This study purpose to know the effect of LKPD to facilitate group investigation cooperatives in improving students' science process skills in learning science material for object motion in class VIII MTs Al Miftah Modung for the 2020/2021 academic year. This research is experimental research using a Quasi-Experimental research design. The sample used was all students of class VIII as many as 20 students. The analysis technique of hypothesis testing students' science process skills using Free sample t-test with SPSS version 20.00 program. The results of hypothesis testing students' science process skills were obtained score –ttable ≤ tcount ≥ ttable (-2.262 ️ ≤ 5.071 ≥️ 2,262) then Ho is rejected and Ha is accepted. The average percentage of implementation is 90.25% with a very good category. the average student response questionnaire is 94% with a very good category. Based on the results of the data analysis, it can be concluded that there is an influence of LKPD to facilitate group investigation in improving science process skills for students.
{"title":"Influence of LKPD to Facilitate Cooperative Group Investigation in Improving Students' Science Process Skills","authors":"Suliwa, W. Widodo, Munasir","doi":"10.46627/silet.v2i3.85","DOIUrl":"https://doi.org/10.46627/silet.v2i3.85","url":null,"abstract":"This study purpose to know the effect of LKPD to facilitate group investigation cooperatives in improving students' science process skills in learning science material for object motion in class VIII MTs Al Miftah Modung for the 2020/2021 academic year. This research is experimental research using a Quasi-Experimental research design. The sample used was all students of class VIII as many as 20 students. The analysis technique of hypothesis testing students' science process skills using Free sample t-test with SPSS version 20.00 program. The results of hypothesis testing students' science process skills were obtained score –ttable ≤ tcount ≥ ttable (-2.262 ️ ≤ 5.071 ≥️ 2,262) then Ho is rejected and Ha is accepted. The average percentage of implementation is 90.25% with a very good category. the average student response questionnaire is 94% with a very good category. Based on the results of the data analysis, it can be concluded that there is an influence of LKPD to facilitate group investigation in improving science process skills for students.","PeriodicalId":34708,"journal":{"name":"Studies in Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82434730","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In the context of the Covid-19 pandemic, the present study aimed to examine students’ perceptions of online learning environments and students’ satisfaction based on their academic stream. The study also investigated the impact of students’ perceptions of online learning environments on students’ satisfaction. A quantitative descriptive survey method was applied. This study included 230 students (130 undergraduate and 100 postgraduate students) from colleges and universities of West Bengal. Online Learning Environments Survey, an adapted and translated (Bengali) version of the Distance Education Learning Environments Survey (DELES) by Scott L Walker (2003), was used for collecting data. For data analysis, statistical techniques, ANOVA and regression analysis were performed. The results revealed significant mean differences among arts, commerce, and science students’ perceptions of online learning environments in the dimensions of student interaction and collaboration, personal relevance, authentic learning, active learning, and student autonomy except in instructor support. Furthermore, a significant mean difference in student satisfaction was found based on the academic stream. The result revealed that overall students’ perceptions of online learning environments had a significant impact on student satisfaction, with student interaction and collaboration being the most significant predictor of all; however, instructor support, active learning, and student autonomy were not found to be significant predictors of student satisfaction.
