Artículos de revistas sobre el tema "Remedial teaching – Evaluation"

In 1980, after fourteen years of hearing me complain about the burden of teaching large classes in remedial mathematics, my department head assigned me a teaching aide. I was pleased to find that the aide had several year of experience in mathematics classrooms at all levels and was reputed to be patient, reliable, a ready source of ideas, and willing to help students at any hour on any day. A formal evaluation of my aide's performance confirmed that students not only learned all the standard fare of that remedial mathematics class but also were able to solve problems not addressed in other sections of the the course. My aide was, in fact, a handheld (nonprogrammable) calculator.

For unclear reasons, current language tests and remedial teaching materials often do not include the explicit evaluation or teaching of derivational morphology. This article reviews recent research on children’s knowledge and acquisition of derivational morphology across studies of listening, speaking, reading, and spelling. We conclude that this dimension of language organization deserves more attention than it now receives in language instruction.

This article describes an approach to enhancing the value of case study material in teaching professional ethics in psychology. The mock committee approach involves a series of hearings convened fry students who rotate membership on a class ethics committee. Members of the class participate randomly as psychologists accused of various ethical violations. While the class observes, formal complaint hearings occur that result in official rulings and the setting of appropriate penalties and remedial requirements. The larger class then joins in active feedback and exchange with the committee to highlight and discuss salient ethical issues. We present and discuss student evaluation data for this technique and comment on the potential advantages of this teaching approach.

With the advancement in human civilization and human understanding we are now bold enough to ask the value of and rationale for something imposed on us by any quarter. If carefully observed, it is evident that BANA (Britain, Australia and North America) country materials have dominated the ELT (English Language Teaching) related field for quite a long time. We anxiously notice that in these materials the socio-cultural background of the vast community of ESL/EFL users (learners and teachers) is grossly ignored. Since the learner’s background knowledge i.e. ‘schema’ is an issue of paramount importance in ELT, in this study our attempt is to assess and justify the suitability of the Anglo-centric ELT textbooks titled Foundation English Course (FEC) Book-I&II which is designed to teach the students of REC (Remedial English Course) programme at IIUC (International Islamic University Chittagong). DOI: http://dx.doi.org/10.3329/iiucs.v8i0.20399 IIUC Studies Vol.8 December 2011: 11-26

A new clinical teaching, learning and assessment strategy for radiotherapy and diagnostic imaging undergraduates was developed by action research. Outcome-based competencies were used together with other strategies to progress students' learning through successive levels with the aim of developing essential and desirable attributes of the respective professions. The planning team consisted of academic and clinical staff resulting in a shared project. Specific outcomes for each profession were devised by subgroups of the original team. The radiotherapy scheme implemented formative staged outcomes and the report focuses mainly on this strategy. Evaluation reveals that discriminations can be made at an early stage between those students achieving and those who are not. Highlighting specific areas for improvement allows opportunities for remedial work and creation of individual action plans. Key clinical staff underwent specific training to facilitate students' development and act as effective gatekeepers to progression. Recommendations for further research are to survey graduates now in employment to investigate how well they feel the scheme has fitted them for practice. There is also the potential to survey those who left the course prior to completion to discover if the scheme has helped to develop transferable skills for life long learning.

This paper concentrates on the negative office politics and negative ‘office ‘politicians’ by simply identifying their divisive effect in context with the implementation and management of the job evaluation programme within organisations along with the difficulties that this can cause both the programme’s committee or management and the employees whose jobs are to be evaluated. It does this by way of example and not because the former (office politics) is considered an exclusive phenomenon of the latter (job evaluation). From here this paper traces the sources of power for those office ‘politicians’. Simultaneously it suggests counter-measures (prophylactic and remedial) by which both the harm caused by and the virulent effect that can result from such unhealthy office politics in relation to the job evaluation programme can be inhibited or marginalized. The purpose and consequence of these counter-measures are to fortify the programme’s processes and outcomes against the office political ploys and tactics. Our experience of teaching this discipline for more than two decades with a further decade in education and the business sector is the backbone upon which this work is established.

This research aimed to determine how large the discrepancy between the ideal condition and the implementation of 2013 curriculum in teaching and learning process in SD Negeri 4 Kaliuntu reviewed from the lesson plan and teaching learning process. This research was evaluative research which apply discrepancy model. Measurement of the program effectiveness was done by comparing the ideal conditions, based on Permendikbud No. 103 of 2014, with the real conditions on the implementation of 2013 Curriculum at SD Negeri 4 Kaliuntu. Lesson plan data, was measured by the study documentation methode. Meanwhile, the teaching and learning process data was measured by observation methode. Subject of this research consisted of 6 teachers of SD Negeri 4 Kaliuntu. The data scores was form for all variables were analyzed by using the Wilcoxon’s signed rank test. The sign difference and score difference were calculated with a predetermined standard. The result of the analysis indicate that the large of discrepancy between ideal conditions (based on Permendikbud No. 103 of 2014) and the implementation of 2013 Curriculum in SD Negeri 4 Kaliuntu in terms of lesson plan is 12,17%. The discrepancy lies on indicators of learning activities, assessment of learning result, media and learning resources. Reviewed from the teaching learning process, the discrepancy occurs at 19.17%. The discrepancy occurs in the indicator of giving apperception, convey of evaluation techniques that will be used by teachers, students are directed reflection of the activities that have been implemented, and the provision of follow-up by giving remedial, enrichment, or giving assignments.

