A Methodological Analysis of Teaching and Learning Strategy Research at the Secondary School Level

1993 ◽  
Vol 28 (4) ◽  
pp. 334 ◽  
Author(s):  
Victoria G. Ridgeway ◽  
Pamela J. Dunston ◽  
Gaoyin Qian
Keyword(s):  
Secondary School ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
School Level ◽  
Strategy Research ◽  
Secondary School Level ◽  
Analysis Of Teaching

EFFECTIVENESS OF ELECTRONIC CLASSROOM FOR TEACHING GENERAL SCIENCE AT SECONDARY SCHOOL LEVEL

2016 ◽  
pp. 66-85
Author(s):  
Moolraj Sharma ◽  
Arun K Gupta
Keyword(s):  
Secondary School ◽  
Teaching And Learning ◽  
School Level ◽  
Background Information ◽  
Teaching Methodology ◽  
General Science ◽  
Electronic Classroom ◽  
Secondary School Level ◽  
Achievement Levels

This paper is based on a research to understand the effectiveness of a new teaching methodology i.e. an ‘Electronic Classroom’ adopted by the teachers in a school for teaching General Science. In this study, a Students Questionnaire on Effectiveness of Electronic Classroom (SQEEC) was developed and validated on a selected sample of students from a secondary school where this technology has been introduced and implemented for teaching and learning. The paper provides the background information related to the setup of an electronic classroom and its importance in the teaching of General Science. SQEEC was found to be a reliable and valid tool for assessing the effectiveness of the electronic classroom. Results of the study show that the electronic classroom as a methodology was found to be effective for teaching General Science in terms of improved achievement levels of the students and on the basis of their grade and age levels. However, no significant differences were found to exist between different groups of students on the basis of their gender.

Standard compliance and suitability of classroom capacity in secondary school buildings

2019 ◽  
Vol 17 (3) ◽  
pp. 238-248 ◽  
Author(s):  
Norsafiah Norazman ◽  
Adi Irfan Che-Ani ◽  
Nor Haslina Ja’afar ◽  
Muhamad Azry Khoiry
Keyword(s):  
Secondary School ◽  
Teaching And Learning ◽  
Structured Interview ◽  
Learning Processes ◽  
School Level ◽  
Learning Approach ◽  
School Buildings ◽  
Content Type ◽  
Secondary School Level ◽  
Current Area

Purpose Teaching and learning processes are conducted formally in a classroom as the main learning space for schooling system, where it should be implemented effectively to achieve a desired level of satisfaction and comfort for the students. To encourage and sustain students’ motivation for continuous learning, specifically at secondary school level, classroom capacity is increasing significantly. The purpose of this paper is to analyse the guidelines and regulations of building design standard compliance, specifically for classrooms, and suggest the suitability of classroom capacity based on two main courses offered at the secondary school level. Design/methodology/approach Two sets of perimeters were used in this study to gauge the intended results, namely, mixed method was used to carry out the study. The first indicator was a quantitative method whereby the current area of 20 selected classrooms (length × width) was physically measured and recorded. The second indicator used was a qualitative method, through a semi-structured interview. Findings The findings showed that 55 per cent of classroom capacity in secondary school buildings complied with the existing guidelines, the stipulated design regulations and the classroom area requirement. The current area of classroom standing is at 2.25 m2 per student with an observable increase in students’ satisfaction during the teaching and learning processes. However, the findings from the semi-structured interview highlighted interesting points in relation to the suitability of classroom capacity. The teachers felt that classroom capacity affected performance of students based on two categories, namely, classroom-centred learning and classroom-less learning. The respondents agreed that the classroom-centred learning approach and classroom-less learning approach worked best with a maximum of 22 and 30 students per classroom, respectively. Originality/value This paper provides the current information, knowledge and findings related with real classroom capacity at a secondary school building that may affect students’ performance, while focus had always been on types of classroom, gadgets and qualified teaching staff. Hardly any valuable attention is given to the space these students spend almost a good part of their day for the rest of the week, over their formative learning period. Perhaps like the model of cars and sitting capacity, model classroom area and maximum capacity explored to ensure objectives irrespective of the driver, the teacher of the class. Therefore, these indicators may assist the school building management, building facilities and other professionals to identify and implement suitable of classroom capacity especially for all classroom-based learning in the schools generally.

scholarly journals Multimedia Approach in Teaching and the Attainment of Secondary Education Goals

2019 ◽  
pp. 13-16
Author(s):  
Dr. Ezemoyih Chuks Marcel ◽  
Dr. Tina Nwaeze ◽  
Dr. Angela Eze
Keyword(s):  
Educational Technology ◽  
Quality Assurance ◽  
Secondary Education ◽  
Secondary School ◽  
Teaching And Learning ◽  
School Level ◽  
Educational Goals ◽  
Educational Media ◽  
Secondary School Level ◽  
Education Goals

Educational media contribute immensely in the attainment of educational goals at all levels, Media approach is an aspect of educational technology that discusses the utilization of materials and equipment in solving educational problems for positive attainment of educational goals at all school levels. This paper, therefore, discusses educational, media, multimedia approach to instruction, the Nigerian experience, and remedy to problems of multimedia approach in teaching and learning at, the secondary school level for quality assurance.

scholarly journals Inquiry and Modeling for Teaching Mathematics in Interdisciplinary Contexts: How Are They Interrelated?

