Teaching learning material
4615053
The Support to Rural India's Public Education System (STRIPES) Trial: A Cluster Randomised Controlled Trial of Supplementary Teaching, Learning Material and Material Support
Background The aim of the STRIPES trial was to assess the effectiveness of providing supplementary, remedial teaching and learning materials (and an additional 'kit' of materials for girls) on a composite of language and mathematics test scores for children in classes two, three and four in public primary schools in villages in the Nagarkurnool division of Andhra Pradesh, India. Methods STRIPES was a cluster randomised trial in which 214 villages were allocated either to the supplementary teaching intervention (n 107) or to serve as controls (n 107) 54 of the intervention villages were further randomly allocated to receive additional kit for girls. The study was not blinded. Analysis was conducted on the intention to treat principle, allowing for clustering. Results Composite test scores were significantly higher in the intervention group (107 villages; 2364 children) than in the control group (106 villages; 2014 children) at the end of the trial (mean difference on a percentage scale 15.8; 95% CI 13.1 to 18.6; p<0.001; 0.75 Standard Deviation (SD) difference) Composite test scores were not significantly different in the 54 villages (614 girls) with the additional kits for girls compared to the 53 villages (636 girls) without these kits at the end of the trial (mean difference on a percentage scale 0.5; 95% CI 4.34 to 5.4; p 0.84) The cost per 0.1 SD increase in composite test score for intervention without kits is Rs. 382.97 (PS4.45, $7.13) and Rs.480.59 (PS5.58, $8.94) for the intervention with kits. Conclusions A 18 month programme of supplementary remedial teaching and learning materials had a substantial impact on language and mathematics scores of primary school students in rural Andhra Pradesh, yet providing a 'kit' of materials to girls in these villages did not lead to any measured additional benefit. Trial Registration Controlled Trials.com ISRCTN69951502
PloS one
Rashmi Lakshminarayana Alex Eble Preetha Bhakta Chris Frost Peter D Boone Diana Elbourne Vera Mann
148880460
Attitude Of B.Ed Students Towards Teaching Learning Material
The materials used in the teaching and learning process facilitate the teacher to teach his lesson in an orderly manner. It makes the difficult concepts simple in a scientific way for pupils. Teaching learning material is very crucial in the context of learner. The teaching learning process, which is tri polar in nature, becomes meaningful when the teacher plans appropriate strategies. The maturity levels of the learner. Models, specimens, actual objects and use of locally available material and kits of different nature are some of the example of the teaching learning materials. Edgar Dale's cone of experience needs special mention in this context. It is said that"I hear I forget, I see I remember,I do I understand" This implies doing is very important than mere passive listening. The teaching learning materials help in the process of conceptualization. The teaching learning material relate the content with methodology. In a way it is an asset to the child and the teacher to realize the objectives of the lesson. The passive class turns active and the child feels at home when the teaching aids are used in the classroom.
Y Varaprasada Reddy
2450126
The effectiveness of brain compatible blended learning material in the teaching of programming logic
Abstract Blended learning is an educational approach which integrates seemingly distinct educational approaches, such as face to face and online experiences. In a blended learning environment the classroom lectures can, for example, be augmented with learning material offered in a variety of technologically delivered formats. There exist extensive evidence that a blended learning approach which mixes face to face and online learning materials is substantially more effective than using only face to face educational methods. However, in order to be effective, blended learning course material should still be designed and presented according to sound pedagogical principles. This article presents the results of an experiment to augment the teaching of fundamental programming logic based on the pedagogical principles underpinning brain compatible learning materials via e learning delivery mechanisms. The research uses both qualitative and quantitative methods. Results show promise for this use of brain compatible material in a blended learning context.
Comput. Educ.
Johan F Van Niekerk Paul Webb
58919808
Students' Difficulties on Science Learning with Prototype Problem Solving Based Teaching and Learning Material: A Study Evaluation of Development Research
This research intended to develop a prototype of teaching and learning materials on natural science topic of junior high school. The development of learning materials was conducted by using Dick and Carey's Research Development model. Teaching and learning materials are included syllabus, lesson plan, worksheet, student's book, test of learning outcome. This study is a deep evaluation to find weakness of prototype from the student's perspective and enhancements to make it better. Research subjects were 32 junior high students taken by simple random sampling. Data collection technique was observation of student's activity and evaluation of worksheets. The instruments included questionnaire, observation sheets and students' worksheets. The result showed that the semisummative evaluation of the prototype was success to create a feasible prototype. Teachers can apply well, but students had a bit of difficulties. It was concluded that the weakness of the teaching and learning material prototype from the viewpoint of the students are activities work to do problem solving strategies on the experiment. The teaching and learning material prototype still needs to be enriched in terms of operational definitions of concepts, the tools, and tool laboratory functions as well as a glossary. Keywords Problem Solving, Science Education, Teaching and Learning Material, Students' Difficulties
Ikhwan Khairu Sadiqin Uripto Trisno Santoso A Sholahuddin
215861527
A Study on the constructing and application teaching learning material in KICE Teaching Learning Material Development Center
Eui-nam Jin
3208289
Prospective Teachers' Metaphors: Teacher, Teaching, Learning, Instructional Material and Evaluation Concepts
This study aimed to examine the prospective teachers' metaphors regarding the concepts of teacher, teaching, learning, instructional material, and evaluation. A total of 389 prospective teachers voluntarily participated in the study. The results revealed that the prospective teachers' metaphors regarding the concepts of teacher, teaching, learning, instructional material, and evaluation constituted meaningful and discernible categories each of which has both cognitive and affective aspects, with the exception of the categories regarding learning concept. Results of the current study lead to three major conclusions. First, prospective teachers' metaphors regarding the teacher, teaching, learning, instructional material, and evaluation constituted meaningful and discernible categories. Second, these categories, with the exception of the categories regarding learning, contained prominent cognitive and affective aspects. Finally, the affective aspects of these categories differed in terms of their valence. Implications for teacher education and directions for future studies were also discussed in the present study.