While teachers' perceptions of psychologists' reports have often been studied, using many different methods, they have rarely been examined using teachers' perceptions of actual reports they have received on their students. With 54 completed confidential questionnaires, teachers' perceptions of psychologists' reports were positive in several areas previously reported to be weaknesses, including ease of understanding, use of technical language, relevance, and teachers' satisfaction. However, consistent with previous studies, teachers found recommendations too few in number and lacking in concreteness. Very few significant differences were found in teachers' perceptions whether the evaluation was an initial one or a reevaluation, or they taught regular or remedial or special education or had been teaching for several or many years. However, when the reports were read by either frequent or infrequent readers, teachers who read 4 or more reports per year viewed them as significantly less helpful, accurate, or relevant. The findings of this study are limited by the quire low response rate as only 28% of 190 teachers completed the questionnaire.

This study explores the perceptions of school heads and teachers in facilitating young dyslexic children in primary mainstream schools of Pakistan. Through purposive sampling, the researcher selected eight participants: Four primary school heads and four primary teachers from elite schools of Karachi. The research instrument selected for this study was in-depth interviews to get a deeper insight of school heads and teachers perceptions regarding the facilitation of dyslexic children. The findings revealed that children with dyslexia face many emotional and academic problems and only a few elite schools provide policy to facilitate them in mainstream education. Findings showed that some schools hired remedial teaching services or special education services and the school heads and primary teachers put in immense effort in preparing intervention plans and evaluation plans to suit individual and young dyslexic children needs. It was also suggested that positivity of the learning environment depends upon the teachers. The findings further disclosed that unlike the more developed nations, apart from a few elite schools in Pakistan, there is no importance paid to professional training related to dyslexia.

Abstract This paper intends to answer the implementation of thematic learning in the 2013 curriculum. In addition, the authors examine the factors that support and obstruct the implementation of thematic learning in the 2013 curriculum. The type of research used is descriptive qualitative using interview, observation and documentation techniques. The research was conducted at 2 MIN in Kediri City. The results of the first study, Thematic Learning has a very important role in increasing students’ attention, learning activities, and understanding of the material being studied, because learning is more student-centered, provides direct experience to students, the separation of subjects is not very clear, presents concepts from various Subjects in a learning process, are flexible, learning outcomes can develop according to student interests and needs. Thematic learning to be successful is carried out by taking the stages of planning, implementation, and evaluation. Second, the supporting factors include: (a) infrastructure, (b) the existence of a remedial teaching program, (c) the existence of training on the 2013 curriculum, (d) teacher creativity, (e) use of appropriate methods, (f) the existence of ice breaking in learning. meanwhile, inhibiting factors in the implementation of thematic learning in the 2013 curriculum include: (a) internal students, (b) teachers do not understand the 2013 curriculum, (c) teachers are less creative in collaborating learning methods, (d) lack of parental support, ( e) less supporting infrastructure, and (f) no previous training.

Introduction. Recent education researches in different countries have shown that knowledge and ideas of teachers about the development and functioning of the brain do not correspond to or even contradict the recent data of neurobiology. These beliefs, called neuromyths, are the result of misunderstandings, misinterpretations, and misquoting of scientifically based facts about the development and functioning of the brain. The high prevalence of neuromyths accompanied by high interest in neurobiological researches and their potential application in education can be considered as risk factors involved with the development of learning theories and teaching methods. Moreover, neuromyths can lead to potential risks to children’s physical and mental health. The purposes of this work are to assess the knowledge and perceptions of Russian teachers at different educational levels (from preschool to university-level), investigate prevalence and predictors of neuromyths among them, and to identify the ‘risk zone’ in their knowledge which requires critical evaluation. Materials and Methods. This study is based on the questionnaire developed by P.A. Howard-Jones et al. to assess the level of neurobiological knowledge among teachers (modified by the authors of this article). The sample comprised 8455 teachers from 1539 educational institutions in 10 regions of the Russian Federation. The obtained data were processed by methods of mathematical statistics using correlation, variances and factor analysis. Results. The study has found that teachers’ interest in neuroscience is combined with insufficient knowledge about brain development and a great number of false beliefs (neuromyths) about opportunities of applying neurobiological approaches to education. The research has revealed the most common neuromyths, which do not correlate with participants’ age, work experience and disciplines they teach. The analysis of the reasons for the emergence of false ideas about brain functioning is carried out. The correct interpretation of the present neurobiological knowledge in teaching is given. It has been shown that the prevalence of false knowledge in the neurobiological field does not differ significantly between countries. The misconceptions that underlie neuromyths often become the basis for remedial recommendations aimed at solving children’s developmental problems. Unfortunately, the recommendations based on neuromyths delay the time of effective support and can produce negative results. The quantitative and qualitative analyses of teachers’ knowledge and misconceptions about the brain development and functioning enabled the authors to identify a range of issues that require a critical assessment in terms of their usefulness before developing new educational approaches and teaching methods. Conclusions. This interdisciplinary research found that teachers have insufficient, fragmentary and unsystematic knowledge in the field of neurobiology and demonstrate low awareness of recent scientific facts about brain development and cognitive activities regardless of work experience, age and specialization. Insufficient knowledge and false beliefs is the basis of trust in neuromyths and is the ‘risk zone’ for teaching activities because they both lead to incorrect and ineffective teaching practices. Moreover, neuromyths can become potential mental and physical health risks for children. The obtained data can be used in teacher education and professional development programmes.

AbstractEducational psychologists can play a number of roles within education settings. They are often called upon to assist with the assessment and treatment of disability issues, student behaviour and mental health problems, parent and teacher liaison, and counselling, to name a few. Less frequently pursued is an active role in establishing and evaluating both general classroom and remedial literacy instruction. A lack of success in the literacy domain can have far-reaching effects on students’ educational and social and emotional development. Further, it has been noted in national and international reports that the accumulated evidence for effective literacy instruction has not had the impact on policy that it deserves. Educational psychologists are well placed to assist schools to develop an evidence-based perspective that can provide a marked improvement in the literacy development of students. One such model with a long research history is Direct Instruction. This article will describe the model, and consider how it might be profitably employed in schools.

