Teaching effectiveness

Contrary to government and parental expectations, many students are still performing poorly in library and information science programme at the university level in Nigeria. This has been linked with low level of teaching effectiveness of educators. This paper, therefore, examines the contribution of cognitive styles, information needs, and utilization of library information resources to teaching effectiveness of educators in library and information science schools in Nigeria. Total enumeration technique coupled with a questionnaire was used to collect data on a population size 265 lecturers in 24 universities in Nigerian, out of which 200 responded given a response rate of 76%. The study found that cognitive styles, information needs, and utilization of library information resources had significant relationship with teaching effectiveness of the respondents. In addition, cognitive styles, information needs, and utilization of library information resources significantly predict teaching effectiveness of the respondents. More so, each of the independent variables: cognitive styles, information needs, and utilization of library information resources have relative contribution and significantly predicts teaching effectiveness of the respondents. The paper concludes that more focus needs to be on the practice of teaching at the university level. Consequently, it is recommended that the university authorities should consider cognitive styles, information needs, and utilization of library information resources for teaching effectiveness of educators.

ABSTRACT
The main purpose of this study was to examine Teachers’ instructional competence and students’ academic performance in senior secondary economics students’ in Ibiono Ibom Local Government Area of Akwa Ibom State. To achieve the purpose of this study four null hypotheses were formulated and tested at 0.05 level of significance. The survey research design was adopted for this study. A 20 item questionnaire and students achievement test were the instruments used by the researcher for data collection. Pearson Product Moment Correlation Statistical technique was used for data analysis. Teachers’ use of instructional materials, Teachers’ knowledge of subject matter, Teachers’ communication skills, Teachers’ classroom management skills are significantly influence students’ academic performance in economics in the study area. Based on the findings, the recommendations where made thus, Government should train and retrain teachers to in the study area to promote their communication skills. Government should train teachers in the study area on how to utilize instructional materials effectively.

The study seeks to determine the relationship between Principal
supervisory strategies determinant of public secondary school teacher
job satisfaction in northern senatorial district of cross river state. This
study adopted correlational research design, the study population
comprised of 1126 teachers, from the study area, the sample comprised
of 343 teachers drawn from the population, hypotheses were formulated
and tested in the study area. The instrument used for data collection was
a structured questionnaire titled (PSSTJSQ) Principals supervisory
strategies and teacher’s job satisfaction questionnaire. The questionnaire
was divided into two sections. Section A and B, section A was designed
to measure the demography of the respondents while section B measured
the independent variable. The internal consistency reliability of the
(PSSTJSQ) was measured by cronbach’s Alpha, with 0.71, 0.74 and 0.76
r-values. The study adopted Human relation Theory by Mary Parker
Follet 1933 and Eltom Mayo 1953. Data were analyzed using person’s
product moment correlation co-efficient. Based on the finding of the data
collected, it was concluded that there is significant relationship between
principal Clinical supervisory strategies, classroom observation and
teachers job satisfaction. Based on the finding of the study, the following
recommendations were made, the ministry of education should ensure
regular school supervision to ensure teacher job satisfaction, the school
supervisors (Principal) should ensure inspection of teacher’s
effectiveness to ensure high level productivity.

Lived experiences is a representation and understanding of human experiences that influence one’s perception of knowledge. A hermeneutic phenomenological approach in research was used in this study to uncover the mentors and protege’s lived experiences in the Mindanao Opportunities for Vitalized Education and Upgrading of Science (MOVE UPS) Philippines. Lived experiences of the mentors and protege deals on personal and unique perspective of the researcher and the participants of the study exploring who they are, what they do, and other unforgettable adventurous experiences they had during the mentoring program of MOVE UPS. Interviews, focus group discussions, on site immersion, and observations were the instruments used in the data gathering. The primary instrument was the researcher itself. Based on the analysis of data, three themes emerged that uncovered the mentors lived experiences namely; dedicated and devoted mentors, moxie mentors, and adventurous mentors . In the proteges p...