{"title":"The Impact of Students’ Perceptions of Online Learning Environments on Students’ Satisfaction in the Context of Covid-19 Pandemic","authors":"Sunipa Ghosh Dastidar","doi":"10.46627/silet.v2i3.84","DOIUrl":"https://doi.org/10.46627/silet.v2i3.84","url":null,"abstract":"In the context of the Covid-19 pandemic, the present study aimed to examine students’ perceptions of online learning environments and students’ satisfaction based on their academic stream. The study also investigated the impact of students’ perceptions of online learning environments on students’ satisfaction. A quantitative descriptive survey method was applied. This study included 230 students (130 undergraduate and 100 postgraduate students) from colleges and universities of West Bengal. Online Learning Environments Survey, an adapted and translated (Bengali) version of the Distance Education Learning Environments Survey (DELES) by Scott L Walker (2003), was used for collecting data. For data analysis, statistical techniques, ANOVA and regression analysis were performed. The results revealed significant mean differences among arts, commerce, and science students’ perceptions of online learning environments in the dimensions of student interaction and collaboration, personal relevance, authentic learning, active learning, and student autonomy except in instructor support. Furthermore, a significant mean difference in student satisfaction was found based on the academic stream. The result revealed that overall students’ perceptions of online learning environments had a significant impact on student satisfaction, with student interaction and collaboration being the most significant predictor of all; however, instructor support, active learning, and student autonomy were not found to be significant predictors of student satisfaction.","PeriodicalId":34708,"journal":{"name":"Studies in Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89498103","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research aims to analyze the practicality of developing a mobile training management model to improve the quality of education and training outcomes for coastal communities in East Java at the Surabaya Shipping Polytechnic. This study uses a qualitative approach that is based on the philosophy of positivism. Research subjects are employees who are involved in the implementation of the training, management experts who are masters in their fields and understand the training activities. This development research uses three kinds of data collection methods, namely observation, interviews, and documentation. The research procedure used development adapted from Borg and Gall. Based on the research analysis, it can be concluded that the development of a mobile training management model to improve the quality of the training results is practical. The practicality of the mobile training model is shown by a very good category of assessment responses by expert users of mobile training management model development product users and the audience. Then results of the product trial to the community received some input and suggestions on some of the findings of obstacles to the application of the model. This research implies that it can be used as a guideline by coastal communities to improve the quality of safety during shipping
{"title":"Development of a Model Mobile Training Management to Improve Quality Outcome of Education and Training for Coastal Communities in East Java","authors":"A. Yuda, B. Suratman, Yatim Riyanto","doi":"10.46627/silet.v2i3.86","DOIUrl":"https://doi.org/10.46627/silet.v2i3.86","url":null,"abstract":"This research aims to analyze the practicality of developing a mobile training management model to improve the quality of education and training outcomes for coastal communities in East Java at the Surabaya Shipping Polytechnic. This study uses a qualitative approach that is based on the philosophy of positivism. Research subjects are employees who are involved in the implementation of the training, management experts who are masters in their fields and understand the training activities. This development research uses three kinds of data collection methods, namely observation, interviews, and documentation. The research procedure used development adapted from Borg and Gall. Based on the research analysis, it can be concluded that the development of a mobile training management model to improve the quality of the training results is practical. The practicality of the mobile training model is shown by a very good category of assessment responses by expert users of mobile training management model development product users and the audience. Then results of the product trial to the community received some input and suggestions on some of the findings of obstacles to the application of the model. This research implies that it can be used as a guideline by coastal communities to improve the quality of safety during shipping","PeriodicalId":34708,"journal":{"name":"Studies in Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77326840","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study sought to address burnout syndrome during the COVID-19 global pandemic among visual art teachers in Ghana. The startling intricacies of COVID-19 burnout among Visual Art Teachers (VAT) in Ghana were discovered using an exploratory research approach. 112 participants were surveyed across Senior High Schools Visual Art Teachers in Ghana. Data were analyzed using t-test, regression, and analysis of variance test (F test) to determine whether there were significant differences between the burnout levels and demographic factors. The findings revealed that, the only effects of the burnout that are statistically significant on gender are reduction in productivity or efficacy in teaching difference (t=-4.41, p=0.00(p<0.05)), Sleep disorders (t= -3.22, p=0.02(p<0.05)), short temper (t=-2.84, p=0.006(p<0.05)) and health consequences (t=3.36, p=0.001(p<0.05)). The ANOVA was significant between burnout negative effect among education level F (3, 108) =2.983, p= .035. However, the ANOVA was insignificant between burnout causes, effects, and preventive strategies scores and the ages of the teachers. The findings revealed that the majority of suggestions for burnout prevention fall under the category of personal changes. The study contends that though job responsibilities are high, the primary idea is that individuals have a larger role to play in preventing burnout.