This research tries to give an example for teaching HOTS in accordance with the goverment’s demands on the 2013 curriculum in remediating misconceptions “canoot distinguish between Newton’s First Law and Newton’s Third Laws”. The purpose of this research is to know students’ understanding after learning about misconception remediation. This research used classroom action research methods which will be analyzed qualitatively. Assessment instruments used lesson plans, observation sheets, questionnaire sheets, and evaluation tests. Based on the observation sheet as many as 83,65% students can answer correctly the herding questions submitted by the teacher. This is supported based on the questionnaire sheet as much as 95,18% of students stated that they could understand the herding questions and felt helped by the accompanying questions to distinguish Newton’s First Law and Newton’s Third Laws. From the results of the evaluation test questions, 83,33% of students received grades ≥70. The results of observation sheets, questionnaires, and evaluation questions have met the criteria of success, it can be concluded that herding questions made so that students can learn to think HOTS can be used to remedy “cannot distinguish between Newton’s First Law and Newton’s Third Laws”.

The EFL scenario in Saudi Arabia has been a matter of concern for academicians, learners, institutions and policy makers alike. The reason is simple: It is the single most zealously funded field of study in the state. Further, it is also an area of modern education that causes much discontent amongst the teaching-learning community who do not arrive at desired outcomes. The roots lie in our classrooms. This study is another attempt to highlight the shortcomings of the Saudi EFL classroom with the larger objective of student welfare through positive recommendations.

Background: Primary dysmenorrhea is the commonest gynecological problem in females of childbearing age. The severity of dysmenorrhea catalyzed females to use home remedies or self-medication to relieve pain. Aims and Objectives: The study aimed to find out the severity of primary dysmenorrhea and self-management practices in medical and dental students. Materials and Methods: Female students who had painful menstrual cycles were included. A self-responding semi-structured questionnaire was used to collect information related to demographic, menstrual characteristics and self-management practices. The severity of primary dysmenorrhea was estimated by using the Verbal Multidimensional Scoring System (VMSS). Descriptive statistics were used to present the study findings using SPSS version 11.5. Results: Out of 143 students, mild severity of primary dysmenorrhea was more common 85 (59.4%), followed by moderate 44 (30.8%) and severe 14 (9.8%) dysmenorrhea. Over two-thirds 124 (86.7%) of respondents used home remedies alone or in combination with analgesic drugs 87 (60.8%). Mefenamic acid 44 (50.6%) was the most common self-medicated drug. Among the respondents who practiced self-medication, the majority had used drugs once a day 68 (78.2%), and more than half of them 57 (65.5%) took medication for one day, and 59 (67.8%) had insufficient knowledge about drug dose. Conclusion: Most of the respondents experienced the mild severity of primary dysmenorrhea. Home remedies were the most commonly used methods of self-management. The majority of the respondents did not receive medical consultation, but they were preferred self-medication. Encouragement for medical consultation along with the implementation of educational awareness programs to control morbidity associated with primary dysmenorrhea is recommended.

Background: Educational environment has been shown to have influence on learning outcome and affects student achievement, satisfaction, and success. The study was conducted to assess medical students’ perception of their learning environment and to explore areas of weakness within the educational environment.Methods: A mixed method of study, was performed using non-probability sampling at the Faculty of Medicine, Gezira University (FMUG), Sudan. An updated Arabic Dundee Ready Education Environment Measure (DREEM) was developed and administered to 854 students during the academic year 2016-2017.Results: Seventy five percent of students completed the inventory (638/854) and Sixty four percent (546/854) responded to the open-ended question providing comments and suggestions. The overall reliability coefficient alpha in this study was 0.914. The global score for this study was found positive (122/200). Students were most satisfied with the learning aspects, academic environment, and academic self-perception. However, they were unsatisfied with their teaching and social atmosphere (inadequate social support for stressed students, substandard teaching, overemphasised factual learning, unpleasant accommodation). The qualitative content analysis was performed and emerged with four themes: the physical environment, a number of students, pedagogical approaches and faculty-student communication.Conclusions: The study suggested the overall students’ perceptions of the educational environment in the FMUG were on the positive side. However, certain specific elements of the learning environment and educational programme need to be critically investigated and remedied. The updated Arabic DREAM can be used reliably in the context of medical education in Arabic speaking countries.

Adaptive Educational systems (AES) does not necessarily lead to a better learning. Several kinds of research reveal that the problem is due to, on the one hand, the accent is put mainly on the technological tools to the detriment of the pedagogical aspect. On the other hand, there is a lack of the importance given to the assessment which is an integral part of the learning-teaching process and the professional act of primary importance which gives the decisions and the consequences that result from it. In this paper, we propose a solution for the diagnostic evaluation based on competency approach especially on the pedagogy of integration. The proposed solution allows getting information about the available learners’ knowledge level by presenting an assessment based on the common definition given to competencies by the majority of the authors of the domain. İn this context, the assessment process proposed is presented on two steps: the first step, we evaluate resources related to the competence to verify their acquisition degree and to remediate if necessary, the second step will evaluate the capacity of leaner to mobilize those resources in order to apprehend a situation and respond to it in a more or less relevant way. This research aims to present a new vision in the context of the assessment into adaptive educational systems.

