INDIGENOUS KNOWLEDGE AS AN ALTERNATIVE PEDAGOGY TO IMPROVE STUDENT PERFORMANCE IN THE TEACHING AND LEARNING OF MATHEMATICAL GEOMETRY IN TVET COLLEGE

2020 ◽  
Author(s):  
Makhosi P. Madimabe ◽  
Bunmi I. Omodan ◽  
Cias T. Tsotetsi
Keyword(s):  
Indigenous Knowledge ◽  
Student Performance ◽  
Teaching And Learning ◽  
Alternative Pedagogy ◽  
Improve Student Performance

Mathematical Approaches and Strategies

2016 ◽  
pp. 145-169
Author(s):  
Lorelei R. Coddington
Keyword(s):  
United States ◽  
Student Performance ◽  
Mathematics Teachers ◽  
Conceptual Knowledge ◽  
Teaching And Learning ◽  
The United States ◽  
Inclusive Classroom ◽  
Learning Mathematics ◽  
Improve Student Performance ◽  
Support Students

Recent shifts in standards of instruction in the United States call for a balance between conceptual and procedural types of teaching and learning. With this shift, an emphasis has also been placed on ensuring teachers have the knowledge and tools to support students to improve student performance. Since many struggle in learning mathematics, teachers need practical ways to support students while also building their conceptual knowledge. Research has highlighted many promising approaches and strategies that can differentiate instruction and provide needed support. This chapter highlights various examples found in the research and explains how the approaches and strategies can be used to maximize student learning in the inclusive classroom.

Below the Bar: Profiles of Students who Fail State Reading Assessments

2002 ◽  
Vol 24 (3) ◽  
pp. 219-239 ◽  
Author(s):  
Marsha Riddle Buly ◽  
Sheila W. Valencia
Keyword(s):  
School Districts ◽  
Student Performance ◽  
Teaching And Learning ◽  
Reading Assessment ◽  
Reading Assessments ◽  
Instructional Approaches ◽  
State Tests ◽  
Reading Abilities ◽  
Improve Student Performance ◽  
State And Local

State and school districts are looking for policies they believe will improve student performance. As a result, assessments have proliferated, stakes have increased, and specific curriculum and instructional approaches are being mandated. In this study, we probed beneath students' failing scores on a state reading assessment to investigate the needs of struggling students and implications for policy. We found that scores on state tests mask distinctive and multifaceted patterns of students' reading abilities that require dramatically different instructional emphases. We explore the implications of this complexity for state and local reform efforts that target improved teaching and learning.

School Inspection for Quality Leadership, Teaching, and Learning in South Africa

2020 ◽  
pp. 234-250
Author(s):  
Sharon Thabo Mampane
Keyword(s):  
Effective Teaching ◽  
Student Performance ◽  
South African ◽  
Teaching And Learning ◽  
Student Support Services ◽  
Learning Support ◽  
Pass Rates ◽  
School Inspection ◽  
Improve Student Performance ◽  
Effective Teaching And Learning

South African secondary schools have gradually increased access to a diverse number of students, but that has not led to a related increase in student success. Several factors contribute to low throughput and pass rates, and these include, among others, poor leadership, under-preparedness of students to pursue their education, lack of effective instruction, and inadequate access to student support services. The above-mentioned factors are important, but the key to improving throughput and pass rates in secondary education lies in ensuring quality leadership for effective teaching and learning through school inspection. Teaching and learning should be informed by institutional approaches that translate leadership into effective teaching and learning practices and learning support for students. This chapter will address school inspections as well as identify the constraints and enablers of leadership for teaching and learning to improve student performance.

scholarly journals DIGITAL APPS IN FORMATIVE ASSESSMENT: TODAY’S AID IN TEACHING AND LEARNING IN HIGHER EDUCATION

2020 ◽  
pp. 109-114
Author(s):  
Dr. John M. Zamen
Keyword(s):  
Formative Assessment ◽  
Student Performance ◽  
Teaching And Learning ◽  
Performance Trends ◽  
Arduous Task ◽  
Or Groups ◽  
Teachers And Students ◽  
Improve Student Performance ◽  
Using Data ◽  
The Many

Assessment is an extensive topic that encompasses a wide variety of definitions within the field of education, and evaluating the effectiveness of many types of assessment is often an arduous task. Master, G. 2015 stated, “The fundamental purpose of assessment in education is to establish and understand the points that students (either as individuals or groups) have reached in their learning at the time of assessment’. Assessment is the process of gathering data. More specifically, assessment is the way instructors gather data about their teaching and their students’ learning (Hanna, G and Dettmer, P, 2004).There are many different forms of assessment, each with their own specific purpose. Determining what kind of assessment is most effective is highly dependent on the purpose of the data a teacher is trying to collect. Since assessment is often used in making major decisions, there is a great deal of discussion regarding strategies that could improve student performance. Trends in formative assessment and using data to positively impact student learning has become an integral part of a teacher’s everyday and ongoing practice. This article addresses formative instructional practice and the many strategies, techniques and tools available to both teachers and students. These tools and apps give teachers and students many options and opportunities for classroom success. KEYWORDS: Formative assessment, summative assessment, assessment of learning, formative assessment apps.

