UIN Ar-Raniry during the internship program at designated schools. Data collection was based on qualitative semi-structured interview with 8 student teachers chosen by purposive sampling from the 250 fourth student teachers at the English Language Education Department in 2017/2018 academic year. The findings of the current study indicated that group discussion method applied in the classroom enable more efficient classroom management. On the other hand, it is found that student teachers still experienced great deal of anxiety in managing the classroom. This may cause serious problems when facing real classroom management following their graduation as real teachers.
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Keser, Kubra, and Fatih Yavuz. "Classroom management problems pre-service teachers encounter in ELT." Cypriot Journal of Educational Sciences 13, no. 4 (2018): 511–20. http://dx.doi.org/10.18844/cjes.v13i4.3184.
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Different ideas and different perspectives on classroom management have long been debated. This study opens a new horizon in classroom management issue by shedding light on the classroom management problems and strategies to overcome these problems by student-teachers at teaching practice courses. The research was designed with a mixed method by using both qualitative and quantitative data from the 4th year students at English language teaching (ELT) department at Balıkesir University. The data were collected through semi-structured interviews with senior students. The main interest of the study was to understand the classroom management problems of ELT student-teachers and their strategies to cope with these problems. The results revealed that classroom management problems generally stem from the noisy and talkative students and crowded classes. The solutions of senior year students include using different teaching methods with well-organised activities and setting good relationships with the students.
Keywords: Classroom management, problems, teacher training, classroom management strategies.
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Xu, Xianhong. "Study on Effective Using of Multimedia Teaching System and Enhancing Teaching Effect." International Journal of Emerging Technologies in Learning (iJET) 12, no. 06 (2017): 187. http://dx.doi.org/10.3991/ijet.v12i06.7093.
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Through the method of questionnaire survey about multimedia teaching form, some ubiquitous problems have been reflected such as cognitive deviation, blind using, the poor quality of courseware, the poor activity of classroom, etc. The expected effect of multimedia teaching cannot be achieved, and the effectiveness of multimedia teaching is faced with some suspicions. The effectiveness of multimedia teaching contains two aspects: effective using of multimedia teaching system and the effectiveness of teaching effect. We should enhance management and direction, correctly understand and reasonably treat multimedia teaching, avoid the blindness of multimedia construction and use, increase the quality of courseware, promote teacher’s professional level and classroom dynamics, organically combine traditional and multimedia teaching, and take a series of measures to improve the effectiveness of multimedia teaching.
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Ajadi, Olugbenga T., Tayo S. Subair, and Azeez Abebakin. "TEACHING MANAGEMENT COMPETENCE AND STUDENTS’ CLASSROOM REACTION IN NIGERIAN UNIVERSITIES." Sokoto Educational Review 15, no. 1 (2014): 12. http://dx.doi.org/10.35386/ser.v15i1.161.
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This study investigated students’ classroom reaction to lecturers’ classroom teaching and management competence in southwestern Nigerian universities. Two research questions were raised and one hypothesis was formulated to guide the study. A 25 - item questionnaire was drawn to elicit information from respondents selected randomly from two federal universities and three state-owned universities in southwest Nigeria. The instrument was validated using the test-retest method. The coefficient of reliability was 0.69. Both descriptive and inferential statistics were used to analyse the data gathered. The results revealed that the student-lecturer relationship and lecturers’ pedagogical skills are the influencing factors igniting students ’ classroom reaction in southwestern Universities. There is a need for lecturers in Nigerian Universities to improve on their relationship and their teaching methods as these will help to reduce students' absenteeism rate and inattentiveness in the classroom.
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Javed, Muhammad Latif, Muhammad Asif Choudhary, and Rashid Ahmad. "Classroom Management Techniques: A Framework to Practice." Review of Applied Management and Social Sciences 2, no. 2 (2020): 83–93. http://dx.doi.org/10.47067/ramss.v2i2.17.
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An effective classroom management is the key to better teaching-learning results and outcomes. It relates to creating a learning environment and focuses on developing an appropriate students’ behavior at early stage of students’ life. The main objective of the study was to analyze the classroom management techniques within the framework, used by elementary school teachers to make the process operative and successful at school level. The framework developed through the elements three main aspects static, dynamic and teachers’ perception about classroom management practices All the teachers teaching at elementary level and students enrolled at elementary level in district Mirpur (A.K) comprised the population. Data obtained was analyzed; the frequency, percentage and ranking were calculated. It revealed that the environment of classroom was generally suitable for teaching-learning process. It was recommended to provide teaching A.V Aids to teachers accordingly their classrooms need. Teachers should modify their management techniques to meet the students’ needs on basis of individual differences of students’ in classrooms. As authoritative attitude of teachers discourages the student in their learning, there was need for a friendly environment so that teachers and students can work together to produce good results.
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Bozkuş, Kıvanç, and Mustafa Taştan. "Teacher opinions about qualities of effective teaching." Pegem Eğitim ve Öğretim Dergisi 6, no. 4 (2016): 469–90. http://dx.doi.org/10.14527/pegegog.2016.023.
