Tailoring IT Education for Effective IT Professionals in a Third World Setting

Small group learning combined with innovative teaching methods were introduced at tertiary level to teach computer-related subjects. Teams were constituted according to Belbin’s theory of effective team building. A study conducted over two years showed that certain qualities needed in the IT field were lacking in these students

Comparing the Effectiveness of Three Strategies in Teaching Selected Topics in Mathematics on the Students’ Achievement in and Attitude toward Mathematics

Three strategies in teaching Mathematics were implemented to First Year students of LPNHS-Main during the Third Grading Period S.Y. 2011-2012. A Quasi- Experimental Design was used to compare the effectiveness of the three strategies. The data were analyzed using independent and dependent sample t-test and ANCOVA to test the significant difference of means from the three groups. The results revealed that there is a significant difference in the pretest and post test mean scores in the achievement of each group, most remarkable in the group that was exposed to the manipulative materials. This shows that the use of Manipulative materials is the most effective strategy in terms of improving achievement of the student and it is followed by the Cooperative learning strategy while the Chalk-board and talk strategy is the least effective. Another key finding in this paper is that each of the three strategies has noteworthy weakness in at most one category in the attitude inventory. These are the students who were exposed in Chalk-board and talk strategy, had their personal confidence about Mathematics seemingly decreased. Similarly, those who undergone the Cooperative Learning strategy had their interest toward the usefulness of Mathematics apparently lessened and lastly, the group exposed in Manipulative materials appears to have their perception about the teacher’s attitude in terms the care and concern with them also diminished

How We Teach Psychology: A National Survey Of Empirically Supported Teaching Techniques In Undergraduate Instruction

Research from a wide range of psychological disciplines has focused on understanding the teaching methods that most effectively promote learning. Despite a wealth of literature demonstrating the effectiveness of various teaching methods, the prevalence of these methods in contemporary college psychology courses has not yet been examined. To fill this gap, the current study surveyed undergraduate psychology instructors on methods implemented in their classrooms. Distributed to 448 institutions of higher learning, this online survey sought to provide a preliminary picture of the modern teaching landscape. In order to provide the most objective standard of comparison among these different institutions, frequency of testing was the primary item of interest for statistical analyses. It was predicted that testing opportunities would be most frequent at colleges in which teaching was the primary responsibility for instructors. Results suggest that this prediction has some merit, as instructors from associate\u27s colleges indicated testing significantly more frequently than instructors at other types of institutions. These findings, as well as the other descriptive results, are discussed, and future directions for similar research are suggested

Next-Generation Classroom Design at WPI

Active learning (AL) is a teaching pedagogy that seeks to improve student engagement and performance in class. Currently, Worcester Polytechnic Institute has no classrooms designed for this style of teaching. We conducted interviews with WPI faculty and administration, along with other schools with successful AL initiatives, to investigate the feasibility of active learning classrooms. Ultimately, we developed specific recommendations for implementing AL spaces at WPI, along with strategies that would help to optimize their performance

