The document summarizes a study that assessed a training course for mathematics teachers based on a problem-solving approach. The study used Kirkpatrick's four-level model to evaluate the effectiveness of the training course, which was implemented for 62 secondary school mathematics teachers. Questionnaires were used to collect data on learning, behavior changes, and organizational results. The results showed the training had a significant positive impact on the teachers' skills and abilities to choose effective teaching methods.
Purpose: This study aims to identify the problem solving abilities possessed by junior high school students. The type of research used is quantitative which uses a research design survey. The sample of this study is 98 students taken based on purposive sampling techniques. This study uses descriptive statistics to analyze the data generated. From the results of the analysis that has been done, it was found that there is a problem solving indicator by students in mathematics which is a indicated by the indicators of planning a solution which has a good category of a 56.1% (55 of 98) students, the indicator of problem solving has a good category of a 56.1% (55 out of 98) students, indicators of a problem solving planning had a good category of a 54.1% (53 of 98) students, and an indicator of understanding a problem had a good category of a 60.2% (59 of 98) students.
Perspectives of Public Secondary School Teachers on the Effectiveness of Perf...AJHSSR Journal
ABSTRACT : The purpose of the study was to examine the perspectives of public secondary school teachers
on the effectiveness of performance review, training, and development in the Candelaria District, Schools
Division Office of Zambales, during SY 2021-2022. The study will utilize the descriptive method of research.
The participants are the 113 public secondary school teachers that includes both junior and senior high school.
The data will be statistically treated using frequency, percentage, mean, t-test, analysis of variance (ANOVA),
Pearson r and Likert Scaling. The study revealed that most of the teacher-respondents are 31-40 years old,
female, Teacher I, 6-10 years in service, married and with Masteral Units and have an outstanding performance
in their IPCRF Rating. Teachers strongly agreed with the effectiveness of performance review and training and
development. The Effectiveness of Performance Review is insignificantly different when grouped according to
age, sex, years of service and civil status but significant to position and highest educational attainment.
Moreover, the Effectiveness of Training and Development is insignificantly different when grouped according
to age, sex, and civil status but significant to position, years in service, and highest educational attainment.
There is a significant positive moderate correlation between the performance rating of the public secondary
school teachers and their perspectives on the effectiveness of performance review and the effectiveness of
training and development. Lastly, the proposed Comprehensive Training Program towards the performance
review and training and development of teachers. The researcher recommends that School Heads provide realtime mentoring and coaching and help get through problems and help teachers figure out what they need, what
they want, and what problems they face, and school heads are prepared with information from various sources.
School Heads must also create training and development that could help teachers reduce stress and boost-up
morale, increase motivation of teachers, create a positive and productive work culture, future leadership,
retention and increase the quality of their job, make fewer mistakes, advance toward more progressive
responsibilities, and serve their customers more efficiently.
KEYWORDS:Quantitative, performance review, training, and development, descriptive, Candelaria,
Zambales, Philippines
Enhancing Primary Mathematics learning using assessment practices: an initiat...inventionjournals
This document discusses a study that aimed to foster assessment skills in primary mathematics among pre-service teachers and explore how assessment practices can improve teaching and learning. The study involved pre-service teachers implementing formative assessment practices in primary schools over four phases. Findings showed these practices helped teachers monitor and modify pedagogy, and students' responses improved progressively. However, some teachers struggled with recording individual progress and interpreting responses while teaching. The document provides examples of assessment profiles and rubrics used to record student progress in understanding mathematical concepts.
Smart Curriculum Mapping and Its Role in Outcome-based EducationAlAtfat
Educational development processes are essential for successful academic performance in educational and
technical environments. Teachers and students also need a model and guidelines required for effective
learning. Without effective curriculum mapping, the institutions cannot accurately estimate outcomes and
maximize potential performance on resources. A matrix depicts the relationship between student learning
outcomes (SOs) and topics on the curricular map. The need to earn satisfying produce of education and
achieve considerable progress in the visibility of education equity in completing professional duties is a
primary motivation for learning the curriculum. One of the most effective strategies to increase overall
teaching effectiveness, involvement, or curricular interaction is curriculum development. The mapping
connects all disciplines to academic outcomes and displays well-planned teaches. An excellent example
of a curriculum should be well-prepared and purposefully encourage expertise acquisition. This paper
describes a set of range standards and recommendations for this technique and challenges that affect
curricular map construction. As a result, this strategy will increase the overall performance of education
and the quality of the curriculum.
This document summarizes a research article that studied the differences in moral competency levels among Malaysian teachers. It found significant differences based on age, gender, number of subjects taught, and teaching experience. Specifically:
- Moral competency and adherence to Teacher Quality Standards varied based on demographic factors like age, gender, class size, subjects taught, and experience.
- A survey of 142 teachers in Malaysia found those with higher age, more subjects taught, and experience had higher moral competency and adhered more to quality standards.
- Factors like education and environment play a role in developing teacher quality and moral competence according to other research discussed. Developing these areas can help reduce misconduct and improve teacher standards.
May 6633122 Researc & Evaluation- Gamification in Education_.docxMaySaeed5
The document summarizes four research articles on gamification in education. The articles found that introducing game elements into courses improved student engagement, motivation, and academic performance compared to traditional teaching methods. However, gamification implementation faces challenges such as poor game design reducing motivation. Most studies focused on specific education levels, so more research is needed on gamification's effects across all levels. While benefits exist, disadvantages like unmotivating game experiences for some students require attention. Overall, gamification can enhance learning when properly implemented.
14Using Gagne’s Nine Events in improving Computer-Based Ma.docxhyacinthshackley2629
14
Using Gagne’s Nine Events in improving Computer-Based Math Instructional Strategies for College Students in Saudi Arabia
Abstract
This paper intends to introduce the way in applying Gagne’s nine events of instruction in developing computer-based Math Instruction for College Students in Saudi Arabia. It particularly provides directing in the process of improving the interface of users and the presentation of the content within the instruction. So, the instruction based on the nine events can be delivered. This guidance or direction is aimed to activate all of the necessary cognitive process of the students and support the students reach the instructional goal.
Using Gagne’s Nine Events in improving Computer-Based Math Instructional Strategies for College Students in Saudi Arabia
From kindergarten through high school, mathematics is a required course through all levels of public instruction. It is also one of the determining methods that college study used in many standardized tests, such as GRE and SAT. In real life, mathematics skills are also required. In everyday life, many activities are related to mathematical skills such as counting money, exchanging currencies, doing measurements, determining interest rate, etc.
In the last five years, the Graduate Record Examinations (GRE) became very popular in Saudi Arabia. Despite its main goal as one of the necessary to enroll in for most graduate schools in the United States, GRE® is also given a better chance to enroll King Abdullah Foreign Scholarship Program especially for graduate students(MHE, 2014). Moreover, GRE® becomes used by some Saudi universities to measure their learners’ skills proficiency in both English and Math. Plus, Some international business companies and institutions require a certain score to be eligible to get a job or enrollment in the training program. For example, the Kin Fahad University requires students to have 260 scored in the GRE test to be eligible to apply in some programs (Almawi, 2013). Recently, the Ministry of Higher Education in Saudi Arabia announced that the graduate students who have good score in GRE would get opportunities to pursue their studies at the North American Universities (MHE, 2014).
The GRE® uses the multiple choice question format in which each question has four or five options market. The GRE® test consists of three sections, Verbal Reasoning, Quantitative Reasoning, and Analytical Writing. Verbal Reasoning section consists of two parts, each containing 20 questions, Quantitative Reasoning section consists of two parts, each containing 20 questions, and Analytical Writing section consists of one section with 2 separately timed tasks: one "Analyze an Issue" task and one "Analyze an Argument" task (Educational Testing Service, 2014).
The Verbal Reasoning section measures students ability to understand what they have read and how they apply their reasoning skills .This section includes three parts, Text Complet.
Determinants of Lecturers Assessment Practice in Higher Education in Somaliaijejournal
The document summarizes a research study that investigated the determinants of lecturers' assessment practices in higher education institutions in Mogadishu, Somalia. The study found that assessment design, interpretation, application, and administration were significant determinants of lecturers' assessment practices. A survey of 314 lecturers from public and private universities was conducted. Results showed that assessment design, interpretation, and application had a strong positive relationship with lecturers' assessment practices. The study concluded that focusing on in-service training to improve lecturers' skills in assessment practices could help upgrade assessment in Somali higher education.
Purpose: This study aims to identify the problem solving abilities possessed by junior high school students. The type of research used is quantitative which uses a research design survey. The sample of this study is 98 students taken based on purposive sampling techniques. This study uses descriptive statistics to analyze the data generated. From the results of the analysis that has been done, it was found that there is a problem solving indicator by students in mathematics which is a indicated by the indicators of planning a solution which has a good category of a 56.1% (55 of 98) students, the indicator of problem solving has a good category of a 56.1% (55 out of 98) students, indicators of a problem solving planning had a good category of a 54.1% (53 of 98) students, and an indicator of understanding a problem had a good category of a 60.2% (59 of 98) students.
