scholarly journals Level of Learning Assessed through Written Examinations in Social Science Courses in Tertiary Education: A Study from Bangladesh

2019 ◽  
Vol 14 (01) ◽  
pp. 09-14
Author(s):  
Bentul Mawa ◽  
M. Mojammel Haque ◽  
M. Mojammel Haque ◽  
M. Mozahar Ali
Keyword(s):  
Social Science ◽  
Learning Outcomes ◽  
Tertiary Education ◽  
Cognitive Learning ◽  
Higher Order ◽  
Analysis Method ◽  
Science Courses ◽  
Content Analysis Method ◽  
Increasing Trend ◽  
Higher Order Learning

This paper examines students’ cognitive learning outcomes assessed through semester final written examinations in Social Science Courses intertiary level education. The study used a content analysis method to analyze 125-semester final written exam papers (tests) of 52 courses of B.Sc.Ag Econ. (Hons) degree program of Bangladesh Agricultural University. The study revealed that written exam papers mostly cover ‘remember'and ‘understanding' (18% and 60%) level of learning while ‘apply-analyze-evaluate and create' levels cover only 22 percent. Year-wise change inlower-order learning assessed (remember) showed a slightly decreasing trend while others showed an increasing trend to adjust that change.Level-wise (L1 to L4) increasing trend in order was observed only for ‘understanding' while all others showed no definite change pattern. Thestudy concludes that the assessment occurs mainly at lower order learning, and it does not progress with the level of studies (L1 to L4). Theexisting written exam strategy is not suitable to assess higher-order learning to satisfy ‘critical thinking and decision making' outcome so thatstudents become better equipped for the existing job market and the rapid changing world. The program requires changing its assessmentstrategy to ensure higher-order learning.Journal of Teacher Education and Research (2019). DOI: 10.36268/JTER/1413

scholarly journals Maintaining Quality While Expanding Our Reach: Using Online Information Literacy Tutorials in the Sciences and Health Sciences

2017 ◽  
Vol 12 (3) ◽  
pp. 95 ◽  
Author(s):  
Talitha Rosa Matlin ◽  
Tricia Lantzy
Keyword(s):  
Learning Outcomes ◽  
Information Literacy ◽  
Literacy Instruction ◽  
Higher Order ◽  
Health Science ◽  
Student Survey ◽  
Science Courses ◽  
Information Literacy Instruction ◽  
Online Tutorials ◽  
Higher Order Learning

Abstract Objective – This article aims to assess student achievement of higher-order information literacy learning outcomes from online tutorials as compared to in-person instruction in science and health science courses. Methods – Information literacy instruction via online tutorials or an in-person one-shot session was implemented in multiple sections of a biology (n=100) and a kinesiology course (n=54). After instruction, students in both instructional environments completed an identical library assignment to measure the achievement of higher-order learning outcomes and an anonymous student survey to measure the student experience of instruction. Results – The data collected from library assignments revealed no statistically significant differences between the two instructional groups in total assignment scores or scores on specific questions related to higher-order learning outcomes. Student survey results indicated the student experience is comparable between instruction groups in terms of clarity of instruction, student confidence in completing the course assignment after library instruction, and comfort in asking a librarian for help after instruction. Conclusions – This study demonstrates that it is possible to replace one-shot information literacy instruction sessions with asynchronous online tutorials with no significant reduction in student learning in undergraduate science and health science courses. Replacing in-person instruction with online tutorials will allow librarians at this university to reach a greater number of students and maintain contact with certain courses that are transitioning to completely online environments. While the creation of online tutorials is initially time-intensive, over time implementing online instruction could free up librarian time to allow for the strategic integration of information literacy instruction into other courses. Additional time savings could be realized by incorporating auto-grading into the online tutorials.

scholarly journals Business Sustainability: The Trend of Human Resource Disclosure Based on Malaysian Evidence

2021 ◽  
Vol 2 (3) ◽  
pp. 1-9
Author(s):  
Norhayati Abdullah ◽  
A.H Fatima ◽  
Maliah Sulaiman
Keyword(s):  
Content Analysis ◽  
Human Resource ◽  
Government Policy ◽  
Empirical Support ◽  
Annual Reports ◽  
Analysis Method ◽  
Business Sustainability ◽  
Content Analysis Method ◽  
Increasing Trend

This paper aims to investigate the trend of human resource disclosure (HRD) quality based on publicly disclosed annual reports of 235 Malaysian listed companies. The data was collected through content analysis method using HRD index. The results reveal that there is an increasing trend of HRD quality from 2010 to 2014.  However the significant increase is only between 2012 and 2013. This study provides empirical support for Institutional theory’s coercive isomorphism, through its findings on quality of HRD. This is because, the related disclosure regulations and the Malaysian government policy through Malaysia Plan may have significantly influenced firms to increase HRD quality in their annual reports.

