This study examined secondary school students' attitudes towards learning English through project-based learning (PBL). A survey was administered to 100 students to determine their perceptions. The results showed that most students agreed or strongly agreed that PBL helped them learn new topics, was enjoyable, increased their motivation to learn, and developed various skills. However, older students and females tended to be more negative about PBL accelerating learning and improving problem-solving abilities. Overall, the findings suggest that PBL is an effective way to teach English when incorporating elements like collaboration and authentic tasks.
For those who attended the 4th CSMTA Conference. I know you wanted to have a copy of the presentation I showed to you. Here it is.
This presentation is about how integrated technology in teaching Chemistry. I gave sample topics where different technological strategies can be applied.
Linear programming, Skinner's Programming, Straight line programming, Model for linear programming, Linear programming on the topic Arithmetic Sequences
For those who attended the 4th CSMTA Conference. I know you wanted to have a copy of the presentation I showed to you. Here it is.
This presentation is about how integrated technology in teaching Chemistry. I gave sample topics where different technological strategies can be applied.
Linear programming, Skinner's Programming, Straight line programming, Model for linear programming, Linear programming on the topic Arithmetic Sequences
Learning Objectives
After going through this module the teachers will know about the transactional strategies including the assessment part that can be adopted to engage the children in learning. They will be able to
relate the competencies and skills as given in the Learning outcomes with the state syllabus
conduct appropriate pedagogical processes to help children in achieving the class level learning outcomes
integrate assessment with pedagogical processes to continuously ensure the progress in learning by all children
STUDY OF THE EFFECT OF METAL COUPLING ON THE RUSTING OF IRONKrishna Yadav
In this project the aim is to investigate effect of the metals coupling on the rusting of iron. Metal coupling affects the rusting of iron. If the nail is coupled with a more electro-positive metal like zinc, magnesium or aluminium rusting is prevented but if on the other hand, it is coupled with less electro –positive metals like copper, the rusting is facilitated.
Students’ Perceptions of Grammar Teaching and Learning in English Language Cl...iosrjce
The use of grammar teaching in the field of second language acquisition has been extensively
studied, but there is a lacuna in the literature, regarding the students’ perception of its importance. To
investigate this aspect, the study was conducted on a group of 15 students studying in Semester Five, in the
English Language Department of Misurata University, Libya. The students were interviewed in groups of three
with nine specific questions, and the responses were audio-taped and transcribed verbatim. The findings
revealed that although they all came from the same cultural, linguistic and educational backgrounds, they had
different perceptions regarding the form focused instruction of grammar. The information gathered is of
considerable significance to ESL teachers who intend to meet students’ needs as well as reduce conflicts caused
by different perspectives between teachers and students regarding whether or not grammar teaching should be
encouraged in the classroom.
Learning Objectives
After going through this module the teachers will know about the transactional strategies including the assessment part that can be adopted to engage the children in learning. They will be able to
relate the competencies and skills as given in the Learning outcomes with the state syllabus
conduct appropriate pedagogical processes to help children in achieving the class level learning outcomes
integrate assessment with pedagogical processes to continuously ensure the progress in learning by all children
STUDY OF THE EFFECT OF METAL COUPLING ON THE RUSTING OF IRONKrishna Yadav
In this project the aim is to investigate effect of the metals coupling on the rusting of iron. Metal coupling affects the rusting of iron. If the nail is coupled with a more electro-positive metal like zinc, magnesium or aluminium rusting is prevented but if on the other hand, it is coupled with less electro –positive metals like copper, the rusting is facilitated.
Students’ Perceptions of Grammar Teaching and Learning in English Language Cl...iosrjce
The use of grammar teaching in the field of second language acquisition has been extensively
studied, but there is a lacuna in the literature, regarding the students’ perception of its importance. To
investigate this aspect, the study was conducted on a group of 15 students studying in Semester Five, in the
English Language Department of Misurata University, Libya. The students were interviewed in groups of three
with nine specific questions, and the responses were audio-taped and transcribed verbatim. The findings
revealed that although they all came from the same cultural, linguistic and educational backgrounds, they had
different perceptions regarding the form focused instruction of grammar. The information gathered is of
considerable significance to ESL teachers who intend to meet students’ needs as well as reduce conflicts caused
by different perspectives between teachers and students regarding whether or not grammar teaching should be
encouraged in the classroom.