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This study aimed to determine both the importance order of qualities that effective teachers should have and differences between perceptions based on gender, branch and school types. Results indicated that the most important quality perceived by teachers was classroom management. Other qualities were respectively the planning of instruction, personality traits, instruction, and monitoring of student progress. Teachers did not spent enough effort to improve their qualities, and they did not care enough for pupils left behind of class. Classroom teachers attached more importance to classroom management than branch teachers. Researching of why teachers perceive classroom management as the most important quality rather than instruction, why they do not care for professional development and face to face interaction with pupils, and why classroom teachers attached more importance to classroom management than branch teachers are recommended. Also, it is suggested that the preparation and professional development activities of teachers should prioritize trainings of classroom management, instruction and monitoring of student progress.
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Tazuddin, S. M. "Attitude of Student, Teacher Behaviour and Class Management: A Study." Volume 5 - 2020, Issue 8 - August 5, no. 8 (2020): 446–51. http://dx.doi.org/10.38124/ijisrt20aug091.
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Attitude is one of the most important factors in helping to get through the highs and lows of life. Since attitude spells how a person copes, whatever perspective you may hold will invariably have an effect in your performance and the way you and secondary data collected from various secondary sources. In any teaching-learning situation, teacher plays an handle rejection. This study based on both primary and secondary data. Primary data collected from survey method important role in the classroom management. This study focused on the student’s attitude, teacher’s behavior and classroom management. This study showed elements of student’s attitude and socialization is made up of eight stages of psychosocial development. And also mention seven mental disorders of childhood. This research explains some principles and techniques of classroom management and discipline. This study reveals that teacher activities in classroom to maintain well management in classroom. Finally, the research gives some suggestion and recommendation to overcome barriers in classroom management.
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Fenyi, Kojo, Ivy Jones-Mensah, Michael Owusu Tabiri, and Emmanuel Owusu. "Teaching ESL Listening Skills in Ghanaian Senior High Schools: A Study of Agona West Municipality." JEE (Journal of English Education) 7, no. 1 (2021): 77–102. http://dx.doi.org/10.30606/jee.v7i1.787.
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Listening skill is one of the four important language competencies. However, it has not received the needed scholarly attention, not only in classroom pedagogy and curriculum planning but also in studies and researches in Applied Linguistics and Teaching English as Second Language. This study therefore attempts an investigation into the teaching and learning of listening skills in the language classroom in Ghana. It focuses on three issues in English as Second Language (ESL) listening comprehension; i) the strategies/methods for teaching listening skills, ii) the challenges for learning listening skills and iii) the ways to overcome the challenges. This descriptive qualitative study, having used two major instruments for data collection; observation and open-ended questionnaire, engaged 200 students and 7 teachers as the sample from selected Senior High Schools in the Agona West Municipality. The analysis of data revealed that indeed clarity of speaker, speed of delivery, learning environments, etc posed challenges to the teaching and learning of listening skills. It was also revealed that combining listening with other skills, predictive and summative strategies were the strategies teachers employed in teaching listening. Then, finally, the solutions to listening comprehension challenges, as revealed in the data, were indicated as including planning, overt student participation, clarity of speaker, assessment strategies, etc.
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Agyemang, Franklin Gyamfi. "From classroom to library: What are the transferable knowledge and skills teachers bring to library work." Journal of Librarianship and Information Science 52, no. 3 (2019): 659–70. http://dx.doi.org/10.1177/0961000619856401.
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This paper explores the transferable knowledge, experience or skills second-career librarians with a teaching background bring to bear or utilize in the discharge of their library work. It also explores how the transferable knowledge helps librarians and teaching librarians to discharge the roles delineated by ACRL’s (2017) document. Snowball sampling method was used to locate 17 participants for this study in Ghana. Mixed methods were used for data collection; questionnaire (open-ended questions) and interview. The data were analyzed using the thematic analysis technique. The study found the following transferable knowledge, skills and experiences to library work: methodology of teaching, questioning and listening skills, knowledge of courses content, presentation, communication and good public speaking skills and human relational skills. The study found that transferable knowledge from the teaching profession help second-career (teaching) librarian to discharge to their library role effectively.
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Acheampong, Richard, Eric Appiah-Twumasi, Daniel Nti, and James Osei Kwabena. "Senior High School Integrated Science Teachers’ Perceptions of Classroom Assessment Practices in Selected Senior High Schools in Ghana." EAST AFRICAN JOURNAL OF EDUCATION AND SOCIAL SCIENCES 1, no. 3 (2020): 172–76. http://dx.doi.org/10.46606/eajess2020v01i03.0056.