Teachers' self-regulation (SR), which improves teaching practices, has not received due attention from EFL researchers. This mixed-methods study aimed to examine the SR strategies and teaching effectiveness of English language teachers in Iranian universities and institutes located in three Iranian cities. The first sample of this study comprised 172 EFL teachers (128 males and 44 females) from different socioeconomic backgrounds. Their ages ranged from 23 to 55 years old. The majority of them majored in the different branches of English-English literature (5 BAs, 30 MAs, 10 PhDs), English teaching (10 BAs, 50 MAs,16 PhDs), and English translation (7 BAs, 28 MAs, 16 PhDs). On the other hand, the second sample comprised 153 EFL learners, who were the students of the participating teachers (49 males and 104 females). The age range varied from 14 to 35, and they came from different socioeconomic backgrounds. A study was conducted Teachers completed a Teacher Self-Regulation Scale (TSRS) questionnaire to declare the types and frequency of SR strategies they used while the participating students completed the Characteristic of Successful Iranian EFL Teachers (CSIET) questionnaire, which included ten questionnaire items. According to the quantitative data analysis, SR strategies and teaching effectiveness were negatively correlated. Moreover, 20 EFL teachers were interviewed to determine their awareness of their teaching effectiveness. The study indicates that teachers were not familiar with SR strategies, which can negatively impact their teaching effectiveness. The findings of the study may have insights for teacher educators, administrators, and university teachers, highlighting the role of SR in EFL teaching effectiveness.

Occupational therapy students complete a period of clinical education, when they apply academic learning in clinical situations, supervised by a fieldwork educator. Fieldwork education supports the student in developing technical and clinical reasoning skills, engaging in evidence-based practice, and socialization to the profession. Despite the key role fieldwork educators play in occupational therapy student professional and skill development, evaluation of educator skills and the fieldwork experience are slight. This descriptive study explored occupational therapy fieldwork educator behaviors to determine those behaviors indicative of a quality experience from the student perspective, using the Clinical Teaching Effectiveness Inventory (CTEI). Student responses identified the quality and frequency of fieldwork educator behaviors experienced. A Spearman correlation showed frequency and quality of educator behaviors were positively associated, possibly indicating students perceive higher quality of the behavior when observed more frequently. Behaviors associated with a quality clinical experience included both educator characteristics and teaching skills pertinent to learning. Specifically, an approachable fieldwork educator who uses teaching strategies to develop clinical skills creates a positive learning environment. The results of this study can inform academic programs in providing professional development opportunities for fieldwork educators to enhance their teaching skills. Additionally, the results guide fieldwork educators in interpersonal and teaching skills to create a positive fieldwork experience. Through improvement of fieldwork experiences, both the profession and clients benefit.

Occupational therapy students complete a period of clinical education, when they apply academic learning in clinical situations, supervised by a fieldwork educator. Fieldwork education supports the student in developing technical and clinical reasoning skills, engaging in evidence-based practice, and socialization to the profession. Despite the key role fieldwork educators play in occupational therapy student professional and skill development, evaluation of educator skills and the fieldwork experience are slight. This descriptive study explored occupational therapy fieldwork educator behaviors to determine those behaviors indicative of a quality experience from the student perspective, using the Clinical Teaching Effectiveness Inventory (CTEI). Student responses identified the quality and frequency of fieldwork educator behaviors experienced. A Spearman correlation showed frequency and quality of educator behaviors were positively associated, possibly indicating students perceive higher quality of the behavior when observed more frequently. Behaviors associated with a quality clinical experience included both educator characteristics and teaching skills pertinent to learning. Specifically, an approachable fieldwork educator who uses teaching strategies to develop clinical skills creates a positive learning environment. The results of this study can inform academic programs in providing professional development opportunities for fieldwork educators to enhance their teaching skills. Additionally, the results guide fieldwork educators in interpersonal and teaching skills to create a positive fieldwork experience. Through improvement of fieldwork experiences, both the profession and clients benefit.

This study assessed the leadership style of secondary school Principals and its influence on academic achievement of students in secondary schools in Gombe State, Nigeria. Three research questions and a null hypothesis formulated guided the study. 1,000 respondents comprised of Vice Principals, Head of Departments and teachers in 100 Senior Secondary Schools were selected through a two staged sampling technique. The structured questionnaire titled Principal Leadership Style and Students Academic Achievement Questionnaire (PLSSAPQ) which served as the main instrument for data collection. Data collected were analyzed using simple descriptive statistics involving tables, frequency and percentage. The findings showed that Principals are democratic in their leadership approach. The study further revealed that the incident of low level of academic achievement in Gombe State is real. To increase the achievement of students in Gombe State Secondary Schools, the authors recommended among oth...

