This is a link related to the correlation teaching method:
Our short summary of the article is as written below:
Based on the article reviewed, the author predicted that group of students of similar ability levels having different styles of engagement with learning would display significant differences in the level of achievement. In conducting this research, six styles of engagement were identified; detached, committed, hopeful, engaged, disengaged, and keen-to-do-well. There is a relationship between the achievement of the students and the six styles used by them. However, not all six styles may contribute to a higher achievement. This is referring to the detached and disengaged style. The findings indicated that the students who are more committed to the style of engagement would gain higher school achievement scores.
This is a link related to the descriptive teaching method:
http://www.ncolr.org/jiol/issues/pdf/5.3.7.pdf
Our short summary of the article is as written below:
This is a link related to the descriptive teaching method:
http://www.ncolr.org/jiol/issues/pdf/5.3.7.pdf
Our short summary of the article is as written below:
A descriptive study by Roach and Lemasters (2006), examined about the relevance of an online Master’s program in educational administration and leadership. This study was to investigate the level of satisfaction with online learning and the comparison between using online and narrative pedagogy on level of satisfaction among students. The participants of this study were the students of the online Master’s in Educational Administration program. The data obtained through the final evaluations of the course was then analyzed in which a Likert scale for rating statements related to the content and delivery of the course, also a survey included a number of question and provided the respondent an opportunity to make and additional comments. The result indicated a greater degree of satisfaction, proving that students in the program were satisfied with the delivery of the online courses. However, there are still issues concerning students’ need for direct consultation to be considered which may affect the effectiveness of the learning progress.
This is a link related to the experimental teaching method:
http://ejournals.library.ualberta.ca/index.php/EBLIP/article/view/8258
This is a link related to the experimental teaching method:
http://ejournals.library.ualberta.ca/index.php/EBLIP/article/view/8258
Our short summary of the article is as written below:
The study was conducted to examine the effect of being multitasking while completing school work. In order to complete the study, eighty nine college students were selected consisted of 43 females and 46 males. All the students were randomly categorized into three situations which are, receiving instant messaging before reading, receiving instant messaging during reading, or not receiving any instant messaging. Subjects were told that they would either receive instant messaging before reading, while reading, or not at all. The researchers created a fake situation where a passage from a psychology textbook was displayed on five consecutive screens. For the experimental group, an instant messaging appeared on each of the five screens warned by an alert sound. The students were given a multiple choice test with 25 questions after reading the passage and also were asked to complete a demographic questionnaire to measure their typical instant messaging behaviour. Based on the result finding, there were no differences in theirs’ performance between the three groups. The only difference was the time taken for the students who instant messaged during reading was longer than the other two groups. Thus, this study conclude that students who instant messaging during reading also perform well, yet take longer time to finish the task given.