EXPLORING THE LEARNER CENTRED TEACHING PRACTICES IN SECONDARY SCHOOLS IN TANZANIA

Executive summary This study explores the learner centred teaching practices in secondary schools in Tanzania. The basis of this research emanated from the problem of the poor performance of secondary school students in Tanzania. The performance of students in national examinations has declined over the past years. This trend shows an increase in the number of students who are failing. The analysis of the examination results indicates that several secondary schools are in a poor situation. Poor performance signifies that many students have failed to acquire the requisite knowledge, skills, and competences to function effectively in society as well as in socioeconomic development. In general, the preceding situation proves that the quality of education has been affected and there is a need for conducting research. The literature indicates that scholars have been conducting educational research to find effective methods of improving students’ performance. To accomplish this aim researchers of IEA (International Association for the Evaluation of Educational Achievement), international organizations, and universities have been carrying out extensive studies to examine students’ performance in the areas of science, mathematics, and reading in various national and cultural contexts. Educators have produced results showing that countries such as Finland, South Korea, and Shanghai-China lead the world in terms of student performance. The factors mentioned to account for good performance include hard work by students, positive attitude of students’, effective engagement in the classrooms, schools emphasis on academic success, well-resourced schools, well-trained teachers, and favourable working conditions. In order to improve the problem of poor performance, the literature suggested researchers should mainly examine the learner centred teaching practices in the classrooms. This advice is in line with the goals of various educational programs such as World Education Forums, Tanzania Development Vision 2025, Secondary Education Development Program, and Education Sector Development Program. In addition, the process of transfer and borrowing of policies and practices from Western and European countries to different national and cultural contexts compelled the introduction of learner centred teaching practices. These practices have been supported because they put students at the center of the learning process. They focus on the interest of students and create a positive environment for learning. They facilitate active teaching and learning methods. The practices have a connection to constructivist theory which emphasizes students’ construction of meaning and understanding. The characteristics of the theory are preferred because they should improve educational research, curriculum implementation and students performance in different national and cultural contexts. Despite effectiveness of constructivist theory, educators and practitioners challenged characteristics associated with this theory. It does not provide thorough instructions on how to employ in the classrooms. It does not guide teachers on the appropriate learner centred teaching practices applied in various stages of the lesson development. It is in this background that the current study identified a research gap and area of contribution. Therefore, the purpose of this study is to explore the manner in which secondary school teachers make use of learner centred teaching practices in various stages of lesson development. Specifically, the study explored teachers’ perceptions of the learner centred teaching. It also explored the teachers’ practices and perceptions of the learner centred teaching practices in various stages of the lesson development. Likewise, the study sought to examine the kind of support teachers need to facilitate learner centered teaching practices. It should be recognized that practices and perceptions are essential for providing a thorough understanding of these practices in the classrooms. To achieve the above purpose, this study sought to answer the following research questions: 1. How do secondary school teachers in Tanzania perceive the learner centred teaching? 2. How do secondary school teachers in Tanzania employ the learner centred teaching practices in different stages of the lesson development? 3. How do secondary school teachers in Tanzania perceive the learner centred teaching practices in different stages of the lesson development? 4. What support do secondary school teachers in Tanzania need to enhance their learner centred teaching practices? Concerning the research methodology, this study consulted previous studies carried out in one country and those in various national and cultural contexts. The purpose was to examine and learn how past studies were designed, conducted, and achieved the research objectives. The researcher intended to choose the methodology that manages and controls complexities occurring during the teaching and learning in the classrooms and might affect the data collection. The methodology had to produce a thorough understanding of teachers’ practices and perceptions. This criterion compelled the study to adopt a qualitative design. Scholars insist that classroom practices be studied properly by qualitative design. This design is effective to provide an understanding of the people, contexts, practices, and interactions. This study applied the ethnographic approach to explore the learner centred teaching practices extensively and in a natural classroom setting. The ethnographic approach enabled examining cultural attributes such as practices and perceptions as manifesting in the classrooms. It facilitated the acquisition of information that produced thick descriptions of learner centred teaching practices. In sampling, this study focused to select poor-performing schools that implement learner centred teaching. Teachers were chosen purposively to provide rich information needed to fulfil the purpose of the study. The data collection was conducted between November 2014 and March 2015. Afterward, the researcher continued to capture information from teachers to enrich the database. In the period between December 2015 and January 2016, teachers were given the chance to authenticate the findings. During