{"title":"Burnout Syndrome During the Covid-19 Pandemic among Visual Art Teachers in Ghana","authors":"M. Osei, D. Adom, Ampofo Kwene, N. Tetteh","doi":"10.46627/silet.v2i3.88","DOIUrl":"https://doi.org/10.46627/silet.v2i3.88","url":null,"abstract":"This study sought to address burnout syndrome during the COVID-19 global pandemic among visual art teachers in Ghana. The startling intricacies of COVID-19 burnout among Visual Art Teachers (VAT) in Ghana were discovered using an exploratory research approach. 112 participants were surveyed across Senior High Schools Visual Art Teachers in Ghana. Data were analyzed using t-test, regression, and analysis of variance test (F test) to determine whether there were significant differences between the burnout levels and demographic factors. The findings revealed that, the only effects of the burnout that are statistically significant on gender are reduction in productivity or efficacy in teaching difference (t=-4.41, p=0.00(p<0.05)), Sleep disorders (t= -3.22, p=0.02(p<0.05)), short temper (t=-2.84, p=0.006(p<0.05)) and health consequences (t=3.36, p=0.001(p<0.05)). The ANOVA was significant between burnout negative effect among education level F (3, 108) =2.983, p= .035. However, the ANOVA was insignificant between burnout causes, effects, and preventive strategies scores and the ages of the teachers. The findings revealed that the majority of suggestions for burnout prevention fall under the category of personal changes. The study contends that though job responsibilities are high, the primary idea is that individuals have a larger role to play in preventing burnout.","PeriodicalId":34708,"journal":{"name":"Studies in Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85395433","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Traditional perspectives on monolingual education and total immersion have been substituted by more novel approaches to multilingual education such as translanguaging and partial immersion where the learners’ language repertoire is paid adequate respect. The present study investigates the role of L1 and L2 in teaching Chinese in Sri Lanka using 42 adult Chinese language learners in Sri Lanka as informants and a structured questionnaire was used as the main data collection tool. The informants have a highly divided perspective towards the use of L1 and L2 in the classroom. Most students have favored English instruction considering its efficacy in career prospects and Sinhala for convenience of comprehension. Considering the existing situation of Chinese language textbooks, language policy, and recent trends in multilingualism in Sri Lanka, total immersion is less likely to bring optimal effectiveness in teaching Chinese. The present study suggests that partial immersion and translanguaging would be more constructive for Sri Lankan students if cautiously handled with less hindrance to the delivery of target language content and its accuracy. A multilingual approach would, on one hand, offer a safe space for students to communicate while penetrating cross-cultural barriers through cultivation of culture-sensitivity.
{"title":"Optimal Use of L1 and L2 in Teaching Chinese to Sri Lankan Students: Approaches and Challenges","authors":"Noel Dassanayake","doi":"10.46627/silet.v2i3.78","DOIUrl":"https://doi.org/10.46627/silet.v2i3.78","url":null,"abstract":"Traditional perspectives on monolingual education and total immersion have been substituted by more novel approaches to multilingual education such as translanguaging and partial immersion where the learners’ language repertoire is paid adequate respect. The present study investigates the role of L1 and L2 in teaching Chinese in Sri Lanka using 42 adult Chinese language learners in Sri Lanka as informants and a structured questionnaire was used as the main data collection tool. The informants have a highly divided perspective towards the use of L1 and L2 in the classroom. Most students have favored English instruction considering its efficacy in career prospects and Sinhala for convenience of comprehension. Considering the existing situation of Chinese language textbooks, language policy, and recent trends in multilingualism in Sri Lanka, total immersion is less likely to bring optimal effectiveness in teaching Chinese. The present study suggests that partial immersion and translanguaging would be more constructive for Sri Lankan students if cautiously handled with less hindrance to the delivery of target language content and its accuracy. A multilingual approach would, on one hand, offer a safe space for students to communicate while penetrating cross-cultural barriers through cultivation of culture-sensitivity.","PeriodicalId":34708,"journal":{"name":"Studies in Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83841777","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