Perspectives of Public Secondary School Teachers on the Effectiveness of Perf...AJHSSR Journal
ABSTRACT : The purpose of the study was to examine the perspectives of public secondary school teachers
on the effectiveness of performance review, training, and development in the Candelaria District, Schools
Division Office of Zambales, during SY 2021-2022. The study will utilize the descriptive method of research.
The participants are the 113 public secondary school teachers that includes both junior and senior high school.
The data will be statistically treated using frequency, percentage, mean, t-test, analysis of variance (ANOVA),
Pearson r and Likert Scaling. The study revealed that most of the teacher-respondents are 31-40 years old,
female, Teacher I, 6-10 years in service, married and with Masteral Units and have an outstanding performance
in their IPCRF Rating. Teachers strongly agreed with the effectiveness of performance review and training and
development. The Effectiveness of Performance Review is insignificantly different when grouped according to
age, sex, years of service and civil status but significant to position and highest educational attainment.
Moreover, the Effectiveness of Training and Development is insignificantly different when grouped according
to age, sex, and civil status but significant to position, years in service, and highest educational attainment.
There is a significant positive moderate correlation between the performance rating of the public secondary
school teachers and their perspectives on the effectiveness of performance review and the effectiveness of
training and development. Lastly, the proposed Comprehensive Training Program towards the performance
review and training and development of teachers. The researcher recommends that School Heads provide realtime mentoring and coaching and help get through problems and help teachers figure out what they need, what
they want, and what problems they face, and school heads are prepared with information from various sources.
School Heads must also create training and development that could help teachers reduce stress and boost-up
morale, increase motivation of teachers, create a positive and productive work culture, future leadership,
retention and increase the quality of their job, make fewer mistakes, advance toward more progressive
responsibilities, and serve their customers more efficiently.
KEYWORDS:Quantitative, performance review, training, and development, descriptive, Candelaria,
Zambales, Philippines
Enhancing Primary Mathematics learning using assessment practices: an initiat...inventionjournals
This document discusses a study that aimed to foster assessment skills in primary mathematics among pre-service teachers and explore how assessment practices can improve teaching and learning. The study involved pre-service teachers implementing formative assessment practices in primary schools over four phases. Findings showed these practices helped teachers monitor and modify pedagogy, and students' responses improved progressively. However, some teachers struggled with recording individual progress and interpreting responses while teaching. The document provides examples of assessment profiles and rubrics used to record student progress in understanding mathematical concepts.
Smart Curriculum Mapping and Its Role in Outcome-based EducationAlAtfat
Educational development processes are essential for successful academic performance in educational and
technical environments. Teachers and students also need a model and guidelines required for effective
learning. Without effective curriculum mapping, the institutions cannot accurately estimate outcomes and
maximize potential performance on resources. A matrix depicts the relationship between student learning
outcomes (SOs) and topics on the curricular map. The need to earn satisfying produce of education and
achieve considerable progress in the visibility of education equity in completing professional duties is a
primary motivation for learning the curriculum. One of the most effective strategies to increase overall
teaching effectiveness, involvement, or curricular interaction is curriculum development. The mapping
connects all disciplines to academic outcomes and displays well-planned teaches. An excellent example
of a curriculum should be well-prepared and purposefully encourage expertise acquisition. This paper
describes a set of range standards and recommendations for this technique and challenges that affect
curricular map construction. As a result, this strategy will increase the overall performance of education
and the quality of the curriculum.
This document summarizes a research article that studied the differences in moral competency levels among Malaysian teachers. It found significant differences based on age, gender, number of subjects taught, and teaching experience. Specifically:
- Moral competency and adherence to Teacher Quality Standards varied based on demographic factors like age, gender, class size, subjects taught, and experience.
- A survey of 142 teachers in Malaysia found those with higher age, more subjects taught, and experience had higher moral competency and adhered more to quality standards.
- Factors like education and environment play a role in developing teacher quality and moral competence according to other research discussed. Developing these areas can help reduce misconduct and improve teacher standards.
May 6633122 Researc & Evaluation- Gamification in Education_.docxMaySaeed5
The document summarizes four research articles on gamification in education. The articles found that introducing game elements into courses improved student engagement, motivation, and academic performance compared to traditional teaching methods. However, gamification implementation faces challenges such as poor game design reducing motivation. Most studies focused on specific education levels, so more research is needed on gamification's effects across all levels. While benefits exist, disadvantages like unmotivating game experiences for some students require attention. Overall, gamification can enhance learning when properly implemented.
14Using Gagne’s Nine Events in improving Computer-Based Ma.docxhyacinthshackley2629
14
Using Gagne’s Nine Events in improving Computer-Based Math Instructional Strategies for College Students in Saudi Arabia
Abstract
This paper intends to introduce the way in applying Gagne’s nine events of instruction in developing computer-based Math Instruction for College Students in Saudi Arabia. It particularly provides directing in the process of improving the interface of users and the presentation of the content within the instruction. So, the instruction based on the nine events can be delivered. This guidance or direction is aimed to activate all of the necessary cognitive process of the students and support the students reach the instructional goal.
Using Gagne’s Nine Events in improving Computer-Based Math Instructional Strategies for College Students in Saudi Arabia
From kindergarten through high school, mathematics is a required course through all levels of public instruction. It is also one of the determining methods that college study used in many standardized tests, such as GRE and SAT. In real life, mathematics skills are also required. In everyday life, many activities are related to mathematical skills such as counting money, exchanging currencies, doing measurements, determining interest rate, etc.
In the last five years, the Graduate Record Examinations (GRE) became very popular in Saudi Arabia. Despite its main goal as one of the necessary to enroll in for most graduate schools in the United States, GRE® is also given a better chance to enroll King Abdullah Foreign Scholarship Program especially for graduate students(MHE, 2014). Moreover, GRE® becomes used by some Saudi universities to measure their learners’ skills proficiency in both English and Math. Plus, Some international business companies and institutions require a certain score to be eligible to get a job or enrollment in the training program. For example, the Kin Fahad University requires students to have 260 scored in the GRE test to be eligible to apply in some programs (Almawi, 2013). Recently, the Ministry of Higher Education in Saudi Arabia announced that the graduate students who have good score in GRE would get opportunities to pursue their studies at the North American Universities (MHE, 2014).
The GRE® uses the multiple choice question format in which each question has four or five options market. The GRE® test consists of three sections, Verbal Reasoning, Quantitative Reasoning, and Analytical Writing. Verbal Reasoning section consists of two parts, each containing 20 questions, Quantitative Reasoning section consists of two parts, each containing 20 questions, and Analytical Writing section consists of one section with 2 separately timed tasks: one "Analyze an Issue" task and one "Analyze an Argument" task (Educational Testing Service, 2014).
The Verbal Reasoning section measures students ability to understand what they have read and how they apply their reasoning skills .This section includes three parts, Text Complet.
Determinants of Lecturers Assessment Practice in Higher Education in Somaliaijejournal
The document summarizes a research study that investigated the determinants of lecturers' assessment practices in higher education institutions in Mogadishu, Somalia. The study found that assessment design, interpretation, application, and administration were significant determinants of lecturers' assessment practices. A survey of 314 lecturers from public and private universities was conducted. Results showed that assessment design, interpretation, and application had a strong positive relationship with lecturers' assessment practices. The study concluded that focusing on in-service training to improve lecturers' skills in assessment practices could help upgrade assessment in Somali higher education.
May 6633122 Researc & Evaluation- Gamification in Education.docxMay Saeed
The document summarizes four research articles that analyze gamification in education. The articles find that introducing game elements into classrooms generally leads to increased student engagement, motivation, and academic achievement compared to traditional teaching methods. However, gamification implementation faces challenges like poor game design leaving out motivational elements. More research is still needed to determine gamification's effects across different age groups and educational levels. Overall, the studies support using gamification to improve the learning experience but also acknowledge it may not benefit all students.
May 6633122 Researc & Evaluation- Gamification in Education.docxMay Saeed
The document summarizes four research articles that analyze gamification in education. The articles find that introducing game elements into classrooms generally leads to increased student engagement, motivation, and academic achievement compared to traditional teaching methods. However, gamification implementation faces challenges like poor game design leaving out motivational elements. More research is still needed to determine gamification's effects across different age groups and educational levels. Overall, the studies support using gamification to improve the learning experience but also acknowledge it may not benefit all students.
May 6633122 Researc & Evaluation- Gamification in Education.docxMay Saeed
The document summarizes four research articles on gamification in education. The articles found that introducing game elements into classroom lessons improved student engagement, motivation, and academic performance compared to traditional teaching methods. However, gamification implementation faces challenges such as poor game design leaving out motivational elements. More research is needed across different age groups and subjects to understand gamification's full impacts on learning. Overall, the studies demonstrated that gamification can positively influence the learning process when implemented appropriately.
May 6633122 Researc & Evaluation- Gamification in Education.docxMaySaeed5
The document summarizes four research articles on gamification in education. The articles examine how introducing game elements into classroom learning can improve student engagement, motivation, and academic achievement compared to traditional teaching methods. Key findings include that gamification led to improved attitudes towards courses, higher class participation and attendance, and better content mastery. While gamification provides benefits, studies were limited in scope and more research is needed across different age groups and subjects to generalize the effects of gamifying education.