The study aimed to determine the impact of transformational leadership and integrity on the performance of a company. The research sample was 123 lecturers at As-Syafi’iyah Islamic University, Indonesia. The analysis model of this study was a path analysis. Observation and questionnaires were used to obtain the research data. Teaching effectiveness measures how well educators' instruction aligns with learning objectives and provides the best possible outcomes for students who are taking the course. Hypothesis testing was performed using the t-test. The SPSS software version 25 was applied in statistical calculations. The results showed that transformational leadership and integrity have direct and positive impact on the teaching effectiveness. Transformational leadership has a direct and positive impact on the integrity. It is suggested to implement the better transformational leadership to achieve the better the teaching effectiveness.

In this quantitative study we investigated the primary school students’ perceived parental involvement in mathematics with respect to different school socio-cultural identity as identified by the students’ ethnicity. 493 students attending the two last grades of three primary schools participated in the study. The role of the students’ grade and gender, as well as the mother/father contrast were also considered in the analyses. The findings of the study revealed both inter-school and intra-school divergences and convergences, thus suggesting the complex links between school identity and perceived parental involvement. More specifically, according to our results, the ‘multi-cultural’ seems to be linked with a more stable perceived parental involvement across different year groups and calendar years. The pedagogical implication of the findings are discussed.

Nowadays, despite deep cultural changes and changes in lifestyle and modernism, many people lack the essential ability to cope with life's problems. This makes them vulnerable and unable to deal with the problems of everyday life. Many studies have shown that many health problems and mental-emotional disorders have psycho-social roots. Humans need to learn some skills to cope with stressful situations and struggles of life. Behavioral scientists believe that one of the most effective programs that help people have better and healthier life is life skills training program. The purpose of this program was to help people understand themselves better and have appropriate and effective interpersonal relationships, emotional control, and better management of stressful situations and solve the problems of the people. In this study, we had comprehensive review of the variety of life skills and effectiveness in order to provide strategies to improve damages within the family by a broader view.

Background and Objective: Along with the improvement of technology in today's modern world, the role of virtual education in the education of students is undeniable. This research was conducted with the aim of evaluating the effectiveness of virtual education based on the first level of Creek Patrick model. Methods: This cross-sectional analytical study included 140 dental students of Babol Medical Sciences university during the academic year 2020-2021. Participants answered the e-learning effectiveness questionnaire. (Content Validity Ratio) CVR and and (Content Validity Index) CVI was used to confirm the validity and applicability quantification respectively. Data were analyzed using SPSS V.20 software. Findings: CVR was 0.85 and CVI was 0.80. Overall, the students stated an average of 50% of the effectiveness of virtual education on learning. In the area of teaching, 52% of the effectiveness of virtual learning was reported and 57% of familiarity with the virtual learning environment and software was reported. Demographic data was not associated with the effectiveness of virtual learning (p <0.05). Conclusion: From the point of view of dental students of Babol medical University, the effectiveness of virtual education was moderate.It seems that increasing the quality of teaching and upgrading online educational equipment is effective in improving the virtual education and students' attitudes toward virtual education.

Knowing what defines ‘effective teaching’ contributes significantly to the appropriateness and validity of the instruction provided to pre-service teachers during their initial training. This may help them to perform as expert teachers before finishing their university training. This study aims to reflect upon the most significant models and theoretical contributions of each of the five most common methods for investigating teaching effectiveness in the current scientific literature. To that end, the main scientific sources within this field of study have been obtained on the Internet through the Web of Science (WoS), Scopus and ERIC. The sources were selected for their relevance to the topic, which was determined by assessing the citations generated by the academic works and the impact of the journals in which they were published. The results show that the key and most central factor salient in teaching quality is related to the teachers themselves and their training. Thus, any edu...