scholarly journals Determining the misconceptions in the Force and Motion unit with the work sheetsKuvvet ve Hareket ünitesindeki kavram yanilgilarinin çalişma yapraklari ile belirlenmesi

2015 ◽  
Vol 12 (2) ◽  
pp. 858 ◽  
Author(s):  
Handan Yerer ◽  
Fulya Öner Armağan
Keyword(s):  
Content Analysis ◽  
Data Analysis ◽  
Learning Outcomes ◽  
Relevant Literature ◽  
Analysis Method ◽  
Force And Motion ◽  
Content Analysis Method ◽  
Floating Object ◽  
8Th Grade ◽  
Motion Unit

<p>The aim of this study is to determine the misconceptions with the work sheets which are prepared for “Force and Motion” unit for 8th grade students. 12 worksheets, which were prepared by researchers in line with the learning outcomes of Force and Motion unit and relevant literature, were used in the research. Developed worksheets were delivered to 25 8th grade students for 3 weeks as the specified period in the curriculum. Content analysis method was employed in data analysis so as to determine misconceptions. As a result, the misconceptions of students about the concepts in Force and Motion unit were determined. “The quantity of liquid affects ascending force,” “the ascending force affecting a floating object is greater than that object’s weight” and similar misconceptions could be given as examples to the misconceptions included in the study findings. It is believed that this study will be a useful guide for teachers and researchers who aim for determining the misconceptions in force and motion subjects.</p><p> </p><p><strong>Özet</strong></p><p>Bu çalışmanın amacı; 8. sınıf öğrencilerinin “Kuvvet ve Hareket” ünitesi için hazırlanan çalışma yaprakları ile kavram yanılgılarını belirlemektir. Araştırmada Kuvvet ve Hareket ünitesinin kazanımları ve ilgili alan yazın doğrultusunda araştırmacılar tarafından hazırlanan 12 adet çalışma yaprağı kullanılmıştır. Geliştirilen çalışma yaprakları 25, 8. sınıf öğrencisine programda belirtilen süresinde 3 hafta boyunca uygulanmıştır. Verilerin analizinde kavram yanılgılarını belirlemek amacıyla içerik analizi tekniği kullanılmıştır. Sonuç olarak Kuvvet ve Hareket ünitesindeki kavramlarla ilgili öğrencilerdeki kavram yanılgıları belirlenmiştir. “Sıvı miktarı kaldırma kuvvetini etkiler.” “Yüzen cisimlere etki eden kaldırma kuvveti, cismin ağırlığından büyüktür.” gibi kavram yanılgıları, çalışma bulguları arasında yer alan yanılgılara örnek olarak gösterilebilir.  Bu çalışmanın kuvvet ve hareket konularındaki kavram yanılgılarını belirlemeyi hedefleyen öğretmen ve araştırmacılara yol göstereceği düşünülmektedir.</p>

PBL-GIS in Secondary Geography Education: Does It Result in Higher-Order Learning Outcomes?

2010 ◽  
Vol 109 (4) ◽  
pp. 150-158 ◽  
Author(s):  
Yan Liu ◽  
Elisabeth N. Bui ◽  
Chew-Hung Chang ◽  
Hans G. Lossman
Keyword(s):  
Learning Outcomes ◽  
Higher Order ◽  
Geography Education ◽  
Higher Order Learning

Tablet-based cross-curricular maths vs. traditional maths classroom practice for higher-order learning outcomes

2017 ◽  
Vol 114 ◽  
pp. 1-23 ◽  
Author(s):  
Marina Volk ◽  
Mara Cotič ◽  
Matej Zajc ◽  
Andreja Istenic Starcic
Keyword(s):  
Learning Outcomes ◽  
Classroom Practice ◽  
Higher Order ◽  
Higher Order Learning

scholarly journals ANALISIS PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE MAKE A MATCH TERHADAP HASIL BELAJAR SISWA PADA PEMBELAJARAN IPS SD

2020 ◽  
Vol 10 (1) ◽  
pp. 82
Author(s):  
Ika Sholihatul Maulida ◽  
Dewi Widiana Rahayu ◽  
Muhammad Thamrin Hidayat ◽  
Suharmono Kasiyun
Keyword(s):  
Elementary School ◽  
Social Science ◽  
Learning Outcomes ◽  
Meta Analysis ◽  
Student Learning Outcomes ◽  
Analysis Method ◽  
Elementary Social Studies ◽  
Average Value ◽  
Before And After ◽  
Data Collections