George Nyagblormase, A. Gyampoh, James Hinson, B. Aidoo, Ernest Yeboah
The advent of the Covid-19 pandemic brought distortions in the academic calendar of nations when educational institutions were closed. As a way of filling the gap created in the trend, tertiary institutions introduced online learning to support students’ learning while at home. There was also the need to introduce alternative learning approaches to students that will help them summarize and represent the lengthy lecture notes and reading materials into meaningful and memorable units. This study looks at the effectiveness of mind maps in promoting this home-based online learning. The participants were seventy-one (71) first-year Bachelor of Education students pursuing a 4-year degree program in Basic Education in Kibi Presbyterian College of Education. One group consists of students pursuing Home Economics as their major and the other primary education. A test and questionnaire were used to collect data. T-test was used to test the significance of the performance of the two groups, and multiple regression was used to find an association between the use of the strategy and students’ performance. The statistical software used for data analysis was IBM’s SPSS version 25. The result shows that the mind map strategy helped learners retain knowledge; however, students’ understanding of concepts was low
{"title":"Effect of Mind Mapping as a Learning Tool on Online Learning of Chemistry","authors":"George Nyagblormase, A. Gyampoh, James Hinson, B. Aidoo, Ernest Yeboah","doi":"10.46627/silet.v2i2.75","DOIUrl":"https://doi.org/10.46627/silet.v2i2.75","url":null,"abstract":"The advent of the Covid-19 pandemic brought distortions in the academic calendar of nations when educational institutions were closed. As a way of filling the gap created in the trend, tertiary institutions introduced online learning to support students’ learning while at home. There was also the need to introduce alternative learning approaches to students that will help them summarize and represent the lengthy lecture notes and reading materials into meaningful and memorable units. This study looks at the effectiveness of mind maps in promoting this home-based online learning. The participants were seventy-one (71) first-year Bachelor of Education students pursuing a 4-year degree program in Basic Education in Kibi Presbyterian College of Education. One group consists of students pursuing Home Economics as their major and the other primary education. A test and questionnaire were used to collect data. T-test was used to test the significance of the performance of the two groups, and multiple regression was used to find an association between the use of the strategy and students’ performance. The statistical software used for data analysis was IBM’s SPSS version 25. The result shows that the mind map strategy helped learners retain knowledge; however, students’ understanding of concepts was low","PeriodicalId":34708,"journal":{"name":"Studies in Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77971888","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Hermeet K. Kohli, Donna M. Wampole, Amarpreet S. Kohli
Using qualitative exploratory research, we documented the experiences of 90 undergraduate and graduate students on how online education was affecting their learning during the pandemic. Data was collected from School of Social Work students at a northeastern public university in the United States. The participants were unsatisfied with the unexpected disruption to online education. However, they had adjusted to digital learning, and stated that they would rather have subpar education than put self and others in danger due to COVID-19. The major challenges that the students encountered are: (a) struggle with online education, (b) difficulty connecting with instructors, (c) lack of motivation, (d) losses, (e) difficulty accessing other learning resources, and (f) unsafe/inaccessible home environment. Recommendations are provided for instructors and administrators to support students in these challenging times.