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The study investigated senior high school Integrated Science teachers’ perception of classroom assessment practises. The study employed a descriptive survey research designed to collect data from 20 Integrated Science teachers in a Municipality and a District in the Bono Region of Ghana. A questionnaire was used to collect quantitative data on teachers’ perception of classroom assessment in Science. The data collected were computed into means, standard deviations and percentages. The study revealed that Integrated Science teachers selected for the study have positive perceptions towards classroom assessment. It also revealed that teachers perceived classroom assessment as tests that teachers give to their students at specific time intervals. While the teachers perceived classroom assessment as tests positively, they showed limited ability to use different methods and tools to assess their students’ for teaching. The most frequent methods the teachers used to assess their students’ learning were summative, formative and portfolio assessment. The study recommended that the support of stake-holders be sought to foster alternative assessment approaches in Senior High Schools in the study area. In addition, to help Integrated Science teachers develop positive perceptions towards classroom assessment in Science, it is recommended that in-service programmes should be organised for the teachers in the study area periodically.
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Tahir, Mohammed Mizel. "Effective ways for the Classroom Management." ALUSTATH JOURNAL FOR HUMAN AND SOCIAL SCIENCES 214, no. 2 (2018): 67–84. http://dx.doi.org/10.36473/ujhss.v214i2.633.
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This study was conducted in order to determine the effective techniques of classroom management that can be used to minimize classroom misbehavior and maximize effective learning. Classroom management is probably the most difficult part of teaching .High school teachers in Iraq, like in all countries, face instances of misbehavior in the form of off-task behavior or more serious disruptions. When a teacher is forced to deal with constant disruptions or a teacher cannot control his or her classroom then learning is not taking place. Thus, the objective of this study is to determine what methods of classroom management are available for teachers. This study used different methods to gather information on the best ways of classroom management. There have been many studies that serve to support universal classroom methods of classroom management techniques. Throughout my humble experience as teacher in college of police I found many Iraqi universities professors and high school teachers are still sticking with traditional (outdated) ways and techniques of teaching English regardless of their learner's needs and motivations. Thus the teachers have to think with the central question being “what do these students need and how can I meet those needs.” The significance of this study is that Iraqi and Arab teachers (who use English language as a second language as a means of communication) who are having problems coping with misbehavior in their classroom can use the techniques recommended by this study in order to improve their classroom management. This study found that there are varieties of techniques taken from the classroom management theories that aid in improving classroom management.
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Jabri, Umiyati, and Ita Sarmita Samad. "A Case study of Classroom management at English Education Deparment of STKIP Muhammadiyah Enrekang: Students’s Team Work Preference." Edumaspul: Jurnal Pendidikan 3, no. 2 (2019): 93–99. http://dx.doi.org/10.33487/edumaspul.v3i2.126.
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This study aims to identify students’ teamwork models that the students prefer in the teaching and learning process in the classroom For this study, a 10-item possitive–negative statements questionnaire was constructed and gave to the students. The questionnaire was completed by 60 students. From the data analyzing using a Likert scale, the result of the questionnaire calculation showed that the students’ average is about 27, 6. This result is in undecided categories as stated on the Likert scale. It means that the students cannot decide their teamwork model preferences from teamwork models that lecturers applied in teaching and learning English in the classroom. Thus, it can be assumed that whatever the teamwork model implemented by lecturers in the teaching and learning process in the classroom, the students can receive it. In other words, students still have a positive attitude toward whatever the teamwork model implemented by the lecturers in the teaching and learning process in the classroom.
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McCormack, Ann. "Classroom Management Problems, Strategies and Influences in Physical Education." European Physical Education Review 3, no. 2 (1997): 102–15. http://dx.doi.org/10.1177/1356336x9700300202.
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Both nationally and internationally the quality of education is a major concern and governments continue to address this need through reforms and policies aimed at im proving the quality of teaching and teacher education. Classroom studies of effective teaching have focused on the behavioural aspects of teaching and highlighted classroom management as one of the most important features of good teaching. This article investigates classroom management problems, strategies and influences as identified by a group of 75 pre service physical education teachers - after the completion of a four week practicum experience - and a group of 65 in-service physical education teachers with varying years of teaching experience. Variables such as gender and mastery of the teaching situation gained through years of teaching experience will be analysed to detect any significant differences or trends. Results of the study gained through quantitative analysis will be outlined and interpreted. Recommendations will be made for the provision of more relevant pedagogical programmes and strategies to assist future preservice physical education teachers develop competence in classroom manage ment.
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Chicherina, Natalia V., Feng Liu, and Oksana Yu Obraztsova. "Classroom Management in EFL Classes: Perception in China and Russia." Integration of Education 24, no. 2 (2020): 185–205. http://dx.doi.org/10.15507/1991-9468.099.024.202002.185-205.