The purpose of this research was to analyze the effect of before and after the applied of make a match in improving the learning outcomes of social science in elementary school. The study used a meta analysis method. This research begins by formulating the topic to be examined, make a statement of the problem, and at the final stage is to search relevant articles to data collections. The data is obtained by searching online journals through google scholar with search keywords “make a match”,”learning outcomes”, and “learning social science in elementary school”. From the research results obtained as many as 35 articles but only 10 articles are relevant for use. The data obtained is processed again using quantitative method. Based on the analysis of student learning outcomes in elementary social studies learning can be increased by an average value before the model is applied to make a match of 45 can increase by 10 to 55. Keywords: Make a Match, Learning Outcomes, Learning Social Science In Elementary School.

Higher-Order Learning Outcomes in an Undergraduate IT Project Management Course

2019 ◽  
Vol 15 (4) ◽  
pp. 1-11
Author(s):  
Joseph Budu
Keyword(s):  
Developing Countries ◽  
Project Management ◽  
Learning Outcomes ◽  
Developing Country ◽  
Teaching Methods ◽  
Thinking Skills ◽  
Higher Order ◽  
It Project Management ◽  
It Project ◽  
Higher Order Learning

Achieving higher order learning outcomes may be normal in developed country higher-education institutions, but it may not so for most of those in developing countries with resource poverty which manifests in high student-teacher ratios for instance. Lecturers in developing countries tend to use less student-centered teaching methods which hamper the achievement of higher order learning outcomes. Unfortunately, this issue has been ignored in the general information systems education literature. This article therefore explores the relationship between teaching methods and the achievement of higher order learning outcomes by presenting and evaluating evidence of changes a lecturer made in delivering an undergraduate IT Project Management course over two academic years in a developing country context. Two lessons emerge. First, lecturers in developing country contexts should focus on turning out graduates with higher order thinking skills. Second, such educators should consider using contextually relevant teaching methods that lead to higher learning outcomes.

scholarly journals PENERAPAN METODE DISKUSI UNTUK MENINGKATKAN HASIL BELAJAR SISWA PADA BIDANG STUDI IPS SEJARAH DI SEKOLAH DASAR

2017 ◽  
Vol 2 (2) ◽  
pp. 285-317
Author(s):  
Acep Roni Hamdani ◽  
Rijal Subelli
Keyword(s):  
Social Science ◽  
Student Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Cognitive Learning ◽  
Student Learning Outcomes ◽  
Science Study ◽  
Social Science Study ◽  
Field Note ◽  
Improving Student Learning

This study aims to: (1) find out whether the discussion method can improve student learning outcomes in the field of study Social Science class V SDN Sukabakti Subang Regency; (2) to describe the steps of applying the method of discussion in improving student learning outcomes in the field of Social Science study of students of grade V SDN Sukabakti Subang Regency. This type of research is Classroom Action Research (PTK), using Suaharsimi Arikunto design. Subjects in this study are the students of grade V SDN Sukabakti Subang Regency which amounted to 27 students. Technique of collecting test data, observation observation, field note, and dokuentasi.tes are used to collect student's cognitive learning data, while observation sheet is used to obtain learning result of afectic aspect, psychomotor, and teacher activity in learning process of Social Science using discussion method. Quantitative decryption analysis techniques to calculate the data of cognitive learning outcomes and qualitative dekristif analysis to mengisisisis data observation results. The results showed that the application of the method of discussion in the field of Social Science study of students in grade V SDN Sukabakti Subang Regency. Based on test results obtained by students at each end of the cycle showed an increase in Social Science learning outcomes. Percentage of completeness on pratindakan by 19%, cycle I by 63% and cycle II by 93%. The process shows that the quality of the learning process becomes increasing, the students look more active, critical, and communicative and susana learning more fun and conducive. In the application of the method of discussion the teacher needs to pay attention to the following matters: (1) to examine the preparations that are deemed to affect the smoothness of the discussion, (2) provide guidance before discussion, (3) implement the rules of discussion according to the rules of the game, 4) Giving equal opportunity to every discussion participant to issue his ideas or ideas, (5) controlling the issue to the subject being discussed, (6) creating a relaxed, fun but controlled learning atmosphere.

scholarly journals Analysis of Finnish chemistry Matriculation Examination questions according to Cognitive Complexity