The Secondary School students in relation to Scientific Attitude and Achievem...iosrjce
One of the chief objectives of education is the development of desirable attitudes in the students. It is,
there fore, observable that the teachers must understand the various dimensions of an attitude. It is also to be kept in
view that we are required to develop several attitudes in the students like attitude towards studies, attitude towards
self, attitude towards colleagues, attitude towards certain ideals, etc. Attitude is purely a psychological concept.
From psychological point of view it is difficult to discriminate attitude from other psychological concepts like
interest, aptitude or appreciation. Still, it is defined as the readiness of mind to respond to an object, person or a
situation. It is something that is learned by an individual as he learns many other things in life. Attitude is an
orientation or disposition or a sort of readiness to react in a certain way. Which an individual carries with him in a
sort of latent form and it may become manifest in an individual’s behavior only when an occasion arises. When an
individual has to express his attitude he may react to them in a predetermined manner either favorably or
unfavorably or in different manner. Hence this study attempts to know the relationship of achievement in science
and scientific attitude among students and the found result from this study was that there is no significant
relationship in achievement in science and scientific attitude.
Instructions of Intervention Plan· Intervention PlanStudents.docxdirkrplav
Instructions of Intervention Plan
· Intervention Plan
Students are asked to read several of the research presentations and respond to ONE of them by creating a lesson plan or plan for intervention to assist individuals with the problems described in the research presentation.
· This assignment addresses the teaching goal of identifying strategies for facilitating the development of people. For example, if your classmate's presentation concerns adolescent identity in the face of parental divorce, create a plan for intervention or treatment to help those adolescents that is based on the conclusions of the research presentation.
· If your classmate's presentation concerns caregivers' health problems in the face of a family member with Alzheimer's, create a plan for intervention or treatment to help those caregivers that is based on the results of the studies summarized in the presentation.
· If your classmate's presentation concerns college student grades in the face of extracurricular involvement in athletics, create a lesson plan or intervention plan to help college students that is based on the results of the studies.
· If your classmate's presentation concerns the effects of silent reading on middle schoolers' comprehension skills, create a lesson plan to help middle schoolers that is based on the results of the studies.
· Convince me that your plan is based on the results of the studies.
· Please create your OWN intervention--do not borrow one used in your school district or found in another study.
· Think CREATIVELY about what you might do, why it should work, and exactly how you would implement it. Think through the steps of implementation.
The plan should identify a target audience, and a target frame of duration, and contain an objective, a summary of skills to be developed, and specific techniques for reaching the objective and developing the skills. Be sure to identify the research presentation that you are responding to and explain how your intervention addresses the issues explained in your classmate’s research presentation.
Please note that in your References section you should not include any article that you yourself have not read.
Your classmate’s research presentation will list both of the studies your classmate read to produce the research presentation. I encourage you to work from the summaries produced by your classmate. Unless you have read those original studies yourself, you may not ethically cite those studies. If you use other sources in preparing your IP, you should cite those sources faithfully.
I prefer that you write your IP in Word. Please attach the rubric (available under the purple button "Course Documents") to the end of your plan.
The IP will be evaluated according to the rubric under Course Documents and is worth 7% of your course grade. Please send the IP (in a Microsoft Word format) to me as an email attachment with the rubric copied into the last pages no later than the date lis.
A Study on Attitude towards Educational Research among B.Ed Students Teachersijtsrd
This paper describes the development of a new measure of attitude towards Educational Research for use among B.Ed. Student Teachers which operationalizes the affective attitudinal domain. Item selection, the internal structure and reliability of the scale, content validity and construct validity were established on a sample of 250 B.Ed. Student Teachers in the Educational Colleges in Coimbatore. A study of level of Attitude towards Educational Research among B.Ed. Student Teachers between the groups that there is a significant with respect to medium of instruction and educational qualification and no significant with respect to gender, locality and marital status. Ms. J. Morin | Mrs. D. Geetha ""A Study on Attitude towards Educational Research among B.Ed Students Teachers"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-4 , June 2019, URL: https://www.ijtsrd.com/papers/ijtsrd25111.pdf
Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/25111/a-study-on-attitude-towards-educational-research-among-bed-students-teachers/ms-j-morin
G11-2Describe how a change in the exchange rate affected your fiJeanmarieColbert3
G11-2
Describe how a change in the exchange rate affected your firm. Explain what happened to your price and quantity. How can you profit from future shifts in the exchange rate? How do you predict future changes in the exchange rate?