A critical study is conducted in a premier Engineering college in Tamil Nadu.This Institution enjoys an excellent status in terms of admissions, extra-curricular activities and placement. Meritorious students with high scores in plus two are admitted every year. The institution takes up a series of steps to improve the communication skills of learners. Despite these efforts, many final year students are unfit to be placed due to low proficiency in the basic skills of English language. Hence the study aims at identifying their problems with communication skills, analyzing the causes and suggesting remedies for improvement. Every class room has a heterogeneous group of students from different educational streams such as- CBSE, matriculation and state board. A majority of students have had their schooling in Tamil medium. Further, they hail from different backgrounds, rural, semirural and urban. Technical English is included in the curriculum only in first and second semesters, where concentration is on teaching grammar items. In the fifth semester, every branch of students is given a three hour training per week in the communication lab. The study reveals that the learners indifference and lack of intrinsic motivation is the prime cause for low proficiency. The evaluation system compels the faculty to complete the syllabus from an examination point of view. This is another handicap which prevents the teachers from imparting the required communication competency within the prescribed hours. It is hoped that this study will create awareness among the language teachers to discover more efficient methods to cope up with the learners need.

SummaryObjective: To summarize recent research on unintended consequences associated with implementation and use of health information technology (health IT). Included in the review are original empirical investigations published in English between 2014 and 2015 that reported unintended effects introduced by adoption of digital interventions. Our analysis focuses on the trends of this steam of research, areas in which unintended consequences have continued to be reported, and common themes that emerge from the findings of these studies.Method: Most of the papers reviewed were retrieved by searching three literature databases: MEDLINE, Embase, and CINAHL. Two rounds of searches were performed: the first round used more restrictive search terms specific to unintended consequences; the second round lifted the restrictions to include more generic health IT evaluation studies. Each paper was independently screened by at least two authors; differences were resolved through consensus development.Results: The literature search identified 1,538 papers that were potentially relevant; 34 were deemed meeting our inclusion criteria after screening. Studies described in these 34 papers took place in a wide variety of care areas from emergency departments to ophthalmology clinics. Some papers reflected several previously unreported unintended consequences, such as staff attrition and patients’ withholding of information due to privacy and security concerns. A majority of these studies (71%) were quantitative investigations based on analysis of objectively recorded data. Several of them employed longitudinal or time series designs to distinguish between unintended consequences that had only transient impact, versus those that had persisting impact. Most of these unintended consequences resulted in adverse outcomes, even though instances of beneficial impact were also noted. While care areas covered were heterogeneous, over half of the studies were conducted at academic medical centers or teaching hospitals. Conclusion: Recent studies published in the past two years represent significant advancement of unintended consequences research by seeking to include more types of health IT applications and to quantify the impact using objectively recorded data and longitudinal or time series designs. However, more mixed-methods studies are needed to develop deeper insights into the observed unintended adverse outcomes, including their root causes and remedies. We also encourage future research to go beyond the paradigm of simply describing unintended consequences, and to develop and test solutions that can prevent or minimize their impact.

