IOSR Journal of Research & Method in Education (IOSRJRME) is an open access journal that publishes articles which contribute new results in all areas of research & method in education. The goal of this journal is to bring together researchers and practitioners from academia and industry to focus on advanced research & method in education concepts and establishing new collaborations in these areas.
An Experimental Study of Collaborative Instructional Strategy (CIS) for Teac...Dr.Nasir Ahmad
: Modern concept of education is based on students’ centered learning approaches
where collaborative instructional strategy is an emerging approach. It has been tested in
different subjects and its effectiveness has been proved. Therefore, this experimental study
investigated the effects of Collaborative Instructional Strategy (CIS) on mathematics
achievement of fifth grade students. The experiment was conducted at a Government school
in District Swat, Pakistan using pre-test post-test comparative group design on 64 students
in two groups (control and experimental). Mathematics Attainments Test (MAT) was
developed to measure students' academic achievement. Collaborative mathematics
instructional lesson plans (CMIL) were also developed to teach mathematics. The collected
data were analyzed though mean, standard deviation, pair sample t test and independent
sample t test. The results of the experiment showed that Collaborative Instructional Strategy
(CIS) has a significant positive effect on the academic achievement of Primary school
students in the subject of mathematics. It was recommended that Collaborative Instructional
Strategy (CIS) may be use to teach mathematics at primary level.
Abstract- This study is aimed at comparing team-assisted individualization learning model and scramble learning model toward student’s learning activities on social science subject, SMP Negeri 19 Palembang. This is a comparative study using a completely randomized design. The population of this study was all eighth grade classes consisting of 354 students. Cluster random sampling was used to decide the sample of this study in which class VIII.10 as experiment-1 and VIII.9 as experiment-2; Each class consists of 35 students. The technique of data collection used in this study was observation. SPSS 24.0 was used to analyze the data. The result shows that there are active learning activities. Statistically, scramble learning model is more interesting than team-assisted individualization learning model.
ASLA XXIII Biennial Conference - Anne Whisken - Teachers at a secondary school participated in a PhD action research project lead by teacher librarian Anne Whisken. It used Christine Bruce’s Informed Learning model to consider strategies for inclusion of information literacy in discipline practice and learning experiences. This presentation reflects on the power of collegial discussion and reflective practice, and possibilities for teacher librarians to lead action research.
An Experimental Study of Collaborative Instructional Strategy (CIS) for Teac...Dr.Nasir Ahmad
: Modern concept of education is based on students’ centered learning approaches
where collaborative instructional strategy is an emerging approach. It has been tested in
different subjects and its effectiveness has been proved. Therefore, this experimental study
investigated the effects of Collaborative Instructional Strategy (CIS) on mathematics
achievement of fifth grade students. The experiment was conducted at a Government school
in District Swat, Pakistan using pre-test post-test comparative group design on 64 students
in two groups (control and experimental). Mathematics Attainments Test (MAT) was
developed to measure students' academic achievement. Collaborative mathematics
instructional lesson plans (CMIL) were also developed to teach mathematics. The collected
data were analyzed though mean, standard deviation, pair sample t test and independent
sample t test. The results of the experiment showed that Collaborative Instructional Strategy
(CIS) has a significant positive effect on the academic achievement of Primary school
students in the subject of mathematics. It was recommended that Collaborative Instructional
Strategy (CIS) may be use to teach mathematics at primary level.
Abstract- This study is aimed at comparing team-assisted individualization learning model and scramble learning model toward student’s learning activities on social science subject, SMP Negeri 19 Palembang. This is a comparative study using a completely randomized design. The population of this study was all eighth grade classes consisting of 354 students. Cluster random sampling was used to decide the sample of this study in which class VIII.10 as experiment-1 and VIII.9 as experiment-2; Each class consists of 35 students. The technique of data collection used in this study was observation. SPSS 24.0 was used to analyze the data. The result shows that there are active learning activities. Statistically, scramble learning model is more interesting than team-assisted individualization learning model.
ASLA XXIII Biennial Conference - Anne Whisken - Teachers at a secondary school participated in a PhD action research project lead by teacher librarian Anne Whisken. It used Christine Bruce’s Informed Learning model to consider strategies for inclusion of information literacy in discipline practice and learning experiences. This presentation reflects on the power of collegial discussion and reflective practice, and possibilities for teacher librarians to lead action research.
Improving Students’ Achievement of Social Science By Using Jigsaw Cooperative...iosrjce
This study was aimed at determining the students’ achievement of Social Science at the Fifth Grade
of State Primary School Bukittinggi, West Sumatera. This study was based on the problem that the students did
not reach the standard minimum criteria score which was determined 70. The classroom action research was
used in this study by using Jigsaw Cooperative Learning Model. The finding showed that there was an increase
on the teachers’ teaching skills and students’ achievement. The average score of teachers’ teaching skills in the
first cycle was 2.6, the second cycle was 2.8 and the third cycle was 3.4 with a very good category. The
students’ score was increased steadily from 67.9% (first cycle), to 75% (cycle II) and the final 92.5% (cycle III).