This was a field research (literature review and exploration) with descriptive quantitative approach. This study aims: (1) to develop a model (scheme) to assess mathematical power, (2) to test the validity of instruments of mathematical power assessment, and (3) to developa valid and reliable test and non-test instrument prototypes as a mathematical power measurement. The research instruments consist of 4 items of essay test, 20 sheets of observation on investigative activities, and 20 items of questionnaires. Validity test was conducted through constructions built up from 3 aspects of mathematical power ability. Result of instrument analysis showed that: (1) the r of instrument test = 0.947, meaning that the instrument is reliable, (2) the r of activity observation sheets = 0.912, meaning that the instrument is reliable, and (3) the r of questionnaires = 0.770, meaning that the questionnaire is reliable on 0.05 significance level. This study concludes: (a) the steps in the model (scheme) of mathematical power assessment may be used as a reference for assessing mathematical power, (b) test and non-test instruments are valid and reliable, and (c) prototypes of test and non-test instruments may be used as a measurement in mathematical power assessment.
This study compared the problem solving abilities of students using problem based learning (PBL) and problem solving learning models in chemistry. The study found that students who used PBL had higher average scores on a post-test of problem solving abilities compared to students who used problem solving. Statistical analysis found the difference in scores to be statistically significant, showing PBL improved students' problem solving abilities more than problem solving. The study concluded PBL is more effective at improving students' problem solving skills in chemistry.
Assessing For Learning Teacher Training In Practice Involving 14 Postgraduat...Becky Gilbert
This document discusses a study that assessed how prepared teachers were to conduct assessments for learning. It involved 14 postgraduate certificate in education students. The study aimed to identify what assessment types teachers used and if there was a lack of assessment training. It found that teachers needed longer teaching practice periods, guidance on using cognitive taxonomies, and subject-specific workshops on assessment. The document provides context on the importance of assessment for learning and outlines qualities of good assessment practices. It recommends providing teachers with more practical examples and embracing technology in assessment processes.
The Development Problem Based Learning Collaborative Model in Sociology Learn...iosrjce
This reseach in based on the real condition Senior High School Sociology learning activity in
Madiun regency which is still far from what we wish, still focus on cognitive aspect. Affective aspect and skill
need a little touch, if it is impossible to say they are still untouched. Even, we are obliged to implement the
attitude or character values in the activity of learning.
The purpose of the research is: (1) to recognize the recent condition of sociology learning activity, (2) to
create a sociology learning model, Problem Based Learning Collaborative, (3) to identify the effectiveness of
the model in improving student achivement.
The method of the research and the model development is carried out through these stages : Preliminary
research, development design, model testing or product evaluation. Collecting the data is using observation,
interviews, questionnaries, and documentation technique. Data analysis in the preliminary research is using
qualitative approach while model testing or product evaluation is using quantitative approach experiment. Ttest
isused to determine the differences between Problem Based Leraning Collaborative model and varied
lecturing model.
The result of the study is concluded as follows: (1) Sociology learning activity in Madiun Regancy is still
varied in delivering the knowledge, not yet focus on delivering of the value. Also the process of learning
evaluation is still focus on cognitive aspect ( knowledge ). Where as according to curriculum, sociology must be
conducted as an integral subject. The aim must also touch all aspect, include : cognitive, affective, skill, and
attitude. That is why, it is needed to conduct Problem Based Learning Collaborative model. (2) After being
validated by a team of experts and practitioners, the draft of Problem Based Learning Collaborative Model is
experimented in, among others, SMAN 1 Parang. The result of the model can be understood and implemented
by both teachers and students. After the trial, the model is applied as a restricted quasi–experimental test in
SMAN Bungkal Ponorogo and SMAN Badegan Ponorogo. The results show that the experimental groups have a
better average than the control group both in the cognitive aspect and the affective one. When the model is
applied extensively in SMAN 1 Parang, SMAN 2 MAGETAN, SMAN Sukomoro, SMAN Sampung, the results
remains the same. It shows that the experimental groups heve a better average than the contol ones, both in the
coginitive aspect and the affective one. Applying the model, it shows that the model effects the students
significantly in increasing the achivement ( cognitive aspect ) and strengthen the character and attitude
( affective aspect and skill ) compared with the varied lecturing model. Thus, it can be concluded that the groups
using Problem Bsed Learning Collaboraive Model has a better achivement and effort in implementing the
characters values more than that of using varied lecturing model.
An Empirical Investigation Of Student S Poor Performance In Quantitative Subj...Steven Wallach
This study investigates factors that affect poor performance of management students in quantitative subjects like business mathematics, statistics, and research methods. The study was conducted in Pakistan by surveying 233 students from public and private universities. Through interviews with instructors and students, the study identified 26 factors affecting performance, which were grouped into student aptitude/attitude, teacher competency/behavior, and administrative issues. The study aims to test hypotheses about relationships between these factors and poor learning/performance. Statistical analysis using structural equation modeling supports hypotheses that relationships exist between teacher competency, administrative issues, student aptitude/attitude, teacher behavior, and poor learning/performance. The results can help address issues affecting student success in quantitative subjects.
The previous research result showed that the learning model based on the investigation could increase the students’ critical thinking skills. The aim of this research was to measure the effectiveness of the using of problem-based learning model to increase the students’ critical thinking skills. The research design was quasi-experiment by using post-test only design. The population of this research was the eleventh grade students of science which contained 124 students of SMAN 6 and SMAN 7 Kupang that were chosen randomly. The treatment that was given in this research was problem-based learning model for the experiment class and conventional model for the control class whereas the given materials were the reaction rate. The instrument that was used in this research previously validated by two experts of theory and material. The result of this research showed that the students who studied in experiment class had different critical thinking skills better that the students who studied using conventional model.
Evaluating Quality of Teaching Skills among the Faculty Members at Najran Uni...iosrjce
This study aims at evaluating quality of teaching skills among faculty members by the perspective of
students at Najran University. To achieve the objectives of the study, a questionnaire was developed and
distributed to (300) male and female students from various colleges. The questionnaire consisted of (54) items
distributed on four domains: Planning, teaching, assessment and communication skills. The results showed an
average level of faculty members' practice of teaching skills. The results also showed that there were
statistically significant differences due to the gender and the type of the college.
This research aimed to determine the effectiveness of the issue, discussion,
establishment, and application (IDEA) learning model in embedding
mathematical concepts understanding. It is a quantitative study with a quasiexperimental
approach. This research was conducted at Malang Islamic
University with students majoring Mathematics education study program
and in their first academic year as the subjects. Subjects were divided into
two group, experimental and control and measured their result using posttest
only control group design. There are six instruments consisting six items
used to measure mathematical concepts understanding. The results
confirmed that H0 is rejected, while Ha is accepted proved by t count
(3.132)>ttable (1.674). It means there is a significant difference between the
of both groups (experimental and control). In addition, the results indicated
that the IDEA learning models is effective to assist students in understanding
mathematical concepts showed by the higher score of experimental groups
than control group. Three factors are involved in order to implement the
IDEA learning model effectively; namely: individual problem-solving
opportunities, active student involvement, and guidance and assistance (from
lecturer) on the IDEA learning model. This research is only limited to
preservice teacher, further research is required in order to implement this
model for mathematics learning at junior and senior high schools’ level.
The document describes an Enhanced Formative Assessment and Self-Regulated Learning (EFA-SRL) program designed to improve the achievement of community college students in developmental mathematics courses. The program uses specially formatted quizzes that assess mathematics skills and metacognitive skills. When students receive feedback on incorrect answers, they must demonstrate how they will use the feedback to improve. Results showed students in the program earned higher grades and pass rates than students in regular classes.
This study was an assessment of the evaluation standards of “Practical
Education” module of the Elementary Education Undergraduate Program in
Arab Open University/Jordan. Its main focus was to investigate problems and
views raised by the students in order to develop more accurate standards to
evaluate their performance. The curriculum characteristics of the module as
well as the students’ portfolios and field reports had been reviewed. A
questionnaire and a detailed face-to-face interactive meeting had been
conducted with 55 male and female students in the academic year 2018/2019.
The results show that the students stress the need to adopt practical
applications standards to evaluate the skill goals sought by the curriculum
instead of focusing on their knowledge. The students express their need to
develop their skills in planning, implementation of teaching tasks and
evaluation, while the evaluation standards measure their ability to recall
theoretical information. They stress their need to extend their training period
in field in order to acquire enough practical experience to be more efficient to
carry out their tasks properly. The findings of the study can be applicable for
other countries, especially the developing countries, in the sense of
developing modern evaluation standards for practical field training of their
student teachers, as well as improving curricula that respond to the schools’
requirements in a changing world.
This document discusses data collected from a needs assessment survey of 9 new teachers at Madison Elementary School. The survey identified the teachers' greatest professional development needs. Based on the results, the top three needs were meeting the needs of diverse learners, student assessment, and student engagement. The document proposes focusing professional development on these three interconnected topics, including effective assessment strategies, using the Planning Pyramid model to meet all learners' needs, and engagement techniques informed by assessment data. Ongoing support through professional learning is recommended to continuously improve teacher skills.