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Introduction. Classroom management has been one of the most vital fields of study of language teaching. It deals with establishing and maintaining a safe and positive learning environment, which is an essential condition for effective teaching. The rapid growth of the internationalization of education calls for comparing classroom management across countries. However, the comparative study of this aspect Chinese and Russian has long been delayed. The aim of this study is to examine the perception of classroom management in China and Russia regarding teaching English as a Foreign Language. Materials and Methods. In this research classroom management is defined by three fundamental aspects: instructional management in a traditional and online setting; behavioral management through discipline and timing; and behavioral management through communication and teacher-student relationships. A 5-point Likert scale questionnaire was implemented at both Chinese and Russian universities, three quartiles and Mann–Whitney U test were applied to the interval data. Results. By cross-culturally analyzing similarities and differences in perception of questionnaire items, it is found that generally, the perception of classroom management between Chinese and Russian respondents has more similarities than the distinctions. The authors also gave several practical recommendations to teaching staff for more adequate classroom management in China and Russia. Discussion and Conclusion. Understanding differences in perception of Chinese and Russian respondents at universities are helpful for teaching staff and students to understand each other’s expectation, as well as stimulating new or modified strategies of classroom management. Potential areas of further research can cover the causes of differences and similarities in perception and practices of classroom management across Chinese and Russian culture.
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Yidana, Mumuni Baba, and Anti Partey P. "Economics Teachers’ Conceptions of Classroom Assessment: A Study of Senior High Schools in the Central and Ashanti Regions of Ghana." International Journal for Innovation Education and Research 6, no. 10 (2018): 153–74. http://dx.doi.org/10.31686/ijier.vol6.iss10.1176.
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Assessment literacy is part of the Economics teachers’ professional competence, yet little attention in the form research has been undertaken in this area. This study therefore explored Senior High School (SHS) Economics teachers’ conceptions of the purposes for undertaking classroom assessment. In specific terms, the study investigated Economics teachers’ understanding of the various motives that inform their assessment practices. The study also examined the influence of the Economics teachers’ demographic variables such as age, gender, and teaching experience on their conceptions of classroom assessment. It further assessed the influence of formal training in assessment on the teachers’ conceptions of the construct. The study was a descriptive type which employed the survey method. Participants of this study comprised 301 Senior High School Economics teachers drawn from the Central and Ashanti regions of Ghana. The participants were made up 213 male and 88 female teachers. A 50-item version of Brown’s Teachers’ Conceptions of Assessment (TCoA) inventory scale was adopted as the questionnaire for this study. Using a test-retest procedure of two-week interval, the TCoA which also made provisions for the demographic data of respondents on a different section, was administered on 36 Economics teachers. A reliability index of .813 was obtained. The data were analyzed using mean, t-test, and one-way Analysis of Variance (ANOVA) statistical techniques.The findings of the study showed that a majority of the Economics teachers (mean score = 3.01) consented to the idea that classroom assessment leads to improvement in teaching and learning as well as ensuring school accountability (mean score = 3.27). The study also found that gender and age did not influence teachers’ conception of assessment. The study recommends that community of learners be organized for experienced and less experienced Economics teachers to enable them exchange ideas on the various purposes of classroom assessment.
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Afalla, Bonimar T., and Fitzgerald L. Fabelico. "SUSTAINING ACADEMIC SUCCESS THROUGH EFFECTIVE CLASSROOM MANAGEMENT." Humanities & Social Sciences Reviews 8, no. 4 (2020): 213–21. http://dx.doi.org/10.18510/hssr.2020.8422.
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Purpose of the study: This study ascertained the classroom management practices of teachers and their relationship to the academic performance of college students of a state university in the Philippines.
Methodology: As a correlational study, 317 randomly selected senior college students served as respondents. A survey questionnaire was used to determine the level of teachers’ classroom management practices. The Grade Point Averages (GPAs) of the students constitute their academic performance. Frequency, percentage, mean, and Pearson r were used to analyse gathered data statistically.
Main Findings: When the teachers give priority to the physical classroom condition, the students tend to feel relaxed and comfortable, thereby displaying a higher level of academic performance. Further, students performed better when the teachers positively reinforced their responses. Furthermore, the students’ better performance in their educational undertakings is linked with teachers’ adeptness in time management.
Applications of this study: To further improve the academic performance of students, teachers may strengthen the teaching-learning process through the following provisions: inspiring classroom setups, classroom enhancement programs (peer teaching, remedial and tutorial programs), appropriate educative measures and proper allocation of time.
Novelty/Originality of this study: This study provides verifications that some aspects of classroom management such as physical condition, discipline, and time management are significantly linked to students’ academic success.
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Napitupulu, Mery, Daud K. Walanda, Detris Poba, and Sri H. V. Pulukadang. "Ace Chemistry Classroom Management with LMS Schoology." International Journal of Interactive Mobile Technologies (iJIM) 14, no. 12 (2020): 179. http://dx.doi.org/10.3991/ijim.v14i12.15585.