This suggests that the use of Jigsaw Cooperative Learning Model improved students’ achievement of Social
Science
Exploring Teachers Practices of Classroom Assessment in Secondary Science Cla...Md. Mehadi Rahman
The study investigates teachers’ classroom assessment practices of secondary schools in Bangladesh. The study is mainly quantitative with some integration of qualitative approach. Secondary science teachers and their science classrooms were main data source of the study, which were selected randomly. Data sources were secondary science teachers and their science classrooms. The study used a lesson observation protocol to understand their classroom assessment practice, and pre-lesson and post-lesson observation interview protocols as main sources of data collection. Qualitative data from interview were used to triangulate the quantitative data from observation. A total of thirty teachers (twenty male and ten female) were chosen randomly from six secondary schools in Dhaka. The study explored that teachers’ current practice of classroom assessment was to only assess students learning achievement and they followed traditional methods to assess students. The dominated assessment activity was oral questioning and very few students take part in the assessment activities by answering the questions. The classroom questions are basically focused very specific responses and encouraged rote learning; even students’ didn’t get enough time for thinking and answering the questions. Therefore the study suggests changing current practices by using different assessment strategies like self and peer assessment and focus on assessment for learning to ensure effective teaching-learning and quality education. These findings can inform the classroom teachers as well as o relevant stakeholders in making necessary changes in the present classroom assessment practices in Bangladesh.
The Effect of Teachers' Training in Secondary English Teachers' Practice of C...Md. Mehadi Rahman
The study investigates the effectiveness of current teachers' training programs in secondary English teachers practising CLT in Bangladesh. The study follows a mixed design. Secondary trained English teachers were the main data source of the study. The study used an observation protocol for a training session; one questionnaire for teachers, and one
FGD interview schedule for teachers as main sources of data collection. Qualitative data from the interview were used to
triangulate the quantitative data from the questionnaire. One hundred teachers were chosen randomly from twenty secondary schools from Dhaka, Bogura and Rajshahi division.
There were (25) English teachers from five schools who were
chosen purposively for FGD. Result showed that teachers
training has less positive effects on their CLT practice in the
secondary classroom. Through training, teachers understood
the importance of CLT, nevertheless they did not practice CLT properly in the classrooms. Results showed that teachers blamed the mismatch between the assessment system and the
CLT approach for the inability to implement the CLT appropriately. Therefore, the study suggests changing the
current assessment system and increasing support for the trained teachers to practise CLT in the classroom
This model guides teachers to go to the depth of the content. And helps students to attain new concepts. So the model has a great attribute on teaching -learning process.
An Analysis of the Relationship between in-service Teachers’ Efficacy Levels,...inventionjournals
This study aims to investigate the relationship between the attitudes of Physics, Chemistry and Biology teachers towards the constructivist approach to teaching and towards their profession, and their efficacy levels. 1958 high school teachers within the Ministry of National Education from several cities in Turkey participated in the study. Data were gathered through Ohio Teacher Efficacy Scale (Tschannen-Moran & Woolfolk-Hoy, 2001; Baloglu&Karadag, 2008), Constructivist Approach Attitude Scale (Balim, Kesercioglu, Inel&Evrekli, 2002) and Attitudes Towards Teaching Profession Scale (Cetin, 2006) in order to find out whether there was a statistically significant relationship between teachers’ attitudes and their efficacy levels. Results showed that there existed a positive statistically significant correlation between the attitudes and the efficacy levels. Namely, as the participants’ efficacy levels increased, their attitudes towards teaching profession and towards the constructivist approach to teaching increased, as well.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online
EFFORTS TO IMPROVE IPA LEARNING OUTCOMES THROUGH DEMONSTRATION LEARNING MODELSM. Ifaldi Sidik
This study aims to obtain information and find out about efforts to improve learning outcomes of science through the DEMONTRATION learning model. This type of research is classroom action research. The subjects of this study were in class VIII.3 at SMPN 1 Sintuk Toboh Gadang with 29 students. This research uses a qualitative approach. Research procedures include planning, implementing, observing, and reflecting. This research was conducted in two cycles and was conducted in collaboration between the researcher and the observer. The techniques used in data collection are observation, tests, field notes and documentation. Data analysis uses percentages. The results of this study indicate that student learning outcomes in the science learning process by using DEMONTRATION can improve student learning outcomes.
Improving Students’ Achievement of Social Science By Using Jigsaw Cooperative...iosrjce
This study was aimed at determining the students’ achievement of Social Science at the Fifth Grade
of State Primary School Bukittinggi, West Sumatera. This study was based on the problem that the students did
not reach the standard minimum criteria score which was determined 70. The classroom action research was
used in this study by using Jigsaw Cooperative Learning Model. The finding showed that there was an increase
on the teachers’ teaching skills and students’ achievement. The average score of teachers’ teaching skills in the
first cycle was 2.6, the second cycle was 2.8 and the third cycle was 3.4 with a very good category. The
students’ score was increased steadily from 67.9% (first cycle), to 75% (cycle II) and the final 92.5% (cycle III).
This suggests that the use of Jigsaw Cooperative Learning Model improved students’ achievement of Social
Science
Exploring Teachers Practices of Classroom Assessment in Secondary Science Cla...Md. Mehadi Rahman
The study investigates teachers’ classroom assessment practices of secondary schools in Bangladesh. The study is mainly quantitative with some integration of qualitative approach. Secondary science teachers and their science classrooms were main data source of the study, which were selected randomly. Data sources were secondary science teachers and their science classrooms. The study used a lesson observation protocol to understand their classroom assessment practice, and pre-lesson and post-lesson observation interview protocols as main sources of data collection. Qualitative data from interview were used to triangulate the quantitative data from observation. A total of thirty teachers (twenty male and ten female) were chosen randomly from six secondary schools in Dhaka. The study explored that teachers’ current practice of classroom assessment was to only assess students learning achievement and they followed traditional methods to assess students. The dominated assessment activity was oral questioning and very few students take part in the assessment activities by answering the questions. The classroom questions are basically focused very specific responses and encouraged rote learning; even students’ didn’t get enough time for thinking and answering the questions. Therefore the study suggests changing current practices by using different assessment strategies like self and peer assessment and focus on assessment for learning to ensure effective teaching-learning and quality education. These findings can inform the classroom teachers as well as o relevant stakeholders in making necessary changes in the present classroom assessment practices in Bangladesh.