Analysis Of Student Perceptions Of Problem-Solving Learning And Peer AssessmentSimar Neasy
This document summarizes a research article that analyzed student perceptions of problem-solving learning and peer assessment. The study aimed to determine students' problem-solving abilities, perceptions of learning, results of peer assessments, and perceptions of peer assessment implementation. It found that students' problem-solving abilities met four indicators and scored in the sufficient category. It also found that future studies should prioritize instruction and training before peer assessment.
Evaluation Study of National Examination and Student New Admission in Efforts...inventionjournals
This study aims to determine: the implementation of the new admissions system at schools in the city of Medan, to determine the level of preparedness of students in national exams and examine the relationship of learning achievement in Junior High School (SMP/MTsN) with student achievement in Senior High School (SMA/MA). The research data collected by the survey directly to schools selected as sample through observation, documentation and depth interview. Collecting data using a set of questionnaire. Research data analysis using SPSS. The results of this study are: new admissions system at the level of SMA/MAin the city of Medan done through the national exam results and a test track. Readiness of students in national exams conducted by the students tend to choose a tutoring to prepare for the National Exam. Apart from that, tutoring is also the place for high school students to learn in preparation for the National Examination, and there is a strong relationship between the results of national examinations in SMP/MTs with academic achievement in SMA/ MA. This indicates that the national exam results can be an indicator for the success of students in further education.
Students Effort to Improve Learning Results by Using Quantum Learning Method ...AI Publications
This research aims to determine student learning outcomes by applying Quantum Learning method of prism and pyramid by eight grade students of SMP Negeri 2 Sipoholon in academic year 2017/2018. This type of research is Class Action Research (CAR). The subjects in this study were eight grade students of SMP Negeri 2 Sipoholon in academic year 2017/2018 were 28 student. The objective of this research is improving student learning outcomes. Instruments used were: description tests, observation sheets and interviews. Descriptive tests use to find out student learning outcomes, observation sheets use to find out ability of the teacher to apply learning and interviews to find out where the students are wrong. The average initial test score was 35.46 and the classical completeness was 0%. The average value of the first cycle was 59.78. Students who completed were 11 students (39.29%), 17 students (60.71%) were not finished, and the implementation of learning was in a less category (value 2.00). The increase in classical completeness was 39.29% and the average increase was 24.32 from the results of the initial tests. The average value of the second cycle was 76.04 and 25 students (89.29%) from 28 students had achieved mastery learning while the other 3 students (10.71%) had not yet completed, and the learning went well (average 3, 00). Cycle II has achieved classical completeness. Classical completeness has increased by 50% and the average has increased by 16.25 from cycle I. Thus the Quantum Learning method can improve student learning outcomes on the Prism and Piramid by eight grade students of SMP Negeri 2 Sipoholon in academic year 2017/2018.
Feasibility Study for Empowering the System of Assessment and Feedback in Hig...AJHSSR Journal
ABSTRACT: The method of assessment is the most important part of the education process to help learners progress from one-step to another. Assessment is about measuring student learning; it is about diagnosing misunderstandings in order to help students to learn more effectively [29].
The improvement of technology ability for teachers in learning activity to in...Anis Ilahi
Permasalahan mengenai guru yang bukan saja dalam menyusun dokumen kurikulum dan juga tidak hanya berkutat dengan prinsip-prinsip pengajaran dan kaidah belajar mengajar, tetapi juga meletakan hakekat guru sebagai konseptor, kreator, desainer kurikulum dan planner kegiatan pembelajaran tanpa kehilangan landasan filosofi pendidikan dan pegangan prinsip-prinsip pedagogi yang memandang siswa sebagai subjek didik dengan meningkatkan kemampuan teknologi pada pembelajaran yang harus dimiliki untuk menghadapi abad ke-21. Teknologi sudah berkembang pesat dan tidak dapat dihindari lagi. Seorang guru tidak boleh apatis dalam menghadapi era digital ini. Kecepatan siswa dalam menguasai internet dan media sosial lain tentu sangat cepat dan guru juga harus memiliki kemampuan untuk menyeimbangkan hal tersebut. Tidak ada kata terlambat, entah itu sudah tua, tidak memiliki handphone atau laptop atau gagap teknologi. Manusia sudah ditakdirkan sebagai mahluk pembelajar dari mulai lahir sampai mati. Teknologi sudah wajib dihadirkan seorang guru ke dalam kelas agar siswa menjadi lebih antusias dalam belajar. Tujuan dari tulisan ini, untuk meningkatkan kemampuan teknologi guru dalam pembelajaran dalam kompetensi guru di abad ke-21. Metode yang digunakan adalah metode deskriptif kualitatif dengan instrumennya menggunakan Literatur Analisis Isi. Hasil dari tulisan ini, yaitu guru mampu menggunakan teknologi dalam pembelajarannya setelah melakukan Pelatihan Kemampuan Teknologi Guru dalam Pembelajaran untuk Meningkatkan Kompetensi Guru di Abad ke-21.
Aquatic Ecosystem, Biodiversity, Free Resume, Definitions, SampJill Brown
This document discusses the concept of propaganda and provides examples related to Israel. It argues that Israel is adept at using propaganda both domestically and internationally to cultivate a positive image, particularly in Western democracies like the US. Israeli propaganda targets different audiences in the West by appealing to different values and framing narratives in a way that resonates with those audiences. The goal is to influence popular support for Israel's political relationships abroad.
History 2 Essay. Online assignment writing service.Jill Brown
The document discusses the steps to request assignment writing help from HelpWriting.net:
1. Create an account with a password and email.
2. Complete a 10-minute order form providing instructions, sources, deadline, and attaching a sample if wanting the writer to imitate your style.
3. Review bids from writers and choose one based on qualifications, history, and feedback, then pay a deposit to start the assignment.
4. Review the completed paper and authorize full payment if satisfied, or request free revisions. HelpWriting.net guarantees original, high-quality work or a full refund.
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The document summarizes four research articles that analyze gamification in education. The articles find that introducing game elements into classrooms generally leads to increased student engagement, motivation, and academic achievement compared to traditional teaching methods. However, gamification implementation faces challenges like poor game design leaving out motivational elements. More research is still needed to determine gamification's effects across different age groups and educational levels. Overall, the studies support using gamification to improve the learning experience but also acknowledge it may not benefit all students.
May 6633122 Researc & Evaluation- Gamification in Education.docxMay Saeed
The document summarizes four research articles that analyze gamification in education. The articles find that introducing game elements into classrooms generally leads to increased student engagement, motivation, and academic achievement compared to traditional teaching methods. However, gamification implementation faces challenges like poor game design leaving out motivational elements. More research is still needed to determine gamification's effects across different age groups and educational levels. Overall, the studies support using gamification to improve the learning experience but also acknowledge it may not benefit all students.
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The document summarizes four research articles on gamification in education. The articles examine how introducing game elements into classroom learning can improve student engagement, motivation, and academic achievement compared to traditional teaching methods. Key findings include that gamification led to improved attitudes towards courses, higher class participation and attendance, and better content mastery. While gamification provides benefits, studies were limited in scope and more research is needed across different age groups and subjects to generalize the effects of gamifying education.
This was a field research (literature review and exploration) with descriptive quantitative approach. This study aims: (1) to develop a model (scheme) to assess mathematical power, (2) to test the validity of instruments of mathematical power assessment, and (3) to developa valid and reliable test and non-test instrument prototypes as a mathematical power measurement. The research instruments consist of 4 items of essay test, 20 sheets of observation on investigative activities, and 20 items of questionnaires. Validity test was conducted through constructions built up from 3 aspects of mathematical power ability. Result of instrument analysis showed that: (1) the r of instrument test = 0.947, meaning that the instrument is reliable, (2) the r of activity observation sheets = 0.912, meaning that the instrument is reliable, and (3) the r of questionnaires = 0.770, meaning that the questionnaire is reliable on 0.05 significance level. This study concludes: (a) the steps in the model (scheme) of mathematical power assessment may be used as a reference for assessing mathematical power, (b) test and non-test instruments are valid and reliable, and (c) prototypes of test and non-test instruments may be used as a measurement in mathematical power assessment.
This study compared the problem solving abilities of students using problem based learning (PBL) and problem solving learning models in chemistry. The study found that students who used PBL had higher average scores on a post-test of problem solving abilities compared to students who used problem solving. Statistical analysis found the difference in scores to be statistically significant, showing PBL improved students' problem solving abilities more than problem solving. The study concluded PBL is more effective at improving students' problem solving skills in chemistry.
Assessing For Learning Teacher Training In Practice Involving 14 Postgraduat...Becky Gilbert
This document discusses a study that assessed how prepared teachers were to conduct assessments for learning. It involved 14 postgraduate certificate in education students. The study aimed to identify what assessment types teachers used and if there was a lack of assessment training. It found that teachers needed longer teaching practice periods, guidance on using cognitive taxonomies, and subject-specific workshops on assessment. The document provides context on the importance of assessment for learning and outlines qualities of good assessment practices. It recommends providing teachers with more practical examples and embracing technology in assessment processes.
The Development Problem Based Learning Collaborative Model in Sociology Learn...iosrjce
This reseach in based on the real condition Senior High School Sociology learning activity in
Madiun regency which is still far from what we wish, still focus on cognitive aspect. Affective aspect and skill
need a little touch, if it is impossible to say they are still untouched. Even, we are obliged to implement the
attitude or character values in the activity of learning.