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It is no doubt that information technology has played significant importance in higher education in particular in the era of the 4.0 industrial revolution. The progress in technology is expected to support and facilitate the teaching and learning process. One information technology product that can be used is a learning management system (LMS) such as Schoology. Schoology offers all the tools in classroom management which are needed to create interesting content, support learning activities, and assess student understanding. However, the platform itself being used in a chemistry classroom is still rarely found. For this reason, the purpose of this study is to investigate chemistry classroom management using LMS Schoology. A quantitative-descriptive analysis was used to analyze data. Registered inorganic chemistry undergraduate students (n = 52) of semester IV participated in this study. The data was collected using a 28-items questionnaire which accumulated the perception of students regarding chemical class management using Schoology. The results of the study showed positive responses toward that management of teaching materials, management discussions, assignments, quizzes/exams, management of communication and ultimately interaction using LMS Schoology aced the chemistry classroom management.
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Shireen, Saira, Samreen Mehmood, and Mehwish Habib. "Effects of Class Size on Classroom Management: A Study on Elementary Schools." Global Educational Studies Review V, no. III (2020): 207–13. http://dx.doi.org/10.31703/gesr.2020(v-iii).21.
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The main aim of this study was to see the relationship between class size and classroom management), Classroom management (CRM) for comparing teaching in overcrowded classes versus small sized classrooms. Primary data were collected from same teachers who had the experience of teaching both overcrowded classes and small sized classes. For overcrowded classes, it was hypothesized that teachers can very effectively maintain discipline in the small-sized classrooms as compared to the overcrowded classes. In case of class room management (CRM), it was hypothesized that overcrowded classes do not allow good class room management compared to small sized classes. Reliability tests were carried out to check consistency of the answers from respondents on all seven variables, in both the overcrowded and small-sized classes. The test chornbachs� alphas yielded acceptable to very good range. The mean values of variable Classroom management (CRMO) was estimate at 4.04. On the basis of descriptive statistics coupled with One-sample t test, this research concluded that majority of the teachers had found that overcrowded class rooms were not appropriate for Classroom management (CRMS). Considering the conclusions, the study recommends that classes should not be overcrowded to the best possible circumstances.
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Önder, Emine, and Yurdagül Önder Öz. "Variables that predict classroom management anxiety and classroom management anxieties level of pre-service teachers." Pegem Eğitim ve Öğretim Dergisi 8, no. 4 (2018): 645–64. http://dx.doi.org/10.14527/pegegog.2018.025.
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This study aims to determine level of pre-service teachers’ classroom management anxiety and variables predicting classroom management anxiety. The study is designed following relational screening model. Research study group consists of 468 high school students. Research data was collected via classroom management anxiety scale. Descriptive analyses, t-test and multivariate regression analyses were used to analyse data in this study. Classroom management anxieties of the education faculty students and the pedagogical training certificate program students were found to be at similar and low levels. It was identified in the study that classroom management, providing motivation, facing unexpected situations and management of hard groups dimensions varied significantly according to whether participants were students of education faculty or students of certification program; providing motivation and professional competence varied significantly according to participants’ bachelor’s degree programs. It was determined in the study that dimensions apart from establishing positive learning environment varied significantly according to gender; and perception of professional competence, providing motivation and management of difficult groups dimensions varied significantly according to whether participants had teaching experience. In addition, it was observed that bachelor’s degree program, experience and duration of experience together explained 18.00% of pre-service teachers’ classroom management anxiety.
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Martin, Lisa D. "A Case Study of a Noncredentialed, Second-Career Music Educator." Journal of Music Teacher Education 28, no. 1 (2018): 83–101. http://dx.doi.org/10.1177/1057083718788017.
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Throughout the United States, educators lacking formal credentials have increasing opportunities to assume classroom teaching positions. The purpose of this instrumental case study was to explore the career decision making and early-career teaching experiences of Holly, a noncredentialed music educator working in a public charter school. Data were collected over 6 months in the form of semistructured interviews, teaching and performance observations, and artifact analysis. Holly’s pathway to classroom teaching as a second career was characterized by nonlinear decision making, exploring numerous options before choosing to teach school music. Her early classroom teaching experiences were similar to those of traditional early-career music teachers with regard to classroom management concerns; however, her experience in private lesson instruction and directing community music theater equipped her with more practical pedagogical skill sets than typical early-career music educators. The discussion includes considerations of the value of formal credentialing and implications for music teacher education program recruitment.
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Yerrick, Randy K., Jon E. Pedersen, and Johanes Arnason. "?We're just spectators?: A case study of science teaching, epistemology, and classroom management." Science Education 82, no. 6 (1998): 619–48. http://dx.doi.org/10.1002/(sici)1098-237x(199811)82:6<619::aid-sce1>3.0.co;2-k.
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Smeh, Kathy, and Rod Fawns. "Classroom management of situated group learning: A research study of two teaching strategies." Research in Science Education 30, no. 2 (2000): 225–40. http://dx.doi.org/10.1007/bf02461630.
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Haber, Julita, and Robert Tesoriero. "Student Impression Management in the Classroom." Global Research in Higher Education 1, no. 1 (2018): 69. http://dx.doi.org/10.22158/grhe.v1n1p69.