The Effect of Teachers' Training in Secondary English Teachers' Practice of C...Md. Mehadi Rahman
The study investigates the effectiveness of current teachers' training programs in secondary English teachers practising CLT in Bangladesh. The study follows a mixed design. Secondary trained English teachers were the main data source of the study. The study used an observation protocol for a training session; one questionnaire for teachers, and one
FGD interview schedule for teachers as main sources of data collection. Qualitative data from the interview were used to
triangulate the quantitative data from the questionnaire. One hundred teachers were chosen randomly from twenty secondary schools from Dhaka, Bogura and Rajshahi division.
There were (25) English teachers from five schools who were
chosen purposively for FGD. Result showed that teachers
training has less positive effects on their CLT practice in the
secondary classroom. Through training, teachers understood
the importance of CLT, nevertheless they did not practice CLT properly in the classrooms. Results showed that teachers blamed the mismatch between the assessment system and the
CLT approach for the inability to implement the CLT appropriately. Therefore, the study suggests changing the
current assessment system and increasing support for the trained teachers to practise CLT in the classroom
This model guides teachers to go to the depth of the content. And helps students to attain new concepts. So the model has a great attribute on teaching -learning process.
An Analysis of the Relationship between in-service Teachers’ Efficacy Levels,...inventionjournals
This study aims to investigate the relationship between the attitudes of Physics, Chemistry and Biology teachers towards the constructivist approach to teaching and towards their profession, and their efficacy levels. 1958 high school teachers within the Ministry of National Education from several cities in Turkey participated in the study. Data were gathered through Ohio Teacher Efficacy Scale (Tschannen-Moran & Woolfolk-Hoy, 2001; Baloglu&Karadag, 2008), Constructivist Approach Attitude Scale (Balim, Kesercioglu, Inel&Evrekli, 2002) and Attitudes Towards Teaching Profession Scale (Cetin, 2006) in order to find out whether there was a statistically significant relationship between teachers’ attitudes and their efficacy levels. Results showed that there existed a positive statistically significant correlation between the attitudes and the efficacy levels. Namely, as the participants’ efficacy levels increased, their attitudes towards teaching profession and towards the constructivist approach to teaching increased, as well.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online
EFFORTS TO IMPROVE IPA LEARNING OUTCOMES THROUGH DEMONSTRATION LEARNING MODELSM. Ifaldi Sidik
This study aims to obtain information and find out about efforts to improve learning outcomes of science through the DEMONTRATION learning model. This type of research is classroom action research. The subjects of this study were in class VIII.3 at SMPN 1 Sintuk Toboh Gadang with 29 students. This research uses a qualitative approach. Research procedures include planning, implementing, observing, and reflecting. This research was conducted in two cycles and was conducted in collaboration between the researcher and the observer. The techniques used in data collection are observation, tests, field notes and documentation. Data analysis uses percentages. The results of this study indicate that student learning outcomes in the science learning process by using DEMONTRATION can improve student learning outcomes.
8:15 am -10:30 am Session 1: Lymphology Then and Now: A Historical Panorama of 50 Years of Pioneers, Questions, Discoveries and the Evolution of Lymphology in Health and Disease
Periodontally Accelerated Osteogenic Orthodontics: A Surgical Technique and C...iosrjce
IOSR Journal of Dental and Medical Sciences is one of the speciality Journal in Dental Science and Medical Science published by International Organization of Scientific Research (IOSR). The Journal publishes papers of the highest scientific merit and widest possible scope work in all areas related to medical and dental science. The Journal welcome review articles, leading medical and clinical research articles, technical notes, case reports and others.
Linguagem, língua, escrita e oralidadeKaren Olivan
Reconhecer que a língua está em constante mudança e que tais mudanças são fenômenos sociais, regionais, os quais resultam em diferentes formas de registro.
Similar to Teachers Perception And Openion Towards Innovativeand Existing Social Scienceteaching Strategies With Special Reference To Anchored Instruction
Examining Reflective Teaching Practices in the Digital AgeAJHSSR Journal
ABSTRACT:Reflective teaching is the process of critically evaluating one’s own practices to improve
effectiveness. This paper examines reflective teaching concepts from seminal thinkers like Dewey, Schön, and
Zeichner and Liston, emphasizing questioning assumptions and willingness to change. It summarizes aspects
teachers can reflect on using Richards and Lockhart’s framework spanning beliefs, decision-making, roles,
lesson structure, classroom interaction, activities, and language use. Research reviewed explores practices in
technology-rich contexts, using blogs, integrating technology in training programs, links between attitudes about
technology and reflective practices, critical thinking on technology integration resulting from course tasks, and
guided reflections on cultural competence. Key findings show that technology-oriented tasks elicit more
transformative thinking about integration compared to traditional applications. However, positive attitudes
toward technology do not necessarily translate to usage for reflection. There are also gaps between leaders and
teachers in sustaining practices, so developing reflective skills is recommended. The paper offers practical
suggestions for teachers to leverage video analysis, collaborative documentation, blogging, journaling,
annotating plans and student work, surveying students, and analyzing performance data to make reflection a
consistent habit focused on improvement.
