Dissertations / Theses: 'Teaching and learning methods'

1

Prieto, Pérez Nevia, and Martín Silvana San. "Teaching and learning Methods: Theories and Trends in L2." Tesis, Universidad de Chile, 2004. http://www.repositorio.uchile.cl/handle/2250/110138.

Full text

Abstract:

Informe de Seminario para optar al grado de Licenciado en Lengua y Literatura Inglesa.
After many years of hard study and careful research, we can state that focusing on the teaching area is not the key to achieve a good proficiency when learning a foreign language. This idea is based on the fact that, even though there have been many attempts to develop a good method for teaching languages through many decades, none of them has proved to be accepted by the whole language teaching community. Since our work was originally planned to encompass teaching and learning, from our point of view the process of learning is undoubtedly the most important thing. Consequently it must be studied in depth.

APA, Harvard, Vancouver, ISO, and other styles

2

Rozhkova, I. "Teaching methods of treatment eyes." Thesis, Sumy State University, 2016. http://essuir.sumdu.edu.ua/handle/123456789/46899.

Full text

Abstract:

Note that to prevent any disease is easier than to fight it! Innovations in medicine help to save and treat vision. However, it is important to remember that a lot depends on the style and way of life. Take care of your vision!

APA, Harvard, Vancouver, ISO, and other styles

3

Zahir, Freshta. "Teaching Methods of Foreign Languages : Teaching and learning of Spanish language in Kabul." Thesis, Karlstads universitet, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-33821.

Full text

Abstract:

Second languages which are also called foreign languages are learnt beside native spoken languages and they are learnt in a systematic way (Hinkel, 2005). Spanish and English are widely spoken around the globe and they have improved a lot in Afghanistan, especially SPanish after Spanish military existence in teh country as part of ISAF after 2001 to Afghanistan and after the establishment of some private schools where Spanish is a part of curriculum. This school was built due to the interest of Spanish embassy. As the embassy got informed that there is the Spanish department, they immidiately got interested and wanted to establish a school in Afghanistan too where Spanish will be taught as one subject in this only one school in Kabul city. Since, there are mostly non-native speaking teachers with different teaching approaches in Kabul University; the researcher therefore, conducted this study to compares English and Spanish language teachers in the university and a private school. Moreover, students’ perceptions as regards learning a second language are explored as well as their experience and motives. Data for this research is collected with the help of ready-made questionnaire which was distributed to 20 English teachers, seven Spanish teachers at the university, five teachers of Kabul international school, 50 students of Spanish department and 50 students of Kabul international school. In addition to this, five classes were observed in university and five in private school, which helped the comparison of teachers’ perceptions and factual teaching performance in the class. It was found that there are both similarities and differences among teachers of English and Spanish teachers when teaching these foreign languages. In schools these languages are taught superficially and teachers lack professional knowledge while in the university vice versa. This research also found that nearly all the staff and students in Spanish department are grown up in urban areas and none of the students while only three out of 12 Spanish teachers have visited Spain. Half of the students in school were concerned about the impact of Spanish on Afghan society while students in the university and Spanish teachers had the counter idea. Moreover, it was found that in university students were given articles, assignments and topics from magazines and newspapers apart from daily lessons for the intention that students strengthen their Spanish language while this practice was hardly visible in school classrooms. In school Spanish language was taught on lecture based where students rarely found any chance for practice of the language and most of the time was allocated for the translation of Spanish.
TEMP Afganistan

APA, Harvard, Vancouver, ISO, and other styles

4

D'Silva, Siobhan Danielle, and Inês da Silva Araújo Simões. "The efficiency of methods used for teaching and learning patternmaking." Master's thesis, Universidade de Lisboa. Faculdade de Arquitetura, 2016. http://hdl.handle.net/10400.5/13441.

Full text

Abstract:

Dissertação de Mestrado em Design, com a especialização em Design de Moda, apresentada na Faculdade de Arquitetura da Universidade de Lisboa para obtenção do grau de Mestre.
O foco desta pesquisa de design de moda são os métodos de ensino e a aprendizagem de "patternmaking". O propósito é estudar e observar alguns métodos correntes de ensino e retirar conclusões em termos de eficácia através dos resultados obtidos pelos alunos. A combinação de abordagens com intervenção ou sem intervenção de pesquisa qualitativa aqui proposta utilizará ferramentas como: (1) pesquisa literária (2) observação de aulas de "pattern making" de primeiro nível (para descrever e classificar os métodos de ensino usados pelos docentes de acordo com os resultados do desempenho dos alunos) e (3) entrevistas a estudantes e docentes (para identificar os seus antecedentes e experiências bem como as variáveis que contribuem para eficiência e deficiências identificadas nos processos de ensino). As entrevistas e observação conduzida vão permitir adquirir informação em tempo real, e como tal são de grande importância para este estudo. Igualmente relevante será a seleção e análise de literatura e documentação, que será um recurso permanente de informação. Esta pesquisa é um estudo documentado de três casos (um em Lisboa, Portugal e dois em Mumbai, na India) sobre métodos utilizados para o ensino e aprendizagem de pattern making, e retira as suas conclusões avaliando a sua eficiência.
ABSTRACT: The focus of this research in Fashion Design is the methods of teaching and learning pattern making. The purpose is to study and observe a few current methods and draw conclusions on their efficiency from the results obtained by the students. Combining non interventionist and interventionist approaches the qualitative research hereby proposed uses tools like (1) literature review, (2) observation of first level patternmaking classes (so as to describe and classify the methods used by the educators according to the students’ learning proficiency), and (3) interviews to students and educators (to identify their backgrounds and experiences as well as the variables that contribute for the efficiency or deficiencies of the observed methods). The conducted interviews and observation provide first hand information and are therefore of great importance in this study. Also relevant is the selection and review of literature, as it was a permanent source of information. This research is a documented study of three cases (one in Lisbon, Portugal and two in Mumbai, India.) on the methods that are being used for teaching and learning pattern making and concludes by evaluating their efficiency.
N/A

APA, Harvard, Vancouver, ISO, and other styles

5

Al-Yamani, S. A. "An overview of programmed learning and computer-assisted learning, and implementation of a PL/CAL module." Thesis, University of Bath, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.379574.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Cline, Patricia L. "The effects of modifying teaching methods to accommodate student learning styles." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999clinep.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Fung, Siu Pik. "What is the relationship between vocabulary teaching methods and vocabulary learning." HKBU Institutional Repository, 1997. http://repository.hkbu.edu.hk/etd_ra/110.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Joubert, L., G. Ludick, and Z. Hattingh. "STUDENT EVALUATION OF DIFFERENT TEACHING METHODS AND THE EFFECTIVENESS THEREOF." Interim : Interdisciplinary Journal, Vol 13, Issue 2: Central University of Technology Free State Bloemfontein, 2014. http://hdl.handle.net/11462/287.

Full text

Abstract:

Published Article
A significant amount of time and effort has to go into teaching students. It is no art when lecturers simply read from a text book. The objective of this study was to determine the teaching methods that students at the Hotel School, Central University of Technology, Free State, consider as most effective to support learning. All first-year students (N=73) enrolled for the National Diploma: Hospitality Management were targeted to participate in the survey. A mixedmethod study design was followed, and a questionnaire consisting of closedand open-ended questions was developed for data collection. Closed-ended questions were rated on a five-point Likert scale, while answers to open-ended questions were analysed to determine trends. Results showed that lecturers used a variety of teaching methods. The lecture teaching method was rated best by 49% of students followed by the group discussion method which was rated as second best (19%). Case studies and brainstorming were the least-preferred methods (4% and 0% respectively). Lecturers should ensure that maximum information is transferred through the teaching methods that most appeal to students. The focus should be on enabling students to practically apply the lessons taught in everyday life.

