Pre-Service Teachers’ Perceptions of College Tutors’ Use of Student-Centred Approach of Teaching and Learning Mathematics (Published)
Citation: Mark Mishiwo( 2022) Pre-Service Teachers’ Perceptions of College Tutors’ Use of Student-Centred Approach of Teaching and Learning Mathematics, British Journal of Education, Vol.10, Issue 3, pp., 115-125
Abstract: The study sought to explore pre-service teachers’ perceptions of tutors’ use of student-centred approach of teaching and learning Mathematics in Akatsi College of Education. The study also evaluated pre-service teachers’ learning experiences in relation to their active and passive learning. The study used descriptive survey design. A structured questionnaire was used to collect data from one hundred and ninety-seven pre-service teachers who were purposively sampled for the study. The data collected was analysed using means and standard deviations. The results of the study revealed that College tutors used both student-centred and teacher-centred approaches of teaching Mathematics. In addition, students’ learning experiences could be described as a mixed bag, incorporating both active and passive learning experiences, with most of the pre-services involved in active learning. Consequently, it was recommended that during the development and implementation of the subject course manuals, tutors should be encouraged to use student-centred approach of teaching and learning Mathematics in the Colleges of Education. Also, since stakeholders of Initial Teacher Education programme, made provision for 60% of continuous assessment marks in the implementation National Teacher Education Assessment Policy, tutors no matter the circumstances, should engage pre-service teachers in student-centred Mathematics lessons.
Keywords: Mathematics, Pre-Service Teachers, active learning, student-centred teaching and learning
Active Learning: An Effective Metacognitive Strategy for Language Acquisition (Published)
Citation: Sylvia D’mello (2022) Active Learning: An Effective Metacognitive Strategy for Language Acquisition, International Journal of English Language Teaching, Vol.10, No.2, pp., 45-52
Abstract: Active learning has gained momentum since the past decade as an effective instructional approach which draws students out of their comfort zone and drives them to take an active part into their own learning. This paper addresses the research proven metacognitive strategies that support the utilization of cognitive activators which encourages students to take a vital role in their own learning process. These cognitive activators are a set of meaningful activities which are embedded in the pedagogical framework to encourage more complex thought processes in students to promote language acquisition. This research is contextualized to English language teaching (ELT) in higher education institutions because ELT teaching has experienced a fascination towards the techniques and strategies applied in active learning. Furthermore, it emphasizes the use of these instructional interactive techniques in the classroom to have a strong impact upon students’ learning to develop students’ writing, speaking and critical thinking skill.
Keywords: Qualitative research, active learning, cognitive activators, student centered
Pre-Service Teachers’ Perceptions of College Tutors’ Use of Student-Centred Approach of Teaching and Learning Mathematics (Published)
Citation: Mark Mishiwo(2022) Pre-service teachers’ perceptions of college tutors’ use of student-centred approach of teaching and learning mathematics, International Journal of Education, Learning and Development, Vol. 10, No.2, pp.56-66
Abstract: The study sought to explore pre-service teachers’ perceptions of tutors’ use of student-centred approach of teaching and learning Mathematics in Akatsi College of Education. The study also evaluated pre-service teachers’ learning experiences in relation to their active and passive learning.The study used descriptive survey design. A structured questionnaire was used to collect data from one hundred and ninety-seven pre-service teachers who were purposively sampled for the study. The data collected was analysed using means and standard deviations. The results of the study revealed that College tutors used both student-centred and teacher-centred approaches of teaching Mathematics. In addition, students’ learning experiences could be described as a mixed bag, incorporating both active and passive learning experiences, with most of the pre-services involved in active learning. Consequently, it was recommended that during the development and implementation of the subject course manuals, tutors should be encouraged to use student-centred approach of teaching and learning Mathematics in the Colleges of Education. Also, since stakeholders of Initial Teacher Education programme, made provision for 60% of continuous assessment marks in the implementation National Teacher Education Assessment Policy, tutors no matter the circumstances, should engage pre-service teachers in student-centred Mathematics lessons.