KEYWORDS: reflective practice, teaching, EFL, ICT, teacher development, educational technology
Models of teaching are one of the techniques of teaching so that teaching learning process becomes very effective. It is useful for all teachers from pre primary to higher education
Models of teaching is a technique helpful for making teaching learning process more effective. It can be used by primary, secondary, higher secondary, higher education teachers.
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.
The Comparative Study Between The Cooperative Learning Model Of Numbered Head...iosrjce
This research aims to explain the differences between the cooperative learning model of Numbered
Heads Together (NHT) and Student Team Achievement Division (STAD) to the learning achievement of the
eighth grade students in social subject at SMP Negeri 5 Jombang. The population in this study was 66 students
of the eight grade students in which 33 students from class VIII H. and 33 students from class VIII F. The data
were collected by using observation, interviews and tests. This research applied T-test for data analysis.
The results showed that there is significantly difference on learning achievement of the eighth grade social
studies at SMP Negeri 5 Jombang who are taught by using the cooperative learning model of NHT and STAD.
The result showed that tcount was 2.763, it is higher than the coefficient of table 1.998 at the 5% level of
significant (α) on the value of (df) = (33-1)(33-1) is 64. It implied that tcount> ttable in which 2.763 > 1.998,
therefore, the null hypothesis (Ho) is rejected and the alternative hypothesis (Ha) is accepted. Finally, It can be
concluded that there is significant difference of the cooperative learning Model of Numbered Heads Together
(NHT) And Student Team Achievement Division (STAD) to the learning achievement of the Eighth Grade
Student in Social Subject at SMP Negeri 5 Jombang
Awareness, Perspectives and Practices on the Multifaceted Educational Pedagog...Jomar Aban
This study utilized a quantitative descriptive way using a structured questionnaire to analyze the awareness, perspectives and initiatives of instructors and students to the six educational pedagogies namely: cooperative learning, inquiry-based learning, lecture method, mastery learning, learning with emphasis to communication skills, and project-based method. It was found that the College of Education is not an exception to the high awareness and practice of lecture method over the other alternative student-centered educational pedagogies even at this modern era of learning and education. Age, highest educational attainment, number of hours of seminars attended, and frequency of access to web, journals and books played a significant role in the awareness of respondents to the different educational pedagogies wherein the greater the age, the higher the educational attainment, the more number of hours of seminars attended, and the higher the frequency of access, significantly increases the awareness of the respondents. In general, faculty development improves as an instructor ages, such as his/her educational attainment, the increase in the number of hours of the seminars that he/she has attended and his/her frequency to access to the internet, journals and books.
HOW TO CITE: Aban, J. L. and Aban, J. L. (2015). Awareness, Perspectives and Practices on the Multifaceted Educational Pedagogies in Don Mariano Marcos Memorial State University, Philippines. International Council of Education for Teaching (ICET), 59th World Assembly - Challenging Disparities in Education. Naruto University of Education, Japan. June 19-21, 2015. pp 447-458.
Pedagogy and innovative approaches in Teaching and learning.pptxjagannath Dange
All children are born and raised in different situations. The schools in need to implement a curriculum which not only promotes development in cognition, language, literacy, numeracy and the arts but also addresses wellbeing and happiness of the students. so, Pedagogy must be ideal to the needs of the learners. hence different approaches must be adopted to train the different faculties of children.
Empowerement To Teacher By Participatory And Motivating Methodsinventionjournals
The way of looking at something in the present era is different from the past era. In the past era, something is looked at partially. The effect of this situation is harm for the life. At present era and the future, look at something should comprehensively and integral. The profile of human beings who are able to think comprehensively and integral may be designed by thematic learning method. Thematic learning method is an interesting issue to be studied. This research is focused in thematic learning method. This research is community based research, that is a research that based on empowerment activity. So there are two main activities, they are research and empowerment. The implementation both programs are together. During the empowerment program, there is a research (collecting data). Experts said that in community based research, there is an action research, so there is a categorization that community based research is include action research. The result of the research showed that empowerment to teachers in implementing thematic learning is not significant. The trend of competence is 0.152 + 0.716 Motivation (Competence = 0.152 + 0.716 Motivation). It can be explained that “Each increasing of 1 point of motivation can increases 0.716 of competence
Similar to Teachers Perception And Openion Towards Innovativeand Existing Social Scienceteaching Strategies With Special Reference To Anchored Instruction (20)
An Examination of Effectuation Dimension as Financing Practice of Small and M...iosrjce
IOSR Journal of Business and Management (IOSR-JBM) is a double blind peer reviewed International Journal that provides rapid publication (within a month) of articles in all areas of business and managemant and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications inbusiness and management. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
Does Goods and Services Tax (GST) Leads to Indian Economic Development?iosrjce
IOSR Journal of Business and Management (IOSR-JBM) is a double blind peer reviewed International Journal that provides rapid publication (within a month) of articles in all areas of business and managemant and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications inbusiness and management. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
Childhood Factors that influence success in later lifeiosrjce
IOSR Journal of Business and Management (IOSR-JBM) is a double blind peer reviewed International Journal that provides rapid publication (within a month) of articles in all areas of business and managemant and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications inbusiness and management. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
Emotional Intelligence and Work Performance Relationship: A Study on Sales Pe...iosrjce
IOSR Journal of Business and Management (IOSR-JBM) is a double blind peer reviewed International Journal that provides rapid publication (within a month) of articles in all areas of business and managemant and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications inbusiness and management. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
Customer’s Acceptance of Internet Banking in Dubaiiosrjce