Purpose Integration and use of technology in teaching and learning in the education sector from pre-primary education (PPE) to the higher levels of education, is a policy issue. In developed countries, including Tanzania, information and communication technology (ICT), especially in PPE, is inadequately researched for laying evidence on its applicability in instruction and learning. Therefore, this paper aims to determine pre-primary teachers’ preparedness in integrating ICT in classroom instruction and challenges teachers face in integrating it for child’s meaningful learning. Design/methodology/approach Methods and instruments: a qualitative transcendental phenomenological approach was used in determining teachers’ preparedness in integrating ICT in PPE in Tanzania. It was further used to collect data that describe the teaching and learning through the integration of ICT in every session as their lived experience for pre-primary teachers. Its selection was appropriate as it allowed researchers to systematically analyse for description the commonalities and differences existing among the involved teachers in integrating ICT in teaching and learning as their lived experiences (Moerer-Urdahl and Creswell, 2004). To appropriately analyse teachers’ understanding and experiences regarding ICT and its integration in teaching and learning in pre-primary classes, semi-structured interviews and open-ended questionnaires were used for in-depth understanding of the study problem. Semi-structured interviews were used to collect data through open-ended questions where researchers took an average of 40 min per session with participants’ (teachers) using notebooks to take note of their thoughts, feelings and beliefs about ICT integration in PPE. Use of the semi-structured interview was based on the reality that it provides in-depth information pertaining to participants’ experiences and viewpoints of a particular topic (Turner, 2010). Once the interview session was complete, each teacher was given a questionnaire to fill in for triangulating their experiences. Description of participants: a total of 14 schools constituting 28 teachers were purposively sampled and engaged in this study. Analysis of participants’ demographic characteristics indicates that all of the involved teachers had certificate in teacher education that qualified them as primary school teachers. Meanwhile, 18 (66.7 per cent) of the pre-primary school teachers who were involved in this study were female with only 10 (33.3 per cent) had working experience at and above five years of teaching in early grade classes. Study participants (teachers) from Itilima and Meatu Districts were purposively involved in the study as their experiences in young children’s learning and contextual influences (educational and training policy of 2014, the ICT policy of 2007, and foreign studies) are potential in improving the quality of learning. Study area: the current study was conducted in two districts (Itilima and Meatu) all found in Simiyu region. The two districts were selected and considered appropriate by the study as they constituted the 17 most disadvantaged rural areas in Tanzania (Mosha et al., 2015). Authors describe the two districts as having poor educational outcomes mainly relatively low pass rates in the primary school leaving examination results. In Itilima, one ward out of 22 was studied in which its six schools [with a total of 12 teachers] among 87 schools in the district were involved. While in Meatu district, eight of 121 schools [with a total of 16 teachers] in one ward of 29 wards were studied. This implies that a total of 14 schools and 28 teachers were involved in this study. Data analysis: the data collected through the interviews and open-ended questionnaires were subjected to content analysis procedures (reading and re-reading notes and transcripts followed by a three-steps-coding process consisting of open, axial and selective coding procedures). The analysis process was informed by the Vagle’s (2014) six steps for phenomenological research data analysis procedure (holistic reading of the entire text, first line-by-line reading, follow up questions, second line-by-line reading, third line-by-line reading, and subsequent readings). Practically, the researchers read and re-read the texts and transcribed data from the language used during data collection that is Kiswahili, into the reporting language that is English. Following transcription, data were coded for developing categories of data through axial and elective coding processes. Findings The data analysis was conducted and results and its discussion are presented in three sub-sections: preparedness of teachers in using ICT in teaching and learning; teachers’ views about the integration of ICT in teaching and learning; and challenges faced by teachers in integrating ICT in teaching and learning. Teacher’s preparedness in the use of ICT in teaching: exploration of teachers’ preparedness in integrating ICT in teaching and learning was preceded by exploration of teachers’ understanding of ICT in teaching and learning. Analysis revealed that majority of teachers were aware about ICT in teaching and learning and they understood it as the implementation of curriculum at school level that involves use of ICT-based facilities such as television, mobile phones, computer and radio. Teacher elaborated that appropriate use of ICT-based facilities that would later develop children to potentially improve their understanding and practical application in daily life. Other teachers understood ICT in teaching and learning as use of printed materials [newspapers and magazines] in facilitating pupil’s learning of planned lessons. While other teachers were aware of what ICT means the second category of teachers as noted in their responses, had limited understanding, as to them, ICT in education meant use of printed materials. Difference in teachers’ understanding of the ICT in teaching and learning also indicate some teachers viewing it as use of ICT facilities in developing children’s competencies in the specific subject. In the teachers’ views, ICT is considered as subject content and they delimited their understanding into that perspective ignoring it as technological use for facilitating meaningful learning in all subjects. Their views are based on the development of children with competencies useful in facilitating further learning in the subject known as Teknolojia ya Habari na Mawasiliano. Following the question based on exploring teachers’ understanding of ICT in teaching and learning, researchers explored teachers’ preparedness in using ICT in teaching and learning. Table 1.0 illustrates teachers’ multiple responses regarding their preparation. Table I: teacher’s preparedness in using ICT in teaching and learning. S/N; preparedness; freq; and per cent. Enhancing child’s understanding on the use of ICT-based facilities-20, 71.4; using remedial sessions teaching ICT-12, 42.8; using ICT-based facilities for teaching other classes-8, 28.5. Table 1.0 illustrates that teachers are prepared to enable children use ICT to access information and more knowledge related to their school subjects and general life. They were of the view that ICT could serve well in areas where text and supplementary books are scares or torn-out by pupils because were poorly bound or due to poor quality of papers used. Therefore, availability of ICT facilities in schools would become important resource-materials for pupils, as well as teachers. For instance, a teacher said that; Availability of ICT facilities, such as computers in schools will help us in preparing notes or content for supplementing their learning. Different from the paper-based notes, computers will keep our notes properly compared to the papers that get easily displaced and hard to retrieve notes when lost (Interview, 20 April 2016). In addition to the use of ICT facilities in serving as resource material, their use in schools would aid pupils and teachers to use them beyond teaching and learning. Teachers narrated that children may find games and puzzles that all help in stimulating their thinking, hence interest in schooling and further learning. Teachers also said they are prepared to use even extra hours that are beyond school timetable to ensure children learn well to meet the uncovered periods once facilities are placed in school. Use of extra hours beyond the normal school timetable comm. Research limitations/implications The study was limited to the accessed and involved schools as some schools were found to have no specific teachers teaching a pre-primary class on reasons the responsible teacher for the class had retired. As a result, researchers spend extended time to travel and reach schools that were located far from one school to the other. Again, some teachers were reluctant in participation on reasons that researchers are evaluating their competency for reporting to the higher authorities. Practical implications Differences in teachers’ understanding of the ICT in teaching and learning also indicate some teachers viewing it as the use of ICT facilities in developing pupils’ competencies in the specific subject. In the teachers’ views, ICT is considered as subject content and they delimited their understanding into that perspective ignoring it as technological use for facilitating meaningful learning in all subjects. Effective integration of ICT for efficiency in instruction depends on the teacher’s preparedness especially competency in using the equipments and infrastructures especially electric power. Social implications Integration of Information and Communication Technology in teaching and learning in PPE is socially important in the view that all children regardless of their background (urban or rural, affluent or poor) benefits in learning through use of technology. The children’s access to education integrating ICT would ensure equal opportunities for quality learning outcomes. In contrast, lack of exposing young children early in using ICT facilities for interaction and learning would adversely impact their participation in knowledge sharing in later years of schooling and employability opportunities. Originality/value There is limited empirical evidence about teachers' engagement in research particularly in PPE in Tanzania. Together with limited research in the level of education, this study is the original contribution to state of teachers at the school level about their engagement in integrating information and communication technology for informing education decision makers and administrators on matters of focus to improve educational instruction and implementation of Tanzania education and training policy, as well as the implementation of the ICT policy of 2016.