APA, Harvard, Vancouver, ISO, and other styles

9

Mustafa, Ghassoub Sharif Hassan. "English language teaching and learning at government schools in the United Arab Emirates." Thesis, University of Exeter, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.269828.

Full text

Abstract:

This thesis presents the findings of a study that investigated the teaching and learning of English in female government schools in the United Arab Emirates. The research was conducted by means of qualitative methods and 61 participants participated in the interviews. The research sample represents the three main parties that are directly concerned with teaching and learning English and they are: schoolteachers, school graduates, and higher education teachers. The investigation reveals three main aspects of English language teaching and learning at school. First, schoolteachers use ineffective grammar-translation methods with some principles from the direct and communicative methods. Second, school graduates have negative perceptions of English language teaching at schools and blame it on their failure to learn the language. Finally, tertiary institutions receive school graduates with poor English. There are a number of factors that affect teachers' performance in the English class. First, the syllabus is prescriptive and there is a heavy emphasis on textbooks and exams. Second, teachers operate according to a given scheme, which prioritizes high success rates in English as a school subject, and de-emphasizes English as a medium of communication. This has led to restricting teachers' autonomy and causing stagnation in the process of learning English. Also due to teachers' beliefs and other overwhelming circumstances, they resorted to the transmission model to deliver information to exam takers rather than language learners. The abovementioned conditions reflect negatively on students' attitudes, motivation, and learning style. However, they cling to a small amount of instrumental motivation that energizes them to study for the exam. Although many students are aware of the importance of English, they are not given an opportunity to learn it appropriately, which lowers their motivation substantially. Additionally, the English classroom lacks a humane classroom environment.

APA, Harvard, Vancouver, ISO, and other styles

10

Solso, Desiree. "The effect of constructivist and traditional teaching methods on students' mathematical achievement." Online pdf file accessible through the World Wide Web, 2009. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Solso_DMITthesis2009.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

Simpson, Linda. "Undergraduate Nursing Students’ Learning Style Preferences and Preferred Faculty Teaching Methods Compared to the Actual Methods Used by Faculty." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etd/3833.

Full text

Abstract:

Aim. The aim of this study was to examine the generational differences of undergraduate nursing students’ learning style preferences and their preferred faculty teaching methods to the teaching methods used most often by nursing faculty in the classroom. Background. Nursing educators are responsible for creating learning environments that are effective for students that are in different generations and nursing educational pathways. Each generational cohort brings a collective set of characteristics, expectations, and preferences to the classroom, challenging educators to balance the generational learning styles of all students with respectable, evidence-based, pedagogical approaches. This study was one of the first to explore Generation Z’s preferred teaching method preferences used in the classroom. Method. Both descriptive and inferential statistical procedures were used for this study. A one-sample Wilcoxon signed-rank test was performed to evaluate the difference between each of the learning style preferences, followed by a Kruskal-Wallis test that compared the generational differences to the learning styles. A Likelihood-ratio Chi-square (LR χ2) was performed to assess for association between generational cohorts and their preferred teaching methods used in the classroom. Results. One hundred eighty-four undergraduate nursing students; and sixty-seven nursing faculty from ten Southeastern states were included in the sample for this study. Using the Index of Learning Styles® survey, results found nursing students had either a balanced active/reflective and sequential/global learning style, or a sensing or visual learning styles. With regards to preferred teaching methods, lecture, and the use of visual aids in the classroom were identified as the top teaching methods preferred by both student and faculty participants. Conclusion. Nurse educators are responsible for creating learning environments that are inclusive of students from diverse generational cohorts, spanning six decades and in multiple nursing educational pathways. These results provide new information for nursing educators to utilize in various academic settings.

APA, Harvard, Vancouver, ISO, and other styles

12

Tlala, Kedibone Magdeline. "The effect of predict-observe-explain strategy on learner's misconceptions about dissolved salts." Thesis, University of Limpopo ( Turfloop campus), 2011. http://hdl.handle.net/10386/641.

Full text

Abstract:

Thesis (M.Ed.) --University of Limpopo, 2011
Misconceptions learners bring to class are in sharp contrast to acceptable science. These misconceptions emanate from a variety of sources including the way educators teach, textbooks used by teachers and from life experiences. These misconceptions at high school (Grade 10) are a potential source of learning difficulty regarding understanding how salts dissolve in water. To assist learners to overcome such difficulties, learner-centred and activity-based intervention, Predict-Observe-explain (POE), was used in this study. The sample consisted of 93 Grade 10 Physical Sciences learners from two neighbouring schools situated in Moutse West circuit, Sekhukhune District, Limpopo Province. 53% of the students involved in this study were males and 47% were females. The purpose of this study was to investigate Grade 10 Science learners’ conceptual understanding of dissolved salts and to explore the use of POE strategy in order to reduce learners’ misconceptions about the dissolved salts. The study also, explored students’ prior knowledge of concepts related to the dissolved salts and determined the effectiveness of POE strategy on males and females. A quasi-experimental design was used where the experimental group (EG) used POE strategy during treatment and where the control group (CG) used the traditional teaching using lecturing and demonstrations. Before the start of the study, both groups wrote a pre-test using the Achievement Test (AT) to determine science baseline knowledge. Thereafter the intervention for EG and lecturing for CG followed and lasted for five weeks. After the intervention, both groups wrote the post-test to determine learners’ achievements. The post-test was followed by interviews to discover issues that were not identified during the AT. The quantitative data were analysed using both the t-test and the Analysis of Co-variance (ANCOVA). The qualitative data collected through interviews were coded to form themes and later themes were organised in categories. The results show that EG performed better in the post-test than the CG their counterpart. More importantly, this study identified two new misconceptions that have not been reported in the literature: salts dissolve in water when it is in ‘fine’ grains; and solid sodium chloride is not an ionic compound. Furthermore, findings from AT revealed that students’ conceptual understanding of how salts are formed, how salts dissolve in water and how salts ionise improved dramatically especially from the EG, but not for the CG. Data collected on the AT post-test for EG show that males (mean 21.13 ± 9.72 SD) achieved better than females (mean 12.73 ± SD 5.97) and t-test p = 0.004. On macro level concepts, females from CG achieved higher scores than the males from the same group. Conversely, on micro level, the CG achievements were lower than the EG in males and females, suggesting that POE favours the reduction of misconceptions not only at macroscopic levels, but also at microscopic levels. The findings in this study highlight the need for educators, curriculum developers and textbook writers to work together in order to include various elements of POE in the curriculum as a model for conceptual change at high school science classroom.

APA, Harvard, Vancouver, ISO, and other styles

13

Larsson, Malin. "Cultural Capital through Novels in English : Is There One Sovereign Teaching Method when Teaching Novels in English?" Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-33634.

Full text

Abstract:

This thesis researches how six of the English teachers in the public upper-secondary schools in Växjö teach novels in English and how their methods influence the gaining of cultural capital for the students. The cultural capital theory is based on Pierre Bourdieu and what he states about cultural capital being one of the factors that may allow a person to shift social status without having any economic capital. Another matter that Bourdieu addresses is that school is one of the institutions where cultural capital may be gained (Bourdieu “Practical Reason” 19). Because school is the one common ground students have, it is the one place where they all have the same chance of developing, regardless of social status. The connection between gaining cultural capital and novels in English is explained with the theory of John Guillory and what he states about English novels being a part of cultural capital. The novels that the school possesses and uses form a school canon that does not only reflect the school’s values but its culture as well (Guillory 38). When the students read these novels they therefore gain the cultural capital that the school reflects. How well this cultural capital is gained depends on the teachers and their methods. The study has been conducted by interviewing two English teachers from each of the three schools about their methods and choice of novel. The analysis has uncovered that all the teachers have similar methods and the variations that exists depends on the students they have. Consequently the amount of knowledge and cultural capital gained by the students depends on what kind of students the teacher has and which method he/she therefore chooses to use.