IOSR Journal of Business and Management (IOSR-JBM) is a double blind peer reviewed International Journal that provides rapid publication (within a month) of articles in all areas of business and managemant and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications inbusiness and management. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
A Study of Employee Satisfaction relating to Job Security & Working Hours amo...iosrjce
IOSR Journal of Business and Management (IOSR-JBM) is a double blind peer reviewed International Journal that provides rapid publication (within a month) of articles in all areas of business and managemant and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications inbusiness and management. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
Consumer Perspectives on Brand Preference: A Choice Based Model Approachiosrjce
IOSR Journal of Business and Management (IOSR-JBM) is a double blind peer reviewed International Journal that provides rapid publication (within a month) of articles in all areas of business and managemant and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications inbusiness and management. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
Student`S Approach towards Social Network Sitesiosrjce
IOSR Journal of Business and Management (IOSR-JBM) is a double blind peer reviewed International Journal that provides rapid publication (within a month) of articles in all areas of business and managemant and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications inbusiness and management. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
Broadcast Management in Nigeria: The systems approach as an imperativeiosrjce
IOSR Journal of Business and Management (IOSR-JBM) is a double blind peer reviewed International Journal that provides rapid publication (within a month) of articles in all areas of business and managemant and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications inbusiness and management. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
A Study on Retailer’s Perception on Soya Products with Special Reference to T...iosrjce
IOSR Journal of Business and Management (IOSR-JBM) is a double blind peer reviewed International Journal that provides rapid publication (within a month) of articles in all areas of business and managemant and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications inbusiness and management. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
A Study Factors Influence on Organisation Citizenship Behaviour in Corporate ...iosrjce
IOSR Journal of Business and Management (IOSR-JBM) is a double blind peer reviewed International Journal that provides rapid publication (within a month) of articles in all areas of business and managemant and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications inbusiness and management. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
Consumers’ Behaviour on Sony Xperia: A Case Study on Bangladeshiosrjce
IOSR Journal of Business and Management (IOSR-JBM) is a double blind peer reviewed International Journal that provides rapid publication (within a month) of articles in all areas of business and managemant and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications inbusiness and management. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
Design of a Balanced Scorecard on Nonprofit Organizations (Study on Yayasan P...iosrjce
IOSR Journal of Business and Management (IOSR-JBM) is a double blind peer reviewed International Journal that provides rapid publication (within a month) of articles in all areas of business and managemant and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications inbusiness and management. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
Public Sector Reforms and Outsourcing Services in Nigeria: An Empirical Evalu...iosrjce
IOSR Journal of Business and Management (IOSR-JBM) is a double blind peer reviewed International Journal that provides rapid publication (within a month) of articles in all areas of business and managemant and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications inbusiness and management. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
Media Innovations and its Impact on Brand awareness & Considerationiosrjce
IOSR Journal of Business and Management (IOSR-JBM) is a double blind peer reviewed International Journal that provides rapid publication (within a month) of articles in all areas of business and managemant and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications inbusiness and management. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
Customer experience in supermarkets and hypermarkets – A comparative studyiosrjce
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Teachers Perception And Openion Towards Innovativeand Existing Social Scienceteaching Strategies With Special Reference To Anchored Instruction
1. IOSR Journal of Research & Method in Education (IOSR-JRME)
e-ISSN: 2320–7388,p-ISSN: 2320–737X Volume 5, Issue 6 Ver. III (Nov. - Dec. 2015), PP 43-48
www.iosrjournals.org
DOI: 10.9790/7388-05634348 www.iosrjournals.org 43 | Page
Teachers Perception And Openion Towards Innovativeand
Existing Social Scienceteaching Strategies With Special Reference
To Anchored Instruction
Dr.Pk Aruna, Mr. Muhammed Haris. C, Mrs. Nessy Mol.S
Associate Professor In Education Department Of Education, University Of Calicut
Junior Research Fellow, Department Of Education, University Of Calicut
Research Scholar, Department Of Education Bharathiyar University
Abstract: Teaching is an important part of education. Teaching involves divergent elements. Teaching
strategies are one among the significant determining factor of effective teaching. Perception and opinion of
teachers towards existing and innovative strategies are important because teachers conduct class with a
specific strategy based on their perception.
The study intends to find out the perception and opinion of secondary school social science teachers towards
existing and innovative social science teaching strategies with special reference to Anchored Instruction. For
the study Investigator adopted purposive sampling survey method and 50 secondary school social science
teachers were selected by purposive sampling. The tool used for the study was “A questionnaire on teachers
perception and opinion towards existing and innovative social science teaching strategies”.
Collected data analyzed by percentage analysis. Findings of the study are:Majority of the teachers taken classes
by making use of lecture method. Teachers do not use anchored instruction as a teaching method. But
teachers have positive attitude towards anchored instruction because working teachers perceive it is better
approach to develop `both skills and content knowledge in social science among higher secondary students.But
due to the novelty of the approach teachers need more practical knowledge about anchored instruction
I. Introduction
Social Science is a subject to deals with society. Social science teaching is a process of giving a
support to the learner to see the socialworld through the lens of the science. There are different strategies
prevailed in social science teaching. It includes teacher centered, students centered, activity oriented, process
oriented, and outcome oriented strategies. Perception and opinion of teachersinfluence the selection of
strategies using in class room practices.Opinion of teacher‟s reflect the constraints in different strategies. It will
help to select suitable strategies for different topics within the social science subject. Anchored Instruction is an
innovative approach in teaching social science.