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<p><em>With the</em><em> </em><em>growing shift from lecture-style teaching methods to interactive and experiential group exercises, instructors need to know more about their students, such as</em><em> </em><em>their desired impressions, to adequately engage and support students’ social</em><em> </em><em>interactions. This study addresses this need by</em><em> </em><em>providing an overall understanding of the types of images that are important for students to project when interacting with others in a classroom. After a concise review of impression management literature and grounding our reasoning in cybernetic theory </em><em>(Bozeman & Kacmar, 1997) </em><em>this study offers an insight of the positive impressions students desire to project in front of their peers and professors and the negative impressions students aim to avoid. With</em><em> </em><em>a two-part</em><em> </em><em>survey based on 269 responses, we measured students’ ranking of specific images</em><em> </em><em>and the effort level they exerted towards achieving or avoiding them. We offer suggestions of how these findings can be integrated into teaching for improved student learning and experiences. </em><em></em></p>
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Patterson, Tammie T., and Dr Aarek Farmer. "Classroom Management Self-Efficacy of Pre-Service Teachers." World Journal of Educational Research 5, no. 2 (2018): 134. http://dx.doi.org/10.22158/wjer.v5n2p134.
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<p><em>This quantitative, quasi-experimental design study examined 75 pre-service teachers’ perceptions of their own self-efficacy regarding</em><em> </em><em>classroom management. Data was collected at three different intervals throughout the student teaching experience, which was also accompanied by a training seminar focusing on classroom organization and management (Classroom Organization and Management Program). Results showed that pre-service teachers exhibited significantly higher perceptions of self-efficacy at different intervals throughout their student teaching. Data from this study provides Educator Preparation Programs (EPPs) with further data, which will allow them to create program curricula and strategies to better prepare pre-service teachers to become successful and confident classroom teachers. </em><em></em></p><em></em><em></em>
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Nkrumah, Bright. "Beyond Willingness to Speak Chinese: Case of Transferring Learning Chinese into Communication among University of Ghana Students." Global Journal of Foreign Language Teaching 11, no. 1 (2021): 51–67. http://dx.doi.org/10.18844/gjflt.v11i1.5339.
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Willingness to communicate (WTC) has become an important role that facilitate language learning, the aim of this paper is to investigate WTC in Chinese as foreign language of motivation to transfer learning through oral communication among students learning Chinese at the university of Ghana. Second language learner’s motivation to transfer learning is grounded on effort, desire, knowledge, and skills learned in classroom and beyond the classroom to achieve the goal of learning a language. By adopting a survey approach, a quantitative data was administered for the study via questionnaires. one hundred (100) participants from level 200,300 and 400 were involved in the study to ascertain the factors that influence student’s willingness to communicate in Chinese. According to the results, personality trait, environment and teaching practice, language skills, the complexity of medium of translation, anxiety and self-confidence, were factors that contributes to students WTC.
Keywords-University of Ghana, Chinese learners, willingness to communicate
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Apak, Jaggil, Muhamad Suhaimi Taat, and Norazah Mohd Suki. "Measuring Teacher Creativity-Nurturing Behavior and Readiness for 21st Century Classroom Management." International Journal of Information and Communication Technology Education 17, no. 3 (2021): 52–67. http://dx.doi.org/10.4018/ijicte.20210701.oa4.
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The COVID-19 pandemic is drastically reshaping the 21st century classroom management to remote learning via various online teaching and learning platforms across the world. The aims of this study are threefold: to assess the level of creativity nurturing behavior and teacher readiness for 21st century classroom management, to test the differences of this relationships towards teaching experience, and to examine the relationship between teachers' creativity nurturing behavior and their readiness for 21st century classroom management. The ANOVA test revealed that teachers' creativity-nurturing behavior is significantly different according to teaching experience. What's more, regression analysis revealed that teachers' creativity-nurturing behavior affects their readiness for 21st century classroom management. Teachers should stimulate positive changes in pedagogical practice to transform the classroom into a more active learning community with greater potential for creativity. Direction for future research is also furnished.
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Afriadi, Bambang. "EFFECTIVE MANAGEMENT CLASS CONCEPT (Case Study: Student Behavior Problematics)." JISAE: JOURNAL OF INDONESIAN STUDENT ASSESMENT AND EVALUATION 4, no. 2 (2018): 83–94. http://dx.doi.org/10.21009/jisae.042.07.
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The effectiveness of the learning process is part of good classroom management. But be aware that every individual in the class (student) does not have a homogeneous but heterogeneous character. Implementation of classroom management will encounter various inhibiting factors. Reviews These barriers can come from teachers Themselves, from students, the family environment, and or because of the facilities. The condition of teaching and learning will be sustained while teachers during the process of concentration can maintain student learning and student behavior. Therefore, management in the class Becomes important to be Discussed, and found the solution. In writing this article using research literature from various sources related to this topic related to the subject.