APA, Harvard, Vancouver, ISO, and other styles

14

Rowell, Janet L. "Student Perceptions: Teaching and Learning with Open Educational Resources." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2545.

Full text

Abstract:

The purpose of this study was to analyze factors that may contribute to student perceptions of courses using Open Educational Resources (OER). Specifically, the 6 independent variables tested were the course discipline, age, gender, course delivery mode, enrollment status, and number of credit hours taken. The dependent variables were measured as mean scores of 6 OER perception dimensions: motivation to learn, quality of learning experience, value of OER, cognitive learning, affective learning, and course quality. A 27-item online survey was administered to gather data from students enrolled in a course that used OER in the fall semester, 2014. There was a 23% response rate with 80 completed surveys. Independent-samples t tests were used to determine if significant differences existed between 5 of the 6 independent variables (the number of credit hours taken was tested using a different method) and each OER perception dimension mean. A Pearson product-moment correlation was used to determine whether there were significant relationships among the 6 dependent OER perception dimension means and the number of credit hours taken. The level of significance used was < .05. The findings of the independent-samples t tests revealed that there were no significant differences between the independent variables and the 6 OER perception dimension means. The motivation to learn perception mean was highest at 3.97 on a 5-point Likert-type scale; the value of OER had the lowest perception dimension mean of 3.37. The Pearson product-moment correlation determined that there was a significant weak negative relationship between the number of credit hours taken and the level of perceived cognitive learning dimension. All other correlations were found to have no significant relationships. It can be concluded from the findings of the study that students are highly motivated to learn. From the perception rating of 3.37 for the value of OER, it can be concluded that student perceptions of the value of OER are slightly positive. It can also be concluded that as the number of credit hours in which a student is enrolled increases they have a lower perception of their level of cognitive learning.

APA, Harvard, Vancouver, ISO, and other styles

15

Roberts, Jennifer M. "A mixed methods study of secondary distance-learning students: Exploring learning styles." ScholarWorks, 2009. https://scholarworks.waldenu.edu/dissertations/672.

Full text

Abstract:

Public education in the United States has experienced an increase in distance-learning (DL) opportunities. Because research has focused on student achievement in post-secondary DL programs, little is known about secondary students' experiences. The purpose of the current study was to explore DL applicability within secondary education. Specific research questions addressed by the concurrent mixed methods nested study included examining students' opinions and experiences in a secondary DL course and determining whether individual learning styles were addressed. Structured interviews, group discussions, and a survey were used to gather data over 2 months from 14 students in grades 9 through 12 participating in a state wide Alabama DL program. Surveys were used to assess and match DL activities to Gardner's 8 learning styles. Interviews and discussions explored students' opinions about activities and components and perceptions of their academic achievement. Quantitative data indicated that students reported some activities related to all learning styles with the greatest coverage observed for linguistic methods. Qualitative data were open and axial coded within each research question and the coded data was analyzed to define common DL practices used to meet specific styles and emergent themes related to student perceptions. Triangulation of results showed DL students felt successful based on their participation in a spectrum of activities including interactive video, e-mail, online discussion boards and tutoring sessions, and self-directed learning. The study contributes to positive social change by documenting a variety of strategies employed to successfully engage secondary DL students who present a variety learning styles and challenges related to DL curricular content and modes of delivery.

APA, Harvard, Vancouver, ISO, and other styles

16

Bess, Michael William. "Vocabulary Learning for Short-Term ESL Students: A Comparison of Three Methods." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4713.

Full text

Abstract:

Long-term studies with both native and non-native speakers of English have shown that vocabulary can be learned passively or "incidentally" simply through the act of reading, even through reading for pleasure. Generally, studies of incidental vocabulary learning have tested subjects' knowledge of words learned after reading novels or other longer works of prose fiction. Eighty-four students from a short-term ESL program participated as subjects in this study. Subjects were divided into three treatment groups and one control group. All subjects were given a 100-i tern word-recognition pretest, containing 45 test words and 55 dis tractors. The three treated groups were each given three treatments meant to increase their vocabulary knowledge: Vocabulary exercises alone, short story reading alone, and a combination of vocabulary exercises and short story reading (using a short story which contained the words taught in the exercises). Fifteen of the 45 test words were taught under each treatment. All subjects were then given a 45-item multiple-choice post-test, testing the 45 vocabulary words taught in the three treatments. It was hypothesized that story-reading alone would produce the highest gains between pre- and post-test scores, exercises and story together would produce median scores, and exercises alone would produce the lowest scores. Analysis of the data revealed a much different pattern: Story-reading alone actually produced the lowest score gains, while the two treatments involving exercises produced gains that were similarly high. Apparently, vocabulary exercises combined with a short story provided the extra context and practice the subjects needed to learn those words better than did story reading alone. Vocabulary exercises alone produced better scores than story reading alone perhaps because the subjects were accustomed to the task of learning vocabulary words through exercises, and because the task (learning words) was obvious. The subjects were probably not accustomed to learning words simply through reading stories, nor was the task of learning words obvious in that case. Thus, given the special parameters of this study and its subjects, score gains were lowest on the treatment that was expected to produce the highest gains.

APA, Harvard, Vancouver, ISO, and other styles

17

Bartholomew, Scott Ronald. "A Study Analyzing Five Instructional Methods for Teaching Software to Junior High Students." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2654.

Full text

Abstract:

If you ask 5 different teachers what the best way to teach a new technology to a student is you will get 5 different answers. (Bork, 2001; Cheong, 2008; Egal, 2009; Howell, 2001) What is the best way to teach a new computer software application to a student? In the technological world we live in today the effective transfer of technological knowledge is paramount. With varying opinions even among the leaders of national technology teacher associations (Haynie, 2005) there is a large level of ambiguity in relation to best practices in technology teaching. This study evaluates five commonly used methods of software application instruction used in technology classrooms. Students and teachers were questioned regarding the effectiveness and frequency of use of each of the instructional methods. Students were also instructed using five commonly used methods of instruction. Student's work was graded and average grades for each method of instruction were obtained. Key findings include: 1 - Students perceive book learning to be the most effective method of instruction for themselves and for their classmates. 2 - Teachers perceived direct instruction as the most effective method of instruction and book learning as the least effective method of instruction. 3 - Although students reported book learning as the most effective method of instruction those receiving direct instruction received the highest grades.

APA, Harvard, Vancouver, ISO, and other styles

18

Polianidis, Theodoros. "Lärarmetoder i klassrummet : Astudy of teaching methods in the classroom." Thesis, Stockholm University, Department of Education in Languages and Language Development, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-8647.

Full text

Abstract:

Arbetet syftar till att ge en bild av lärarnas metoder i klassrumsundervisningen av tvåspråkiga barn.

Min forskningsfråga lyder: Vilka metoder använder sig läraren av för att undervisa engelsk grammatik till tvåspråkiga barn?

I teori delen börjar jag med att upplysa om tvåspråkighet. Vilken uppfattning hade man om tvåspråkighet och undervisning av tvåspråkiga barn för ungefär 40 år sedan? Vilken uppfattning har forskare om tvåspråkighet och undervisningen av tvåspråkiga elever idag? Jag fortsätter med att belysa om de olika metoderna lärarna använder sig av i klassrumsundervisningen för att undervisa tvåspråkiga elever i engelsk grammatik?