Keywords: Mathematics, Pre-Service Teachers, active learning, student-centred teaching and learning
Culture of Active versus Passive Learning: Transformative Experience in Learning Qualitative Inquiry Course (Published)
This paper provides an important personal reflective journal emerging from the existing experience of qualitative inquiry course and analysis of international students’ experiences on the culture of active versus passive learning and how we can archive transformative learning. Based on the finding emerging from focus group interviews with international students, three general themes emerged, including teacher-students’ interaction, communication skills and International-Chinese students’ relationship as aspects promoting transformative learning. The author concludes that the active learning method was the best way to promote transformative learning among students. The study has implications for future research on the culture of active versus passive learning and on how transformative learning can be promoted in the university milieu.
Keywords: Transformative Learning, active learning, passive learning, qualitative inquiry
Reading Early Modern Poetry in University Classrooms: Focusing On Students’ Real-Life and Active Learning (Published)
The purpose of this paper is to reconsider reading classical Literature in university classrooms. Literature has been considered unsuitable for teaching and learning English language, due to its syntactic and lexical difficulty and its old and outdated vocabulary not practiced in today’s English. Although many educators have realized that literature could provide the pleasure of learning a new language through interesting stories and poems, one of the main concerns in language learning classrooms is said to be the lack of authenticity of teaching materials, which can put students at a disadvantage when faced with real-world situations. This paper focuses on reading classical early modern poetry which seems to be outdated for the learners, considering how to connect it with the learners’ real-world situations in the classroom.
Keywords: Emotional Intelligence, active learning, literature for EFL/ESL, real-world situation, transformative competence
The effect of active learning strategies on developing self-efficacy and academic achievement for seventh grade students in Jordan (Published)
The study aimed to investigate the impact of active education strategies on developing self-efficacy academic achievement. The number of the study members reached (59) students from the seventh primary grade. They were chosen from the seventh primary grade students. To achieve the goals of the study, a measure was used in the subjective effectiveness, and an achievement test in the subject of Islamic education. The results of the study revealed the presence of statistically significant differences between the results of students in the two groups in the study of self-efficacy and academic achievement, in favor of the experimental group. This study concluded with a number of proposals calling for concern to employ active learning strategies in the various subjects.
Keywords: Academic Achievement, Self-Efficacy, Students, active learning
Active Learning Opportunities Provided By Digital Technologies to Albaha EFL University Students (Published)
This paper aimed to investigate the active learning opportunities provided by digital technologies to EFL Saudi University Students at Albaha University, at first semester (2015-2016). The intentional samples consisted of (43). To achieve the goals the researcher developed a questionnaire consist of (16) items. The reliability and stability has been verified. The paper tries to highlight the extent to which do digital technology gives EFL students opportunities for practicing and enhancing their English language and their future career. The researcher hypothesized that using digital technologies provide Albaha university EFL students with ample and active learning opportunities. To examine this hypothesis, the researcher adopted descriptive and analytic methodology. Data were collected from different resources including student’s questionnaire. The results showed that using digital technologies provide EFL Albaha university student with ample learning opportunities. The collected data were analyzed and the paper concluded with many recommendations.
Keywords: EFL, active learning, digital technologies, opportunities
The Use of Motivational Teaching Strategies of Teaching Business Education at Botho University in Botswana (Published)
The purpose of this study was to examine how frequently and effectively lecturers use motivational teaching strategies in their teaching of business education to undergraduate students at Botho University. A number of authorities allude to the fact that the choice and use of teaching strategies are critical factors in the success of the teaching/learning process. It is also shown in literature that motivational teaching strategies give ownership of the learning process to the students and hence is a highly stimulating way of ensuring students are actively engaged and benefit from their learning. The study assumed a quantitative approach with a structured questionnaire that employed a five-point Likert scale used for data collection. The SPSS version 21 was used for data analysis. Results of the study showed that most of the lecturers teaching at undergraduate level at Botho University frequently and effectively use motivational teaching strategies
Keywords: Strategy, active learning, motivational teaching strategies, student engagement, teaching strategy