{"title":"Impact of Online Education on Student Learning during the Pandemic","authors":"Hermeet K. Kohli, Donna M. Wampole, Amarpreet S. Kohli","doi":"10.46627/SILET.V2I2.65","DOIUrl":"https://doi.org/10.46627/SILET.V2I2.65","url":null,"abstract":"Using qualitative exploratory research, we documented the experiences of 90 undergraduate and graduate students on how online education was affecting their learning during the pandemic. Data was collected from School of Social Work students at a northeastern public university in the United States. The participants were unsatisfied with the unexpected disruption to online education. However, they had adjusted to digital learning, and stated that they would rather have subpar education than put self and others in danger due to COVID-19. The major challenges that the students encountered are: (a) struggle with online education, (b) difficulty connecting with instructors, (c) lack of motivation, (d) losses, (e) difficulty accessing other learning resources, and (f) unsafe/inaccessible home environment. Recommendations are provided for instructors and administrators to support students in these challenging times.","PeriodicalId":34708,"journal":{"name":"Studies in Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78665917","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this study is to describe improving student learning outcomes, describe student activities, describe teacher performance after applying the make a match technique in cooperative learning. This learning improvement is carried out by classroom action research, with steps of planning, implementing, observing, revising. The research subjects were 34 students in the chemistry class of Vocational School 1 Cerme Gresik. Data were analyzed descriptively quantitatively. The results of the class average score before the action was 70. Students who scored above the Minimum Completeness Criteria (MCC) 76 were 16 students (47%) with the highest score of 92 and students who scored below the MCC were 18 students (53%) with the lowest score of 40. After taking action in cycle 1 the average grade of 79. Students who scored above or equal to the MCC were 26 students (76%) with the highest score of 100 and students who scored below the MCC were 8 students (24%) with the lowest score of 52. Cycle 2 the average grade of 84. Students who scored above the MCC were 31 students (91%) with the highest score of 100, while students who scored below the MCC as many as 3 students (9%) with the lowest score of 64. The students' attention, activity, and enthusiasm for learning increased. Teacher performance in learning has increased.
{"title":"Make a Match Techniques in Cooperative Learning: Innovations to Improve Student Learning Outcomes, Student Learning Activities and Teacher Performance","authors":"Viyayanti, Dwikoranto PakGuru","doi":"10.46627/SILET.V2I2.74","DOIUrl":"https://doi.org/10.46627/SILET.V2I2.74","url":null,"abstract":"The purpose of this study is to describe improving student learning outcomes, describe student activities, describe teacher performance after applying the make a match technique in cooperative learning. This learning improvement is carried out by classroom action research, with steps of planning, implementing, observing, revising. The research subjects were 34 students in the chemistry class of Vocational School 1 Cerme Gresik. Data were analyzed descriptively quantitatively. The results of the class average score before the action was 70. Students who scored above the Minimum Completeness Criteria (MCC) 76 were 16 students (47%) with the highest score of 92 and students who scored below the MCC were 18 students (53%) with the lowest score of 40. After taking action in cycle 1 the average grade of 79. Students who scored above or equal to the MCC were 26 students (76%) with the highest score of 100 and students who scored below the MCC were 8 students (24%) with the lowest score of 52. Cycle 2 the average grade of 84. Students who scored above the MCC were 31 students (91%) with the highest score of 100, while students who scored below the MCC as many as 3 students (9%) with the lowest score of 64. The students' attention, activity, and enthusiasm for learning increased. Teacher performance in learning has increased.","PeriodicalId":34708,"journal":{"name":"Studies in Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87354470","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Creative pedagogy in educational institutions has been the mainstay of sustainable development globally as it ensures high standard human capital with a high level of imagination and problem-solving potentials. However, there are several drivers of creative pedagogy. This exploratory study employed the embedded mixed methods design with qualitative and quantitative approaches aimed at exploring the perspectives of teachers in selected pre-tertiary institutions in Ghana on the teaching strategies, school environment, and culture as drivers of creative pedagogy, using Lin’s creative pedagogy theory. The findings have shown that teaching strategies, school environment, and culture that promotes flexible and independent thinking, problem-solving and collaborative skills ensure students’ creativity development. The study recommends the implementation of learner-centered teaching strategies, a flexible teaching curriculum that encourages creativity development, smaller class sizes, semi-circular seating arrangements, and an introduction of a permissive culture that allows students to think and explore outside the box in Ghanaian schools.