Perception is the process of organization, identification, and interpretation of sensory information in
order to represent and understand the environment. Daniel (2011) Opinion is a subjective judgment, viewpoint,
or statement about matters. Existing Strategies means commonly used social science teaching strategies which
are traditionally follows. Innovative strategies means recent developed strategies that is not commonly used in
the class room. Anchored Instruction is a technology based strategydesigned specifically to help students
acquire the skills and knowledge necessary to become independent thinkers and learners. Cognition and
Technology Group at Vanderbilt.(1990) So investigators also enquired about the perception and opinion about
the Anchored Instruction.
Need And Significance Of The Study
Education is a powerful tool for socialization. Social science involves all relevant topic related to
society such as values in a society, social institutions etc. To inculcate social goals of education social science
teaching is essential. Social science teaching in the present day class room practiced by using diverse strategies.
These strategies work as a vehicle for transmitting values, attitudes, knowledge etc. The strategies are chosen
by teachers according to their perception. Teachers have different opinion towards different approach.
Teaching learning process is changing based on innovative researches. Teacher centeredness gradually vanish
and child centered approach is more prevalent by the paradigm shift from behaviourism to constructivism in
teaching learning process. Even though social science teachers still taking class by using both child centered
and teacher centered teaching strategies. So investigators intended to understand the perception and opinion of
social science teachers on different teaching strategies in social science.
2. Teachers Perception And Openion Towards Innovativeand Existing Social ….
DOI: 10.9790/7388-05634348 www.iosrjournals.org 44 | Page
Objectives Of The Study
To find out the perception and opinion of secondary school social science teachers towards innovative
and existing strategies
To find out the perception and opinion of secondary school social science teachers towards Anchored
Instruction
II. Methodology Of The Study
Sample of the study
The study adopted survey method. The sample consist of 50 secondary school social science teachers.
Samples were selectedby using purposive sampling from various schools of Malappuram district.
Tools used for the study
The tools used for the study was “A questionnaire on teachers perception and opinion towards
innovative and existingsocial science teaching strategies.”Questionnaire includes two parts A part
includesquestions related to the opinion of the teachers regarding innovative and existing teaching strategies in
social science in order to evaluate frequency of the use of each strategy. Questionnaire contains three responses
such as to a great extent, some extent and not at all.B part of questionnaire including items regarding perception
and opinion of teachers towards different strategies, it also includes advantagesand constraints of each strategy.
Investigators used percentage analysis for analyzing data.
III. Analysis And Interpretation Of Data
The percentage scores of different strategies used by social science teachers are presented in table 1
Table1: Details Of Different Strategies Used By Social Science Teachers
strategies used % of response of
teachers
% of response of
teachers
% of response of
teachers
Total
To a great extent To some extent Not at all
Lecture 37 (74%) 11 (22%) 2 (4%) 50 (100%)
Story telling 5 (10%) 30(60%) 15 (30%) 50 (100%)
Project 0 35 (70%) 15 (30%) 50 (100%)
Text book 10 (20%) 18 (36%) 22 (44%) 50 (100%)
Play way 4 (8%) 20(40%) 26 (52%) 50 (100%)
Problem solving 15 (30%) 25 (50%) 10 (20%) 50 (100%)
Group discussion 30 (60%) 16 (32%) 4 (8%) 50 (100%)
Supervised study 9 (18%) 19 (38%) 22 (44%) 50 (100%)
Socialized recitation 7 (14%) 15 (30%) 28 (56%) 50 (100%)
Source method 5 (10%) 12 (24%) 33 (66%) 50 (100%)
Brain storming 6 (12%) 23 (46%) 21 (42%) 50 (100%)
Simulation 3 (6%) 21 (42%) 26 (52%) 50 (100%)
Socratic method 4 (8%) 24 (48%) 22 (44%) 50 (100%)
Dramatization 2 (4%) 13 (26%) 35 (70%) 50 (100%)
Workshop 0 1 (2%) 49 (98%) 50 (100%)
Demonstration 1 (2%) 16 (32%) 33 (66%) 50 (100%)
Seminar 6 (12%) 17 (34%) 27 (54%) 50 (100%)
Assignment 15 (30%) 28 (56%) 7 (14%) 50 (100%)
Anchored Instruction 0 (0) 0 (0) 0 (0) 0%
Total 50 (100%)
Table No.1 shows the percentage of different teaching strategies used by social science teachers. Data
reveals that 96% teachers used lecture method. Group discussion used by 92% teachers, assignmentmethod
used 86%, problem solving 80% used, project method used by 70% teachers, storytelling method used by 70%
teachers,Brain storming 58% teachers practiced, text book 56% teachers used, supervised study 56% teachers
used, Socratic method56% teachers used, play way method 48% teachers practiced, simulation practiced by
48% teachers, Seminar used by 46% teachers, socialized recitation practiced by 44%, source method utilized
34% teachers, Demonstration practiced 34% teachers, Dramatization practiced 30% teachers,Workshop 2%
teachers utilized .None of the teachers used Anchored instruction.