the fieldwork, the researcher executed a series of activities in line with ethical principles. The data collection methods applied participant observations and semi structured interviews. The data was analyzed by thematic analysis and produced findings in terms of themes. Themes have been connected to the implementation of learner centred teaching practices in the classrooms. The analysis followed steps such as organizing the data for familiarization, reading the data thoroughly, writing and coding the transcripts/texts, formulating the themes, interpreting the meaning, and doing a repetition movement between findings and the database. The main findings of the study reveal that teachers’ perceptions of learner centred teaching exhibited various views. The perceptions and practices towards the learner centred teaching in various stages of the lesson development displayed mixed practices. In this view, the findings on practices (what teachers practiced) and perceptions (what teachers reported) fall into three categories: Those aligned with the learner centred are described as discussing, demonstrating, homework, ongoing assessment, higher-order questioning, asking various questions, interactive seating arrangement, passing to groups during the discussion, teaching a small piece of content, and students presentation. Those aligned with the teacher centred are described as lecturing, reading textbooks, end of period assessment, lower-order questioning, neglecting students’ views, and traditional seating arrangement. Also, practices created by teachers include students marking for themselves, slow students acting as indicators of learning and understanding, examining notes, involving few students, performing questions on the chalkboard, watching the entire class, and remedial teaching (these were created due to various reasons). To support teachers in executing learner centred practices, improvement is needed in the aspects such as in-service training, school based training, teachers’ welfare, teaching materials, producing more science teachers, and testing students frequently. The researcher discussed findings by relating and comparing them with various research studies with reference to the implementation of learner centred teaching practices. In general, the research findings showed that teachers display similar as well as different educational practices. This study realizes the research gap and addresses theoretical and empirical contributions. Regarding theory, the literature indicated that the constructivist theory lacks clear instructions on how teachers should employ learner centred teaching practices in various stages of lesson development. This study addresses the gap by providing a broad understanding of the learner centred teaching practices applied by teachers in various stages of lesson development. To accomplish that aim, the study suggests proper constructivist and learner centred practices for guiding teachers in the classrooms (see Appendix VIII).:TABLE OF CONTENTS Page Executive summary ii-vi Zusammenfassung vii-xi Acknowledgement xii Dedication xiii List of acronyms xiv Table of contents xv-xviii List of Tables xix List of Figures xx CHAPTER ONE: INTRODUCTION 1.1 Background of the study 1 1.2 Statement of the problem 9 1.3 Purpose and research questions 10 1.4 Significance of the study 10 CHAPTER TWO: COMPARATIVE EDUCATION AND TRANSNATIONAL TRANSFER OF EDUCATIONAL POLICIES AND THE LEARNER CENTERED TEACHING PRACTICES 2.1 Introduction 13 2.2 Comparative education 13 2.3 The transnational transfer of policies and practices 17 2.4 Comparative education in Tanzania 21 2.5 Curriculum reform in Tanzania 24 2.6 The learner centred teaching practices and its empirical research in Tanzania 28 2.7 Comparative education research about the learner centred teaching 35 CHAPTER THREE: THE CONSTRUCTIVIST THEORY AND THE LEARNER CENTERED TEACHING PRACTICES 3.1 Introduction 39 3.2 An overview of the teaching theory 39 3.3 The constructivist theory and its characteristics 40 3.4 Learner centered teaching practices 53 3.5 Empirical research about the learner centered teaching practices 70 3.6 Other aspects related to the implementation of the learner centered teaching practices 75 3.7 Teacher centered practices 80 3.8 Different stages of the lesson development as applied in teaching and learning practices 83 CHAPTER FOUR: RESEARCH METHODOLOGY 4.1 Introduction 90 4.2 Overview of the background of study and the research questions and methodology 90 4.3 Research design 92 4.4 Research approach 95 4.5 Sampling methods 96 4.6 Pilot study 98 4.7 Data collection methods 100 4.8 Data analysis 107 4.9 Ethical and consent treatments 114 4.10 Quality criteria considered in this study 115 CHAPTER FIVE: FINDINGS OF THE STUDY 5.1 Introduction 118 5.2 Perceptions regarding the stages during the teaching and learning process 118 5.3 Presentation of findings that follow the stated cases 120 Teacher A 122 Teacher B 135 Teacher C 149 Teacher D 162 5.4 The learner centred teaching practices on the reflection stage 174 5.5 How students are involved in the learner centred teaching practices 178 5.6 Support to improve the learner centred teaching practices 180 CHAPTER SIX: DISCUSSION OF THE FINDINGS 6.1 Introduction 183 6.2 Overview of the discussion of findings 183 6.3 Perceptions regarding the learner centered teaching 184 6.4 Learner centred teaching practices employed in different stages of the lesson development ….188 6.5 Learner centred teaching practices employed in the reflection stage 203 6.6 How students are involved in the visited classrooms 205 6.7 Support to improve the learner centered teaching practices 207 CHAPTER SEVEN: CONCLUDING PERSPECTIVES AND RECOMMENDATIONS 7.1 Introduction 212 7.2 Concluding perspectives 212 7.3 Limitations of the study 217 7.4 Recommendations 219 References 221 Appendix I: Classroom observation schedule 248 Appendix II: Semi structured interview for teachers 257 Appendix III: Permission letter from regional education officer 273 Appendix IV: Consent letter from teacher A 274 Appendix V: Consent letter from teacher B 274 Appendix VI: Consent letter from teacher C 275 Appendix VII: Consent letter from teacher D 275 Appendix VIII: Guidelines to consider for preparing, executing and assessing the learner centered teaching practices 276 Schriftliche Erklärung 27