Mathematics ◽  
2021 ◽  
Vol 9 (15) ◽  
pp. 1714
Author(s):  
Gemma Sala Sebastià ◽  
Berta Barquero ◽  
Vicenç Font
Keyword(s):  
Secondary School ◽  
Teaching And Learning ◽  
School Level ◽  
Integrative Model ◽  
Joint Analysis ◽  
Teaching Mathematics ◽  
Teaching Sequence ◽  
Interdisciplinary Teaching ◽  
Secondary School Level

International research has pointed out the importance of integrating mathematical modeling and inquiry processes into the teaching and learning of mathematics. This paper aims to present an integrative model that enables analyzing the characteristics inquiry and modeling processes share in the same model with a view to using them when designing and implementing interdisciplinary teaching sequences. After presenting a synthesis of the literature review, our theoretical approach to inquiry and modeling for the analysis of an interdisciplinary teaching sequence will be introduced. We focus here on the case of an inquiry situation in an archaeological context where mathematics and history are interrelated. It was implemented at secondary school level with students aged 13–14. We use this particular case study to analyze the appearance of both processes, in order to look for coincidences, concatenations and synergies. The main result is an integrative model for the joint analysis of both processes.

scholarly journals Swiss World Atlas in Class Room – How to teach with maps

2019 ◽  
Vol 1 ◽  
pp. 1-1
Author(s):  
Wenke Zimmermann ◽  
Lorenz Hurni
Keyword(s):  
Secondary School ◽  
Teaching And Learning ◽  
Real Life ◽  
School Level ◽  
Background Information ◽  
Editorial Office ◽  
Secondary School Level ◽  
Conceptual Background ◽  
Class Room ◽  
The Individual

<p><strong>Abstract.</strong> The latest edition of the SWISS WORLD ATLAS, published in 2017, is coordinated with the didactic structure of the recently introduced geography curriculum on secondary school level in Switzerland. It represents an interdisciplinary tool for teaching and learning in geography lessons.</p><p>During the preparation and distribution phase of the new atlas, the number of enquiries about the conceptional and technical map production as well as didactical background information have increased. As the editorial office understand itself as a center of competence in maps, the idea of workshops about didactical map training developed. The purpose is to raise awareness what lies behind educational map work and map competence. As well as knowing the possible use cases of the SWISS WORLD ATLAS in class room, concrete effects of proper competence-orientated map work should be communicated.</p><p>In this contribution we present three didactic and teaching-orientated workshops. Each workshop addresses a different core topic and is scheduled for approx. 1 to 2 hours. The workshops can be shortened or extended depending on the scope of the event and it is possible to run them one after the other and link specific issues. Target groups are geography teachers and students.</p><p>One of those workshops deals with «map competences» in detail. The participants learn how to promote and practice the three sub-competences map reading, map understanding and map reflection. The focus lies on methodology teaching. As the proper handling of maps can be crucial in real life, further skills and proficiency need to be encouraged and trained.</p><p>Another workshop presents the synergy of the «printed edition and its online world». On the SWISS WORLD ATLAS website can be found a variety of supplementary material for each map (e.g. map comments, interactive tools). Participants discover how to integrate them in their teaching arrangement and add value to their classes in the form of media diversity and media literacy. Furthermore reference is made to a recently published teaching aid on lower secondary school level. This underlines even more the importance of combining innovative task culture and competence orientated learning in geography lessons.</p><p>The «atelier»-workshop is especially designed for students, who learn the conceptual background and successful workflow of an atlas product. With the help of typical tools and materials along the cartographic production line, the individual tasks from planning through design of maps, to the assembly of the atlas are experienced firsthand.</p><p>Up until now all workshops have been carried out several times, with minor changes due to event context or audience. All workshops support the comprehension of maps and the ability to accomplish competence-orientated knowledge, therefore the overall feedback is positive. Students get encouraged in their spatial orientation and cognition and are able to understand the basics of data preparation, map production and design and value the complexity of an atlas project. Whereas teachers can take home their elaborated documents and use the SWISS WORLD ATLAS immediately as a valuable tool in their practical map lessons.</p>

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