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Creativity in initial teacher education : a case study in geography by Traut, Hester Jacoba
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Navorsing oor beleide aangaande tegnologie en die toepassing daarvan in vier verskillende laerskole in die Wes-Kaap by Botha, Niel
Published 2015Get full text
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Page will reload when a filter is selected or excluded.- Education 7 results 7
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- This study investigated the relationship between teacher competences (subject mastery, teaching methodology and compliance with teaching obligations) and reading comprehension achievement of students with learning disabilities in Ibadan North Local Government Area of Oyo State, Nigeria. The study adopted a survey design. Thirty (30) Senior Secondary Class 2 students, from six schools identified as having learning disabilities in reading comprehension participated in the study. Four instruments were used in the study. These were the Learning Disability Evaluation Scale Renormed, Second Edition (LDES-R2) for screening students for learning disabilities (r =0.75), the Reading Comprehension Test (RCT) (r = 0.81), Teachers’ Competence and Performance Questionnaire (TCPQ) (r= 0.85) and the Achievement Test in Reading Comprehension (ATRC) (r = 0.70). Data collected were analyzed using the Pearson’s product moment correlation and multiple regression analysis. Two research questions and three hypotheses generated were tested at 0.05 level of significance. The results revealed that there is a significant joint relationship between reading comprehension achievement of students with learning disabilities and teacher competences in terms of teacher mastery of subject matter, teaching methodology used by teachers and compliance with teaching obligations by teachers of students with learning disabilities. When the independent variables were considered as individual variables, subject mastery (β = .353, P <.05), made the most contribution to the dependent variable, followed by teacher compliance with teaching obligations (β = .244, P>.05), and then teaching methodology (β =.236, P>.05). On the basis of these findings, recommendations were made which included that teachers of students with learning disabilities should have: adequate mastery of subject matter and up to date lesson plans. They should use a variety of appropriate teaching methods and always identify with professionals bodies in the field of special needs education as they comply with teaching obligations. 2 results 2
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- A copious amount of studies have been done on ways to improve the teaching of economics in high school, but little in the area of bringing in experiential learning into the economics classroom. The researchers attempted this study to examine the effects of two forms of experiential pedagogy and learning style on students' achievement in economics. Six intact SSS2 economics classes were randomly selected from two randomly chosen local government areas of Ogun State. Three hundred and twenty-five SSS students participated in the study. A pre-test, posttest, control group design with a 3x4 factorial matrix was used for the study. The instrument used was an Economics Achievement Test (EAT); constructed and validated by the researchers using IRT methods (ER 0.87) along with the Kolb Learning Style Inventory (KLSI) version 3.1 (2005) (r= 0.77) to obtain data. Three null hypotheses were tested at 0.005 significance level. Analysis of data was done with ANCOVA. The result revealed a significant main effect of treatment (Experience Debriefing, Experience Dictation and Control) (F (2.300) = 186.699, p < 0.05 (0.000), partial ղ=. 554) on students' achievement in economics. To assess where the observed significance lies, bonferonni pair-wise comparison was conducted. The outcome showed that experience debriefing fostered students' achievement in economics most, followed by experience dictation, then control. The result also revealed no significant main effect of learning style on achievement in economics (F (3.300) = 0.943, p>0.05(0.420), partial ղ=.009). In addition, the study revealed no significant interaction effect of teaching method and learning style on students' achievement, (F(6300) = 1.245, p>0.05(0.283)).The researchers concluded that experiential learning approaches are effective and recommend that high school economics teachers should embrace this technique. In addition, they should note the diverse learning needs of students, and use it to plan their lessons. 1 results 1
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- As numerous countries of the world experienced lockdown, due to the COVID-19 pandemic schools in Nigeria were closed in March 2020. Though schools started partial-reopening seven months after the lockdown in September, severe restrictions remain the order of the day in schools, as it is in some other sectors like sports. Any assurance on when the restrictions will completely be removed appears to be barely feasible at the moment. As a result of the situation, course facilitators in Nigeria were only able to sustain minimal face to face interactions with learners, and they were forced to subscribe to online instructional delivery which poses some substantial predicaments. In view of this, the paper investigates innovative teaching and assessment (selection of YouTube videos, email-based consultation, online mock quizzes and Google classroom) strategies during COVID-19. Different teaching and assessment methods were discussed, and the following lessons from COVID-19 circumstance were highlighted: The Pandemic lockdown offered learners opportunities to access different learning materials to aid their study of the subject area; learners acknowledge the physical presence of visual instructors for their learning of the course resources; another lesson is the significance of a precise and dependable work-book for the course delivered. The paper then recommends that academic organisation should embrace innovation in technology in order to tackle the issues of pressure on server, inadequate computer gadgets, and lack of technical know-how in software installations. Similarly, institution should have an alternative strategy in place to combat the challenges posed by the pandemic without prejudice to students learning and in readiness for future crisis. 1 results 1
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