The purpose of the research is: (1) to recognize the recent condition of sociology learning activity, (2) to
create a sociology learning model, Problem Based Learning Collaborative, (3) to identify the effectiveness of
the model in improving student achivement.
The method of the research and the model development is carried out through these stages : Preliminary
research, development design, model testing or product evaluation. Collecting the data is using observation,
interviews, questionnaries, and documentation technique. Data analysis in the preliminary research is using
qualitative approach while model testing or product evaluation is using quantitative approach experiment. Ttest
isused to determine the differences between Problem Based Leraning Collaborative model and varied
lecturing model.
The result of the study is concluded as follows: (1) Sociology learning activity in Madiun Regancy is still
varied in delivering the knowledge, not yet focus on delivering of the value. Also the process of learning
evaluation is still focus on cognitive aspect ( knowledge ). Where as according to curriculum, sociology must be
conducted as an integral subject. The aim must also touch all aspect, include : cognitive, affective, skill, and
attitude. That is why, it is needed to conduct Problem Based Learning Collaborative model. (2) After being
validated by a team of experts and practitioners, the draft of Problem Based Learning Collaborative Model is
experimented in, among others, SMAN 1 Parang. The result of the model can be understood and implemented
by both teachers and students. After the trial, the model is applied as a restricted quasi–experimental test in
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better average than the control group both in the cognitive aspect and the affective one. When the model is
applied extensively in SMAN 1 Parang, SMAN 2 MAGETAN, SMAN Sukomoro, SMAN Sampung, the results
remains the same. It shows that the experimental groups heve a better average than the contol ones, both in the
coginitive aspect and the affective one. Applying the model, it shows that the model effects the students
significantly in increasing the achivement ( cognitive aspect ) and strengthen the character and attitude
( affective aspect and skill ) compared with the varied lecturing model. Thus, it can be concluded that the groups
using Problem Bsed Learning Collaboraive Model has a better achivement and effort in implementing the
characters values more than that of using varied lecturing model.
An Empirical Investigation Of Student S Poor Performance In Quantitative Subj...Steven Wallach
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The previous research result showed that the learning model based on the investigation could increase the students’ critical thinking skills. The aim of this research was to measure the effectiveness of the using of problem-based learning model to increase the students’ critical thinking skills. The research design was quasi-experiment by using post-test only design. The population of this research was the eleventh grade students of science which contained 124 students of SMAN 6 and SMAN 7 Kupang that were chosen randomly. The treatment that was given in this research was problem-based learning model for the experiment class and conventional model for the control class whereas the given materials were the reaction rate. The instrument that was used in this research previously validated by two experts of theory and material. The result of this research showed that the students who studied in experiment class had different critical thinking skills better that the students who studied using conventional model.
Evaluating Quality of Teaching Skills among the Faculty Members at Najran Uni...iosrjce
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students at Najran University. To achieve the objectives of the study, a questionnaire was developed and
distributed to (300) male and female students from various colleges. The questionnaire consisted of (54) items
distributed on four domains: Planning, teaching, assessment and communication skills. The results showed an
average level of faculty members' practice of teaching skills. The results also showed that there were
statistically significant differences due to the gender and the type of the college.
This research aimed to determine the effectiveness of the issue, discussion,
establishment, and application (IDEA) learning model in embedding
mathematical concepts understanding. It is a quantitative study with a quasiexperimental
approach. This research was conducted at Malang Islamic
University with students majoring Mathematics education study program
and in their first academic year as the subjects. Subjects were divided into
two group, experimental and control and measured their result using posttest
only control group design. There are six instruments consisting six items
used to measure mathematical concepts understanding. The results
confirmed that H0 is rejected, while Ha is accepted proved by t count
(3.132)>ttable (1.674). It means there is a significant difference between the
of both groups (experimental and control). In addition, the results indicated
that the IDEA learning models is effective to assist students in understanding
mathematical concepts showed by the higher score of experimental groups
than control group. Three factors are involved in order to implement the
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The document describes an Enhanced Formative Assessment and Self-Regulated Learning (EFA-SRL) program designed to improve the achievement of community college students in developmental mathematics courses. The program uses specially formatted quizzes that assess mathematics skills and metacognitive skills. When students receive feedback on incorrect answers, they must demonstrate how they will use the feedback to improve. Results showed students in the program earned higher grades and pass rates than students in regular classes.
This study was an assessment of the evaluation standards of “Practical
Education” module of the Elementary Education Undergraduate Program in
Arab Open University/Jordan. Its main focus was to investigate problems and
views raised by the students in order to develop more accurate standards to
evaluate their performance. The curriculum characteristics of the module as
well as the students’ portfolios and field reports had been reviewed. A
questionnaire and a detailed face-to-face interactive meeting had been
conducted with 55 male and female students in the academic year 2018/2019.
The results show that the students stress the need to adopt practical
applications standards to evaluate the skill goals sought by the curriculum
instead of focusing on their knowledge. The students express their need to
develop their skills in planning, implementation of teaching tasks and
evaluation, while the evaluation standards measure their ability to recall
theoretical information. They stress their need to extend their training period
in field in order to acquire enough practical experience to be more efficient to
carry out their tasks properly. The findings of the study can be applicable for
other countries, especially the developing countries, in the sense of
developing modern evaluation standards for practical field training of their
student teachers, as well as improving curricula that respond to the schools’
requirements in a changing world.
This document discusses data collected from a needs assessment survey of 9 new teachers at Madison Elementary School. The survey identified the teachers' greatest professional development needs. Based on the results, the top three needs were meeting the needs of diverse learners, student assessment, and student engagement. The document proposes focusing professional development on these three interconnected topics, including effective assessment strategies, using the Planning Pyramid model to meet all learners' needs, and engagement techniques informed by assessment data. Ongoing support through professional learning is recommended to continuously improve teacher skills.
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Evaluation Study of National Examination and Student New Admission in Efforts...inventionjournals
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Students Effort to Improve Learning Results by Using Quantum Learning Method ...AI Publications
This research aims to determine student learning outcomes by applying Quantum Learning method of prism and pyramid by eight grade students of SMP Negeri 2 Sipoholon in academic year 2017/2018. This type of research is Class Action Research (CAR). The subjects in this study were eight grade students of SMP Negeri 2 Sipoholon in academic year 2017/2018 were 28 student. The objective of this research is improving student learning outcomes. Instruments used were: description tests, observation sheets and interviews. Descriptive tests use to find out student learning outcomes, observation sheets use to find out ability of the teacher to apply learning and interviews to find out where the students are wrong. The average initial test score was 35.46 and the classical completeness was 0%. The average value of the first cycle was 59.78. Students who completed were 11 students (39.29%), 17 students (60.71%) were not finished, and the implementation of learning was in a less category (value 2.00). The increase in classical completeness was 39.29% and the average increase was 24.32 from the results of the initial tests. The average value of the second cycle was 76.04 and 25 students (89.29%) from 28 students had achieved mastery learning while the other 3 students (10.71%) had not yet completed, and the learning went well (average 3, 00). Cycle II has achieved classical completeness. Classical completeness has increased by 50% and the average has increased by 16.25 from cycle I. Thus the Quantum Learning method can improve student learning outcomes on the Prism and Piramid by eight grade students of SMP Negeri 2 Sipoholon in academic year 2017/2018.
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ABSTRACT: The method of assessment is the most important part of the education process to help learners progress from one-step to another. Assessment is about measuring student learning; it is about diagnosing misunderstandings in order to help students to learn more effectively [29].
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Permasalahan mengenai guru yang bukan saja dalam menyusun dokumen kurikulum dan juga tidak hanya berkutat dengan prinsip-prinsip pengajaran dan kaidah belajar mengajar, tetapi juga meletakan hakekat guru sebagai konseptor, kreator, desainer kurikulum dan planner kegiatan pembelajaran tanpa kehilangan landasan filosofi pendidikan dan pegangan prinsip-prinsip pedagogi yang memandang siswa sebagai subjek didik dengan meningkatkan kemampuan teknologi pada pembelajaran yang harus dimiliki untuk menghadapi abad ke-21. Teknologi sudah berkembang pesat dan tidak dapat dihindari lagi. Seorang guru tidak boleh apatis dalam menghadapi era digital ini. Kecepatan siswa dalam menguasai internet dan media sosial lain tentu sangat cepat dan guru juga harus memiliki kemampuan untuk menyeimbangkan hal tersebut. Tidak ada kata terlambat, entah itu sudah tua, tidak memiliki handphone atau laptop atau gagap teknologi. Manusia sudah ditakdirkan sebagai mahluk pembelajar dari mulai lahir sampai mati. Teknologi sudah wajib dihadirkan seorang guru ke dalam kelas agar siswa menjadi lebih antusias dalam belajar. Tujuan dari tulisan ini, untuk meningkatkan kemampuan teknologi guru dalam pembelajaran dalam kompetensi guru di abad ke-21. Metode yang digunakan adalah metode deskriptif kualitatif dengan instrumennya menggunakan Literatur Analisis Isi. Hasil dari tulisan ini, yaitu guru mampu menggunakan teknologi dalam pembelajarannya setelah melakukan Pelatihan Kemampuan Teknologi Guru dalam Pembelajaran untuk Meningkatkan Kompetensi Guru di Abad ke-21.