Optimizing Blended Teaching and Learning in Brick-and-Mortar Institutions

2015 ◽  
pp. 1-11 ◽  
Author(s):  
Joachim Jack Agamba
Keyword(s):  
Instructional Design ◽  
Student Performance ◽  
Teaching And Learning ◽  
Design Principles ◽  
Teacher Belief ◽  
Appropriate Use ◽  
Use Of Technology ◽  
Brick And Mortar ◽  
Improve Student Performance ◽  
Instructional Design Principles

The increase of blended instructional offerings in brick-and-mortar institutions provides leverage for the appropriate utilization of technology for instruction to optimize learning and serve a generation of learners who prefer such environments. However, the question of appropriate use of technology to improve student performance rests on teacher belief. Where faculty believe that they are content experts who should be trusted to deliver instruction as they see fit, the integration of technology becomes a choice. Some faculty see a clear demarcation between curriculum development and instruction as two separate processes involving separate activities (Heinich, 2011). The missing link appears to be a lack of appreciation for the benefits of instructional design principles that increase learning outcomes as a result of interactivity. This chapter focuses on the need for the inclusion of instructional design principles for in-service and pre-service teacher professional development to assist faculty transition effectively to blended instructional delivery. Barriers that impede the appropriate use of technology for blended delivery need to be identified and alternative approaches need to be applied to assist instructors and increase the effective use of technology in blended learning environments that are more learner-centered.

scholarly journals BENEFITS OF MANAGEMENT GAMES IN DISPLAYS PERFORMANCE STUDENT AT ILEARNING EDUCATION

2021 ◽  
Vol 2 (1) ◽  
pp. 66-74
Author(s):  
Desy Apriani ◽  
Eka Purnama Harahap ◽  
Paramitha Kusuma Wardhani
Keyword(s):  
Online Learning ◽  
Student Performance ◽  
Teaching And Learning ◽  
Swot Analysis ◽  
Learning System ◽  
Technological Advancement ◽  
Improve Student Performance ◽  
Management Games ◽  
E Learning

The development of learning in education has now increased. As time goes on, technology has grown rapidly. With the development of technology today can help the learning process. One example of technological advancement in education is E-Learning. E-Learning provides the convenience of lecturers and students in distance learning so that learning runs effectively and efficiently. In an effort to improve the quality of education in Indonesia, Raharja University has implemented an online learning system called iLearning. But iLearning's online learning system has not been the maximum, there are some students who have not been active in the classroom as the lecture took place and there are still students who are late working on the assignment given. To improve the performance of students while in the classroom and to perform timely assignments lecturers apply a method of gamification. Students will earn points when working on an assignment that has been given by the lecturer. The earning points are listed on the iDu Dashboard in order to provide motivation for students to do other tasks and compete with classmates. The methods used to address these problems include SWOT analysis methods, Literature Review, and Unified Modelling Language (UML) as a modeling design. This research aims to improve student performance in the process of teaching and learning activities.

Optimizing Blended Teaching and Learning in Brick-and-Mortar Institutions

2015 ◽  
pp. 713-723
Author(s):  
Joachim Jack Agamba
Keyword(s):  
Instructional Design ◽  
Student Performance ◽  
Teaching And Learning ◽  
Design Principles ◽  
Teacher Belief ◽  
Appropriate Use ◽  
Use Of Technology ◽  
Brick And Mortar ◽  
Improve Student Performance ◽  
Instructional Design Principles

The increase of blended instructional offerings in brick-and-mortar institutions provides leverage for the appropriate utilization of technology for instruction to optimize learning and serve a generation of learners who prefer such environments. However, the question of appropriate use of technology to improve student performance rests on teacher belief. Where faculty believe that they are content experts who should be trusted to deliver instruction as they see fit, the integration of technology becomes a choice. Some faculty see a clear demarcation between curriculum development and instruction as two separate processes involving separate activities (Heinich, 2011). The missing link appears to be a lack of appreciation for the benefits of instructional design principles that increase learning outcomes as a result of interactivity. This chapter focuses on the need for the inclusion of instructional design principles for in-service and pre-service teacher professional development to assist faculty transition effectively to blended instructional delivery. Barriers that impede the appropriate use of technology for blended delivery need to be identified and alternative approaches need to be applied to assist instructors and increase the effective use of technology in blended learning environments that are more learner-centered.

