learning outcomes

  • Narrowing the Gap of Science Students’ Learning Outcomes Through INSTAD Strategy

    Author: Suciati
    Author: Baskoro Adi Prayitno
    Year of publication: 2017
    Source: Show
    Pages: 123-133
    DOI Address: https://doi.org/10.15804/tner.2017.50.4.10
    PDF: tner/201704/tner20170410.pdf

    This research aimed to examine the strategy effectiveness of the Integrating Inquiry-based learning and Student Teams Achievement Division (INSTAD) compared to other strategies: Inquiry; Student Teams Achievement Division (STAD); and conventional learning, in order to narrow Upper Academic Ability (AA) and Lower Academic Ability (AB) science students’ learning outcome gap. As many as 136 research subject, consisting of AA and AB 7th grade students in equal numbers were selected using stratified random sampling from 27 State Junior High Schools in Surakarta, Indonesia. This research employed 4x2 factorial design as a method. Students’ learning results were measured with an essay test, then analyzed using Anakova. Findings demonstrate that INSTAD is the optimum strategy to constrict AA and AB students’ science grade point average, compared to Inquiry, STAD, and conventional learning.

  • Team Based Learning as an Instructional Strategy: A Comparative Study

    Author: Bens Pardamean
    Author: Jerome Donovan
    Author: Eryadi Masli
    Author: Teddy Suparyanto
    Author: Hery Muljo
    Author: Harjanto Prabowo
    Year of publication: 2017
    Source: Show
    Pages: 134-145
    DOI Address: https://doi.org/10.15804/tner.2017.50.4.11
    PDF: tner/201704/tner20170411.pdf

    The use of Team Based Learning (TBL) as an instructional strategy in undergraduate health science curricula has been identified as a  way to improve student learning outcomes. However, comparative studies of the use of TBL in business subjects in different countries are rare. This research is a first step to provide comparative quantitative empirical evidence for the usefulness of TBL, leading to continuous improvement in the learning process. It compares the results of Indonesian and Australian students in two different business classes. The finding reveals that TBL has some usefulness in enhancing student learning outcomes in business subjects.

  • Students’ Perceptions on Learner-Centered Teaching Approach

    Author: Rissaphop Treesuwan
    Author: Tanes Tanitteerapan
    Year of publication: 2016
    Source: Show
    Pages: 151-158
    DOI Address: https://doi.org/10.15804/tner.2016.45.3.12
    PDF: tner/201603/tner20160312.pdf

    There is growing evidence that the traditional “instruction-centered approach” to learning is not producing the desired learning outcomes in students. Many institutions of higher education in Thailand make it their main thrust to enable their students to become critical, independent thinkers and have the sense of ownership in the learning process. Most schools have shifted the focus in the classroom from conventional teaching to facilitating effective learning. This study centered on the impact of adopting the “learner-centered approach.” Fifty students studying Industrial and Logistics Management at North Bangkok University took part in the assessment. The case study method was utilized and quantitative as well as qualitative data were generated with the use of a questionnaire and semi-structured interviews. Findings revealed that the implementation of “Learner-Centered Education” enhanced the learning outcomes and contributed to the attainment of quality education for the university.

  • Treści (między)kulturowe w procesie kształcenia przedszkola i edukacji wczesnoszkolnej - na podstawie analizy aktualnych podstaw programowych

    Author: Alina Szwarc
    Institution: Uniwersytet w Białymstoku
    ORCID: https://orcid.org/0000-0002-3075-5872
    Year of publication: 2021
    Source: Show
    Pages: 379-393
    DOI Address: https://doi.org/10.15804/em.2021.02.21
    PDF: em/15/em1521.pdf

    Celem artykułu jest zaprezentowanie obowiązujących podstaw programowych przedszkola i edukacji wczesnoszkolnej w perspektywie problematyki dotyczącej różnorodności kulturowej. Znajomość własnego środowiska lokalnego i kanonu kulturowego regionu stanowi ważny element edukacji międzykulturowej. Stąd przeglądu podstaw dokonano przez pryzmat założeń zarówno edukacji regionalnej, jak i międzykulturowej. Przedstawione zostały ustanowione w podstawie zadania i cele, jakie stoją przed współczesnym przedszkolem i szkołą, ale i efekty kształcenia, za pomocą których określono w podstawie programowej treści przewidziane do realizacji w procesie uczenia się i nauczania. Teoretycznymi podstawami rozważań uczyniono koncepcję tożsamości międzykulturowej opracowaną przez Jerzego Nikitorowicza.

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