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3. Review bids from writers and choose one based on qualifications, history, and feedback, then pay a deposit to start the assignment.
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Assessment of Training Course with Reliance on Problem Solving Approach.pdf
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http://atenas.umcc.cu Vol. 1 Número 53 enero - marzo 2021
Assessment of Training Course with Reliance on Problem Solving Approach for Mathematics
Teachers.
Autor (es): Somayeh Karimi, Ahmad Shahvarani, Majid Haghverdi. (Págs. 19 - 35)
Assessment of Training Course with Reliance on Problem Solving Approach
for Mathematics Teachers
Evaluación del curso de capacitación con confianza en el enfoque de
resolución de problemas para maestros de matemáticas
Artículo de investigación
Somayeh Karimi1
somaiehkarimi60@yahoo.com
Ahmad Shahvarani2
shahvarani.1393@gmail.com
Majid Haghverdi3
Majid-Haghverdi@yahoo.com
Recibido:12 de diciembre de 2019 Evaluado:19 de marzo de 2020
Aceptado para su publicación: 2 de junio de 2020
Cómo citar el artículo: Karimi, S., Shahvarani,A., & Haghverdi, M. (2021).Assessment ofTraining
Course with Reliance on Problem Solving Approach for MathematicsTeachers.Atenas, 1(53), 19-35.
Resumen
La capacitación de maestros de
secundaria es un estímulo para la
transformación educativa y prepara a
los individuos para una mayor
actividad y el florecimiento de sus
talentos y crea una amplia gama de
Abstract
Training for secondary school teachers is
a stimulus for the education
transformation and it prepares the
individuals for more activity and the
flourish of their talents and creates a wide
range of necessary skills and ideas for
1 PhD Student, Department of Mathematics, Science and Research Branch, Islamic Azad University,
Tehran, Iran. Orcid: http://orcid.org/0000-0002-9337-3863
2 Associate professor, Department of Mathematics, Science and Research Branch, Islamic Azad
University, Tehran, Iran. Orcid: http://orcid.org/0000-0002-6394-2068
3 Assistant professor, Department of Mathematics, Arak Branch, Islamic Azad University, Iran. Orcid:
http://orcid.org/0000-0002-2252-3844
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Assessment of Training Course with Reliance on Problem Solving Approach for Mathematics
Teachers.
Autor (es): Somayeh Karimi, Ahmad Shahvarani, Majid Haghverdi. (Págs. 19 - 35)
habilidades e ideas necesarias para la
enseñanza. El objetivo de este estudio
es investigar el curso de capacitación
en servicio que se basa en el enfoque
de resolución de problemas en
matemáticas de la escuela secundaria
y medir la calidad de la educación,
utilizando los cuatro niveles de
Kirkpatrick. Por lo tanto, utilizando un
método semi experimental, el curso
de capacitación basado en problemas
se implementó para 62 maestros de
matemáticas de secundaria. En este
estudio, utilizamos el cuestionario de
evaluación de efectividad del curso de
capacitación en servicio que se
desarrolló en base al modelo de
evaluación de Kirkpatrick. Para
analizar la investigación, se utilizó el
software R. Los resultados mostraron
que con respecto a la prueba t para la
importancia de cada uno de estos
caminos, los efectos de estos caminos
son significativos (p <0.01). Por lo
tanto, la competencia del profesor, la
capacidad académica y la habilidad
para elegir el mejor método de
enseñanza, la realización de cursos
de capacitación en un entorno
interesante y estimulante, el uso de la
evaluación formativa para garantizar
la efectividad de los cursos de
capacitación, son los temas que
deben considerarse en la enseñanza
de las matemáticas.
teaching. The aim of this study is to
investigate the in-service training course
which is based on the problem-solving
approach in high school mathematics,
and to measure the quality of education,
using Kirkpatrick's four levels. Therefore,
using a semi-experimental method, the
problem-based training course was
implemented for 62 male and female
secondary school mathematics teachers .
In this study, we used the questionnaire
of in-service training course effectiveness
evaluation which was developed based
on Kirkpatrick's evaluation model. To
analyze of the research, R software was
used. The results showed that with regard
to the t-test for the significance of each of
these paths, the effects of these paths are
significant (p <0.01). Therefore, the
teacher's proficiency, academic ability
and skill in choosing the best teaching
method, holding training courses in an
interesting and stimulating environment,
using formative assessment to ensure the
effectiveness of the training courses, are
the issues that must be considered in
mathematics teaching.
Palabras clave: profesores de
matemáticas, aprendizaje basado en
problemas, enfoque de resolución de
Keywords: Mathematics Teachers,
Problem-Based Learning, Problem
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Assessment of Training Course with Reliance on Problem Solving Approach for Mathematics
Teachers.
Autor (es): Somayeh Karimi, Ahmad Shahvarani, Majid Haghverdi. (Págs. 19 - 35)
problemas, modelo de evaluación de
Kirkpatrick.
Solving, Kirkpatrick's Evaluation
Model.
Introduction
Today's world, which is changing in every moment, needs people who can adapt
themselves to the new conditions. Mal Piryani et al. (2018) stated that the evaluation
of teachers in academic training program can prepare the opportunity of determine
of knowledge and teaching skills of them. In classroom, students need a lot of things
to be successful in learning math. A mathematics teacher has to prepare their
students to learn meaningful mathematical concepts in real life (Vara Nina Yulian.,
& Wahyudin, 2018). The teachers have to motivate and enact the student’s
capacities so that students motivate to learn concepts meaningfully (Qamar Masood,
& Abdul Wahid Usmani, 2015). In this complex and changing world, education faces
the increasing growth in knowledge, information and new technologies. Th teachers
play key role in student’s academic achievement and all students follow to active
teachers (Smith, 2019). If teachers do not prepare themselves for these conditions,
they will not be able to continue their activities and if they continue their activities
without preparation, they will harm both themselves and their students. Benítez et
al. (2017) argued that the performance of students is understood as the observable
act that depends on the performances of teacher. The evaluation of teachers
estimates their capacities and performances in terms of quantity and quality of
teaching. Problem-based learning in mathematics is an educational strategy that
diverges from traditional teaching strategies in mathematics by turning a teacher-
centered learning environment into a student-centered environment in which
students are independent and active. Teachers face difficulties in teaching problem-
solving methods to the students and students face difficulties in learning them. Some
of these problems occur because 'finding the answer' is considered as the ultimate
goal of this process.
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Assessment of Training Course with Reliance on Problem Solving Approach for Mathematics
Teachers.
Autor (es): Somayeh Karimi, Ahmad Shahvarani, Majid Haghverdi. (Págs. 19 - 35)
In-service training is vital for a number of reasons; the people who are selected for
a specific job usually need to properly learn the required skills and knowledge for
that job position. This helps them to know about the organization's process, the
content of the job and its awareness and importance; it also helps the individuals to
increase their interest towards the job and the organization. Therefore, not only
education is appropriate for teachers, but also it is important for the education
organization; since it leads to the mutual growth of the teacher and the education
organization. Officially, educators and curriculums are often evaluated, but this
method has a flaw; this evaluation often involves the evaluation of the colleagues'
reaction and feedback towards the education, which is usually done in the last day
of training. To improve education, it is necessary to gain more information about the
educational impacts and the quality of the provided training. Therefore, education
and its formative assessment will certainly help the education organization to be at
the center of achieving goals (Borate et al., 2014). In this study, the levels of
Kirkpatrick's model are used to evaluate the extent of effectiveness of the problem-
based training for mathematic teachers. One of the commonly used models to
determine the place of effectiveness evaluation in employee training is Kirkpatrick's
evaluation model. This model seeks to evaluate the effects of curriculum and in this
regard, identifies different levels for that. A comprehensive evaluation can inform us
of the effectiveness of the training results; this evaluation provides a feedback
through which we can find if the trainings had been effective in achieving the desired
goals or not. In the stages of needs assessment, planning, implementation and
monitoring of all training courses, evaluation is one of the most important stages in
educational planning, that its correct conduction, provides very useful information on
how to design and implement educational programs (Bakhtiari & Kiani Manesh,
2014). In many countries, including Iran, although the aim of the problem-based
learning based on Polya & Shoenfield's problem solving methods, is to prepare
students for lifelong learning, this educational approach is still less widely used.
Studies have shown that maintaining the acquired knowledge in students who have
been trained through problem solving methods is longer than other methods and can
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Assessment of Training Course with Reliance on Problem Solving Approach for Mathematics
Teachers.
Autor (es): Somayeh Karimi, Ahmad Shahvarani, Majid Haghverdi. (Págs. 19 - 35)
provide conditions for the lifelong learning, and this is one of the goals of problem-
based learning (Woolfolk, 2016).