I resultat delen och efter att ha använt intervjun som forsknings redskap kom jag fram till följande resultat: Lärarna använde sig av liknande metoder för att motivera de tvåspråkiga eleverna till språkinlärning. De använde sig främst av leken som metod för att lära ut engelsk grammatik till deras elever. På så sätt blev grammatik undervisningen, enligt lärarna, mycket roligare och intressantare. Alla tre lärare varierade sina lektioner genom att använda sig av olika metoder. Eleverna fick ibland ansvara för sin egen språkinlärning och valde de metoder som passade bäst för deras kognitiva lärande. Lärarna använde sig också mycket av metoden 'Learner Autonomy' som gick ut på att eleverna fick arbeta självständigt och i sin egen takt med olika skrivuppgifter och övningar. Lärarna fick agera som rådgivare på dessa lektioner.

I analysdelen belyste jag om Skillnader samt Likheter i lärarnas åsikter. Jag jämförde vad alla tre lärarna sa i varje fråga och om det fanns några likheter samt skillnader i deras utsagor. Jag kom som sagt fram till att lärarna använde sig av liknande metoder för att lära ut engelsk grammatik i klassrummet, men självklart så fanns det även vissa skillnader på deras sätt att jobba.

Jag avslutade arbetet med en slutdiskussion där jag belyste om de olika problematiska momenten i lärarna utsagor. Samt om den bild jag fått ute på fältet i form av intervjuer, överensstämde med tidigare forskning (litteratur) som gjorts i detta område?

APA, Harvard, Vancouver, ISO, and other styles

19

Staff, Donald Michael Hyten Cloyd. "Utilizing staff training methods for developing a mathetics error correction procedure in a university classroom." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9735.

Full text

APA, Harvard, Vancouver, ISO, and other styles

20

Perry, Janet Elise. "Envirothon teaching methods: how do they impact learning in the traditional biology classroom?" Montana State University, 2011. http://etd.lib.montana.edu/etd/2011/perry/PerryJ0811.pdf.

Full text

Abstract:

My Action Research Project connects the Envirothon contest with a traditional biology classroom. In the Envirothon, a national environmental contest, teams of high school students work together outdoors, solving site-based natural resource questions and problems in aquatics, forestry, soils, wildlife, and a current environmental issue. During this competition, teams rotate from Station to Station, working on a variety of "hands on" tasks specific to each environmental area; the students are also tested on sets of questions that cover a very wide range of information for each topic. "Envirothon Teaching Methods" typically used to successfully prepare teams for this competition involve bringing in knowledgeable professionals to help students learn about each of these environmental areas. The lessons, presented by local natural resource people with expertise and experience, usually focus on providing students with "real world" information. Students typically learn in an outdoor setting and/or use local materials and resources. "Hands on" authentic activities are emphasized as an important way to increase student comprehension of environmental subject matter. In this Action Research Project, I incorporated the same teaching methods commonly used to train students for Envirothon contests into my high school College Biology course. When used by an entire class of students within a traditional school day setting, Envirothon teaching methods had positive impacts on students' comprehension of environmental topics.

APA, Harvard, Vancouver, ISO, and other styles

21

Waswa, Anne, and Mitchelle Wambua. "Teaching and Learning of Mathematics in Sweden : Methods, Resources and Assessment in Mathematics." Thesis, Linnéuniversitetet, Institutionen för utbildningsvetenskap (UV), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-45007.

Full text

APA, Harvard, Vancouver, ISO, and other styles

22

Gebara, Tammy Teresa. "Comparing A Blended Learning Environment To A Distance Learning Environment For Teaching A Learning And Motivation Strategies Course." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1274276353.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

Jong, Cindy. "Linking Teacher Learning to Pupil Learning: A Longitudinal Investigation of How Experiences Shape Teaching Practices in Mathematics." Thesis, Boston College, 2009. http://hdl.handle.net/2345/616.

Full text

Abstract:

Thesis advisor: Lillie R. Albert
Mathematics education is constantly at the forefront of public and academic debates during this era of increased accountability. Questions concerning teacher preparation and teaching practices that connect to pupil learning are central to these discussions. However, very few studies have examined relationships among these factors and most are confined to a short time period; thus, this dissertation studies such relationships over a two-year period. Informed by a sociocultural perspective, this study examines how preservice elementary teachers' past K-12 schooling and teacher education experiences influences their attitudes and perceptions about mathematics education over time. It also explores how teaching practices are shaped by these experiences, and are ultimately linked to pupil learning. A mixed-method design of survey and qualitative case-study research methods was employed to collect and analyze data over a two-year period. During the first year of this study, pre- and post-surveys using Likert-scale items were administered to all preservice teachers (n=75) enrolled in an elementary mathematics methods course. For a two-year period, the experiences of two participants were explored through longitudinal interviews, observations, and an examination of artifacts (i.e., teacher lesson plans, assessments, and pupil work) to develop in-depth case studies. Findings indicate that prior schooling experiences influenced teachers' initial attitudes and perceptions about mathematics. Nevertheless, over a short period, positive changes in teachers' attitudes and confidence to teach mathematics suggest that experiences in the mathematics methods course were conducive to building on teachers' prior knowledge. Survey and case-study findings also indicate that preservice teachers planned to teach mathematics with a reformed approach, which emphasizes a conceptual understanding of mathematic. However, it was challenging for case-study participants to implement a reformed approach as first-year teachers, especially if they had limited teaching models to reinforce this method. Findings also suggest that school context, classroom management, and mathematical content knowledge all influence teaching practices and pupil learning opportunities. Implications for teacher education, school reform, and future research are discussed
Thesis (PhD) — Boston College, 2009
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction

APA, Harvard, Vancouver, ISO, and other styles

24

Cushman, Mary Ellen. "Reading, writing, and metacognition: Theoretical connections and teaching methods." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/458.

Full text

Abstract:

Relationships between reading and writing -- Formation of a thought-world that is a cluster of ideas and associations related to a literacy event -- Establishment of a progression of interrelated ideas from the thought-world -- Creation of intersentence cohesion by filling of gaps.

APA, Harvard, Vancouver, ISO, and other styles

25

Al-Hor, Abdul Aziz Mohamed. "Co-operative learning and the new primary science curriculum in the State of Qatar." Thesis, Durham University, 1996. http://etheses.dur.ac.uk/1515/.

Full text

APA, Harvard, Vancouver, ISO, and other styles

26

Miller, Nancy S. "Left-Handedness: Are Some Teaching Styles Inhibiting their Learning?" Defiance College / OhioLINK, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=def1281624303.

Full text

APA, Harvard, Vancouver, ISO, and other styles

27

Balogh, Erika, and Gabriella Balázsi. "Obey God, obey your teacher : Teaching and learning methods experienced in three Kenyan schools." Thesis, Växjö University, School of Education, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-1997.

Full text

Abstract:

One of our interests, as future teachers, is which role different educational strategies and

methods have in the everyday teaching and how that contributes to pupil’s social and

cognitive development. Every pedagogical system and culture is time bound. Pedagogical

ideas used in prevailing schools are changing continuously because of social and economic

changes and are always influenced by the actual social, political and economic ideology in

respective country.

The purpose of this qualitative study is to find out how education is taking part and how it is

outlined in three schools in Kenya. We are interested in teachers’ and pupils’ opinion and

reflections about the existing education, everyday teaching and the role school plays in the

Kenyan society.

Based on our interviews and observation we have made we can state that the education in

Kenya is more behaviouristic and collectivistic focusing on fact knowledge and because of

the widespread use of rewards and punishments and the role of the teacher as a model, a

mediator of knowledge and an authority for the pupils. Besides the dominant behaviouristic

pedagogy, we have even seen some elements of cognitive and interaction pedagogy.

APA, Harvard, Vancouver, ISO, and other styles

28

Lam, Wai-lin, and 林慧蓮. "Teaching methods and approaches to learning in science among Secondary1 students in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957195.