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Farag, Siham Gaber. "Computer Laboratory Teaching Management System for Improving Teaching and Learning." International Journal of Online Engineering (iJOE) 14, no. 09 (2018): 182. http://dx.doi.org/10.3991/ijoe.v14i09.8535.
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Rapid advancements in technology in today’s world have been accompanied by the need for equipping classrooms with the best educational technology. The biggest challenge in incorporating technology into learning is allowing students to take advantage of learning technology while ensuring that the class is productive and well managed. The main objective of this paper is to study the effects of using a classroom management system in computer lab sessions for smooth technology integration and effective computer lab management. The practice was evaluated through comparative analysis of the student performance, survey results and feedback from teachers, students, and IT management staff. Generally, the responses of participants were positive, more than 90% of them agreed that the system enhances the learning environment. The results analysis showed that there is a noticeable increase in student performance
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Sariscsany, Mary Jo, and Frank Pettigrew. "Effectiveness of Interactive Video Instruction on Teacher’s Classroom Management Declarative Knowledge." Journal of Teaching in Physical Education 16, no. 2 (1997): 229–40. http://dx.doi.org/10.1123/jtpe.16.2.229.
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Few teaching areas receive greater attention by administrators than classroom management and discipline. Given the importance of managerial skills, how do teachers develop the pedagogical content knowledge and skill to assist in the appropriate selection and application of management techniques? This study was designed to compare the Interactive Video Classroom Management Training Program (IVCMTP), a teacher-directed videotape, and a traditional lecture instructional mode for instructional effectiveness in developing teaching candidates’ declarative knowledge of classroom management. ANCOVA indicated significant group effects (p < .05). Post hoc procedures revealed that the interactive video instruction program group scored significantly higher on a cognitive managerial assessment instrument than the teacher-directed video instruction group, the teacher-directed instruction group, or the control group. An interactive video training program appears to be an effective means for developing classroom management knowledge when compared to more traditional teaching methods.
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Ragawanti, Debora Tri. "CULTIVATING PRE-SERVICE TEACHERS’ CLASSROOM MANAGEMENT SKILLS THROUGH TEACHING PRACTICUM: A REFLECTIVE PRACTICE." TEFLIN Journal - A publication on the teaching and learning of English 26, no. 1 (2015): 117. http://dx.doi.org/10.15639/teflinjournal.v26i1/117-128.
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Classroom management is commonly believed to be the key to the success of an instruction. Many student teachers, however, might find it very challenging to handle their classrooms. It is, therefore, necessary to advance their professional practice in the context of a real classroom such as through teaching practicum and reflective practice. This study is aimed at identifying classroom management problems of student-teachers as revealed in their reflective journal entries and to demonstrate how such journal can help them develop their classroom management skills. The participants were 10 student-teachers of the English Department, Satya Wacana Christian University, Salatiga, Central Java, who underwent their teaching practicum at SMP 2 Salatiga. Through the participants’ journals, it was found that the problems lie in managing critical moments, activity, techniques, grouping and seating, authority, tools, and working with people. Further in this study, both pre- and in-service tertiary teachers, curriculum designers, and policy makers will be taken to deeply examine how reflective practice can help cultivate the pre-service’s classroom management skills and to consider the implication for pedagogical practices and innovations in curriculum development.
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Sobakh, Nurus. "Professional Teachers’ Perspective toward an Effective Teaching Technique: A Case Study." International Journal of Learning and Development 7, no. 4 (2017): 53. http://dx.doi.org/10.5296/ijld.v7i4.12112.
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This study aims to describe the teachers’ perspective about the effective teaching technique to teach young leaner in Pasuruan Indonesia. The research design was qualitative case study design. This study tried to investigate the effective teaching technique to teach young learner. The teaching process had been implemented by the teachers. In this study, the teachers would describe their teaching learning process in their classroom. The subject of this study was the professional teachers’ of junior high school in SMPN 1 Gempol and SMPN 1 Beji. The classroom was chosen based on the teacher’s approval and suggestion. The professional teachers were the teachers who had legal certificate as the educator from the government and who had taught more than ten years. The researcher collected the data from the observation sheets, field note, and teachers’ interview. The researcher found that the teachers ordered the steps of teaching technique from the beginning until the end effectively and systematically. The teachers had fulfilled the criteria of professional teacher. They had a better classroom management skill and ordered various kinds of teaching activities and practices in their classroom splendidly.
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Debrah, Ofori, Nasiru Inusah, and Joseph Yaw Dwommor. "Students’ Satisfaction with Accounting Teachers’ Lesson Delivery, the Role of Perceived Quality of Lesson Delivery in Ghanaian Senior High Schools." Business and Economic Research 11, no. 1 (2021): 109. http://dx.doi.org/10.5296/ber.v11i1.17946.