Running head: Introduction and Literature Review 1
Introduction and Literature Review 8
The Motivation of Students Towards Science Learning
Annette Williams
ECE660: Action Research and Inquiry in Education
Instructor Dr. Krummick
January 27, 2020
INTRODUCTION
The future professional role would be an early childhood educator to teach both Science and English. This would educate students through lectures and hand-on learning with adherence to the curriculum. The setting would be the classroom whereby it would ensure that there is a happy environment for all students. It would be good to act as a role model and a mentor by encouraging students to learn and ensuring that they do not face challenges such as depression or discrimination which would inhibit their learning. This would ensure that interacting with students more often and learn about their families. Maintaining good relationships with their families and having frequent communication would be a good way to understand any challenges the students could be facing. The current experience is helping kindergarten students learn social studies while the previous experience in helping students complete their homework. The future goal is to help improve the performance of students in science. Comment by Juliet Krummick: perfect
The purpose of the study is to find various ways in which students could be motivated during the learning of science. The student outcomes that need influence are their knowledge and skills in science and their attitude towards learning the subject. Assessments have shown that some students lack sufficient knowledge in science. The performance of students in science is also an area of interest to be influenced because it also determines whether or not the students are engaged in learning. Students are expected to obtain a positive attitude toward science learning. They should achieve good grades to show that they understand the topics at hand.
The fact that many students lose interest in learning science as they progress to higher levels shows that they are not engaged enough during the initial years of science learning specifically in first grade. Decreased motivation leads to lower grades in science (Uhm et al, 2018). Teachers do not put much emphasis on the teaching of science because they dedicate most of their time to reading within the researcher’s school. Students, therefore, lose interest in learning science because they are not fully engaged in learning by their teachers.
Teachers should ensure that they motivate students to learn. The provision of autonomy support to students enhances their motivation in learning. Student-teacher relationships are important in optimizing student motivation. "Educators and parent ...
Social Emotional Learning Guided ResponsesIntroduction to Soci.docxpbilly1
Social Emotional Learning Guided Responses
Introduction to Social Emotional Learning
To address issues of bullying and other social-emotional concerns, schools are adopting social and emotional learning (SEL) programs (Jones & Bouffard, 2012). Researchers and programs have varying definitions of SEL. Jones and Bouffard (2012) defined SEL considering three categories: emotional processes (e.g. emotional knowledge, regulation, empathy, etc.), social/interpersonal skills (e.g. understanding social cues, interpreting others’ behaviors, interacting positively, etc.), and cognitive regulation (e.g. attention control, inhibiting in appropriate responses, etc.).
Research findings on the relationship between SEL and student outcomes varies, depending on the SEL program and research. However, overall findings indicate a correlation to academic achievement, behavioral adjustment, and emotional health and well-being (Jones & Bouffard, 2012).
There are many questions to consider when examining SEL:
What is the purpose of public schools? Is it to address academic learning or more, such as social emotional learning?
If SEL should be adopted in schools, there are other questions to consider:
How much time and money should be spent on SEL?
Should SEL be determined by individual teachers or should it be systematic throughout schools and districts? Are there risks to systematic SEL?
Should students be tested on SEL?
What type of SEL programs should be used? (NOTE - There are many addressed in the supplemental readings: Promoting Alternative Thinking Strategies (PATHS), Quiet Time Program, Fast Track, Positive Behavioral Interventions & Supports (PBIS), and Mindful Schools).
To prevent bullying, should SEL be used? Is it an appropriate replacement for zero tolerance policies regarding bullying?
Please answer the question prompts under each response thoroughly. You should support your opinion with information from the readings; however, you also may share your own experiences and observations in the responses. Use the guide below to receive full credit.
All questions for each response prompt (e.g. Response 1, Response 2) are fully answered. For each prompt, there are at least two pieces of information from the readings supporting your opinion. Information can be noted with the use of specific facts, quotes, or cited with page number.
Response 1: Bullying
In preparing for this response, it is recommended that you note the following information from the CNN article, Bullying is a ‘Serious Public Health Problem’ Report Says:
· Effects of Bullying
· What is Bullying
· Ideas on Prevention (e.g. zero tolerance practices, SEL)
After reading this article, do you agree or disagree with using SEL to help prevent bullying? Should zero tolerance practices be used? If so, how? Please explain.
Response 2: Mindfulness
There are many different types of SEL programs. Mindful Schools is one program, and this reading, Research on Mindfulness, provides a summa.