Full text

APA, Harvard, Vancouver, ISO, and other styles

29

Smith, Fay. "A multimethodological attitudinal study of teaching methods and their relation to student learning styles." Thesis, University of Sunderland, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.297130.

Full text

APA, Harvard, Vancouver, ISO, and other styles

30

Glover, Jacob I. "Finding the right mix: teaching methods as predictors for student progress on learning objectives." Diss., Kansas State University, 2012. http://hdl.handle.net/2097/13623.

Full text

Abstract:

Doctor of Philosophy
Department of Special Education, Counseling and Student Affairs
Aaron H. Carlstrom
This study extends existing student ratings research by exploring how teaching methods, individually and collectively, influence a minimum standard of student achievement on learning objectives and how class size impacts this influence. Twenty teaching methods were used to predict substantial or exceptional progress on each of 12 learning objectives. Analyses were conducted in four class-size groups, Small (between 10-14 students), Medium (between 15-34 students), Large (between 35-49 students), and Very Large (50 or more students). Archival data were over 580,000 classes of instructors and students who responded to two instruments within the IDEA Student Rating of Instruction system: Instructors completed the Faculty Information Form, and students responded to the Student Ratings Diagnostic Form. Significant progress, for the purpose of this study, means students indicated they made either substantial or exceptional progress on learning objectives the instructor identified as relevant to the course. Therefore, student ratings of progress were dichotomized and binary logistic regression was conducted on the dummy variables. Descriptive statistics and point-biserial correlations were also conducted to test the hypotheses. Teaching methods that stimulated student interest were found to be among the strongest predictors of significant progress on the majority of learning objectives across all class sizes. For all class sizes, significant progress was correctly classified from a low of 76% of the time to a high of 90% of the time. The higher students rated the instructor in stimulating them to intellectual effort the more progress they reported on a majority of learning objectives across all class sizes. Higher instructor ratings on inspiring students to set and achieve challenging goals were also associated with significant student progress on learning objectives across all class sizes. Class size was not a major factor affecting the predictive strength of groups of teaching methods on student progress on learning objectives. However, it was a factor concerning the predictive strength of individual teaching methods. The larger the enrollment the greater was the predictive strength of key teaching methods. Implications of the study for faculty professional development and for future research are discussed.

APA, Harvard, Vancouver, ISO, and other styles

31

Postma, Thomas Corne. "Evaluating the impact of adjunctive integrated case-based dental teaching and learning on clinical reasoning in a discipline-based teaching and learning environment." Thesis, University of Pretoria, 2013. http://hdl.handle.net/2263/40246.

Full text

Abstract:

Problem-solving and integration of knowledge are key objectives of the undergraduate dental curriculum of the School of Dentistry, University of Pretoria, which aims to develop the clinical reasoning skills of students. For practical reasons the School provides discipline-based teaching and learning, which, according to the literature, might limit a student’s ability to integrate knowledge during clinical reasoning processes. The literature suggests that problem-solving by means of case studies – an active teaching and learning strategy– might be a useful method to develop and integrate knowledge at undergraduate level, and that earlier exposure to clinical cases might assist in the attainment of clinical reasoning skills at an earlier stage. Hence, this action research study describes the planning, design, implementation and evaluation of a “new” Comprehensive Patient Care curriculum over a three-year period (2009 - 2011) based on Kern’s “six-step approach to curriculum development”. The new curriculum employs an adjunctive integrated case-based approach according to the principles described in the “Four Component Instructional Design Model” and a new variant of the so-called “progress test”, starting already in the preclinical (third) year of study, to develop and test students’ clinical reasoning skills over time. The exit-level progress test results of dental students who had been taught by following an adjunctive integrated case-based approach were statistically analysed, using mixed model statistics, and were compared with the clinical decision-making skills of cohorts who had been taught by following the traditional discipline-based approach. These analyses were complemented by bivariate and multivariate quantitative analyses and qualitative student feedback (mixed methods). The validity of the progress test results was also examined by comparing the results of different cohorts. The fifth-year cohort who had been exposed to integrated case-based teaching and learning from their preclinical year performed significantly better in the progress test at exit level than the cohorts who had received only discipline-based teaching and learning, even when controlling for previous academic performance. These findings were supported by the quantitative and qualitative feedback that students gave about the educational processes that were followed. The progress test performed reasonably well as a measurement tool and all the differences that were measured between the different cohorts could be explained logically. Case specificity posed the biggest threat to the reliability of the test. The results suggest that integrated case-based teaching and learning, commencing in the preclinical study years, might be a useful intervention to improve clinical reasoning ability at exit level in dental schools such as the School of Dentistry, University of Pretoria that follow a discipline-based approach. The results of this action research study provided particularly useful information, which will allow further improvements to the educational intervention. The results of this study require further research to substantiate the findings beyond doubt.
Thesis (PhD)--University of Pretoria, 2013.
gm2014
Dental Management Sciences
unrestricted

APA, Harvard, Vancouver, ISO, and other styles

32

Kardas, Janine M. "Selective methods of teaching secondary English--The Scarlet Letter : a study and application of the collaborative and mastery learning methods /." View online, 1990. http://repository.eiu.edu/theses/docs/32211998880359.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

Chan, Hang. "The effectiveness of teaching methods incorporating formulaic sequences for foreign language oral fluency." Thesis, University of Cambridge, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.648794.

Full text

APA, Harvard, Vancouver, ISO, and other styles

34

Davidson, Conda. "Comparative analysis of teaching methods and learning styles in a high school computer spreadsheet unit /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9974620.

Full text

APA, Harvard, Vancouver, ISO, and other styles

35

Fagertun, Charlott. "Teaching English Vocabulary : A Case Study of TPRS and Reading Aloud as Teaching Methods in an Elementary School in Sweden." Thesis, Högskolan i Gävle, Engelska, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-32390.

Full text

Abstract:

There are numerous methods of teaching English as a second language to pupils in the lower grades of elementary school. Previous research indicates that some teaching methods are successful among children in pre-school and older pupils, but few studies have investigated their effects on 6-8-year-old pupils. The aim of this study is to compare two teaching methods, TPRS and Reading Aloud, to decide which one is more effective in second language vocabulary learning. Previous research in the field is presented and compared to the results of this study. This case study was conducted in an elementary school in Sweden, with 12 pupils in their first year of compulsory school and 13 pupils in their second year of compulsory school. The results suggest that TPRS as a teaching method is more effective than reading aloud when it comes to second language vocabulary learning. Further research suggestions are also presented in this essay.

APA, Harvard, Vancouver, ISO, and other styles

36

Lam, Wai-lin. "Teaching methods and approaches to learning in science among Secondary 1 students in Hong Kong." [Hong Kong] : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13833492.

Full text

APA, Harvard, Vancouver, ISO, and other styles

37

Wilson, Nancy C. "THE BENEFITS OF INTERSECTING FOREIGN AND PROGRAMMING LANGUAGE ACQUISITION PEDAGOGICAL METHODS." Thesis, School of Information and Library Science, 2006. http://hdl.handle.net/1901/321.

Full text

Abstract:

This study describes an interview survey of college instructors of foreign and programming languages as well as a content analysis of textbooks from these fields. Seven interviews were conducted with instructors in Romance Languages and Computer Science at five colleges in central North Carolina. The purpose of the interviews was to determine how instructors of foreign and programming languages view their teaching methodology and how this relates to the textbooks they choose. Based on the information gathered at the interviews and a subsequent content analysis of six textbooks, this study explored the possibilities that exchanging teaching ideas between foreign and programming language texts might afford if these were applied creatively across these two curricula.

APA, Harvard, Vancouver, ISO, and other styles

38

Walker, Catherine Livesay. "Visual learning through Hypermedia." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1148.