An Exploratory Study of the Online Learning Environment

2013 ◽  
Vol 29 (1) ◽  
pp. 117-147 ◽  
Author(s):  
Cynthia J. Khanlarian ◽  
Rahul Singh
Keyword(s):  
Learning Environment ◽  
Student Performance ◽  
It Use ◽  
Environment Impact ◽  
Web Based ◽  
Improve Student Performance ◽  
Research Questions ◽  
The Impact ◽  
Relevant Factors ◽  
Significant Factors

ABSTRACT Web-based homework (WBH) is an increasingly important phenomenon. There is little research about its character, the nature of its impact on student performance, and how that impact evolves over an academic term. The primary research questions addressed in this study are: What relevant factors in a WBH learning environment impact students' performance? And how does the impact of these factors change over the course of an academic term? This paper examines and identifies significant factors in a WBH learning environment and how they impact student performance. We studied over 300 students using WBH extensively for their coursework, throughout a semester in an undergraduate class at a large public university. In this paper, we present factors in the WBH learning environment that were found to have a significant impact on student performance during the course of a semester. In addition to individual and technological factors, this study presents findings that demonstrate that frustration with IT use is a component of the learning environment, and as a construct, has a larger impact than usefulness on student performance at the end of a course. Our results indicate that educators may benefit from training students and engaging them in utility of co-operative learning assignments to mitigate the level of frustration with the software in the WBH learning environment and improve student performance.

The Value of Handwritten Notes: A Failure to Find State-Dependent Effects When Using a Laptop to Take Notes and Complete a Quiz

2020 ◽  
pp. 009862832097989
Author(s):  
Roni M. Crumb ◽  
Ryan Hildebrandt ◽  
Tina M. Sutton
Keyword(s):  
Academic Performance ◽  
Student Performance ◽  
Incongruent Condition ◽  
Note Taking ◽  
Sole Purpose ◽  
State Dependent ◽  
Improve Student Performance ◽  
Teaching Implications

Background: Many students use laptops in the classroom to take notes; however, even when laptops are used for the sole purpose of taking notes they can negatively impact academic performance. Objective: The current study examined state-dependent effects, and the potential for a match in note taking and quiz taking methods to improve quiz performance. Method: Participants were placed into a congruent (take notes by hand and complete the quiz by hand or take notes using a laptop and complete an online quiz) or an incongruent condition (take notes by hand and take an online quiz or take notes using a laptop and complete the quiz by hand). Results: The results revealed that participants who took notes by hand performed better on the quiz overall, and better on conceptual questions, then students who took notes using a laptop. We failed to find evidence for state-dependent effects. Conclusions: The current study suggests that taking notes by hand may improve how students encode material, and result in higher quality external storage used by students when studying for quizzes. Teaching Implications: Reinforcing the notion that taking notes by hand may benefit quiz performance for lecture-style information and could improve student performance in class.

Refining Learned Repertoire for Percussion Instruments in an Elementary Setting

2006 ◽  
Vol 54 (3) ◽  
pp. 231-243 ◽  
Author(s):  
Donald M. Taylor
Keyword(s):  
Music Education ◽  
Student Performance ◽  
Teaching Effectiveness ◽  
Dependent Measure ◽  
Upper Elementary ◽  
Elementary Music ◽  
Orff Schulwerk ◽  
Rehearsal Strategies ◽  
Percussion Instruments ◽  
Improve Student Performance

The purpose of this study was to examine teaching effectiveness in an elementary music setting using student achievement as a dependent measure. Because Orff Schulwerk instruction is one of the most prevalent pedagogies in elementary music education, this study examined the rehearsal strategies of recognized Orff Schulwerk teachers as they worked to refine learned repertoire for percussion instruments. Eight instructors and their upper elementary students were videotaped in four regular rehearsals each. Systematic analyses of rehearsal frames in which teachers were working to improve student performance revealed fast teacher pacing and a predominance of instructional directives that were procedural (e.g., where to begin playing) rather than musical (e.g., how to perform more accurately or expressively). The majority of students' performance problems were related to precision, often caused by rushing the underlying pulse. Instructional targets were most often related to technique. Students successfully accomplished proximal goals in 63 % of the performance trials in which the targets were verbalized by the teacher prior to performance and in 74 % of the performance trials when the targets were verbalized by the teachers while students were playing. Students were most successful when teachers used clear, explicit directives and positive modeling.

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