A study by Waqas Raja & Wei (2014) on the variables contributing to the
effectiveness of teachers training program, aimed at training computer technology
and using information for the education sector in the context of Pakistan, revealed
that the learners had acquired the computer skills and knowledge at the end of this
training program, however, doing rigorous training need analysis, could have
increase their effectiveness. It was also found that factors including availability of
physical facilities in the colleges, support from the head of departments, have impact
on the effectiveness of trainings. In a study entitled 'Applying the Kirkpatrick model:
Evaluating Interaction for Learning Framework curriculum interventions', (Paull et al.
2016), indicated that the four-level model of Kirkpatrick, as a way of evaluating the
use of interaction for learning framework has provided positive results in a time
efficient way, for both students and the educators. It is recommended to evaluate the
use of Kirkpatrick model continuously, since the fit with the innovations of other
curriculums is not fully recognized. The aim of this study is to investigate on the four
levels of Kirkpatrick's model after holding the problem-based training courses,
among mathematic teachers. Therefore, these questions rise: Does problem-based
learning (based on Polya & Schoenfeld's problem solving theories) in mathematics
have any effect on the mathematic teachers' level of learning? Does level of learning
have any effect on the mathematic teachers' level of behavior, after holding the
problem-based training in mathematics? Does level of behavior have any effect on
the mathematic teachers' level of organizational results, after holding the problem-
based training in mathematics?
Polya's problem solving method
Polya (1957; 1968; 1978) encourages students and mathematics teachers to 'guess
and try' and 'first guess, then prove'. He explains the art of guessing in this way: "Our
first guess might be wrong, but we try it, and change it more or less with regard to
the degree of success; finally, after several attempts and several changes, we may
find a more satisfying guess by observing and using analogy"(Polya, 1968, p. 158).
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Assessment of Training Course with Reliance on Problem Solving Approach for Mathematics
Teachers.
Autor (es): Somayeh Karimi, Ahmad Shahvarani, Majid Haghverdi. (Págs. 19 - 35)
Polya states that: "A certain kind of guess" (Polya, 1957, p. 99) should be taken
seriously, because such guesses, based on the consideration of the features of the
problems, usually include "part of the reality" correct answer "), and if someone tests
it in the right way, it might lead the person to the whole reality (the entirely correct
answer). He believes that what is really bad is "not having no idea at all" (Same
Source, p. 99). Polya introduces the 'Modern heuristic' as a tool to understand the
problem-solving process as a guided mental operation by both logic and psychology
(Polya, 1957, p. 129). He seeks to explain how to improve students' mathematics
learning through available activities in the problem-solving process.
Schoenfeld's problem solving method
According to Schoenfeld (1985), the factors and constituents that are found in
problem-solving strategies and represent the ideal solution to the problem are as
follows: Analysis: The problem begins with the analysis of what the problem really
wants. This stands for touching the problem: what is it considered for and what does
it want (goals). An appropriate application of the approach-based strategies at this
stage of problem solving is as follows: a) plotting a graph even when the problem
can be answered through different types of reasoning (i.e., an algebraic one); b)
Simplifying the problem (examining special cases) by a result, so that we can both
solve it for specific cases and empirically observing the diagnostic patterns; c)
Looking for introductory simplification. Design: In one sense, control is superior. It
really is the case that penetrates into the full problem-solving process; its role
ensures that you engage in activities that are beneficial. More generally, this case
stands for maintaining a general view of what takes place and keeps going on
constantly. Exploration: It is the center and focus of the approach-based strategy; for
it is at the exploration stage that the majority of problem-solving approaches are
displayed. Implementation: It needs a short interpretation, except that it (usually)
should be the final stage in a real problem-solving process. On a general level you
can knowingly find out the useful aspects of a problem's solution that you can apply;
and it can help you in achieving a good solution.
Kirkpatrick Model
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Assessment of Training Course with Reliance on Problem Solving Approach for Mathematics
Teachers.
Autor (es): Somayeh Karimi, Ahmad Shahvarani, Majid Haghverdi. (Págs. 19 - 35)
One of the commonly used models to determine the place of effectiveness
evaluation in training the employees of each organization is Kirkpatrick's evaluation
model. At the end of 1950, Kirkpatrick published his proposed model in the form of
four papers called 'Techniques for Evaluating Training Programs'. Patrick's
justification for the presentation and development of this model was the vagueness
of the term 'evaluation'. Patrick's model combined the stages, criteria, and different
evaluation models that had been accumulated over the years (Kirkpatrick &
Kirkpatrick, 2007). Kirkpatrick model is well suited for evaluating technical
communication products and services within the organizations (Bucur, 2015), and
(Moica & Radulescu, 2014). It is also a suitable model for examining the results of
innovative trainings and evaluating the amount of learning in organizations
(Moldovan, 2015). This evaluation model is progressively upward; that is the moving
from reaction level to the level of results becomes more difficult. In other words, the
complexity of evaluation at the higher levels is more difficult and requires more time
(Moldovan, 2016). Moreover, the higher levels of this model provide more valuable
information. The two initial levels of evaluation take place within the educational
environment, while the two final levels are measured at the workplace of the
employees. Each of the four levels of this model, are elaborated below: Reaction:
This level is the easiest and the most common curriculum evaluation approach.
Kirkpatrick defines the reaction level as measuring the customer satisfaction and
emphasizes the importance and value of customer satisfaction. The level of reaction
should be used in any educational program. Evaluation measures the participants'
reaction level of perception (reaction) towards the course, content, instructor,
facilities, relationship with the job and immediately following the experience to
continuously improve the learning experiences (Kirkpatrick & Kirkpatrick, 2006).
Learning: Measuring the increase of the individuals' knowledge or ability before and
during the course to provide corrective actions at the end of the course (Moldovan,
2016). Behavior: The level of behavior refers to the change in behavior in transferring
the knowledge, skills, and attitudes toward the employee's work environment. This
level is measured after training (Kong Jessie, 2009). Change in behavior, measures
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Assessment of Training Course with Reliance on Problem Solving Approach for Mathematics
Teachers.
Autor (es): Somayeh Karimi, Ahmad Shahvarani, Majid Haghverdi. (Págs. 19 - 35)
the result of participation in learning and how the participants use learning in the
work environment. In fact, the level of behavior changes measures the amount of
learning in the work (Moldovan, 2016). Results: The fundamental questions at this
level include: What benefits the organization receives from conducting a training
course? (Gotshall, 2005). By results, we mean the extent of meeting the goals that
are directly related to the organization. Measuring this level is very difficult, in which
evidence of the results such as reducing the costs, rework, improving product quality,
profits, and sales are reviewed. In Patrick's model, reaction is related to learning,
learning is related to behavior, and behavior is related to results (Kong Jessie, 2009).
Methodology
To study the present research situation, a method called quasi-experimental
research method was used. Therefore, no intervention was used in the control group
after the randomly division of the sample into the control and experimental groups,
However, in the experimental group, it was tried to use the problem-based learning
method for the mathematics teachers. Before the intervention, a pre-test was
administered to the two groups and after intervention, a posttest was administered
to the two groups. It should be noted that in a paper compiled by researchers, the
two groups of control and experimental were investigated in terms of the
mathematics teachers' performance. This study only investigates the status of the
Kirkpatrick model in the experimental group after the use of a new problem-based
intervention. In this study, the in-service training effectiveness assessment
questionnaire was used, which was based on the Kirkpatrick Evaluation Model and
included 33 items, through which the participants identified their ideas and thoughts
on the topic by choosing one of the five options that were given for each item of the
questionnaire. The items in the questionnaire were at four levels of Kirkpatrick
model. The content validity of the Kirkpatrick model-based questionnaire was
investigated and approved according to the opinions of the experts in the fields of
mathematics education and organizational psychology. On the other hand, the
validity of the questionnaire was confirmed by Cronbach's Alpha values above 0.70.
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Assessment of Training Course with Reliance on Problem Solving Approach for Mathematics
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Participants
The population in this study includes all mathematics teachers in Rabat Karim city in
Iran, who engaged in teaching math in the first grade of secondary school during the
academic year 2016-2017.100 teachers were selected through simple random
sampling method (38 were assigned to the control group and 62 were assigned to
the experimental group1) and were trained. The participants were working at girls'
and boys' secondary schools in Rabat Karim during the academic year of 2016-2017.
The selected teachers had one term experience of teaching mathematics in the ninth
and seventh grades of secondary school .48% of mathematics teachers under the
study were female and 52% of them were male. 81% of the mathematics teachers
under the study belonged to the under-25 age group. The teaching experience of
75% of mathematics teachers under the study, were less than 5 years. Considering
the educational degree, 80% of the mathematics teachers under the study had
bachelor's degree and 20% had master's degree.
Implementation of the problem-based learning method for mathematics
teachers
The topics of similarity, factorization, and volume, system of linear equations, in
equation, linear relations, and greatest common divisor were determined as the
desired topics for the problem-based teaching. The problem-solving levels were
designed by Pinter (2012) according to the Hungary's main curriculum, which
expanded problem-solving skills in teacher students. The four levels and sublevels
were respectively implemented as follows: Level 1. Recognizing, goal setting, Level
2. Creating a plan and a solution strategy, Level 3. Performing the plan, reviewing
the plan and, if necessary, modify, Level 4. Exploring and expanding the problem.