RESUMEN Alcanzar una educación de calidad y equitativa, como es declarado en nuestra legislación, es necesario para que todos los estudiantes tengan acceso y se les permita obtener distintos tipos de logros en sus aprendizajes, lo que resulta más complejo en establecimientos que presenten altos índices de vulnerabilidad. Es por esta razón que el estado de Chile entrega recursos extra a partir de la Subvención Escolar Preferencial (Ley SEP 20.248), para la creación de Planes de Mejoramiento Educativo (PME), y la Agencia de la Calidad de la Educación realiza evaluaciones para medir el rendimiento de los estudiantes a través de las pruebas SIMCE, que en base a sus resultados permite año a año generar sugerencias y remediales a los procesos de enseñanza y aprendizaje, en función de la calidad de la educación. La presente investigación, que se enmarca en un paradigma cuantitativo, buscó determinar la relación entre los recursos entregados por la Subvención Escolar Preferencial y los resultados promedio de evaluaciones SIMCE de establecimientos subvencionados en 2014. De esta forma dar un paso inicial en la búsqueda del uso eficiente de recursos públicos, para el mejoramiento de los resultados de aprendizajes de los estudiantes de nuestro país.Palabras clave: SEP, SIMCE, gestión de recursos. Relationship between expenses associated with the Preferential School Grant (SEP) Law and SIMCE results in subsidized primary schools in 2014 ABSTRACT Achieving a quality and equitable education, as stated in our legislation, is necessary for all students have access and are able to obtain expected levels of achievement in learning, which is more complex in schools with high levels of vulnerability. For this reason, the State of Chile provides extra resources by a Preferential School Grant (Law SEP 20,480), for the creation of Educational Improvement Plans (PME). The Agency for Quality Education carries out assessments to measure students’ performance through the SIMCE tests which, based on their results, year after year allow generating suggestions and improvements to teaching and learning processes, in function of the quality of education. The present research, which is part of a quantitative paradigm, was aimed to determining the relationship between resources provided by the Preferential School Grant and the average results of SIMCE evaluations of subsidized institutions in the year 2014. In this way, it was possible to take an initial step in searching for the efficient use of public resources, the improvement of learning results by students of our country.Keywords: SEP, SIMCE, resource management.

Whatever the reason, underachievement in mathematics in South Africa is endemic and tantamount to a national disaster. Despite the transformation of education in South Africa, failure rates in mathematics at school and university remain unacceptably high, and the number of learners who leave Grade 12 with a pass mark in both mathematics and physical science is unacceptably low. Relatively little has been written about inadequate performance of Grade 4 to 7 learners in mathematics in South Africa, and even less about possible solutions to the problem. South African primary school learners’ lack of basic mathematics and vocabulary skills in particular is a source of major concern. In the first national systemic evaluation of learners’ skills in English, mathematics and science in 2001 Grade 3 learners achieved an average of 30% in mathematics. In the follow-up studies, Grade 6 learners achieved a national average of 27% in mathematices, in 2004, while nationally eighty percent of Grade 3 and 6 learners achieved less than 50 percent for mathematics and Languages in 2008. The finding that so many primary school learners today are not numerate or literate has a direct influence both on the teaching and the learning of mathematics. Everything possible needs to be done to change this situation. During the past 15 years, the research focus in mathematics has shifted to an examination of the influence of social, cognitive and metacognitive, conative and affective factors on achievement in mathematics. In this regard, it is of particular importance that an ongoing investigation into “other” aspects that impact on achievement in mathematics is launched, rather than to restrict the investigation to mere assessment of objectives that are aimed at continually evaluating cognitive progress in mathematics. There is sufficient empirical evidence that an adequate orientation to the study of mathematics correlates positively with high achievement in mathematics on secondary and tertiary levels. The aim of this research was to investigate the extent to which the performance in study orientation (Study Orientation questionnaire in Mathematics (Primary)) and knowledge of basic vocabulary/terminology in mathematics (Mathematics Vocabulary (Primary)) (vocabulary as one aspect of language in Mathematics) of Grade 4 to 7 learners predict performance in mathematics (Basic Mathematics (Primary)). Three standardised questionnaires were administered, namely the Study Orientation questionnaire in Mathematics (Primary), or SOM(P), Mathematics Vocabulary (Primary) or (MV(P), and Basic Mathematics (Primary) or BM(P). The participants consisted of learners in Grade 4 to 7 (n = 1 103) in North-West Province with respectively Afrikaans, English and Tswana as their home language. Results from the data, by calculating intercorrelations and stepwise regression, confirmed that learners’ performance in mathematics (BM(P)) can be predicted through their performance in the knowledge of basic vocabulary in mathematics (MV(P)), their “maths” anxiety, study attitude towards and study habits in mathematics (SOM(P)). The results can be implemented to improve learners’ performance in mathematics when teachers identify inadequate knowledge of basic vocabulary in mathematics as well as study orientation (for example, “maths” anxiety, study attitude towards and study habits in mathematics) in the early years of schooling. Learners’ scores can be checked to identify those requiring aid, support, remediation and/or counselling. An analysis of individual answers (particularly those where learner’s replies differ significantly in respect of the answers usually given by good achievers in mathematics) could be extremely useful. Enculturing learners to the vocabulary of mathematical language is an aspect of instruction that needs specific attention. The three questionnaires, which are administered in this research, provide mathematics teachers with standardised tools with which to make a simple systematic analysis of a number of important background particulars, feelings, attitudes, habits and customs with regard to the learner’s academic orientation in mathematics, as well as to their knowledge of basic vocabulary in mathematics that could be remedied when inadequate.

Teaching learning process is a two-sided process which occures significantly. It will run well if teachers could give positive influence to their students based on their level of competency. In general, the influence covers cognitive, affective, and psychomotoric aspects. To have an effective process of teaching, teachers should be skillful in using appropriate method, media, and evaluation as well as all the supporting elements to make the intercative process could occur in the classroom. In teaching learning process, teacher should play active roles, so does students. In the classroom, teacher often face many problems, among others, there are still students who are lack of understanding to the material taught. Related to that, teacher should do remedial to the students aiming at diagnosing the students’ problem in mastering the concept. By doing so, they would know whether the instructional tools, or method, media, and evaluation technique are not appropriate to their students. From the literature review done , it is found that teachers should do the remedial teaching to their students. Besides, in order to set an active, creative, innovative, and fun teaching learning situation, teachers should have some competencies.

This study discusses the Implementation of Islamic Education Learning. The focus of this study is about: 1) How is the planning, implementation and evaluation of the implementation of learning in Islamic Religious Education at the Muhammadiyah Metro Central Elementary School; 2) What are the supporting and inhibiting factors in the implementation of learning Islamic Education at the Muhammadiyah Metro Central Elementary School. The purpose of this study is to describe: Implementation of Islamic Education Learning in the Muhammadiyah Metro Central Elementary School.The design of this study is to use a qualitative approach with a descriptive research model. So that this research is a qualitative descriptive study. The data collection technique uses observation and interview methods. To make it easier to explain the data, categorization and organization of data is done with a coding system. The research informants were obtained by snowball sampling technique, then testing the validity of the data was done using the triangulation method. In data processing and data analysis carried out during and after conducting research.The results showed that the Implementation of Islamic Education Learning in Muhammadiyah Metro Pusat Elementary School (SD) in the planning process was realized in a Learning Implementation Plan (RPP), which was given a special time by the school to prepare learning tools which included: syllabus formulation, educational calendar , annual programs, semester programs, teaching materials up to remedial activities and endorsed by the school supervision team. In the implementation of Islamic Education Learning in SD Muhammadiyah Metro the Center for Islamic Education Teachers refers to one component of the learning strategy, namely the component of the learning method. The method used by Islamic Education Teachers at Elementary School Muhammadiyah Metro Pusat is the lecture method, discussion method, training method and demonstration method. Evaluations used include: 1) UTS (Semster Middle Examination), 2) Semester Exams, 3) Practice Exams. It is also influenced by supporting and inhibiting factors. Supporting factors include: adequate school infrastructure, professional teachers, character development activities, while the inhibiting factors are limited learning resources and low student motivation.

School Based Management (SBM) is an effort to develop the education which roots from society, and also become inspired by the society, managed by the society and for society’s needs. School Based Management (SBM) gives school’s authority to the develop the polential. Institution it self dynamically and participatingly. Based on the result of study, there are three factors that make the education quality runs effectively anol it also improves evenly. The third factors are the education policy which concerns about education process, the implementation of education becomes regulative, innovative, and independent then the role of society through the instution of school committees which is participative oriented. In School Based Management (SBM), school has a greater authority to manage the school itself because philosophically, school understands more how situation and conditional of school and also the expectation will be achieved. The purpose of School Based Management (SBM) program are the improvement of education quality includes school management, active learning, creative, effective, and fun (PAIKEM) and the participation of society. The purpose of this study are describing the implementation of School Based Management (SBM), the head master’s performance, teacher, and also the participation of society at SMAN 2 Sangatta Utara including the supporting inhibiting factors. This study used descriptive qualitative methodology the technique of collecting data through interview, Observation, and documentation. The reverence sources are taken from principal, teacher, and society by using the instrument. The result show that firstly, school enables to use internal and external potential to interfere at every strategic activities of school. The next, the implementation of School Based Management (SBM) viewed by the principal’s performance with various duties and functions such as manager, administrator, supervisor, innovator, and motivator runs well. The third, the teachers also show good performance in doing their duties for instances preparation of teaching program, the presentation of the subject matter, evaluation, and the result of student learning analysis and remedial. The last, participation of society good cooperation with the school management. Thus, indicates that the performance of principal and teacher comprehensively the partipation of society through school committees runs in synergy, coordinative, and dynamic in the context of implementation school based management model at SMAN 2 Sangatta Utara.

Cooperative learning is an educational approach which aims to organize classroom activities into academic and social learning experiences (Gillies, 2016). There is much more to cooperative learning than merely arranging students into groups, and it has been described as "structuring positive interdependence. Students must work in groups to complete tasks collectively toward academic goals. Unlike individual learning, which can be competitive in nature, students learning cooperatively can capitalize on one another's resources and skills, asking one another for information, evaluating one another's ideas, and monitoring one another's work, (Chiu, 2008). This study aims to find out how cooperative learning through structured and unstructured grouping schemes compare in terms of their effectiveness in reinforcing students’ Mathematics achievement and the difficulties encountered by the students in both structured and unstructured groups. The one-shot quasi-experimental research design specifically the pre-posttest design was employed in the study. Participants of this study were the first year students of the College of Teacher Education of Cagayan State University. Descriptive and inferential statistics like frequency count, percentage, mean and t-test for dependent and independent samples were used to interpret the data. The integration of cooperative learning strategy, either structured or unstructured grouping schemes reinforce the performance of students in Mathematics. However, cooperative learning has far better results when unstructured grouping scheme is employed among students. Since the students find difficulty on simplifying expressions with rational exponents to radicals, composition of functions, solving linear and quadratic equations and solving word problems on linear and quadratic equations; intervention measures such as modular approach in teaching, simulation activities and remedial teaching were suggested to address such difficulties and to enhance the performance of the students in Mathematics particularly in College Algebra.

As a new generation of measurement theory, cognitive diagnosis theory shows significant potential and advantages in educational evaluation in that it combines a cognitive process and a measurement method. The application of the theory not only reveals the potential characteristics of learners in cognitive processing, but also provides targeted remedies and strategic guidance for individuals. Given the difficulties of traditional assessment models in providing an insightful and fine-grained account for individualized and procedural learning, providing personalized learning strategies for learners of Chinese as a second language has been a new goal of teaching and measurement in Chinese listening. This study constructs a cognitive diagnosis model of Chinese listening comprehension for Chinese-as-a-second-language learners through theoretical exploration, model hypotheses, repeated verification, and model modification. The results show that the Q-matrix (Q3) constructed by the experts within modification has the highest fitting degree with the empirical data. The parameter recovery rate, the accuracy of the tested attribute or mode, and the relative fitting index obtained from the simulation study are consistent with the information extracted from the empirical data. The diagnostic reliability and effectiveness of generalized deterministic inputs, noise “and” gate (G-DINA) are higher than those of DINA, deterministic inputs, noisy “or” gate (DINO), and reduced reparametrized unified model (RRUM). In the estimation of the item and subject parameters, the G-DINA model shows good convergence, and the average classification accuracy rate based on attribute level is 0.861.