Running Header PROJECT BASED LEARNING PROJECT BASED LEARNING .docxagnesdcarey33086
Running Header: PROJECT BASED LEARNING
PROJECT BASED LEARNING 6
Effects of project based learning on education
Marcus Coleman
Ashford University
Effects of in cooperating Project based Learning in the school curriculum
Introduction
Learning is determined by a number of factors, some of which are environmental related while others are not. The approach of teaching is one of the major determinants of learning as far classroom learning is concerned, however there has been a concern that the current approaches to learning are a little too abstract. Lack of real life scenarios and too much theory has been responsible for the growing apathy towards learning. It is for this reason that studies are being contacted to see if the change in tact can improve learning. One of the suggested ways is the project based learning approach which uses non fictional concepts for teaching.
Purpose of the study
The purpose of this study is to find out the effects of in cooperating project based learning in the school curriculum. The study seeks to ascertain if there is any relationship between projects based learning and the improvement in scores for students (Daniel 2012). Previous studies have shown that students are likely to improve in cases where some form of simulation or use of no fictional material. According to these, the use of non fictional approaches stimulates the students to look at issues from the reality perspective hence making it easy to internalize whatever they are learning for the sake of being able to remember, however these studies have not clearly explained the actual relationships that exist between the performance and the project based learning. There are other factors which could have in for the findings to be so, for those studies, this study would critically examine the direct impact that project based learning has on students.
Research questions
1. Will the incorporation of project based learning improve students state assessment scores as it relates to the common core state standards in comprehending non fiction text?
2. Will the inclusion of project based learning improve student application of comprehending non fictional text at a high depth of learning level?
3. How does project based learning integrate clear expectations and essential criteria and remain successful
In research, data is an important factor because it is the one which determines the findings and recommendations for the, decisions to be made (Peter 2011). The main data collection methods will be observation, interviews and artifacts, questionnaires will also be used to collect data concerning the stakeholders. Observation will be effective tools for confirming how students behave in classes, when the various approaches are used. Students will be observed in a classroom setting and comparisons be made between those classes that imp.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The attitudes of secondary school students towards learning english through project based learning
1. THE ATTITUDES OF
SECONDARY SCHOOL
STUDENTS TOWARDS
LEARNING ENGLISH
THROUGH PROJECT-BASED
LEARNING
M.YAVUZ KONCA & KÜBRA OKUMUŞ
2. RATIONALE
ELT needs new methods as the old ones are inadequate in Turkey.
Reasons such as the great difference between Turkish and English,
the difficulty of learning a new language and culture cause English
teaching to be a problematic area.
3. INTRODUCTION
PBL is one of the new techniques that engages students in
exploring important and meaningful questions through a series of
investigations and collaborations (Krajcik, Czerniak & Berger 1999)
4. PBL can be defined briefly as “a model that organizes learning
around projects” (Thomas, 2000, p. 1). It is built upon authentic
learning activities that care the students’ interests and motivation.
It integrates subject-matter goals with an authentic learning
environment [Eskrootchi, R. and Oskrochi, 2010].
5. It emphasizes improvement of critical thinking, problem solving
and constructing projects. The student is autonomous and builder
whereas the teacher is a supporter and counselor in this method.
Constructing a project is considered not as a goal but a tool for
learning, so the PBL places a great importance on the process
dimension of learning
6. GOAL OF THE STUDY
A teaching method that is generally used in the field of Science
and Maths is suggested to be implemented in teaching English. For
this purpose, the answers of the following questions are sought:
7. Is PBL an effective way of teaching English?
What are the benefits of PBL?
What are the possible problems that can be encountered while
using PBL?
8. METHOD
A qualitative research was conducted in this research. McMillan and Schumacher
(1993, p. 479) defined qualitative research as, “primarily an inductive process of
organizing data into categories and identifying patterns (relationships) among
categories.” From this definition it can be inferred that qualitative research is closely
related to relationships between variables. In this study, the correlation among the
attitudes and the three variables: gender, age, class is sought.
Since this study intends to describe the attitudes of students towards project-
based learning, survey was used for this aim.
9. PARTICIPANTS
Participants were the seventh and eighth grade students aging 12
and 15 years of a public school in Turkey. 100 students were chosen
for the survey. As the aim is to describe the attitudes of secondary
school students, a public secondary school students were selected for
the study. Hence purposive sampling was used.