2012 ◽  
Vol 8 (3) ◽  
pp. 257-268 ◽  
Author(s):  
Greta Tikkanen ◽  
Maija Aksela
Keyword(s):  
Cognitive Skills ◽  
Cognitive Complexity ◽  
Summative Assessment ◽  
Higher Order ◽  
Research Data ◽  
Qualitative Approach ◽  
Assessment Tools ◽  
Analysis Method ◽  
Content Analysis Method ◽  
Matriculation Examination

This paper presents an analysis of Finnish chemistry matriculation examination questions according to cognitive complexity. The research data consisted of 257 questions from 28 matriculation examinations between 1996 and 2009. Qualitative approach and theory-driven content analysis method using Bloom’s revised Taxonomy of Cognitive Objectives were employed in the research. The categories of the higher-order (HOCS) and lower-order cognitive skills (LOCS) were formed on the basis of earlier research. This research was guided by the following question: What kinds of cognitive skills and knowledge do Finnish chemistry matriculation examination questions require? The research indicates that the examinations were cognitively demanding. The majority (77%) of the questions required higher-order cognitive skills. The Bloom’s revised Taxonomy of Cognitive Objectives as used in this research gives a useful way for designing or analysing chemistry summative assessment tools. All three higher-order cognitive skills (HOCS) categories should be more evenly presented in chemistry matriculation examinations.

scholarly journals [Objectivity in Social Science Reseearch: Comparison of Positivism with Islamic Perspective] Objektiviti dalam Penyelidikan Sains Sosial: Perbandingan Perspektif Positivisme dengan Perspektif Islam

2018 ◽  
Vol 16 (1) ◽  
pp. 1-10
Author(s):  
Mohd Syahmir Alias
Keyword(s):  
Social Science ◽  
Social Science Research ◽  
Science Research ◽  
Comparison Method ◽  
Analysis Method ◽  
Principal Element ◽  
Value Judgment ◽  
Content Analysis Method ◽  
Critical Process ◽  
Muslim Scholars

Objectivity is an important concept in social science research, adapted from the natural science research. It stems from positivistic philosophy which view scientific research as value-free. The question is whether the concept of positivistic objectivity that emphasized empirical facts should be accepted in Islamic-based research? Is religious value judgment affect the objectivity of facts obtained by a researcher? Thus, this paper aims two important purposes. Firstly to study the concept of objectivity from the perspective of positivists and Muslim scholars. Secondly to compare those perspectives conceptually. Using content analysis method and comparison method, the paper discovered two important things in relation to the concept of objectivity. First, the concept of objectivity in research from the perspective of positivists and Muslim scholars has a few significant differences which are their principal element, their ultimate goal, their relationship with religion, their epistemological concept and critical process. Second, both perspectives share similar basic elements which is intellectual honesty and justice. Overall, the findings demonstrate that objectivity have an important account for both perspectives in doing research.   Keywords: Objectivity, Research, Value-free, Islam, Social Science   Objektiviti merupakan konsep penting dalam penyelidikan sains sosial yang disesuaikan daripada penyelidikan sains tabii. Ia bertitik tolak daripada pandangan sarjana beraliran positivisme yang melihat penyelidikan sains sebagai suatu yang bersifat bebas nilai. Persoalannya, adakah konsep objektiviti positivisme yang mementingkan fakta empirikal semata-mata wajar diikuti dalam melakukan penyelidikan bertunjangkan Islam? Adakah pertimbangan nilai seperti nilai agama akan menjejaskan objektiviti fakta yang diperoleh oleh seseorang penyelidik? Justeru, makalah ini mengandungi dua tujuan penting. Pertama, meneliti konsep objektiviti dalam penyelidikan dari perspektif sarjana beraliran positivisme dan sarjana Islam. Kedua, membandingkan kedua-dua pendapat dari segi konsepnya. Melalui kaedah analisis kandungan dan kaedah perbandingan, makalah ini menemukan dua perkara penting dalam konsep berkaitan objektiviti. Pertama, konsep objektiviti dalam penyelidikan dari sudut pandang positivisme dan Islam mempunyai beberapa perbezaan yang ketara iaitu dari aspek teras konsep objektiviti, matlamat utama, hubungan dengan nilai agama, epistemologi konsep dan proses terpentingnya. Kedua, walaupun berbeza, tidak dinafikan kedua-duanya mempunyai persamaan asas iaitu mengiktiraf elemen kejujuran intelektual dan keadilan. Secara keseluruhannya, perkara ini mempamerkan pentingnya objektiviti dicapai dalam penyelidikan sains sosial baik daripada pihak sarjana beraliran positivisme mahupun sarjana Muslim.   Kata kunci: Objektiviti, Penyelidikan, Bebas Nilai, Islam, Sains Sosial.

Sign in / Sign up

Export Citation Format

Share Document