With the spread of the COVID-19, many educational institutions have shifted from face-to-face classes to online learning modalities, and this immediate shift has challenged both teachers and students. The adaptation of e-learning was a way to cope and ensure the continuation of many undergraduate students' teaching and learning processes. The study aimed to rank the effectiveness and satisfaction of the students in their experience with e-learning and compare the satisfaction between online instruction and modular instruction. A total of 412 students participated in the study and utilized a survey questionnaire that assessed the effectiveness of instruction and measured the satisfaction of the students learning experience. The result of the study shows that e-learning is just as effective as face-to-face classes and learners are neither satisfied nor dissatisfied with their learning experience. Furthermore, students who opted for online classes are more satisfied with their learning experience than learners who opted for modular instruction.

The research has been performed to the aim of studying the investigation of the relationship between the learning styles with achievement motivation and academic achievement of high school students in Lorestan province in mind. Descriptive-correlation method of research has been used, to this aim. Statistical population include all of High School students (115010 student) of in Lorestan province, according to the statistical report of Education Department of Khorramabad for academic year of 2015-2016. Based on Krejcie-Morgan table, a sample size of 384 individuals has been selected based on Stratified random sampling method. To collect data, Hermann's Progressive Motivation Questionnaire (1970), Kolb's Learning Styles Questionnaire (1971) and GPA have been used. To analyze data and test research hypotheses, indicators of descriptive statistics including standard mean and deviation have been used, in addition to inferential statistics tests such as Pearson correlation coefficient, independent t-test, and multivariate analysis of variance. Results showed that the correlation coefficient between divergent learning styles and achievement motivation (r= 0.39, P= 0.0001); converging learning style and achievement motivation (r=-0/41, P= 0.0001); the divergent learning styles and academic achievement (r= 0.36, P= 0.0001); converging learning style and academic achievement (r=-0.39, P= 0.001) there is a significant relationship. But assimilating and accommodating between learning styles and academic achievement was no significant relationship with achievement motivation (P < 0.05). Multivariate analysis of variance showed that there is a significant difference between male and female students' learning styles (P<0.05). The independent t test results showed that the mean achievement motivation and academic achievement of girls and boys there is a significant difference (P< 0.01).

He has worked extensively in the field of educational software development. His research interests include intelligent learning environments, computer science education and software engineering. He currently has primary responsibility for the introductory programming courses at Michigan Tech.

Purpose: This study examined the effects of educational resource accessibility on lecturers&#39; task performance in  public universities in Cross River State, Nigeria. It also explored the possibility of developing instructional resources with culturally relevant information to support creative teaching methods.   Design/Methodology/Approach: The study used a survey research method with a sample of 577 lecturers or tutors selected randomly from various departments of local public universities.  Data was collected through a questionnaire and analyzed using a one-way analysis of variance and Fisher&#39;s least significant difference (LSD). Findings: The analysis of the data showed that lecturers&#39; and instructors&#39; performance in terms of teaching, research and community work is significantly impacted by the availability of educational resources.  Conclusion: The effectiveness of  lecturers&#39; tasks is proportional to the calibre of instructional materials provided by their i...

Finding effective methods for improving teaching quality is crucial because it has been found to be the most important factor in education. This paper compares two approaches of improving teaching quality through a one-year experimental study involving two experimental groups and one control group. The first is the use of education standards and the second is the use of education standards combined with a teacher development program. Teaching quality was measured in four variables: Building classroom as a learning environment (CLE), instruction, questioning, and orientation. In this study, 1255 students and 45 teachers from 43 junior secondary schools in two provinces of Indonesia voluntarily participated. Multilevel modelling was employed and the results indicate that both interventions have significant effects on the outcomes. However, as expected, the second intervention is significant in all variables and has larger effects, whereas the first intervention is significant only in ...

Students and instructors show moderate levels of agreement about the quality of day-to-day teaching. In the present study, we replicated and extended this finding by asking how correspondence between student and instructor ratings is moderated by time of semester and student demographic variables. Participants included 137 students and 5 instructors. On 10 separate days, students and instructors rated teaching effectiveness and challenge level of the material. Multilevel modeling indicated that student and instructor ratings of teaching effectiveness converged overall, but more advanced students and Caucasian students converged more closely with instructors. Student and instructor ratings of challenge converged early but diverged later in the semester. These results extend our knowledge about the connection between student and faculty judgments of teaching.