Full text

APA, Harvard, Vancouver, ISO, and other styles

39

Hambly, Everett E. III. "Kinesthetic teaching methods in the traditional classroom comparative spelling and vocabulary techniques." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1281.

Full text

Abstract:

Spelling and vocabulary performance as measured by pre-tests and post-intervention performance for the two strategies showed that average overall improvements resulted from the use of kinesthetic teaching methodologies when compared with visual (only) methods.

APA, Harvard, Vancouver, ISO, and other styles

40

Tomlin, Teagan L. "Using Geoscience Education Graduate Students to Help Faculty Transform Teaching Practice." BYU ScholarsArchive, 2008. https://scholarsarchive.byu.edu/etd/2027.

Full text

Abstract:

Universities make claims about student learning that graduates don't often achieve and are under pressure to show improvement in teaching and learning in their undergraduate programs. This has been the constant focus of university-level professional development programs, but most teachers are still not using the most effective teaching methods. Individual departments need to find ways to help their instructors overcome three main challenges associated with adopting more effective student-centered teaching methods. No matter what strategy is adopted, instructors need considerable support to 1) change their beliefs about what constitutes effective teaching and learning, 2) learn to effectively implement new strategies, and 3) help their students change their beliefs about teaching and learning. We investigated whether M.S. Geoscience Education graduate students could offer the support instructors need to overcome the challenges listed above. We successfully piloted this approach during 2006 to 2008. Receiving consistent and individualized support from a Geoscience Education graduate student, the instructor changed his beliefs about teaching and learning and learned to effectively implement active learning strategies. His teaching satisfaction and student ratings also increased. Advantages of our approach include 1) the time the graduate student devoted to making course changes, 2) the consistent support the instructor received which allowed him to transfer research supported educational theory into his teaching practice, and 3) the instructor is now a departmental resource that other instructors can go to for guidance. Disadvantages include 1) the graduate student's lack of experience as a teaching consultant and 2) the difficulty of transforming a professor/student relationship into a client/consultant relationship.

APA, Harvard, Vancouver, ISO, and other styles

41

Almasoudi, Bandar M. "Problem-Based Learning as a Teaching Method Versus Lecture-Based Teaching in Respiratory Therapy Education." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/rt_theses/13.

Full text

Abstract:

ABSTRACT BACKGROUND: Although Problem-based learning (PBL) approach is a common teaching technique in medical education, its use in the field of respiratory therapy is somewhat controversial. With so many programs adopting PBL strategies, it is important to examine whether there are differences between PBL and traditional teaching approaches in regards to learning outcomes. Therefore, the purpose of this study was to investigate if there are any significant differences between PBL and lecture-based program students in their cognitive abilities in mechanical ventilation. METHODS: Two universities with BS programs in respiratory therapy were chosen—one uses PBL (15 participants) and on uses lecture-based method (24 participants). All 39 participants were given10 multiple-choice questions related to mechanical ventilation derived from the NBRC RRT written exam forms (C & D) as a pre and a post test. RESULTS: The dependent t-test showed a significant difference between the pre and post test of the lecture-based and the PBL groups, resulting in a p value of 0.006 and 0.025 respectively. The independent t-test showed a significant difference in the pre-test favoring the lecture-based group (p = 0.039). However, the independent t-test showed no significant difference in the post-test (p=0.085) CONCLUSIONS: PBL is increasing in popularity despite the fact that studies of its efficacy have been thus far inconclusive. This study has shown PBL to be effective, but not significantly more effective than traditional lecture-based methods in regards to objective test scores.

APA, Harvard, Vancouver, ISO, and other styles

42

Gust, Linda. "Building capability : impact of low and high-fidelity manikins on neonatal resuscitation simulation." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Health Sciences, 2010, 2010. http://hdl.handle.net/10133/1288.

Full text

Abstract:

Purpose: Does manikin fidelity affect learning outcomes in neonatal resuscitation simulation? Description: This experimental design accessed and randomly assigned health care professionals (HCP) (N=60), who completed Neonatal Resuscitation Program (NRP) recertification in a simulation lab. The experimental group used a high-fidelity manikin. The control group recertified using a low-fidelity manikin. Dependant variables included learning outcomes of confidence, skill performance, and knowledge. These were measured using the newly developed Neonatal Resuscitation Confidence Tool (NRCT), Megacode Assessment, and NRP written exam. Both groups underwent the same simulated resuscitation scenario. Outcome: A significant increase in confidence with simulation was found (p<.001). HCPs using the high-fidelity simulator did not have a significant increased level of confidence, knowledge or skill performance compared to using the low-fidelity simulator. However, there was a significant increase in confidence with repeated NRP courses (p=.003). Implications: The use of simulation for NRP is important to increase capability with increased practice intervals.
ix, 109 leaves : ill. ; 29 cm. --

APA, Harvard, Vancouver, ISO, and other styles

43

Åkesson, Stina, and Martina Vallin. "Learning environment in Thailand : A case study regarding teaching methods and motivation in a Thai school." Thesis, Linnéuniversitetet, Institutionen för pedagogik, psykologi och idrottsvetenskap, PPI, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-24094.

Full text

Abstract:

The aim of our case study is to illustrate what teaching methods the teachers in an elementary school in southern Thailand use and if they motivate the students and in that case, how they do it. In the background we briefly report about Thailand, their school system and their development. The following presentation processes previous research that has been made within our chosen subjects. The theories are linked to our research questions, such as teaching methods, learning environments and approaches to motivate the students. Through a qualitative method ten observations have been conducted and the result of our observations have been analyzed and discussed. The result shows that the teachers in our case study use very personal and different teaching methods. The Ministry of education (2006) describes that the educational reform that took place in Thailand should develop teachers’ education methods to be more student-centered. The result of our observation shows that the teachers are in different stages in this development. Some of the teachers have much to develop before they reach this goal. The teachers also motivate the students differently. Some teachers motivated the students through external motivation where the goal was to pass the examiner’s tests, while others used the students’ internal motivation. The results cannot be generalized for all schools in Thailand. Since the study is relatively small, it only shows how a part of the teachers implemented their teaching at the school where the study was conducted.

APA, Harvard, Vancouver, ISO, and other styles

44

Kreivytė, Rasa. "Effect of applying different teaching and learning methods and aids on the accuracy of free throws." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2012. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2012~D_20121113_143214-12239.

Full text

Abstract:

Relevance of the topic. Basketball is a sports game the aim of which is to throw the ball into the opponent’s basket. The improvement in basketball is directly linked to one of the most significant problems arising to basketball players, coaches and researchers: the improvement of accuracy of shooting and free throws (Nemeth, 2002; Stonkus, 2003; Emma, 2004; Sivils, 2010; Filippi, 2011). The dependence of the efficiency of shooting as the main technical action in playing basketball is manifold: the accuracy of shooting is determined by biomechanical parameters (Brancazio, 1981; Hudson, 1985; Miller, 2002; Fontanella, 2007; Bartlett, 2008), movement stability (Millslagle, 2002; Button et al., 2003; Okubo, Hubbard, 2006; Bartlett et al., 2007; Lam et al., 2009), and ability of the human body to adapt to physical loads of different intensity (McInnes et al., 1995; Ziv, Lidor, 2009; Mongomery et al., 2010) and types as well as mental abilities of players (Burke, Brown, 2002; Vealey, Greenleaf, 2006; Malinauskas, 2010). Changes in the shooting indices during a basketball match are influenced by active actions of opponents’ defence, defensive systems applied, physical and mental condition of players, the importance of the match and its result. The accuracy of free throws is specifically influenced by the result of the game and the mental condition of the players in relation to the result (Stonkus, 2003; Wissel, 2011). It has been established that free throws make 20–25 percent of... [to full text]
Temos aktualumas. Krepšinis – tai sportinis dviejų komandų po penkis žaidėjus žaidimas aikštėje varant, perduodant vienas kitam ir metant kamuolį į varžovų komandos krepšį. Krepšinio tobulėjimas yra tiesiogiai susijęs su viena iš svarbiausių problemų, kylančių žaidėjams, treneriams bei mokslininkams – metimų ir baudos metimų tikslumo gerinimu (Nemeth, 2002; Stonkus, 2003; Emma, 2004; Sivils, 2010; Filippi, 2011). Pagrindinio technikos veiksmo žaidžiant krepšinį – kamuolio metimo į krepšį efektyvumo priklausomybė daugialypė: metimų tikslumą žaidžiant lemia biomechaniniai žaidėjo atliekamo veiksmo rodikliai (Brancazio, 1981; Hudson, 1985; Miller, 2002; Fontanella, 2007; Bartlett, 2008), judesių stabilumas (Millslagle, 2002; Button et al., 2003; Okubo, Hubbard, 2006; Bartlett et al., 2007; Lam et al., 2009), organizmo gebėjimas prisitaikyti prie įvairaus intensyvumo ir pobūdžio fizinių krūvių (McInnes et al., 1995; Ziv, Lidor, 2009; Mongomery et al., 2010), psichinės savybės (Burke, Brown, 2002; Vealey, Greenleaf, 2006; Malinauskas, 2010). Metimų rodiklių kaitą rungtynių metu lemia aktyvūs varžovų gynybos veiksmai, taikomos gynybos sistemos, žaidėjų fizinė bei psichinė būklė, atsižvelgiant į rungtynių svarbą, jų rezultatą. Baudos metimo tikslumui išskirtinį poveikį daro rungtynių rezultatas ir su juo susijusi atliekančio metimą krepšininko psichinė būklė (Stonkus, 2003; Wissel, 2011). Nustatyta, kad baudos metimai sudaro 20–25 proc. visų per rungtynes pelnytų taškų (Kozar et al... [toliau žr. visą tekstą]

APA, Harvard, Vancouver, ISO, and other styles

45

ALMEIDA, MARCELLO ROBERTO DE PAULA ROSAURO DE. "USABILITY IN E-LEARNING: EVALUATION OF METHODS OF PRESENTATION OF CONTENT FOR TEACHING COMPUTER GRAPHICS SOFTWARE." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2017. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=30234@1.

Full text

Abstract:

PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO
Usabilidade em e-learning: avaliação de métodos de apresentação de conteúdo para ensino de software de computação gráfica. Através da internet o conceito de educação a distância foi ampliado de forma significativa. A facilidade de transmissão de conteúdo via internet vem sendo considerada uma alternativa muito útil para o desenvolvimento e capacitação de alunos ao longo dos últimos anos. Essa pesquisa tem como objeto de estudo a interação entre os alunos de design e os sistemas de ensino disponíveis na plataforma web (e-learning) no aprendizado de softwares de computação gráfica. O Brasil encontra-se em fase de consolidação da educação a distância, mas a falta de experiência na transposição do método de ensino para uma nova plataforma de distribuição de informação acarreta em propostas de ensino por vezes dispendiosa e equivocada. Faz-se necessário um conhecimento sólido sobre o comportamento do usuário antes de definir a interface da plataforma. Através de três protótipos de e-learning pôde-se verificar a eficiência e a completude de tarefas propostas a partir das variações no design da interface e nos componentes que apresentam o conteúdo da disciplina. Os resultados obtidos demonstraram que o design de interface para e-learning que leva em conta a redução da carga cognitiva do usuário, usando componentes de apresentação adequados, favorece a compreensão e aprendizado dos softwares de computação gráfica. A pesquisa também comprova que os componentes de vídeo, texto, ilustrações e disponibilidade de arquivos digitais relacionados à tarefa proposta pela disciplina também favorecem um aprendizado mais imersivo e eficiente.
Usability in e-learning: evaluation of methods of presentation of content for teaching computer graphics software. Through the internet the concept of distance education has been significantly expanded. Its ease of transmission has been considered a very useful alternative for the development and training of students over the last few years. This research has as object of study the interaction between design students and education systems available on the web platform (elearning) in learning computer graphics software. Brazil is in the process of consolidating distance education, but the lack of experience in transposing the teaching method to a new information distribution platform leads to sometimes expensive and misleading teaching proposals. A solid understanding of user behavior is necessary before defining the platform interface. Through three prototypes of e-learning it was possible to verify the efficiency and completeness of tasks proposed from the variations in the design of the interface and in the components that present the content of the discipline. The results showed that the e-learning interface design, which takes into account the reduction of the user s cognitive load, using appropriate presentation components, favors the understanding and learning of computer graphics software. The research also proves that the video components, text, illustrations and availability of digital files related to the task proposed by the discipline also favor a more immersive and efficient learning.

APA, Harvard, Vancouver, ISO, and other styles

46

Hays, Lauren. "Academic Librarians' Teacher Identity Development through the Scholarship of Teaching and Learning| A Mixed Methods Study." Thesis, Northwest Nazarene University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10810849.

Full text

Abstract:

This dissertation was an explanatory sequential mixed methods study that sought to understand academic librarians’ involvement and experience in the Scholarship of Teaching and Learning (SoTL). Specifically, the researcher studied academic librarians’ teacher identity development through SoTL. Quantitative data were collected from a survey sent to the Association of College and Research Libraries Information Literacy listserv. Semi-structured interviews with seven academic instruction librarians who took part in the survey provided qualitative data that complemented and built upon the survey results. The theoretical framework, Communities of Practice, guided and supported the research. Results from the study indicated that academic instruction librarians are involved in SoTL for a variety of reasons, but primarily because they believe participation in SoTL improves their teaching. Also, the null hypothesis of if librarians engage in the Scholarship of Teaching and Learning, their identities will be the same as they were before was rejected, and the research hypothesis was accepted. Engagement in SoTL does impact academic instruction librarians’ teacher identity. After involvement in SoTL most research participants reported that their view of themselves as a teacher grew. Participation in SoTL also impacted academic instruction librarians’ instructional practices. After participation in SoTL, study participants reported an increase in their attitude toward self-improvement and in their use of active learning strategies. These study findings have implications for Library and Information Science (LIS) graduate schools, academic library administrations, and professional development organizations.

APA, Harvard, Vancouver, ISO, and other styles

47

Tyndall, Christy L. "CALLED TO TEACH: A MIXED METHODS EXPLORATION OF COMMUNITY COLLEGE ADJUNCT FACULTY’S TEACHING SELF-EFFICACY." VCU Scholars Compass, 2017. http://scholarscompass.vcu.edu/etd/4715.