10. INSTRUMENTS
A Lickert scale questionnaire was used to determine the attitudes of the
students towards teaching English through Project-based learning. The
questionnaire consists of twenty questions. Each has 5 items which are “I strongly
disagree”, “I disagree”, “neutral”, “I agree” and “I strongly agree”. Questions like
whether they learn through project-based learning and whether they like group
works that are the important parts of the PBL were asked to develop an overall
opinion about the students’ attitudes towards PBL.
11. DATA ANALYSIS
Aritmetic average and standard deviation were used to analyze the
data. t test was used to find out whether there were differences
between answers in terms of classroom and gender. One way analysis
of variance (ANOVA) was used to determine the differences in terms
of age. LSD Post Hoc was used in order to understand which age
group had differences for the items 3 and 18 of the questionnaire.
12. RESULTS AND ANALYSIS
In the survey, the response “I strongly agree” was given to items titled "Project-
based learning helped me to learn a topic I did not know.", "It was fun to work with my friends.",
"Project-based learning increased our desire to learn", "Project-based learning made us learn by
investigating.", " Project-based learning taught us to make use of knowledge.", "project-based
learning can help us to learn important topics. "," project-based learning can develop my
interpersonal relations." And " I believe that Project-based learning will develop my creative
thinking skills.", " I think project-based learning will contribute to our work through
cooperation." " project-based learning can accelerate my learning.", and " I want my future courses
to continue with project-based learning."
13. In the survey, the response “I agree” was given to items titled
"Project-based learning, developed my communication skills.", "All members of
the group were active in the learning phase.", "We studied so hard.", " Project-
based learning can develop my analytical thinking skills.", "Project-based
learning can improve my communication skills." "Project-based learning can
develop my group discussion skills.", and "I believe that project-based learning
will improve my ability of problem-solving."
14. the response “I disagree” was given to items titled "I was unlucky
because of working with those who disliked making research." and "I do not like
group work."
15. F i n d i n g s a n d r e v i e w r e g a r d i n g r e s p o n s e s t o t h e
i t e m s o n t h e s u r v e y a c c o r d i n g t o g r a d e l e v e l s o f
t h e s t u d e n t s
Whether there was any difference between the responses to the items
in the questionnaire in terms of students' grade level was analyzed using
the t-test.
According to the results, it may be said that the level of response of
8th year students as compared to that of 7th year students to the items
titled "Project-based learning helped me to learn a topic I did not know.",", " project-
based learning can accelerate my learning.", and "I believe that project-based learning
will improve my ability of problem-solving." was found to be more negative.
16. f i n d i n g s a n d r e v i e w r e g a r d i n g r e s p o n s e s t o t h e
i t e m s o n t h e s u r v e y a c c o r d i n g t o g e n d e r o f t h e
s t u d e n t s .
Whether there was any difference between the responses to the
items in the questionnaire in terms of students' gender was analyzed
using the t-test . The level of response of female students as
compared to that of male students to the items titled "Project-based
learning helped me to learn a topic I did not know.", " project-based learning can
accelerate my learning.", and "I believe that project-based learning will improve
my ability of problem-solving." was found to be more negative.
17. f i n d i n g s a n d r e v i e w r e g a r d i n g r e s p o n s e s t o t h e i t e m s
o n t h e s u r v e y a c c o r d i n g t o a g e o f t h e s t u d e n t s .
Whether there was any difference between the responses to the
items in the questionnaire in terms of students' age was analyzed
using the one-way analysis of variance (ANOVA)
LSD post hoc test was applied to find out between which age
groups of students there was difference in the responses given to
items titled "Project-based learning increased our desire to learn." and "
Project-based learning can accelerate my learning
18. As a result of LSD post hoc test the difference between the
students of 13-14 years and 12 years was found significant. The 13
and 14-year age group of students responded more negatively the
item "Project-based learning can speed up my learning." as compared
to 12-year age group.
19. CONCLUSION
The results of the questionnaire carried out on 100 students show
that students like PBL in English classes. The students want to learn
with group works and projects. The 12-15 years students are opinion
of that PBL will help them not only learn English but improve the
skills such as creative and analytical thinking, problem-solving,
communication and discussion. They would like to be part of active
learning.
20. Hence it is suggested that PBL be used in teaching English as
incorporating the essential elements of PBL which are colloboration,
critical and creative thinking, communication, problem-solving into
English language teaching process will provide learning in depth.