Anchored Instruction
Anchored instructional approach is an innovative method of teaching in social science. So teachers do
not have knowledge about anchored instruction. So they responded they are not using anchored instructional in
teaching. So investigators enquired perception about anchored instruction by asking different features of
anchored instruction and the reactions of respondents shows its components were used in the class but as a full-
3. Teachers Perception And Openion Towards Innovativeand Existing Social ….
DOI: 10.9790/7388-05634348 www.iosrjournals.org 45 | Page
fledged teaching method it is not used in class. The percentage scores of elements of anchored instruction used
by social science teachers are presented in table 2
Table 2: Details Aboutthe Elements Of Anchored Instruction Used By Social Science Teachers
Elements of anchored
instruction
% of response of
teachers
% of response of
teachers
% of response of
teachers
Total
To a great extent To some extent Not at all
Use of Analogy 11 (22%) 33 (66%) 6 (12%) 50 (100%)
Use of Multimedia 7 (14%) 37 (74%) 6 (12%) 50 (100%)
Problem context 13 (26%) 34 (68%) 3 (6%) 50 (100%)
Group Activity 30 (60%) 16 (32%) 4 (8%) 50 (100%)
Students initiation in
knowledge construction
19 (38%) 25 (50%) 6 (12%) 50 (100%)
Total 50 (100%)
Table No.2 shows most of the teachers using the elements of anchored instruction, perceived it as an
essential part of current teaching practice. Majority of the teachers used the elements of anchored instruction
such as Analogy used 88%, Multimedia utilized 88%, problem contextused94%, group activity conducted
92%teachers and student initiation in knowledge construction used 88%teachers.The percentage scores of
teachers perception and opinion towards innovative and existing social science teaching strategies are
presented in table 3
Table 3: Details Of Teachers Perception And Opinion Towards Innovative And Existingsocial Science
Teaching Strategies
Sl.
No
Strategies Advantages % of teachers Constraints % of teachers
1 Lecture Easy 37 (74%) Monotony 14 (28%)
Cover more lesson 13 (26%) Passive listening 29 (58%)
Less opportunity for self-
study
7 (14%)
2 Story Telling Interesting to students 20 (40%) Exaggeration of reality 27 (54%)
Opportunity to creative
expression
16 (32%) Not suitable for all topics 13 (26%)
Easy to attract
attention
14 (28%) Not suitable for all age group 10 (20%)
3 Project Opportunity to
confront with real
situation
31 (62%) comprehensive planning
needed
20 (40%)
Time consuming 19 (38%)
Investigative skills 19 (38%) Evaluation of project also
difficult
11 (22%)
4 Text Book Close contact with
textbook
50 (100%) Monotony 15 (30%)
Less participation of students
in learning
35 (70%)
5 Play Way Sustain interest and
motivation to study
50 (100%) Not suitable to all topic and
age
27 (54%)
Evaluation difficult 23 (46%)
6 Problem Solving Equip students to face
different problems
33 (66%) Not suitable for all topics 17 (34%)
Develop logical
thinking
17 (34%) Individual difference 33 (66%)
7 Group Discussion Thought provoking 10 (20%) Need more time 22 (44%)
Transfer of ideas each
other
25 (50%) Infrastructural facilities
needed
19 (38%)
Develop critical
thinking
15 (30%) Domination of a few students 9 (18%)
8 Supervised Study Gives Freedom 30 (60%) Diverse nature of content 37 (74%)
Got guidance 20 (40%) Individual difference 13 (26%)
9 Socialized Recitation Develop skill of
recitation
50 (100%) More mechanical process 32 (64%)
Not suitable for higher
classes
18 (36%)
10 Source Method Familiar with authentic
source
20 (40%) Lack of skills 21 (42%)
Inculcate investigation
attitude
30 (60%) Unavailability of authentic
sources
29 (58%)
11 Brain Storming Active participation 15 (30%) Individual difference 31 (62%)
Thought provoking 35 (70%) All topics are not suitable 19 (38%)
12 Simulation Enhance interest 32 (64%) Expensive 32 (64%)
Improve retention 18 (36%) Chance to Create confusion 18 (36%)
4. Teachers Perception And Openion Towards Innovativeand Existing Social ….
DOI: 10.9790/7388-05634348 www.iosrjournals.org 46 | Page
13 Socratic Method Thought provoking 50 (100%) Need suitable question 34 (68%)
Time consuming 16 (32%)
14 Dramatization Provide Multisensory
experience
50 (100%) Expensive 26 (52%)
Need skill 24 (48%)
15 Workshop Develop skills and
knowledge
50 (100%) Needs more time 19 (38%)
Availability offacility 17 (34%)
Expertise and skill 14 (28%)
16 Demonstration Able to understand a
topic by direct
experience
50 (100%) Facility needed 21 (42%)
Expertise and skills 18 (36%)
Costly 11 (22%)
17 Seminar Ability to analyze a
topic
8 (16%) Monotony 22 (44%)
Improve presentation
skill
42 (84%) Individual Difference 28 (56%)
18 Assignment Evaluate students
understanding by
giving follow up
activity
32 (64%) Giving more assignments
made overburden to the
students
15 (30%)
Enhance self work 18 (36%) Copying tendency 35 (70%)
19 Use of Analogy increase memory 19 (38%) Not suitable to all topic 21 (42%)
Meaningful reception 22 (44%) Difficult to find out suitable
analogy
23 (46%)
Easy to learn 9 (18%) Chance of confusion 6 (12%)
20 Use of Multimedia Interesting to students 19 (38%) Expensive 33 (66%)
Provide Multi sensory
experience
31 (62%) Need suitable Facilities 17 (34%)
21 Problem context Increase involvement
of the students
11 (22%) All topics are not suitable for
creating problem context
31 (62%)
Thought provoking 10 (20%) Individual difference 10 (20%)
Problem solving ability 29 (58%) Need time and effort 9 (18%)
22 Group Activity Enhance interest 19 (38%) Need time 27 (54%)
Increase involvement 31 (62%) Need suitable facility 23 (46%)
23 Students initiation in
knowledge
construction
Develop skills 35 (70%) Individual difference 36 (72%)
Increase interest 15 (30%) Time consuming 14 (28%)
Table.3 shows the perception and opinion of social science teachers towards different strategies. Respondents
pointed out major advantages and constraints of different approach as follows.