Full text

Abstract:

Adjunct faculty teach over 50% of courses in U.S. higher education but little is known about them as educators. Strong evidence has been found in the K-12 literature demonstrating the link between teachers’ beliefs, instructional practices, and subsequent student outcomes. Teaching self-efficacy, beliefs in one’s capabilities to perform specific tasks in a particular context, is an important contributor to motivation and performance (Tschannen-Moran et al., 1998). This research advances teaching and learning literature in higher education and provides insight into an understudied population of educators by exploring adjunct faculty’s teaching self-efficacy and factors that influence those beliefs. In this mixed methods study, an explanatory sequential design was used to explore teaching-self efficacy among adjunct faculty at a Mid-Atlantic community college. Adjunct faculty were surveyed using the College Teaching Self-Efficacy Scale (Prieto Navarro, 2006). Data were selected from the surveys for further explanation in subsequent interviews. Quantitative and qualitative data were merged to form an overall interpretation of teaching self-efficacy and factors that influenced those beliefs. Teaching self-efficacy was highest in creating a positive learning environment, followed by overall teaching self-efficacy, and then instructional skills. Assessing student learning was rated lowest. Adjunct faculty with fewer than five years teaching experience had lower self-efficacy scores than those teaching for six or more years. Mastery experiences and feedback from students and full-time faculty mentors emerged as the most influential sources of teaching self-efficacy. Student evaluations and attending Convocation were positively correlated with scores in overall teaching self-efficacy, instructional skills, and creating a positive learning environment. Adjunct faculty identified working to accommodate the needs of a diverse range of learners as the most significant challenge to teaching self-efficacy followed by challenges related to working conditions including inadequate pay and job insecurity. Key recommendations for promoting adjunct faculty’s teaching self-efficacy beliefs include increasing opportunities for interaction with departmental colleagues to share best practices and teaching resources, and offering trainings at flexible times and in creative formats on instructional skills, assessment practices, and learning theories. Improving onboarding processes, recognizing different needs of adjunct faculty based on experience, and reassessing pay and employment structures are also needed.

APA, Harvard, Vancouver, ISO, and other styles

48

Haas, Matthew Steven. "The Influence of Teaching Methods on Student Achievement on Virginia's End of Course Standards of Learning Test for Algebra I." Diss., Virginia Tech, 2002. http://hdl.handle.net/10919/29203.

Full text

Abstract:

Given Virginia's Standards of Learning (SOL)(1995) mandates, Virginia's Algebra I teachers and school leaders should utilize research for teaching methods; further, the relationship between teaching methods and student achievement on Virginia's End of Course SOL Test for Algebra I deserves investigation, since Virginia's students must pass this test to earn verified credit toward high school graduation. Replicating Marcucci's (1980) methodology for meta-analysis, the present study focuses on research with methods for teaching secondary level algebra from 1980 to 2001. From a sample of 34 studies with 62 effect sizes, six categories for teaching methods and corresponding effect sizes were derived for "good" studies: direct instruction (.67), problem-based learning (.44), technology aided instruction (.41), cooperative learning (.26), manipulatives, models, and multiple representations (.23), and communication and study skills (.16). Using results from the meta-analysis and review of literature and extensive content validation, a 51-item questionnaire with a reliability coefficient of .89 was developed. The questionnaire was posted as a web-site to survey selected Algebra I teachers in Region VII to ascertain how frequently they use research-based teaching methods and to determine the influence of teaching methods on their students' achievement on the spring, 2002, Algebra I SOL Test. Ninety-eight percent of teachers surveyed responded. The 53 participating Algebra I teachers, representing 1,538 students, produced a passing mean scale score of 438.01 (SD = 32.67). Teachers indicated they used all teaching method categories more than half the time with mean usage frequencies ranging from 2.56 to 3.75 times out of five class sessions. Teaching method categories were then entered into a blockwise multiple regression analysis, ranked according to the strength of their correlations to teachers' mean scale SOL test scores. Teaching method usage shared 9.7% of variance with participating teachers' scores. Meta- and regression analysis results suggest that Algebra I teachers should emphasize direct instruction, technology aided instruction, and problem-based learning. These three teaching method categories ranked highest in both analyses. The questionnaire developed here could be used with a larger sample for research into the influence of teaching methods on individual reporting categories on the Algebra I SOL test.
Ed. D.

APA, Harvard, Vancouver, ISO, and other styles

49

Lillberg, Oliver, and Erik Kongpachith. "Online teaching methods effectiveness in students’ focus retention and lecture enjoyment." Thesis, KTH, Skolan för elektroteknik och datavetenskap (EECS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-302796.

Full text

Abstract:

Online teaching has become more common during the past decades as technological advancements provide new education possibilities. New technology also gives teachers new ways to conduct teaching. Today, there are many different teaching methods which can be utilized. Which teaching methods should be used in order to retain students’ focus during lectures? Which ones should be used to improve students’ enjoyment of lectures? This thesis studies these questions through an eye tracking experiment. Test subjects watched short lecture clips, each using a different teaching while being recorded using eye tracking. In addition, the test subjects answered a questionnaire regarding lecture enjoyment. Based from the results, it is found that focus during and enjoyment of online lectures seems to be mostly dictated by cognitive load. Teaching methods which use some sort of technique to reduce the amount of cognitive load are better at keeping students focused. Furthermore, students seem to enjoy teaching methods which uses a chalk board more.
Onlineundervisning har blivit mycket vanligare under det senaste decenniet tack vare teknologiska framsteg. Nya teknologier har också gett lärare nya sätt att undervisa. Idag finns det många olika undervisningsmetoder som kan användas. Men vilka undervisningsmetoder borde lärare använda för att hålla studenter koncentrerade under föreläsningar? Vilka metoder skall användas för att öka studenters föreläsningsglädje? Denna studie svarar på dessa frågor med ett ögonspårningsexperiment. Försökspersoner tittade på korta föreläsningsklipp som använde olika undervisningsmetoder medans deras ögonrörelser var inspelade med ögonspårning. Försökspersonerna svarade även på en enkät om föreläsningsglädje. Från resultatet framgick det att fokus och hur mycket de gillade att kolla på online föreläsningen påverkades mest av kognitiv belastning. Undervisningsmetoder som använder sig av tekniker som minskar den kognitiva belastningen var bättre i att hålla studenter fokuserade. Studenter verkade även visa större föreläsningsglädje för undervisningsmetoder som anväder svarta tavlan.

APA, Harvard, Vancouver, ISO, and other styles

50

Salinas, Fidel Michael Jr. "Comparative learning methods of cognitive computer -based training with and without multimedia blending." Scholarly Commons, 2001. https://scholarlycommons.pacific.edu/uop_etds/2564.

Full text

Abstract:

This research study examines the differences between two types of learning presentation formats and their correlation to learning media, and delivery preferences. A research study was conducted with Fall semester-2000, college freshmen, to determine if there was a significant difference in learning via Computer Based Training (CBT) with or without Multimedia information such as: color, photographs, music, or speech. The major questions researched were: (1) Is learning via CBT more effective with or without multimedia information? (2) Which sequence is more effective, that is: (a) presenting non-multimedia information ahead of multimedia information, or (b) presenting multimedia information ahead of non-multimedia information? A set of non-multimedia and multimedia lessons and questions was developed using current courseware development technology, and recorded on CD-ROMs. A demographic questionnaire was used to correlate performance scores and completion times with the two learning presentation formats. Demographic factors researched included student age range, skill level with computers and applications, educational learning media, and educational delivery preferences that is, learning face-to-face (FTF) vs. learning in a distance-learning (DL) environment. Findings revealed that there were no significant statistical differences in learning between non-multimedia and multimedia presentation formats with performance score as the outcome. However, performance score was improved when the participant first experienced a multimedia presentation format. Using participants who had non-multimedia first, completion time in non-multimedia and multimedia sessions did not differ significantly. However, completion time in multimedia was significantly longer than that in non-multimedia condition when the participant first experienced multimedia. With respect to demographic factors, age and skill level did not reveal significant statistical results in performance score as an outcome. However, completion time was significantly reduced when linked with a higher skill level. On average, participants preferred FTF to DL. However, those participants, who preferred DL, scored approximately 10% higher than their FTF counterparts. Recommendations for incorporating multimedia and distance learning are included in the dissertation. Educational leaders are encouraged to review these findings particularly, during the decision-making process. Following the (Recommendations for Practice) section can help to demystify technological applications and arm educational administrators with information for a fruitful request-for-bid process.

APA, Harvard, Vancouver, ISO, and other styles

Dissertations / Theses on the topic 'Teaching and learning methods'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles