The intricacies of good teaching are known only to experienced teachers. Teaching is assessment
and, learning and retention are functions of regular testing. This study theorises classroom assessments and
links them with implicit theories of learning and retention of knowledge. The subjects of the study were
motivated to maintain the momentum of learning through taking regular tests and subjected to counselling and
regular feedback on the tests they took. The study analysed statistically semester results for five different year
groups of students taught Quantum Mechanics by the same lecturer who adopted weekly testing. The results
show substantial continuous improvements in students’ academic achievement. The results may be indictments
on lecturers who do not use classroom tests to motivate students’ learning.
Introduction
Objectives
Teaching Skills
Set Induction
Presentation
Identifying Learning Difficulties of Students
Preparing Lessons According to the Individual Needs
Students’ Evaluation
Self Assessment Questions
Suggested Readings
References
This booklet is aimed at school leaders. It identifies the key components of an approach to teaching and learning that will enable class teachers to be successful. There are things to be done and elements of teaching and learning that need to be encouraged.
Introduction
Objectives
Teaching Skills
Set Induction
Presentation
Identifying Learning Difficulties of Students
Preparing Lessons According to the Individual Needs
Students’ Evaluation
Self Assessment Questions
Suggested Readings
References
This booklet is aimed at school leaders. It identifies the key components of an approach to teaching and learning that will enable class teachers to be successful. There are things to be done and elements of teaching and learning that need to be encouraged.
Quantifying the Effects of an Active Learning Strategy on the Motivation of S...Zin Eddine Dadach
The main objective of this paper is to use performance of students in order to quantify the effects of an active learning strategy on their motivation.
In the first part of the investigation, the relative performance of students was used as a tool to gauge the effects of the active learning strategy on the motivation of students. The results indicate that the active learning strategy enhanced the performance of 38 (69%) students.
For the second part of this quantitative method, the Dadach Motivation Factor ‘DMF’ was introduced in order to measure the effects of the active learning strategy on the motivation of students. Based on the requirement of the analysis (DMF> 1), the final results suggest that the active learning strategy has enhanced the motivation and increased the performance of twenty-two (40%) students. On the other hand, motivation did not have a significant role for the other sixteen (29%) students whose performance in the process control course (FGP) was higher than their average performance in the department (CGPA).
The results of the quantitative approach were compared with the student survey.
Open Book examination; Nature,Types,Forms,How to design open book exam questions?, A good Open-book Examination Assessment(Rubric).What are the Pattern of Question Papers for OBE?
Challenges, misconceptions, Adv & Dis-advantages of OBE?
21ST Century Education: Classroom Management beyond Perspectiveijtsrd
Classroom management is one of the crucial factors that influence teaching and learning. This research has focused on a variety of the best strategies and practices of classroom management in a global approach. The findings of this study showed that good classroom management practices enable teachers and learners to meet on the prescribe desirable behavior of the learners. Further, different indicators have emerged as significant predictor of good classroom management practices. These include modeling appropriate behavior, offering praise to the learners, behavior management and establishing clear goals. These indicators elevate learners positive behavior and engagement in the learning process. It also boosts learners confidence and engagement in their learning. The finding of this study also showed that teachers with a different approach for classroom management will likely promote an effective learning environment that promotes globally competitive individuals. Marjorie A. Nellas | Marita C. Pacaldo | Ma. Gina C. Estorgio | Judith C. Lopez | Julie Ann A. Lauronal "21ST Century Education: Classroom Management beyond Perspective" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-1 , December 2019, URL: https://www.ijtsrd.com/papers/ijtsrd29755.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/29755/21st-century-education-classroom-management-beyond-perspective/marjorie-a-nellas
Theory for working with difficult and/or unmotivated students. When is a student considered to be problematic? Addressing problems early. Appropriate intervention strategies. Do's and don'ts. Referrals to other resources.
Talk on \'Innovative Teaching Methodologies\' presented at a University Grants Commission (UGC) sponsored workshop on ‘New Developments in Management and Research’ at B.K. School of Business Management, Gujarat University, Ahmedabad on
30th March, 2011
American Research Journal of Humanities & Social Science (ARJHSS) is a double blind peer reviewed, open access journal published by (ARJHSS).
The main objective of ARJHSS is to provide an intellectual platform for the international scholars. ARJHSS aims to promote interdisciplinary studies in Humanities & Social Science and become the leading journal in Humanities & Social Science in the world.
Quantifying the Effects of an Active Learning Strategy on the Motivation of S...Zin Eddine Dadach
The main objective of this paper is to use performance of students in order to quantify the effects of an active learning strategy on their motivation.
In the first part of the investigation, the relative performance of students was used as a tool to gauge the effects of the active learning strategy on the motivation of students. The results indicate that the active learning strategy enhanced the performance of 38 (69%) students.
For the second part of this quantitative method, the Dadach Motivation Factor ‘DMF’ was introduced in order to measure the effects of the active learning strategy on the motivation of students. Based on the requirement of the analysis (DMF> 1), the final results suggest that the active learning strategy has enhanced the motivation and increased the performance of twenty-two (40%) students. On the other hand, motivation did not have a significant role for the other sixteen (29%) students whose performance in the process control course (FGP) was higher than their average performance in the department (CGPA).
The results of the quantitative approach were compared with the student survey.
Open Book examination; Nature,Types,Forms,How to design open book exam questions?, A good Open-book Examination Assessment(Rubric).What are the Pattern of Question Papers for OBE?
Challenges, misconceptions, Adv & Dis-advantages of OBE?
21ST Century Education: Classroom Management beyond Perspectiveijtsrd
Classroom management is one of the crucial factors that influence teaching and learning. This research has focused on a variety of the best strategies and practices of classroom management in a global approach. The findings of this study showed that good classroom management practices enable teachers and learners to meet on the prescribe desirable behavior of the learners. Further, different indicators have emerged as significant predictor of good classroom management practices. These include modeling appropriate behavior, offering praise to the learners, behavior management and establishing clear goals. These indicators elevate learners positive behavior and engagement in the learning process. It also boosts learners confidence and engagement in their learning. The finding of this study also showed that teachers with a different approach for classroom management will likely promote an effective learning environment that promotes globally competitive individuals. Marjorie A. Nellas | Marita C. Pacaldo | Ma. Gina C. Estorgio | Judith C. Lopez | Julie Ann A. Lauronal "21ST Century Education: Classroom Management beyond Perspective" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-1 , December 2019, URL: https://www.ijtsrd.com/papers/ijtsrd29755.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/29755/21st-century-education-classroom-management-beyond-perspective/marjorie-a-nellas
Theory for working with difficult and/or unmotivated students. When is a student considered to be problematic? Addressing problems early. Appropriate intervention strategies. Do's and don'ts. Referrals to other resources.
Talk on \'Innovative Teaching Methodologies\' presented at a University Grants Commission (UGC) sponsored workshop on ‘New Developments in Management and Research’ at B.K. School of Business Management, Gujarat University, Ahmedabad on
30th March, 2011
American Research Journal of Humanities & Social Science (ARJHSS) is a double blind peer reviewed, open access journal published by (ARJHSS).
The main objective of ARJHSS is to provide an intellectual platform for the international scholars. ARJHSS aims to promote interdisciplinary studies in Humanities & Social Science and become the leading journal in Humanities & Social Science in the world.
Educational assessment is important part of educational life of teachers and students. they are continuously engaged inthta . understanding about this indulge them with joy.. There is need to understand this concept with evaluation.
Assessment is the process of gathering and discussing information from multiple and diverse sources in order to develop a deep understanding of what students know, understand, and can do with their knowledge as a result of their educational experiences; the process culminates when assessment results are used to improve subsequent learning.
LEARNER-CENTERED TEACHING: THE STUDENTS’ LEVEL OF LEARNING SKILLS AND STRATEGIESijejournal
Students are challenged to develop their own learning skills and strategies for life-long learning. With this,
the study investigated and analyzed the level of learning skills and strategies of the students in relation to
the extent of implementation of learner-centered teaching in the classroom. This study conducted a survey
in a high school institution where 900 students from first year to fourth year levels were considered as
respondents. A survey tool was used to evaluate the students’ level on their learning skills, collaborative
learning, and study skills through learner-centered teaching. It was found out that students rated
themselves as Good in their learning skills and strategies. This leads to enriching more the learning skills
and strategies of the students and providing them more opportunities to be engaged in meaningful activities
from which they develop their own knowledge and skills applicable in their day-to-day lives
This study aims to detect the impact of the modified learning cycle strategy on the development of habits of mind and skills of critical thinking in the ‘Islamic Education’ subject for 10th grade students in Jordan. To achieve this goal, the researcher used the semi-experimental approach, hence dividing the students into two groups: a control group and an experimental group. Each grouped consisted of (31) students. The modified learning cycle was applied to teach the experimental group, and the regular traditional strategy to the control group. The researcher prepared two studying tools: a measure of the habits of mind which consisted of (25) paragraph, and a critical thinking skills test which included (28) paragraph. Both tools were applied after assuring their validity and reliability. The results indicated a statistically significant difference for using the modified learning cycle strategy in the development of habits of mind and skills of critical thinking for the experimental group students compared to the control group students. The study, thus, stresses the need to apply the modified learning cycle in teaching the ‘Islamic Education’ subject due to its effectiveness in developing habits of mind and skills of critical thinking. The researcher also recommends conducting more research on the effectiveness of the modified learning cycle that concentrates on different variables.
Process of classroom questioning, Using Students’ Questions and Summarizations, Aiming for Critical and Higher-Level Thinking, Questioning Strategies, Convergent Strategy, Divergent Strategy, Evaluative Strategy, Reflective Strategy, Appropriate Questioning Behaviors, Framing Questions and Using Wait Times, Using Positive Prompting Techniques
and How Questioning Can Create a Dynamic Learning Environment.
Using Action Research to Identify Data During Clinical Experience (main)Antwuan Stinson
Critical thinking is the focal point missed in many students’ education. Learning to ask appropriate questions and deduce information in order to build a deeper connection to the information is imperative. This paper discusses alternative master’s preservice teachers’ use of action research to serve as a guide during a 16-week clinical experience. Semi-structured interviews and reflection papers were conducted to create a comparative case study that analyzed the clinical experiences.
Features of Classroom Formative AssessmentCarlo Magno
The present report addresses the need to describe and explain the important features of formative assessment when used with instruction. There are nine principles that explain both theory and practice in the conduct of formative assessment inside the classroom. These nine principles serve as a set of expectations to help teachers ascertain better practice of formative assessment when teaching. These nine principles include: (1) Formative assessment works along with the perspectives of assessment “for” and “as” learning; (2) Formative assessment is embedded with instruction; (3) Helping the students focus on the learning goal; (4) Diagnostic assessment on the target competency serves the function of formative assessment; (5) Formative assessment moves from determining discreet skills to integrated skills; (6) Using continuous and multiple forms of assessment; (7) Feedback practices using assessment results; (8) Working out with students to reach the learning goal; and (9) Deciding to move instruction to the next competency.
Similar to Teaching with Frequent Tests and its Consequences on Students’ Performance in Physics (20)
Impact of Green Attitude on Green Work Behavior: An Empirical Study of Employ...AJSSMTJournal
As interesting and important areas, Green Attitude (GA) and Green Work Behavior (GWB) are
examined considering the employees in a Sri Lankan tiles manufacturing company. The main objective of the
study is to explore the impact of GA on employees’ GWB. Using simple random sampling, 81 employees were
selected as the sample and primary data were gathered using two self-developed instruments regarding to GA
and GWB. Univariate and bivariate analyses were conducted to analyze the data and the main finding of the
study is that there is a positive and significant impact from GA on GWB of the employees in the selected tiles
manufacturing company. As the recommendation of the study authors instruct the companies in the tiles
manufacturing industry to develop employees’ green attitude for the better work behavior in greening
The Effect of Competence and Teacher Certification on Performance of “Vocatio...AJSSMTJournal
This study aims to determine the effect of teacher competency and certification on teacher
performance with motivation as an intervening variable. This research is motivated by the still low competency
of teachers, not all teachers who carry out their tasks well, teachers' motivation is still low, teacher's
performance has not reached the target in SMK Kerinci Regency. The research method with a quantitative
approach with the path analysis method. Data collection techniques with questionnaires, observation and
interviews. The respondents of this study were 53 Vocational High School Teachers in Kerinci Regency. The
sampling method uses the total sampling method in which the entire population in this study is the research
sample. Hypothesis testing was calculated with the IBM Statistical Package for Social Science (SPSS) program
version 24.0.
The results of this study found that competence has a significant effect on teacher motivation, teacher
certification has a significant effect on teacher motivation, motivation has a significant effect on teacher
performance, competence has a significant effect on teacher performance, teacher certification has a significant
effect on teacher performance, competence has no significant effect on performance with motivation as an
intervening variable, and teacher certification has a significant effect on performance with motivation as an
intervening variable on Vocational High School Teachers in Kerinci Regency.
Gender Differences on Organizational Commitment: Empirical Evidence from Empl...AJSSMTJournal
Organizational commitment is considered as a crucial factor that has a direct impact on
organizational outcomes. A systematic empirical study was carried out to address the existing contextual gap
and intellectual curiosity on gender differences in organizational commitment on apparel industry workers of Sri
Lanka. The main objective of the study was to investigate whether there is a significant difference among male
and female employees in terms of the level of organizational commitment in the apparel industry of Sri Lanka.
This is an analytical nature study and unit of analysis is individual employees. The survey method was utilized,
and 100 employees responded to the author developed questionnaire using random sampling technique. The
instrument used to measure organizational commitment was adopted by Allen and Meyers’ standard
questionnaire which consists of a multi-component model include; affective commitment, continuance
commitment, and normative commitment. Reliability and validity of the instruments used were assured. The
empirical findings revealed that there is no significant difference between male and female employees in terms
of organizational commitment in the apparel industry of Sri Lanka.
The Effect of Competence and Organizational Culture on Work Motivation and It...AJSSMTJournal
This study aims to determine the purpose of competence and organizational culture on employee
performance with motivation as a mediating variable. This research is motivated by level of employee ability or
employee competency is still low so that employee performance becomes difficult to achieve, relations between
colleagues in the organization are still low, Employee motivation and encouragement from the organization still
cannot impact employee performance and the performance of employees who are still not stable so that target
institutions have not been achieved.
The research method with a quantitative approach with the path analysis method. Data collection techniques
with questionnaires, observation and interviews. The respondents of this study were 42 employees of Kayu Aro
Barat District. The sampling method uses the total sampling method in which the entire population in this study
is the research sample. Hypothesis testing was calculated with the IBM Statistical Package for Social Science
(SPSS) program version 24.0.
The results of this study found that competence has a significant effect on work motivation, organizational
culture has a significant effect on work motivation, work motivation has a significant effect on employee
performance, competence has a significant effect on employee performance, organizational culture has a
significant effect on employee performance, work motivation as a mediating variable does not have a significant
effect between competence and employee performance, work motivation as a mediating variable does not have
a significant effect between organizational culture and employee performance at Kayu Aro Barat District Kerinci
Regency.
Effects of Perceived Workplace Incivility on Presenteeism Perceptions: A Rese...AJSSMTJournal
There are many different presenteeism conceptualizations in the business literature, and despite
some insights about underlaying presenteeism factors, further research is still needed in this emerging area. One
of such factors is claimed to be incivility within the business context. There is, however, not ample research about
these factor’s connections with presenteeism itself. Taking this gap into account, the aim of this study is to
scrutinize any possible effects of business members’ perceived workplace incivility on their presenteeism
perceptions. Data are collected via questionnaires from the members of small and medium sized enterprises
(SMEs) in Ikitelli Organized Industrial Zone in Istanbul, Turkey. A total of 183 participants are contacted. There is a
statistically significant connection between the participants’ perceived incivility and presenteeism, implying that
these two negative business aspects are actually related. This finding clearly points out that perceptions of
undesirable, rude, and negative behaviors in the work context is a motivator of the participants’ unwillingness to
be present in their business environment. It is also noteworthy that the perceived incivility is a monolithic aspect,
whereas the perception of presenteeism is composed of perceptions about negativities and resistance, both of
which are related to issues in business context.
Switching Among Brands of Poultry Feeds: The Egg Farmers’ Acuity in Ogun Stat...AJSSMTJournal
In spite of the contribution of poultry to the protein intake and income generation of the growing
population of Nigeria, not many studies have been instituted at understanding the switching behaviour of the
poultry farmers when they make purchases of their major inputs, feed, which empirical evidences showed to
constitute about three-quarter of the variable cost of production. This study was therefore conducted to
address the gap by analysing primary data obtained from 480 poultry Egg-farmers in Ogun State through a
multistage sampling technique. The results revealed that poultry is a male dominated enterprise cutting across
two major religions in the country. Many of the farmers had been in operation for more than eight years and
are relatively educated with a mean age of 41 years. The Switching Cost (Monetized) indicated that, costs was
highest with Top feed users who opted for Vital feed at N2.20/bird/day and least for users of Hybrid who
considered Premium as an option at N0.12/bird/day. Similarly, Switching Cost (Psychological) revealed that
switching from Top feed to Premium feed will also be highest at 4.8 units and least with Hybrid to Chikun at
3.3 units. The study therefore recommended that feed producers should imbibe ways of increasing the likely
switching cost, both monetized and psychological that an Egg-farmer may incur if he switches to the Next Best
Alternative Brand through sound relationship management, lock-in programmes and reward of loyalty
Moonlighting as ‘Coping Strategy’ for Irregular Payment of Salaries in Nigeri...AJSSMTJournal
Moonlighting, a latent but real phenomenon in the Nigerian economic experience is being
considered alongside irregular workers’ monthly salary in Nigeria which has been on since 2015. Moonlighting
- keeping several jobs simultaneously under different employers as an employee, is more real in the western
world due to increasing legal control. In general, it is referred to as ‘hustling’, ‘multiple runs’, extra pursuits, or
‘PiPis’ in several contexts. Data was collected from 323 respondents from 4 Local Government Area
secretariats in Ekiti state through multistage sampling procedure. Statistics indicate a significant relationship [r
(323) = 0.47, p < .05] between workers’ irregular monthly salaries and the practice of moonlighting among
these public servants in Ekiti state. The affinity between irregular monthly salary and moonlighting has
significantly impacted job commitment deficit [r (323) = 0.47, p < .05]. Employees who experience high
irregularities in their salary tend to engage more in moonlighting (Mean=17.71; Std.Dev=4.96), than those who
have little experience of salary irregularities (Mean=15.77; Std.Dev=4.01). Employees who engage more in
moonlighting tend to be less committed (Mean=19.64; SD=3.77), in comparison with those who are less
engaged in moonlighting (Mean=20.30; Std.Dev=3.56). The study has shown that moonlighting has continued
as a habit and a strategy for mitigating the negative impact of irregular payment of workers’ salary among LG
employees. Increasing focus of labour law in that direction might be necessary to prevent its negative impact
on workers’ commitment and productivity in Ekiti State
Variables that Affect the Performance of the Members of the Traffic Unit Polr...AJSSMTJournal
This research aims to determine the variable that affects the performance of the members of the
Traffic Unit (satafterwards) of Padang police with job satisfaction as a Intervening variable. The research
samples are actually 92 members of the Traffic Unit (Satthus) Polresta Padang. The method of research with a
quantitative approach with a pathway analysis method and a hypothesis test using the T test with SPSS is used
to analyse the data. The results showed that: 1) Working discipline has significant effect on job satisfaction, 2)
significant impact on job satisfaction, 3) Working discipline is significant to the performance of members, 4)
significant integrity of the member's performance, 5) job satisfaction has significant effect on the member's
performance, 6) There is no influence of the working discipline variable on the performance of members that
are mediated by job satisfaction, and 7) there is no influence of integrity variables on the performance of
members mediated by job satisfaction.
Conflict and Workers’ Morale in Manufacturing Companies in Rivers State, NigeriaAJSSMTJournal
This piece of work theoretically discussed workers’ morale and conflict in manufacturing
companies in Rivers State with specific elaborations on: the meaning of conflict, workers’ morale, causes and
types of conflict, review of extant literature on conflict and workers’ morale, conflict management, impacts
and the relationship betwixt conflict and workers’ morale in manufacturing companies in Rivers State.
Theoretical framework was based on the traditional and contemporary theories of conflict, the basis of
which the study found that, just like death, conflicts are omnipresent and inevitable in life and abounds in
manufacturing companies in Rivers State as virtually every sphere of the organizations gets ravaged by one
form of conflict or the other ranging from: interpersonal/intergroup conflict, intrapersonal/group conflict,
intra-organizational, constructive or functional conflict, dysfunctional or destructive conflicts. It was deduced
that conflicts occur in organizations as a result of: incompatible goals, different values and beliefs, inconsistent
evaluation and reward system, communication problems, struggle for power, authority/control, and
leadership style, scarcity of common resources, organizational demands and self-worth demands. It was also
found that if a conflict is not aptly and promptly managed, it can lead to truncated or reduced workers’ morale
causing decreased productivity, failure to attain set goals, absenteeism, low service delivery, profit reduction,
frustration, anger, fear, distrust or resentment amongst the workers’. Again, the nature of the conflict, though,
determines how best it could be managed and conflict can sometimes yield positive workers’ morale or result
if well managed, meaning that not all conflict situations are negatively inclined. The recommendation is that
efforts should constantly be made to ensure that the causes of conflicts are handled timely as apt detection
and handling of conflicting parties/issues will resolve concerns amicably. Workers should be oriented with the
importance of peaceful coexistence in the workplace as coercion or intimidation will only lead to counter
productivity/low morale. It is suggested that this study be repeated in different organizational setting and in
other states in Nigeria. This findings and recommendations would provide good practical and theoretical
background for conflict management in organizations in future
Variables that affect Performance with Working Discipline as A Variable Inter...AJSSMTJournal
This research aims to determine empirically the variables affecting performance by working
discipline as a variable Intervening at the education office of Padang. Collection of primary data using poll or
questionnaire techniques. The research population is all civil servants of the Padang City Education Office in
2019. The number 101 research samples were determined using a saturated sampling technique (census).
Analysis of data in this study using path analysis.
The results showed that 1) working competencies have a positive and significant impact on employee
discipline 2) The working culture has a positive and significant effect on employee discipline 3) Working
competency is positive and significant towards employee performance 4) Work culture positive and significant
impact on employee performance 5) Work discipline is positive and significant to the performance of
employees 6) work competency is positive and significant to the employee performance of Padang City
education with working discipline as a intervening variable; 7) The working culture has a positive and
significant impact on the performance of the Padang City Education officer with the working discipline as a
intervening variable
Inclusive education has begun to be addressed within the context of the broader international
debate on “Education for All” (EFA), a debate launched at the World Conference held in 1990 in Jomtien,
Thailand. From Jomtien until today, thinking has evolved from the almost symbolic presence of special
educational needs in the initial documentation, towards the recognition that inclusion must be a fundamental
principle of the EFA movement as a whole. Within this process, the contribution of the Salamanca Declaration
on Special Educational Needs: Access and quality (Unesco, 1994) stands out, from which the concept of
educational inclusion emerges strongly. Thereafter thescope and perspectives of inclusive education has been
based on the idea that all children and young people have the right to a quality education with equivalent
learning opportunities, regardless of their social and cultural background and their differences in skills and
abilities (OIE -UNESCO, 20 08)
Curriculum Design: Inception to ExecutionAJSSMTJournal
This module attempts to look into the nuances of Curriculum, Syllabus and Course Designing and
its importance in today’s modern world. In a nutshell, the sequence of the life experiences through which an
academic institution attempts to promote a pupil’s growth is known as a curriculum and here we have tried to
look into the fact that any curriculum should focus on learner’s needs, interests, abilities and deficiencies in
order to make the process of Teaching-Learning effective. Curriculum is an organised course of study
undertaken by a student in or under the aegis of a school, college, university or any other institution of
learning and more commonly, the set of studies organised for a particular group of students by a school,
college etc. It is the set of desired learning outcomes or the structured set of learning experiences aimed at
achieving such outcomes. It is a very tricky process as it involves philosophical, social and administrative
factors of a programme and as result one should be aware of various perspectives and its impact upon the
learners ( that to a successful and a positive one) after the completion of the programme. Any curriculum
should be holistic in its significance and purpose in order to inculcate in the learner the knowledge, attitudes,
values, and techniques that have cultural relevance. Course and curriculum design is continuously evolving and
changing. There are escalating social and economic pressures on higher education to generate a wider range of
knowledge, skills and attitudes for coping with the demands of our 'super complex age'. The current velocity of
technological and social change is impelling teachers to think in terms of educating students not for today's
problems but for those of tomorrow
The Effect of a High-Commitment Work System on Improve Organization Citizensh...AJSSMTJournal
This study aimed at identifying High commitment work system(HCWS) in improving Organization
citizenship behavior (Altruism, conscientiousness, sportsmanship) in the zain telecom company The authors
employed a predictive-descriptive approach to identify the level of hcws at zain . Male and female employees
at zain (No.378) participated in the study. A questionnaire prepared to measure the role of HCWS in improving
OCB was implemented. Means, standard deviations, multiple linear regression and 1-Way ANOVA analyses
were used to examine the data. HCWS from the perspective of zain telecom company employees scored a high
level at overall test. OCB level from the perspective of the employees at zain telecomcompany and its
dimensions scored high. The predictive model of HCWS and OCB from employee’s perspective was statistically
significant. Based on these results, the authors recommend zain telecom company to take more interest in
improving its HCWS.
The Political Settlement of Local Economic Development in Ghana’s Local Gover...AJSSMTJournal
Both the 1992 Republican Constitution and the Local Governance Act, 2016 (Act 936) have
conferred political, administrative, social, economic and developmental authorities and functions on the
Metropolitan, Municipal and District Assemblies. However, the assemblies have exercised all other authorities
to the neglect of their economic and developmental functions. In view of this, they still rely on central
government for development hence the concept local economic development emerged for assemblies to use
their local resources to champion the development of their localities. Deploying both primary and secondary
sources of data, this paper examined the extent of political settlement in the implementation of local
economic development (LED) in Ghana. The study found that the nature of the LED programme, the strategic
nature of the MMDAs, the activism of the actors, the benefits to be derived by the actors, the political party in
power and the need to test new development paradigms shaped the behaviour of actors in the LED
implementation process. The desire of each actor to project its interest above the others culminated into “turf
war” among them in the implementation process. The study recommends that the development of localities
should supersede the interest of actors, locality leadership should be proactive and aggressive in wooing
investors, and incentives should be provided for investors who invest in the hinterlands. Key lessons learnt
were: leadership was significant in LED, collaboration among actors is important for the success of LED.
Drug Dealers, Crimes, and Terrorism in the United States: A Study of Stephen ...AJSSMTJournal
This paper deals with the perpetration of crimes and drug business in the United States. It shows
that the crimes perpetrated in this country until the 1980s are the consequences of racial discrimination
between black and white Americans. Tired of the rejection in a country they believe is also theirs; Blacks think
that they have to respond to violence with violence by sacrificing the lives of many Americans, starting with
the President himself. Thus, this study shows not only the war raging between the United States and Colombia,
but also the influence of social movements from the United States on Cuba, with the downfall of Fidel Castro.
Entrepreneurial Skill needs of Agricultural Education Graduates in Vocational...AJSSMTJournal
The study investigates the entrepreneurship skill needs of agricultural education graduates in
Vocational training for combating unemployment F.C.T, Nigeria. The study used survey research design. Two
research questions two hypotheses were formulated to guide the study. Two hundred and eighty three (283)
respondents were randomly selected in the six area council. The instrument used for data collection was the
questionnaire. The method of data analysis was the use of descriptive statistic (mean and standard deviation)
Benchmark of 2.5 was used as criterion for agreed and less than 2.5 was considered disagreed. Chi-square
statistics was used to test the Null hypotheses at .05 level of significance. Based on the findings of this study, it
was concluded that various areas of poultry production skills were acquired by graduates of agricultural
education and also employment opportunities for agricultural education graduates in marketing of poultry
products thrive in the study area. It was therefore, recommended that graduates of agricultural education
graduates should be given orientation on the various employment opportunities available within their
environment in their area of skills to be self-dependence and also agricultural education graduates should put in
to practice their areas of skills acquisition in order to be self-employ and reduce unemployment.
Octopus and Midget in the Israeli-Palestinian Peace Process: Who Determines W...AJSSMTJournal
The age-long Israeli-Palestinian conflict has raised global security concerns and attracted solution
trajectories which emphasised two-state solution and ignored policy framework towards “one-state” solution,
especially based on the new dynamics in the aftermath of U.S. declaration of Jerusalem as the capital city of
Israel. The U.S. declaration introduced unequal relationship between Israel and the Palestinian Authority at the
Washington peace negotiations. Consequently, the Palestinian Authority protested that the U.S. acted in selfinterest based on her historical relationship with Israel rather than for peace and security in the Middle East
and the world. The Palestinian Authority withdrew from direct negotiation with Israel and questioned U.S.
moral ground to act as an ‘honest broker’ in packaging a new peace plan. As a reprisal, the U.S. cut all aid to
Palestine, except some $42 million for security cooperation, and closed down Palestinian Liberation
Organisation liaison office in Washington. Palestinian leader Mahmoud Abbas reacted and cut off security
cooperation with the U.S. Israeli-Palestinian relationship demonstrates that where parties play it dirty,
morality is hardly the option. The broad objective of this paper is to analyse the opportunities and challenges
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interview and focused group sessions while the researchers lived as participant observers in the community to
identify the prevailing management practices and their underlying philosophy. The results of the study indicate
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Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
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Teaching with Frequent Tests and its Consequences on Students’ Performance in Physics
1. 34 Asian Journal of Social Science and Management Technology
Asian Journal of Social Science and Management Technology
ISSN: 2313-7410
Volume 2 Issue 4, July-August, 2020
Available at www.ajssmt.com
------------------------------------------------------------------------------------------------------------------
Teaching with Frequent Tests and its Consequences
on Students’ Performance in Physics
Mawuadem Koku Amedeker
Department of Science Education, University of Education, Winneba, P. O. Box 25, Winneba. Ghana.
ABSTRACT : The intricacies of good teaching are known only to experienced teachers. Teaching is assessment
and, learning and retention are functions of regular testing. This study theorises classroom assessments and
links them with implicit theories of learning and retention of knowledge. The subjects of the study were
motivated to maintain the momentum of learning through taking regular tests and subjected to counselling and
regular feedback on the tests they took. The study analysed statistically semester results for five different year
groups of students taught Quantum Mechanics by the same lecturer who adopted weekly testing. The results
show substantial continuous improvements in students’ academic achievement. The results may be indictments
on lecturers who do not use classroom tests to motivate students’ learning.
Keywords: Frequent tests, teaching and learning, academic performance, assessments, teacher-made tests.
----------------------------------------------------------------------------------------------------------------------------------------------------
1. INTRODUCTION
A number of educational systems today use standardised examinations to determine the quality of performance
of their students. High grades may be influenced by factors such as student characteristics and teacher quality.
There is no doubt that experienced teachers would combine teaching with assessments to produce high grade
students. In that case assessments serve both formative and summative purposes but their planning and
implementation should be done in such a way as to expose students’ to continual learning (Harlen, 2005).
Impliedly assessment is used to aid students to learn and retain what they learn. Also frequent tests imbue
students with the confidence to eliminate the fear of failure. In the school system, teacher-made tests provide
information to teachers for remediation and improving tuition. Also gaps, in students’ knowledge about topics
taught which manifest themselves in forms of misconceptions and mis-information, are revealed to teachers
during feedback periods when teachers and students discuss the tests. Students’ interests and courage to take
frequent tests can be beefed up through feedback on tests and counselling. This study was set out to determine
the impact of frequent teacher-made tests on students’ learning and achievement while regular feedback and
counselling are given to them. Dweck’s self-theory has, therefore, been practicalised in this study.
Dweck’s self-theory of fixed and growth mindsets
Dweck’s theory is about individual student’s perception of their own intelligence. In carrying out studies on how
learners acquire and retain knowledge (Plaks, Grant, & Dweck, 2005; Dweck, 2000) a self-theory, which deals
with how learners perceive themselves in the arena of learning has been propounded. The theory classifies
learners into two groups of learning theorists. Dweck has termed the first group of learners as entity theorists
and the second group of learners as incremental theorists. Learners who are entity theorists view intelligence as
2. 35 Asian Journal of Social Science and Management Technology
being static and hardly changing. Students with this type of perception about learning are unwilling to volunteer
to answer questions in class as they do not want to appear unintelligent before their colleagues. They get upset
by comments on their wrong or inaccurate answers. Thus, they tend to think they have no control over their
learning situations and avoid any challenges. The second group is the incremental theorists who view
intelligence as expandable or malleable as they crave for improvement in their learning. They avail themselves
of all opportunities that come their way and are not worried about comments on their wrong answers in class.
They seek to use the comments for improvements in learning (Dweck, 2000). Thus, Dweck’s theory is about
intrinsic motivation as a factor that controls achievement and success. In effect, it is a theory that enables
learners to develop self-efficacy, power and ability to wish to succeed through a series of struggles and failures.
Dweck’s theory may be summarised in points as shown in Table 1.
From Table 1, the two theories of mindsets indicate contrasting characteristics of learners in each category.
Learners disposed to entity theory are those with fixed mindsets and believe that their intelligence is fixed and
does not grow while those disposed to incremental theory believe that their intelligence is malleable and will
grow with the efforts they exert. Students espousing the entity theory may be classified into two groups – those
with high confidence in their present ability to learn and those with low confidence in their ability to learn. The
former may persist in the face of difficulties while the latter may appear helpless and avoid challenges or
difficult situations. On the other hand learners disposed to incremental theory may hold high or low confidence
in their present ability to achieve high academic outputs but would strive hard in the face of difficulties to foster
learning.
In order to foster students learning while considering the Dweck’s theories of the two mindsets, Wilson and
Peterson (2006) have proposed benchmarks for modern day teaching and learning. They proposed that teaching
should move from facts presentation by the teacher to learner engagement in activities. Teachers should,
therefore, focus on the way students think about failure and success in learning as those with fixed mindsets
may be unable to strive in the face of difficulties while those with growing mindsets may strive to improve.
Teachers are, thus, to engage in growth mindset teaching strategies to move along all students to propel them
to learn and gain from the efforts they make. In so doing, teachers should encourage their students, especially
the academically weaker ones and convince them to strive more to achieve academic success. In order to
promote growth mindset teaching the teachers should be the starting point. Teachers’ mindset can be changed
when they are coached on Dweck’s dual mindsets theory (Table 1). The types of feedback teachers give to the
students are the changing forces that drive progress and achievement of students. Research has shown that
ego-oriented feedback encourages fixed mindset while task-oriented feedback encourages growth mindset
(Boaler, 2015). This implies that praises heaped on students for the work they had done may encourage fixed
mindsets while telling students about how they could correct the errors they commit on tasks would help them
to develop growth mindset.
3. 36 Asian Journal of Social Science and Management Technology
Experiences from elsewhere
In an experiment, Kang et al. (2007) found that regular short-answer quizzes with immediate feedback enabled
students to learn better and retain what they had learnt than giving them multiple choice items on quizzes. The
authors noted that short-answer items involved more demanding retrieval processes and so when students
receive regular feedback on such items, they tend to learn how to retrieve stored information. Thus, using short-
answer items as intervening quizzes rather than multiple choice items, before end of term final examination,
provided training opportunities for students to perform better in the final examination. Teachers would,
therefore, do well to use regular short answer quiz items to train their students towards the end of term
examination.
Alkharusi (2008) examined determinants of achievement goals of ninth grade science students in public schools
in Oman. The results indicated that teachers’ teaching experience and assessment practices and, students’
characteristics were the interacting determinant factors. In a study (Fina, Dunbar, & Welch, 2018), the authors
matched high school students’ assessment results in a national benchmarking examination with their
performance in college courses. The outcome indicated that students who satisfied the college readiness
benchmarks also obtained higher grade point averages in their first year college courses. This is an indication
that the students have learnt well and retained a lot of materials needed for college courses. It might also imply
that the students have learnt through high school tests and are used to examination conditions.
Wiliam et al. (2004) have noted that regular assessments done in the classroom are formative and hence aid
learning and retention. The authors have observed, however, that due to pressure of completing the curriculum
in anticipation of good performance of their students in external examinations many schools tend to preclude
formative assessments. Khalaf and Hanna (1992) in an attempt to prove the formative nature of regular
classroom testing have shown that students tested at least twice a month in a bid to give them regular positive
feedback performed better in an end-of-term examination than their counterparts given less frequent class
tests. Harlen (2005) has also observed from a series of literature reviews that some teachers hardly made use of
assessment formatively as they wish to bask in the full glory of high grades of high-stakes summative
examinations for their schools. Thus, some teachers resort to the use of past question papers, training students
with marking schemes and limiting themselves to only syllabus-specific examples. The neglect of teaching
through formative use of assessments leads to teaching by transmission, which currently is under heavy criticism
by the teaching fraternity.
Impact of regular testing on students’ motivation for learning
It may be that some educationists abhor regular testing of their students because of the workload involved. The
workload may be a de-motivating factor for a number of teachers who feel time is needed for other equally
important tasks. However, an aspect of teaching which teachers appear to ignore is to ask students what they
use their time for while no quizzes are being organised throughout the school term and their understanding of
learning. Harlen (2005) in a review of some literature has observed that since the 1990s a number of writings
have discredited frequent testing as having a toll on students’ enjoyment as they considered learning as only
meant for passing examinations. The situation is different in the current century as authors like Kang et al.
(2007) have found that test formats and appropriate feedback are the motivating influences for students’
learning and enjoyment of school life. This is because the high marks that students obtain during the frequent
tests motivate them to learn more while those obtaining low marks count on pieces of advice obtained from the
task-oriented feedback in order to work towards the high-stakes examinations. Similarly, a controlled
experiment of regular testing in a simulated classroom showed that frequent testing improved the long-term
retention of students in a history class (Butler & Roediger III, 2007).
4. 37 Asian Journal of Social Science and Management Technology
In an analysis of online regular tests data, Angus and Watson (2009) found that the exposure to frequent testing
had significantly positive effect on students’ learning. Regular testing has been noted as one of the five tools and
techniques that enhanced learning and retention (Dunn, Saville, Baker, & Marek, 2013). The advantages of
regular classroom testing do not accrue to students only. Teachers also accumulate a lot of questions and hence
create question banks that would facilitate rapid composition of examination papers at later times. It is also
common place knowledge that teachers who give regular tests gain experience of producing quality examination
papers after several reviews of test papers in order to place them in better formats. Also in reporting on a
review of articles that considered the impact of testing on students’ motivation for learning, Harlen and Crick
(2003) found that the authors they reviewed were not unanimous about their findings. While some of the
findings were that testing had positive impact on students’ motivation for learning, others noted that testing,
particularly one-time high-stakes examination had negative impact on students’ performance. The renowned
American Educational Testing Centre has noted classroom testing as a catalyst for teachers to improve their
competence as well as a way to determine their students’ strengths and weaknesses (Educational Testing
Service, 2003).
The current study, in the light of the advantages of regular testing for both teachers and students, analysed a
five-year data for continuous assessments and end-of-semester examinations of third year students of the
University of Education, Winneba in a physics course.
2. METHODOLOGY
The data set for this study was obtained from a five-year longitudinal study and an Action Research and,
analyses of academic records of the intact classes that studied the physics course, PHY 361- Quantum
Mechanics, while in the second semester of their third year. The records consisted of marks from regular weekly
testing (continuous assessment), examinations marks and students’ overall assessment marks for the semester.
The analysis done is in line with one of the main objectives of the physics course, which has the thrust of
providing an enabling environment for students to deepen their understanding of concepts in science, especially
in physics.
Teaching with an approach of growing mindsets of students
In this study the researcher adopted the growing mindset approach to teach PHY 361 – Quantum Mechanics to
level 300 students for the five academic years of 2013/2014, 2014/2015, 2015/2016, 2016/2017 and 2017/2018.
Over the years, the researcher has observed that students considered the course as the most difficult among the
physics courses. It is, however, noted that when teachers adopt the growing mindset theory of teaching, their
students made great strides in learning (Dweck, 2014). In this study a Course Manual was developed for the
course and each student given a copy. The Course Manual detailed the contents and objectives to be covered
over the one-semester period, course regulations, assessment policies and grading system. The researcher, on
the first day of meeting the students, explained all aspects of the course and the contents of the Course Manual
to the students. Further, weekly encouragements such as advising students on how to acquire the habit of
making effort, were given. Each week students were to be given quizzes based on materials learnt in the
previous week so they were advised to revise seriously in groups or individually and also make library search.
They were advised that the effort they put in to make good grades was important for retaining materials learned
and for improving their learning outcomes. Thus, the students were advised at the beginning of each lesson to
be mindful of Dweck’s theories of mindsets and choose the growing mindset option, which is the incremental
theory of mindset (Dweck, 2014). They were encouraged to accept challenges that learning comes with, persist
in the face of difficulties and avoid helplessness. The short quizzes were made up of a combination of multiple
choice items, fill-in the gaps, short-answer items and sketching and labelling of figures. The varied formats of
tests as found by Kang, McDermott and Roediger III (2007) enabled each student to feel at ease and make
choices. As the regular tests may have a toll on students’ psyche and hence cause them to be pressurised to
learn regularly they would feel anxious about their performance. Hence regular task-oriented feedback was used
5. 38 Asian Journal of Social Science and Management Technology
to boost their morale and reduce stress during lectures. Each quiz was marked and returned with copious
feedback written on them to direct students to what they did well, those issues that were not well done and
how to correct the errors.
Purpose and objective of the study
The study, which is of a developmental design, examined the extent to which regular class assessments in the
form of continuous assessment interlaced with academic motivation (feedback) during teaching influenced the
academic outputs of students in their semester examinations. The objective of the study was to establish
empirical evidence of the relationship between regular class tests (continuous assessments) interlaced with
academic motivation and performance in semester examinations. The aggregate class performance for a
semester was constructed for each year group as the mean marks on both continuous assessments and
semester examinations.
Research Questions
The study addressed the research questions:
1. What effect does regular class tests have on the academic output of students?
2. What effect does academic motivation have on students’ commitment to learn?
3. RESULTS
The results of the output of the study are analysed in terms of students’ marks obtained from regular testing
through short quizzes and students’ behaviour change due to the influence of the theories of mindset on their
psyche.
Students’ outputs from regular testing
The results of a five-year data collected on the five independent groups of students are displayed in terms of the
means marks for continuous assessment and the examination marks in Table 2.
From Table 2 it is observed that the mean marks in the continuous assessments were regularly above the pass
mark of 50 % and the mean examination mark increased from year to year. The total mark is made up of 40 % of
CA marks and 60 % of Examination marks. Also in the last two years the figures on the Table indicate the
emergence of grade A, which increased from 2.9 % to 5.4 %. Similarly, the failure grade (E) decreased over the
years. The figures displayed on Table 2 also show that majority of the students (over 80 %) passed the course
which they had labelled as the most difficult. The good outputs of the students over the five-year period is not
surprising considering the fact that the Dweck’s incremental theory of mindset approach to teaching had been
adopted by the researcher.
6. 39 Asian Journal of Social Science and Management Technology
A visual representation of the students’ outputs is displayed graphically in Figure 1, using data from Table 2, to
compare year-to-year performances in continuous assessments (CA), examinations and the composite (total
mark) performance. The trends of the graphs show continuous improvement of examination marks over the
period. The continuous assessment marks, however, showed a dip in the 2016/2017 academic year. This was
due to absenteeism by some few students from some of the assessment quizzes hence their best three marks
were not high enough to maintain the improving trend. This dip in trend for CA notwithstanding the average
examination marks continued to increase from year to year.
Though the display in Figure 1 appears quite attractive, it is noted that the data set were not obtained from
samples of the same population. However, a t-test, which is used in comparing the means of parametric data of
two variables (or two groups), will not be suitable for comparing parametric data from five different year-
groups. Cohen et al. (2012), therefore, suggest that when a researcher intends to investigate the differences
between means of more than two groups then analysis of variance is the most suitable statistical tool to use.
Analysis of variance (ANOVA) is based on the same assumptions as t-tests, which is that random sampling was
used, parametric data collected and a normal distribution of data points is expected. So it might be insightful to
do an ANOVA to ascertain whether there is a significant difference in performance between the five
independent groups. Thus, a one-way analysis of variance (ANOVA) was done to determine whether there were
any statistically significant differences between the total mean scores of the five independent groups.
Specifically, the null hypothesis as shown in equation (1) was tested.
……………………………….(1)
where = group mean and the subscripts represent the number of groups.
One-way ANOVA
The results of the one-way analysis of variance (ANOVA) are displayed in Table 3.
7. 40 Asian Journal of Social Science and Management Technology
It is noted from Table 3 that F = 3.9291, implies there is more variability between treatment groups than within
treatment groups. Thus, we feel more confident in rejecting the null hypothesis, which was that all means were
equal and there was no treatment effect. We are rather concerned about the p-value obtained from the F-
distribution. The p-value (0.04869) means the probability of the between-treatments MS being >3.9 times the
within-treatments MS, if the null hypothesis true, is p = 0.04869.
The p-value is, however, slightly less than the significance level of 0.05 at which the ANOVA was calculated. It
would be quite unlikely to have F (MSB/MSW) as big as 3.9291. Let us for now reject the null hypothesis and
accept the alternate hypothesis that there is significant difference between treatments. This also means
accepting that all means of the treatments are not the same. This is also because the one-way ANOVA is an
omnibus test statistic that does not tell us which specific groups were statistically significantly different from
each other. It may only perhaps tell us that two groups are statistically significantly different from each other.
We thus, resort post-hoc analyses to determine whether the group means are significantly different from each
other. Though there are several post-hoc analyses we would depend on a commonly used post-hoc, which is
Tukey Honest Significant Difference (Tukey HSD), since from our ANOVA the means are not all equal. So which
means are different to the significance level of 0.05? Perhaps we may think of calculating a number of t-values
but that would increase type I error within the calculated values so we adopt a more robust approach by using
Tukey HSD.
To obtain the row of pairs in the Tukey HSD calculations, r = 5 for this study and number of pairs = r(r-1)/2 = 5(5-
1)/2 = 10. Then critical q = (α, r, dfW) = (0.05, 5, 12) = 4.51 from Standard Tables.
Tukey HSD Calculations
The results of the Tukey HSD post-hoc calculations are shown in Table 4.
The calculations in Table 4 were obtained with the following formulae:
µi - µj = q X S. E. ± (xi -xj)……………………………………………………………………………… (2)
q X S. E. = 4.51 X 3.47 = 15.65………………………………………………………………………… (3)
S. E. = √(MSW/2)(1/ni +1/nj)……………………………………………………………………………. (4)
where ni and nj are the data point for each treatment.
In this study each treatment has 3 data points, thus, Standardized error (S. E.)= √(36.0473/2)(1/3 + 1/3) = 3.466.
Interpretation of the results in Table 4
The results indicate that one can be 95 % confident that, on the average, a batch of 12 students in Yr 1
(2013/2014) performed between 17.55 % lower and 13.75% higher than 12 students in Yr 2 (2014/2015). So we
cannot say there is a significant difference though literally speaking that is the case. The fact that the differences
between the confidence interval lie between negative and positive values implies that there is a zero in the
8. 41 Asian Journal of Social Science and Management Technology
middle. This means the pairs of treatments might have same or different performances. Thus, we cannot
conclude with certainty that there is a difference in performance between each pair of treatment. Brown (2016)
cautions that under the circumstances when the differences lie between negative and positive values one should
refrain from concluding that there are significant differences, though this may be literally the case. However,
when the endpoints of the confidence intervals are positive and positive then there is no zero in-between, so we
can conclude that there is a significant difference between a pair of treatments.
Students’ behaviour change
The researcher used a checklist to check students’ attendance and behaviour toward the regular quizzes they
had to take at the beginning of each lecture. It was observed that though the lesson was the first in the morning
for each day on the time table lateness was reduced to the minimum as students came into the lecture hall early
enough to discuss with colleagues what they termed last-minute issues before the start of the quizzes. They
developed a slogan in the class – early morning cocoa drink - in reference to warming themselves up to start
each day’s lesson. It was also observed that the students developed cooperative learning strategies as they
discussed and interacted to explain concepts to each other. The initial fears of failure gave way to confidence,
especially as the feedback on receiving quiz papers back indicated improvement in marks obtained. Occasionally,
some students were heard saying this practice will surely enable them to pass their end of semester examination
easily as almost every topic taught is being examined well ahead of the semester examinations.
4. DISCUSSION
Involvement of students in the lesson and assuring them that they could develop a growing mindset (Dweck’s
incremental theory) if they strive to make greater efforts is essential for consistent performance of students. It is
noted here that for the five years running that the lecturer in this study introduced students of a physics course
to regular learning through weekly quizzes, the students have consistently passed a hitherto dreaded course.
Further, the average performance in the semester examinations consistently increased over the years. This
implies that the students had mastered the physics concepts that they had learnt and hence producing good
learning outcomes rom year to year. The high learning output is supported by what some researchers (Brown,
Roediger, & McDaniel, 2014) from Harvard University have found that assessments that are repeated enable
students to reflect and induce in them great thinking skills.
The results of this study indicate that through frequent assessments students’ average performance in
examinations increased from year to year. This is an indication that in adopting the Dweck’s growing mindset
theory the students engaged in serious studies. This finding is consistent with the finding by other authors
(Crosling, Heagney, & Thomas, 2009) that the teaching and learning strategy needed to keep students studying
is to engage them. Also an improvement in the examinations results of the students can be attributed to the
regular class quizzes which made them familiar with contents and contexts to be examined. In a similar research,
Karpicke and Roediger III (2007) found that repeated testing during learning improved students’ performance.
Thus, the authors concluded that long term retention is linked to repeated retrieval of materials that students
had learnt.
The results of this study also show that the high persistence developed by the students through regular
academic motivation which was cued from the incremental theory of mindsets as propagated by Dweck (2014)
helped them to maintain good academic output. The current results are in line with a study (Vanthournout,
Gijbels, Gertjens, Donche, & Petegem, 2012) that compared students’ learning strategies against academic
motivation and found academic motivation as the sole predictor of persistence and academic achievement.
5. CONCLUSION
The effect of Dweck’s incremental theory of intelligence (growing mindset) has been applied in teaching a course
in physics which students perceived as very difficult. The learning outcomes have been consistently impressive
9. 42 Asian Journal of Social Science and Management Technology
for the five-year period with five different groups of students. There were no significant differences in the
composite mean scores between groups but mean output score increased from year to year. The results of this
study have serious implications for teaching and learning. Teachers who do not use regular tests in their
teaching would not develop question banks and hence stress themselves each time the semester is approaching
an end and examination question are demanded. Also, teachers may not provide opportunities for their
students to familiarise themselves with test format that may be used in semester examinations and hence cause
students to be anxious and stressed in the examinations. It is, therefore, recommended that teachers adopt the
Dweck’s incremental theory of intelligence in teaching and hence develop in students the qualities of a growing
mindset. There is paucity of literature on efforts by Ghanaian university lecturers to present assessments of their
own teaching and their students’ learning outcomes. The current study, thus, brings to the literature results of
persistence of students due to academic motivation by their lecturer to sustain their academic performance.
Thus, the findings of this study point to the consideration of appropriate academic motivations by university
lecturers when contemplating solutions to their students’ low academic performance.
Conflict of Interest
The author has no conflict of interest. The article was not sponsored by an organisation or an institution.
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INFO:-
Corresponding Author: Mawuadem Koku Amedeker, Department of Science Education, University of
Education, Winneba, P. O. Box 25, Winneba. Ghana.
How to cite this article: Mawuadem Koku Amedeker, Teaching with frequent tests and its consequences on
students’ performance in physics, Asian. Jour. Social. Scie. Mgmt. Tech. 2(4): 34-43, 2020.