The Impact of Digital Portfolios on the Economics End of Course Assessment

Digital Portfolios, also known as electronic portfolios, became more visible in the educational landscape. This study employs a causal comparative design to assess the impact of web-based digital portfolios on seniors’ standardized economics assessment scores at a Metro Atlanta high school. The purpose of this study is to determine if students’ use of digital portfolios caused differences in economics end-of-course (EOC) assessment scores (dependent variable) between different groups of high school students (independent variables) across two years of implementation. Using the first-generation activity theory as the theoretical framework, the researcher frames the study as an activity system where the groups of high school seniors (subjects), digital portfolios (tools), and the objective is earning proficient scores on the economics EOC assessment. Data was collected from the spring 2018 and spring 2019 Georgia Milestones economics assessments and analyzed with a factorial ANOVA. The researcher found statistically significant differences between the mean economics EOC assessment scores of students who used digital portfolios in their economics classes compared to students who did not. Of the students who used digital portfolios, the researcher also found statistically significant differences between students enrolled in AP economics courses compared to students enrolled in regular economics courses and statistically significant differences between gifted and non-gifted students. Implications from the study could initiate a paradigm shift in the approach to purposefully fusing technology into secondary classrooms, especially economics classrooms. Furthermore, the findings of this study could create a demand for more research or training of specific technological strategies to support student learning in economics, preparation for end-of course tests, and other summative exams

Applying Team-Based Learning in Online Introductory Information Systems Courses

Over the last two decades, the academy has experienced a renaissance of diversity in pedagogical techniques with the introduction of experiential learning, active learning, flipping the classroom, and, more recently, team-based learning (TBL). TBL adopts a two-stage process that incorporates individual learning with team collaboration. While frequently implemented in a face-to-face classroom, TBL has received limited attention in the online learning environment where geographically distributed, asynchronous learning poses challenges to its fundamental design. In particular, coordination costs and sequential inter-dependencies within the learning experience create unique challenges to online environments where students use limited communication channels compared to the traditional, face-to-face environments. This teaching tip discusses the authors’ experiences translating the principles of TBL and its learning sequence to an online introductory information systems course. We present instructor observations and qualitative feedback from students as the approach was implemented, including a model that outlines key activities in its implementation. We then conclude with a series of teaching suggestions to fellow academics seeking to adapt TBL to the online environment in their courses

Gender and School Achievement in the Caribbean

Teaching/Communication/Extension/Profession,

Factors Relating to the Design of Effective Third Level Learning Environment

The number of students attending University in Ireland is at an all time high. Therefore it is essential to ensure that learning environments are well established and that they help deliver the most important aspects necessary to the students. This paper looks at what the most important factors are when it comes to learning and teaching environments, and what learning environment best delivers these factors. Three learning environments are discussed, Traditional Learning, Blended Learning and Distance Learning. The type of factors that are examined range from aspects to do with the material and resources available to the students to areas such as class atmosphere and interaction between students and staff