The study aims to promote relevant and effective environmental education (EE) through extracurricular clubs. For this, we studied the state of play of environmental activities (EA) carried out by 48 environmental clubs belonging to urban and rural areas of the Regional Academy of Education Fez-Meknes, Morocco. These extracurricular environmental clubs remain so far without formal environmental education programs. In this study, we identified the bulk of programs offered by extracurricular environment clubs, including types of scheduled activities and percentages of achievement and student beneficiaries in urban and rural settings. In addition, we have identified the main barriers to achieving certain environmental activities. The significant correlations detected between some of the variables studied allowed us to better explain the achievements and the weaknesses of these clubs. Finally, we have made recommendations to promote relevant and effective extracurricular environmental ed...

The previous ten years have seen a rise in scholarly investigations about teacher motivation, in specific, intrinsic motivation, which has been established as a significant element that is directly linked to several variables within the field of education, including student motivation, educational reform, and teaching practises. The present study tries to examine the relationship between practise and the psychological contentment, well-being and the intrinsic motivation of teachers. In response to the persistent need for research on teacher motivation, this study aims to provide a thorough examination of studies on teacher motivation, specifically english language teachers, undertaken from various theoretical viewpoints.

Background: Research on educational leadership has transcended the international sphere. Numerous studies have been developed on this factor of educational improvement. Few is their number, contextualized in the mathematics area and specifically the teachers. Methods: This paper presents a systematic review that highlights the importance of school leadership and mathematics education, providing empirical evidence on the positive impact that the former has on the latter. The method has been adapted to the guidelines promulgated in the PRISMA declaration, to ensure its systematicity. Results: Regarding the results, most of the research included in this review has found positive leadership effects on teacher professionalism, teaching and learning processes, and student performance. Conclusions: As limitations, the prescriptive nature of legislation and organizational structures has been found, which impedes the implementation of more effective leadership modalities.

In an attempt to evaluate the impact of the use of a simulation on the learning concepts of relative dating, a study was carried out with first year students at the Technical High School of the city of Taza (Morocco). The method of the study was semi-experimental research design with pre-test and post-test. The study used two groups including the experimental (n = 16) and control (n = 16) groups. The learning outcomes of both groups of students were compared and analysed for significance using the Student's ttest and the Mann-Whitney U test. The findings showed that the integration of a simulation of relative chronology can have a positive effect on students' learning if it is properly integrated at an appropriate time during the students' training.

In an attempt to evaluate the impact of the use of a simulation on the learning concepts of relative dating, a study was carried out with first year students at the Technical High School of the city of Taza (Morocco). The method of the study was semi-experimental research design with pre-test and post-test. The study used two groups including the experimental (n = 16) and control (n = 16) groups. The learning outcomes of both groups of students were compared and analysed for significance using the Student’s ttest and the Mann-Whitney U test. The findings showed that the integration of a simulation of relative chronology can have a positive effect on students’ learning if it is properly integrated at an appropriate time during the students’ training.

This study investigated the effectiveness of entrepreneurship educators in universities in Cross River State, Nigeria. To achieve the aims of the study, one research question was raised and two null hypotheses formulated to guide the study. All the entrepreneurship education students in the two Universities in Cross River State-University of Calabar (UNICAL) and Cross River State University of Science and Technology (CRUTECH), constituted the study population. Stratified random sampling technique was used to select three hundred (300) entrepreneurship education students from the two universities as the study sample. Data was collected using a 20-item questionnaire titled "Effectiveness of Entrepreneurship Educators Questionnaire" (EEEQ) developed by the researchers. Data obtained were analyzed using Mean, Population t-test (one sample mean), and Independent t-test. The results obtained revealed that the effectiveness of entrepreneurship educators in universities in Cross River State is not significantly high in terms of selection of appropriate pedagogy, students' motivation and arrangement for business tours. The results obtained further revealed that effectiveness of entrepreneurship educators does not significantly differ by their institution affiliation. Based on these results, it was concluded that entrepreneurship education is yet to create a significant impact in enhancing learners' acquisition of entrepreneurship attitude. It was therefore recommended that entrepreneurship educators should be provided with intensive training and possibly made to be entrepreneurs themselves.