At the beginning of the study, the mathematics teachers received an explanation on
how they were supposed to act in accordance with the researchers' wish, whenever
they want to teach a subject. The levels 1 to 4 were discussed with the teachers and
they were asked to complete those levels, and the teachers were supposed to do
the discussions and to be trained, in the expected way. In fact, the aim of the study
is to explore whether we can make the teachers get used to advancing their problem-
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Assessment of Training Course with Reliance on Problem Solving Approach for Mathematics
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Autor (es): Somayeh Karimi, Ahmad Shahvarani, Majid Haghverdi. (Págs. 19 - 35)
solving training according to the above-mentioned levels and sublevels, or not. In
this study, during an in-service course and two workshops, the teachers in
experimental group received the necessary trainings for 12 weeks, four hours a week
(only the two last days of the week), based on the Polya and Schoenfeld’s problem
solving theories and in the form of the four mentioned levels in seven mathematical
topics. In this study, through consultation with the teachers, the problems were
selected from the topics of the (seventh and ninth grades) secondary school
mathematics books that have been the teachers' main concern. These problems
were also selected in agreement with the opinion of the teacher educators who were
teaching at teacher training centers and believed that teaching these topics is
important due to the central role that they play in mathematics education and have
priority to the eighth-grade math problems.
Findings
In this section, the statistical findings obtained from the data analysis in R software
and the packages of ggplot 2, lavaan and semPlot from R software are shown as
below. To investigate the research questions, the structural equation modeling was
used. According to the questions related to each factor and according to the main
questionnaire of this scale, we name the factors as it is shown in Table 1.
Table 1: Guide for naming the variables in this text
St1 -> Level 1: Reaction St2 -> Level 2: Learning
St3 -> Level 3: Behavior St4 -> Level 4: Results
This conceptual model is represented in the path model in Figure 1. According to the
values of goodness of fit indicators, this model is in a good and at least acceptable
level of fitting in terms of all indicators of goodness of fit and based on the research
data in this study. The only indicator which shows that this model is not at a good
fitting level is the p-value of the Chi-Square test, which can be due to the large size
of the sample.
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Assessment of Training Course with Reliance on Problem Solving Approach for Mathematics
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Figure 1: Conceptual model of research
In Figure 2, we see the conceptual model of research with standardized factor
loadings, and in Table 2, we see the goodness of fit indices.
Figure 2: The first conceptual model of research, implemented with standardized factor loadings
In Table 3, the non-standardized factor loadings are represented along with their
levels of significance.
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Assessment of Training Course with Reliance on Problem Solving Approach for Mathematics
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Table 2: Goodness of fit indices for the conceptual model of research
Result
Observed
Goodness of
fit index
Index range
for the good
fitting
Index
Goodness of fit
index
Good fitting
(492) 684.00
Ratio of the X2
statistic to the
degree of
freedom of 3
Ratio of the X2
statistic to the
degree of
freedom less
than 5
Value of the X2
(df)
statistic
Inappropriate
fitting
<0.05
P-value of the X2
test
Good fitting
1.39
Ratio of the X2
Good fitting
0.05
Less than
0.05
Less than 0.08
RMSEA
Good fitting
0.54
More than 0.1
More than 0.05
P (RMSEA<0.05)
Good fitting
0.97
More than
0.95
More than 0.90
CFI
Acceptable
0.86
More than
0.90
More than 0.85
AGFI
Table 3: Significance evaluation of path coefficients related to the direct effects
P-value
T
Standard
Error of
Estimate
Standardized
path
Coefficient
Non-
standardized
path Coefficient
Effect
<0.01
16.93
0.05
0.91
0.85
St2
→
St1
<0.01
19.53
0.03
0.93
0.96
St3
→
St2
<0.01
19.69
0.06
0.91
0.91
St4
→
St3
According to the p-value obtained from the t-test for significance of each of these
paths, the effects of these paths are significant (p <0.01); and according to the sign
of coefficients for these paths, it indicates the positive effect of each level of the
model on its next level.
Discussion
This study aimed at providing a basis for examining the efficiency and effectiveness
of in-service training course with the problem-solving approach on the first-grade
high school math teachers, which was not evaluated with a comprehensive and
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prominent model so far. In this study, in addition to the common methods of
evaluating in-service courses which have been limited to surveying the participants
and using questionnaires, based on the pattern of change in learning, the resulting
behavior and outcomes of training the teachers were evaluated in their work
environment and the areas which needed improvements were addressed in the
study.One of the reasons for the importance of this study was planning to prevent
wastage of organizational resources and interests by examining the quality of the
provided trainings at different levels of evaluation; which means that according to the
provided trainings, the evaluation levels and the conceptual research model , it
turned out that if the teachers under training provide more responses, the learning
will takes place better; and it will enhance the teacher's ability and skill, mastery,
and performance, and it was found that the level of behavior has a positive impact
on the teacher’s organizational results and the productivity resulting from his
performance. However, due to the time constraints of training courses and the
presence of influential factors in organizational definitions and the researcher's
inability to make organizational decisions to create a competition and rank the
teachers' activities, upgrading the conceptual model and turning it into an evaluation
cycle did not become possible.
Figure 3: The Summary of Research
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Assessment of Training Course with Reliance on Problem Solving Approach for Mathematics
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By creating such a cycle, it is possible for teachers to maintain and preserve their
work values and skills, and appropriate organizational feedback leads to the creation
of motivation, followed by learning and its manifestation in behavior and the
improvement in the level of organizational results. Of course, it should be noted that
in this method of evaluation and in comparison, with other methods, it is required to
collect more information about the quality of trainings and the educational effects;
and it is needed to implement the constant inspections of changes in knowledge,
skills, abilities, work priorities and the performance of each individual at each level
from the beginning of the training course to its end, in the work environment. These
requirements involve spending more time, money in addition to having more
organizational cooperation.
Conclusions
Mathematics teachers need different knowledge that provide them the necessary
information about the students, and It is necessary for mathematics teachers to know
how to implement problem solving method. Therefore, in this study, the attempt was
taken to implement the in-service course in the form of a framework, by relying on
the (Polya & Schoenfeld's) problem-solving method. The Kirkpatrick evaluation
model was used to evaluate the efficiency of the in-service course for mathematics
teachers. Using the standard questionnaire, the four levels of this model were
examined on teachers, after the in-service course. The exact structural equation
analysis showed that each level represents the positive effect of each level of the
model on its next level. Since the problem-based approach opened the windows
towards the new educational activities and open-mindedness for the teachers
participated in the study, teachers could grasp a better understanding of a
mathematical problem's outcome. This condition can be seen in the reaction level of
Kirkpatrick's model. Moreover, the extent of learning and acquiring the new
knowledge during the problem-solving process, by relying on the active problem-
solving approaches based on Polya and Schoenfeld's methods, could raise the
learning level of the new contents with a new problem-solving approach for teachers,
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Assessment of Training Course with Reliance on Problem Solving Approach for Mathematics
Teachers.
Autor (es): Somayeh Karimi, Ahmad Shahvarani, Majid Haghverdi. (Págs. 19 - 35)
which covers the second level of Kirkpatrick's model. Subsequently, according to the
third level of Kirkpatrick's model, they changed the teachers' behavior towards the
new mathematical concepts and their optimal ways of teaching. This change was
evident in improving their performance. On the other hand, the last level, (i.e. the
results level) in the Kirkpatrick model, was evident in this in-service training course.
For instance, a reduction in costs for holding the inadequate in-service training
courses which were not much effective, and increase educational quality after in-
service course, were evident in the mathematics classes of these teachers, and the
organizational goals of education were also met. Therefore, with regard to the better
performance of the mathematics teachers and the effectiveness of each level of
Kirkpatrick's levels, after the problem-based training course on some topics of the
mathematics book, some suggestions for further research were presented. It is
suggested that Kirkpatrick's levels be held and examined among mathematics
teachers several times after an academic year to evaluate different in-service
training courses for mathematics teachers with new methods and more accurate
estimates of the level and the status of the mathematics teachers. It is suggested
that the problem-solving method and in-service training courses be implemented and
held in subjects such as geometry and algebra, based on Polya and Schoenfeld's
frameworks, and then the outcomes of the training course be evaluated, according
to the four levels of Kirkpatrick. Issues such as: the expertise, academic ability, and
the skill of the teacher in choosing the best teaching methods, holding classes in an
interesting and stimulating environment, formative assessment to ensure the
effectiveness of the training courses, the active participation of the school principals
in evaluating the effectiveness, Explaining learners about the goals and content
before holding the training course, should be considered.Problem solving training is
necessary to increase the learners' learning and academic achievements, therefore,
teachers in the field of mathematics education should be more focused on using this
approach. However, this should not be neglected that; teaching with a problem-
solving approach is not prescribed in every situation and for every educational
subject. In teaching with problem solving approach, there is a need for the
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Assessment of Training Course with Reliance on Problem Solving Approach for Mathematics
Teachers.
Autor (es): Somayeh Karimi, Ahmad Shahvarani, Majid Haghverdi. (Págs. 19 - 35)
experienced, flexible, and interested teachers with a high level of knowledge.
Furthermore, this educational approach needs students and mathematics teachers
to spend enough time and engage in problematic issues. Therefore, the
requirements of this educational approach during the implementation of education,
are very important.
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