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To highlight the importance of the quality of lesson delivery for students’ satisfaction with the teaching and learning process in the classroom, this study examines the quality factors of accounting teachers lesson delivery that may influence students’ satisfaction with accounting teachers’ lesson delivery in Senior High Schools in Ghana. Survey questionnaire, a modified version of SERQUAL model, was used in collecting data for this study. In all, a sample of 504 students from 20 public Senior High Schools in Kumasi metropolis in the Ashanti region of Ghana participated in the survey. The findings of this paper suggest that accounting students in Ghanaian Senior High Schools are generally not satisfied with the quality of lesson delivery of their financial accounting teachers. In addition, classroom setting (environment, facilities and materials) and teachers’ teaching behavior (responsive to students’ needs, reliability, competency, and empathy) do not meet Senior High School accounting students’ expectations. It is evident from the results that teachers’ performance in lesson delivery, as perceived by students, influence students’ satisfaction with lesson delivery in the classroom. Perceived low performance on the service quality dimensions of accounting teachers’ lesson delivery seems more susceptible to low satisfaction with teachers’ lesson delivery. These findings imply that, quality of accounting teachers’ lesson delivery, especially, along the dimensions of tangibility, responsiveness, reliability, assurance and empathy in their lesson delivery requires improvement. There is the need for teachers and school managers to identify what students really expect from teachers in their lesson delivery so that teachers can make the necessary changes to improve lesson delivery quality and students’ satisfaction in the classroom.
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Masitowarni Siregar. "Classroom Management of Senior and Yunior English Teachers in Medan." Britain International of Humanities and Social Sciences (BIoHS) Journal 2, no. 2 (2020): 623–31. http://dx.doi.org/10.33258/biohs.v2i2.293.
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The purpose of the study was to find out the differences between the classroom management performed by the senior and yunior teachers in teaching English at senior High School in Medan. This is a descriptive qualitative study. The respondents of the research were 28 English teachers of Yunior and Senior High School in Medan. Questionnaire and Observation sheet were used to collect the data on the teachers classroom management. The result of the study shows that senior English teachers perform more aspects of Classroom management. They perform 18 point from 20 points aspect.. Junior English teacher get 17 point. Although senior teachers perfom only show slightly more aspect of classromm management but for the quality of classroom management they perform better due to the longer experience of teaching. For junior English teacher they perform more enthusiastics energy, although it is clear that they have to study more on the behavior and attitude expected in the classrooms.
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Naz, Shahida, Memona Rasheed, and Tahir Rasheed. "Scale Development for Teaching Appraisal." Global Language Review II, no. I (2017): 55–66. http://dx.doi.org/10.31703/glr.2017(ii-i).04.
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The study finds if teachers' success in classroom is determined by the efficacy of teaching skills. Successful and effective teaching depend on several factors including level of knowledge, classroom management skills and students assessment. Evaluating the effectiveness of teachers is a challenging task due to the absence of standardized scale for assessing teachers’ classroom disposition. The present study develops and validate a scale for the evaluation of teachers’ teaching skills. Keeping in consideration the previous scales, literature and teaching skills, a scale comprising of 27 items is developed. It is then validated in pilot testing. The developed scale is used for the appraisal of 60 teachers for their teaching skills. The coefficient of reliability for the scale was 0.822 which is acceptable for the scales to be used in social sciences.
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Muftawu, Musilimu, and Ece Ugurluoglu Aldogan. "Measuring patient safety culture: A study at a teaching hospital in Ghana." Journal of Patient Safety and Risk Management 25, no. 6 (2020): 250–58. http://dx.doi.org/10.1177/2516043520938534.
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Objective This study examined the current patient safety culture from the perspective of healthcare workers in a teaching hospital in Ghana and drew comparison with the Agency for Healthcare Research and Quality 2018 Patient Safety Culture Comparative Database Report. Methods A cross-sectional survey was conducted using the Hospital Survey on Patient Safety Culture developed by the Agency for Healthcare Research and Quality. A total of 435 questionnaires were distributed and 322 valid responses were received (a response rate of 74%). The study sample included 178 nurses, 59 doctors, 19 pharmacists, 35 technicians ((laboratory and radiology), and 31 management staff. The Hospital Survey Excel Tool 1.6 and the Statistical Package for the Social Sciences (SPSS) version 20 were used to analyze the data. Results The overall average score for the 12 dimensions of patient safety culture was 53% which is 12% lower than the Agency for Healthcare Research and Quality 2018 benchmark report of 65%. The dimension with the highest positive mean score was “Teamwork within Hospital Units” (77%) while the one with the lowest score was “Frequency of Event Reporting” (33%). All 12 domains except for Frequency of Event Reporting ( p = 0.414), Management Support for Patient Safety ( p = 0.823), and Teamwork within Units ( p = 0.070) have significant relationship with patient safety culture. Conclusions Generally, the patient safety culture dimension in the teaching hospital was low. Training of healthcare workers on patient safety and a broad based research including all categories of healthcare staff is highly needed in other to fully understand and change the patient safety culture in Ghanaian Hospitals.