Lecture
Majority of teachers replied that it is easy method and cover more lessons with short span of time. But
it creates monotony, lack of opportunity for self-study, low respondents of the students.
Story telling
This method needs abilities of stimulus variation and sound modulation and creative expression of
teacher. It is very interesting method of teaching. But it is not suitable for all lessons and age group, there are
chances of exaggeration in terms of reality; is also pointed as demerits of the method by the respondents
Project
Methodically it is the best opportunity providing to the students to confront with real situation. But it
needs comprehensive planning and much time. The evaluation of project also has certain difficulties.
Text book
The text book give a closer view of the subject to the student. Even though it monotonous, lack
students representation in learning, discussion and vision of subject get shorted to the text book only.
Play way
Children are very much like to play so studying with paly is a wonderful idea. But it has some
limitations such as not suitable to all content area and age group and evaluation also a difficult task in this
method.
Problem solving
This method is equipped the students to face different problems. But the individual difference in the
class, all topic not suitable for this method.
5. Teachers Perception And Openion Towards Innovativeand Existing Social ….
DOI: 10.9790/7388-05634348 www.iosrjournals.org 47 | Page
Group discussion
Group discussion is a popular method in the changing class room. It provides opportunity to present
students ideas and receiving others view about a particular problem. It will help to increase critical thinking
among students. But the time and infrastructural limitations creates practical difficulties to this method.
Similarly some students are more dominated over other students create lack of all member‟s participation.
Supervised study
Supervised study helps to provide freedom and guidance to the students but individual difference and
diversity of content and age will create problem. So it is not suitable to all topics and all age groups
Socialized recitation
Recitation to study is effective in lower level but it is not suitable for higher classes and learning to
higher order because it is more a mechanical process. Scarcity of time also makes problems.
Source method
Providing more sources and students gathering information from direct sources are theoretically best
idea. But in practice it has some limitation because the unavailability of authentic sources, lack of skills of
students to gather information directly from sources may impair quality.
Brain storming
This method creates disequilibrium among students and made them more active participants in the
learning process. But individual difference and time limit would make problems.
Simulation
Simulation creates interest in learning and enhances memory and help to transact ideas and concept that
intended to be taught. Even though there is more chance of creating confusions and it is more expensive
method.
Socratic Method
This method provoke the thoughts of students by sets of questions. It needs suitable questions.
Individual difference and limited time span also made hinder to the method.
Dramatization
It is an effective method by giving to the students a direct multisensory experience. But it is costly,
need more skills and facilities.
Workshop
Workshop gives opportunities to students to develop their skills and knowledge. It also costly, need
better facility and is time consuming.
Demonstration
Demonstrating a particular topic creates an amazing effect on students learning by providing direct
experience . But need expertise, skill and better facility. All lessons can‟t be demonstrated for practical
reasons. It is costly.
Seminar
Seminar is a method of teaching by supervising the student‟s presentation on topics which are
assigned. It helps to develop student‟s ability to present their idea on a particular topic. But the individual
difference, monotony of similar pattern of presentation creates problems
Assignment
It is a good method for checking the student‟s response to the lesson by giving follow-up activities after
lesson. But giving more assignments to the students overburden the student with heavy work load.The scope of
this method is limited because students exhibit tendency to copy down already worked out assignments.
Anchored Instructional Approach
Teachers expressed positive opinion and perception towards anchored instructional approach. Because,
these teachers would positively responded to the use of analogy and multimedia in class room to transact
lessons. Similarly they are supported group activities based on problem context and student initiatives in
6. Teachers Perception And Openion Towards Innovativeand Existing Social ….
DOI: 10.9790/7388-05634348 www.iosrjournals.org 48 | Page
construction of knowledge. But theycould realize the practical difficulty of discussing real problems in class
room regularly. They supported the video disc supported teaching approach but they emphasized that it need
more skill to implement in class room. Another problem they raised is that it is more costly and new. But
majority supported the approach because it includes child centeredness, constructivism, activity orientation, ICT
integration, and focus on multimedia approach.
IV. Conclusion
The concept of anchored instruction was developed through work done at Venderbilt University in
Nashville, Tennessee (1990). Anchored Instruction was developed to give teachers and students the opportunity
to work cooperatively from a shared experience perspective (McLartyet al.1989).Anchored instructional
approach enrich constructivism by contributing innovativemethod of teaching. Because it incorporated the idea
of inculcating technology and emphasis on students initiatives for exploration.Anchored Instruction has
emphasized the importance of situating instruction in contexts that are meaningful (Williams,1992) It gives
important to use of knowledge as a tool by students to acquire new information. It provides the shared context
to student and generate discussion. So it will work as an effective instructional method for quality management
of teaching learning process in social science. The study also reveals the perception and opinion towards
teaching strategies of social science.
References
[1]. Brown, J.S., Collins, A., &Duguid,P. (1989). Situated cognition and the culture of learning, Educational Researcher.
[2]. Cognition and Technology Group at Vanderbilt.(1990) Anchored instruction and its relationship to situated cognition. Educational
Research, 19(6), 2-10.
[3]. McLarty, K, Goodman, J. (1989) Implementing anchored instruction: Guiding principlesfor curriculum development. paper
presented at the 39th
annual meeting of the National Reading „conference, Austin, TX. (ERIC Document Reproduction Service No.
ED315736.
[4]. Schacter, Daniel (2011). Psychology.Worth Publishers, New York.
[5]. Williams, S.M. (1992). Putting case-based instruction into context: Examples from legal and medical education.The journal of the
Learning Sciences, 2,367-427.