{"title":"Teaching Strategies, School Environment, and Culture: Drivers of Creative Pedagogy in Ghanaian Schools","authors":"D. Adom, Ekta Sharma, Sandeep Sharma, I. Agyei","doi":"10.46627/SILET.V2I2.68","DOIUrl":"https://doi.org/10.46627/SILET.V2I2.68","url":null,"abstract":"Creative pedagogy in educational institutions has been the mainstay of sustainable development globally as it ensures high standard human capital with a high level of imagination and problem-solving potentials. However, there are several drivers of creative pedagogy. This exploratory study employed the embedded mixed methods design with qualitative and quantitative approaches aimed at exploring the perspectives of teachers in selected pre-tertiary institutions in Ghana on the teaching strategies, school environment, and culture as drivers of creative pedagogy, using Lin’s creative pedagogy theory. The findings have shown that teaching strategies, school environment, and culture that promotes flexible and independent thinking, problem-solving and collaborative skills ensure students’ creativity development. The study recommends the implementation of learner-centered teaching strategies, a flexible teaching curriculum that encourages creativity development, smaller class sizes, semi-circular seating arrangements, and an introduction of a permissive culture that allows students to think and explore outside the box in Ghanaian schools.","PeriodicalId":34708,"journal":{"name":"Studies in Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91260569","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The COVID-19 affects medical education by shifting classroom teaching to online mode, facing numerous challenges, particularly in developing countries, such as internet connectivity, technological issues, mode of assessment. Teachers' perspectives and various challenges affecting the e-learning system during the COVID-19 pandemic require attention to ensure effective learning, so the present study aimed to assess the above objective. After institutional ethical committee approval, a cross-sectional observational study was conducted on teachers (30 responded) of phase-I MBBS via a survey questionnaire. The qualitative data were analyzed using chi-square, with a significance level set < 0.05. The majority of teachers were female (70%) and Generation X (60 %), with an 81 % response rate. Faculty (53%) had a positive impression of online teaching but preferred face-to-face instructions (67%). With a non-significant difference (p=0.255), the majority of the teaching staff sometimes faces network and technology challenges but satisfies with online teaching and assessments. Faculty prefer traditional classroom learning and assessment as they miss student participation and feedback, with prior e-teaching training and platform privacy but recognized online mode as an alternative during COVID-19. The faculty had a positive attitude towards online teaching but lack face-to-face interaction with students. Internet access, combined with some technical difficulties, posed a challenge in providing high-quality teaching
{"title":"Teachers’ Perception about Flipped Classroom in Era of COVID-19 Pandemic","authors":"Anuradha Yadav, Manisha Sankhla, Kavita Yadav","doi":"10.46627/silet.v2i2.69","DOIUrl":"https://doi.org/10.46627/silet.v2i2.69","url":null,"abstract":"The COVID-19 affects medical education by shifting classroom teaching to online mode, facing numerous challenges, particularly in developing countries, such as internet connectivity, technological issues, mode of assessment. Teachers' perspectives and various challenges affecting the e-learning system during the COVID-19 pandemic require attention to ensure effective learning, so the present study aimed to assess the above objective. After institutional ethical committee approval, a cross-sectional observational study was conducted on teachers (30 responded) of phase-I MBBS via a survey questionnaire. The qualitative data were analyzed using chi-square, with a significance level set < 0.05. The majority of teachers were female (70%) and Generation X (60 %), with an 81 % response rate. Faculty (53%) had a positive impression of online teaching but preferred face-to-face instructions (67%). With a non-significant difference (p=0.255), the majority of the teaching staff sometimes faces network and technology challenges but satisfies with online teaching and assessments. Faculty prefer traditional classroom learning and assessment as they miss student participation and feedback, with prior e-teaching training and platform privacy but recognized online mode as an alternative during COVID-19. The faculty had a positive attitude towards online teaching but lack face-to-face interaction with students. Internet access, combined with some technical difficulties, posed a challenge in providing high-quality teaching","PeriodicalId":34708,"journal":{"name":"Studies in Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75296548","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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