Altay Eren Erkan Tekinarslan
108769626
The outlook and challenges of teaching and learning material industry
This paper investigates the challenges and outlook of textbook teaching and learning material industry. 1. The challenges of teaching and learning material industry. First, classification criteria are needed. Second, Evaluation Standard are needed. Third, quality control is needed. Fourth, ready made products are insufficient. Fifth, economic policy for teaching and learning material industry is required. Sixth, manage system for teaching and learning material is necessary. Seventh, distribution system for teaching and learning material should be reformed. 2. The outlook of teaching and learning material industry. First, accreditation system will be introduced. Second, teaching and learning material industry will develop continually. Third, eco friendly and sustainable system will be built. Fourth, multimedia industry will be extended. Fifth, managing system to enhance usage rate will be settled.
Kyu-soo Kim
59661752
Writing teaching learning material
A M Chengo
229989976
Selecting and Developing Teaching/Learning Materials in EFL classes
Materials' development in EFL classes is a continuous concern of teachers. Teaching components include explanation, questioning and feedback. However, without a good textbook and suitable teaching material, even an experienced teacher will not have a great success. "Materials should teach students to learn, they should be resource books for ideas and activities for instruction learning, and they should give teachers rationales for what they do." Language teaching has important elements like students, methods, strategies and techniques. Why are teaching materials important in EFL classes? What is the role of materials in language learning? What is a good English textbook? How can we select materials according to student's age and language level? Can teachers and novice ones manage their time to use supplementary materials? It is true that the text is the base of teaching learning processes, but in some cases, teachers should differentiate materials and activities for the sake of learning. If your students feel bored, not motivated, creating interactive activities based on additional materials will lower the barriers of learning. Curriculum is adapted to student's goals in centered classes. It is the teacher's concern to monitor the learning process and to adapt materials, textbook, activities and methodology to student's needs if they are not. With materials it is understood every teaching/learning sources used in class like textbooks, audio visual, ITC. In this paper, we will consider some important elements in how, what and why to choose materials concerning effective teaching/learning in EFL context. 1 R. L. Allwright, "What do we want teaching materials for?" in Currents in language teaching, eds. R. Rossner and R. Bolitho (Oxford University Press, 1990) Philosophy, Social and Human Disciplines 2018 vol. II 60
Marsela Harizaj Veneranda Hajrulla
80272917
Effectivity of E Learning through Whatsapp as a Teaching Learning Tool
Introduction: WhatsApp is a free messenger application that works across multiple platform and is being widely used among undergraduate students to send multimedia messages like photos, videos, audios along with simple text messages. Aims and Objectives: To assess the affectivity of social media like WhatsApp in delivering knowledge to 4th semester MBBS students and to compare the improvement of knowledge gain through e learning and didactic lecture. Simultaneously, perception of learners about e learning via WhatsApp will also be collated. Material and Methods: This prospective analytical interventional study was conducted in the department of Pathology from 01.02.2015 to 31.06.2015, on 4th semester MBBS students. Two groups of students were taught the same topics by two different T L activities i.e. through WhatsApp and via didactic lectures. Assessment of knowledge was done by giving pre and post test questionnaire of 20 marks for each topic. Perception of e learning through WhatsApp was done by feedback form. Observation and Results: The post test results revealed that the learners with WhatsApp as a learning tool scored in the range of 5 20 marks while those with didactic lecture scored in the range of 3 17.5 marks and had an average of 11.6 and 11.9 score respectively. The two tailed t value between the two groups is 0.635 which is not statistically significant. Technical, educational and instructional advantages of teaching learning activity via WhatsApp out pars disadvantages. Facilitator's availability and Learning anytime anywhere were top two advantages of learning through WhatsApp with 86.72% and 86.55% students agreeing to it. Message flooding, time consuming and eye strain were the other technical disadvantages observed in the present study with 63.23% 75.28% and 68.53 students agreeing to it. Conclusion: Constant availability of facilitator and learning anytime anywhere has made WhatsApp a new and convenient tool for teaching learning activity. Though there is no significant difference between gain of knowledge from WhatsApp or didactic lectures, advantages (technical, educational or instructional) out pars the disadvantages. A few disadvantages, like message flooding and eyestrain can be overruled by making small groups and using mobiles with bigger screen. Enabling a Wi Fi in the college campus can make its use cost effective.
Sonia Gon Alka T Rawekar