Purpose: Educational environment has a significant impact on students' behavior, academic progress and quality of learning. The aim of this study was to evaluate the students’ perception of their learning environment in an Indian physiotherapy college and compare their perceptions in terms of demographic attributes and academic level. Methods: A cross-sectional study was conducted among 420 undergraduate physiotherapy students. The Dundee Ready Education Environment Measure (DREEM), a 50-item, self-administered inventory was employed to assess the student’s perception of learning environment. It comprises of five domains: students’ perceptions of learning; students’ perceptions of teachers; students’ academic self-perceptions; students’ perceptions of atmosphere and students’ social self-perceptions. Descriptive statistics, t-test and analysis of variance (ANOVA) were used to analyze data. P-value < 0.05 was considered as significant. Results: The mean DREEM score was 122.66 ± 17.39 reflecting a more of positive than negative educational environment in this institution. There was a significant difference in the overall DREEM score (p = 0.000) based on the year of study with highest mean score in first year (127.57 ± 13.81). Evaluating the sub-domains of perception, the students in all the years had a more positive perception of learning (29.22 ± 5.35), their perception of teachers moved in the right direction (26.52 ± 5.05), their academic self-perception was more on the positive side (21.23± 3.72), they had a more positive perception of atmosphere (28.56± 5.64) and their social self-perception could be graded as not too bad (17.13 ±3.08). No significant gender difference was noted for overall DREEM score and all domain scores. Conclusion: The present study revealed that all undergraduate physiotherapy students perceived their educational environment positively. However, some areas require remedial measures in order to enhance the educational experience. Advocating problem-based learning, student mentorship, counseling and workshops on teaching-learning for teachers might enable us to enrich our learning environment.

Using audiovisual aids and information technologies in our educational system has a slow trajectory in the different educational levels. It seems as if the attempts of using them as didactical resources had been no effective. We are yet depending on the wills of the University teaching staff to use them without a real institutional support. It´s true that we are witnessing a great introduction at the University of these technologies, but we can see that profitability is more considered than didactical reasons. In the last years, the University Authorities want us to learn the use of digital platforms or to show students evaluation in formato web. The first point allows the incorporation of virtual students (bigger global amount of students with less costs: reductions in use of classrooms and other services). The second point gives more control and less storage of official documents with student´s evaluations. All things considered, the defence of the didactical profits of educational technologies haven´t been enough to be something of general use. It´s now, once we have understood the profitability they can give us, nor as learning mediator but as a way to organize educational services, that we have to use them perforce or to suffer the established consecuences. As in other studying levels, we use these resources in a limited way. In this communication we are going to show part of an experience of using this information technologies in our subjects. We describe the used resources an, after this, the way we used them. Some of them are films, other documents from our Centre Library, recordings of television programs (interviews, debates…). At last, we gather the opinion or our students with an anonymous questionnaire. The evaluation results of this project has been very satisfactory in two ways: the use of information technologies and the facilities that they give to the learning and teaching process. El uso de medios audiovisuales y de nuevas tecnologías en general en nuestro sistema educativo, ha seguido una trayectoria que se podría definir como de lenta implantación en los distintos niveles. Parece ser que los continuos intentos de introducirlos como recursos didácticos que favorezcan los procesos de enseñanza-aprendizaje no han conseguido su objetivo. Seguimos estando en un nivel donde predomina en buena medida la voluntariedad del profesorado para su uso, es decir, que es el propio profesorado el que tiene que construir su programación docente incorporando elementos tecnológicos con escaso apoyo institucional. Bien es verdad que estamos asistiendo a una vertiginosa introducción a nivel universitario, pero si lo analizamos con detenimiento podremos observar que la rentabilidad prima sobre la didáctica. Los distintos vicerrectorados que se han creado en los últimos tiempos están muy preocupados por que aprendamos a usar plataformas digitales o a introducir las calificaciones de las actas a través de la red. Lo primero permite la incorporación de un nuevo alumnado al que se le denomina ‘virtual’, que hace aumentar los números globales y no genera los gastos de los presenciales (uso de aulas y demás servicios universitarios), lo segundo favorece el control y disminuye los riesgos del trasiego y almacenamiento de las actas en formato papel. En definitiva, los ríos de tinta que a lo largo de las últimas décadas se han vertido haciendo una defensa de los beneficios didácticos de la tecnología educativa no han llegado a regar la cotidianidad del aula de una manera generalizada. Es ahora, una vez que se ha comprendido la rentabilidad que puede suponer, no tanto como mediadoras del aprendizaje sino más bien como organizadoras del servicio educativo, que nos vemos abocados sin remedio a usarlas o a sufrir las consecuencias de las sanciones correspondientes. Al igual que en el resto de niveles educativos, en la universidad nos encontramos con un uso bastante limitado de estos recursos. En esta comunicación vamos a reflejar parte de la experiencia que hemos tenido al utilizar medios audiovisuales como recurso didáctico en nuestras asignaturas. Recogemos una serie de recursos utilizados en nuestras aulas para después pasar a comentar la forma en que se han usado en la cotidianidad de la misma. Algunos son películas, otros son documentales de los cuales disponemos en la biblioteca del centro, y otros, los más son grabaciones realizadas directamente de la televisión de programas documentales, de debate o de entrevista. Por último recogemos las opiniones de nuestros alumnos a través de un cuestionario anónimo. De las conclusiones a las que llegamos debemos resaltar el hecho de la amplia valoración positiva que hacen de su uso, así como, la facilitación que suponen en el proceso de enseñanza-aprendizaje.