This chapter recognises the diverse definitions and practices of student feedback; focussing on how student feedback can facilitate dialogue and thus contribute to the development of schools as democratic communities. Student feedback is thus positioned as a part of student voice, which has its roots in the United Nations Convention on the Rights of the Child (UNICEF, 1989). We question the ways in which schools elicit the views of students and how students’ opinions are made use of, recognising the complexities arising from power relationships (Hart, 1992), the consumerisation of education (Whitty & Wisby, 2007) and the pressures of accountability. Furthermore, we consider ways in which researchers can address difficulties in the research-practice relationship (Chapman and Ainscow, 2019) and facilitate co-creation of research. We propose the perspective of critical pragmatism as a means to acknowledge the complexities of practice, whilst also highlighting the importance of critical...

means a skilled workforce is scarce, presenting challenges to economic growth and diversification of the economy (DFAT, 2018). 1.2.1 An overview of primary education in Lao PDR The education sector comprises of pre-primary (crèche, kindergarten and pre-primary schools), primary, lower secondary and upper secondary. Basic education is defined as primary (Grades 1-5) and lower-secondary (Grades 6-9). Many primary schools are 'incomplete' and do not offer all five grades (DFAT, 2014). There is a high number of schools with multigrade classes. Of the country's 8,571 public primary schools in 2017/18, 11 per cent had only one teacher and 17 per cent had only two teachers (BEQUAL, 2018). Lao PDR is divided into 18 provinces and 148 districts, each of which includes political and administrative arms responsible for education. The Ministry of Education and Sports (MoES) administers the education system at the central level and is responsible for allocating financial and human resources for national functions, policy setting and monitoring compliance. At the subnational level, provincial line agencies allocate resources for recurrent salary and non-salary expenditures. Education policy delivery is driven by the Provincial Education and Sports Services (PESS) and District Education and Sports Bureaus (DESB) (The World Bank, 2018) (Lao-Australia Development Learning Facility, n.d.) (Ministry of Education and Sports, Lao PDR, 2018). While according to MoES data, Lao PDR has achieved close to universal primary education and gender parity in primary enrolment (Note: official rates may overstate the true level of access to primary education) high rates of drop-out and repetition continue to be an issue. The 2017 Assessment for Student Learning Outcomes (ASLO) indicated low levels of proficiency in Lao language and mathematics (Ministry of Education and Sports, Lao PDR, 2018). National data mask large variations across ethnic groups and geographical areas. Areas which are predominantly rural and remote subsistence agricultural communities with significant ethnic and linguistic diversity tend to perform more poorly in primary education (Lao-Australia Development Learning Facility, n.d.). The official language of instruction is Lao, which many children from these areas do not speak. Furthermore, children in these areas have very limited exposure to print before starting schooling (ACER, 2015). The quality of teaching is also an issue. Pedagogy has traditionally emphasised rote learning. There are also difficulties in attracting and maintaining qualified teachers in remote and ethnic areas. This contributes to a large number of incomplete schools and multi-grade classes (DFAT, 2014). Volunteer teachers account for around 10 per cent of the country's public primary teachers. The minimum qualification to train as a teacher is lower-secondary graduation (Hudson, 2014). 1.2.2 The Basic Education Quality and Access program in Lao PDR BEQUAL's program logic includes two End of Program Outcomes (EOPO) focussing on improving governance systems and improving teaching practices, with the ultimate goal to improve learning outcomes for primary school-age children (see Figure 1 below).

Since the pandemic hit the world, teaching and learning have gone through many changes and reviews in order to adapt to the needs of students as well as instructors. Lecturers and students had to adhere to these changes, including larger online classrooms where one class may consist of more than the number of students in a face-to-face class. The struggles to fulfill the demand of the management, syllabus as well as students' posed challenges for the English language lecturers. The main objective of this study is to identify the views of students regarding small size classes (before mass) and large size classes (mass lecture) during their online English language learning. The method used in the study is quantitative in nature where census sampling was conducted. The respondents are 280 diploma students who enrolled Integrated Language Skills I and II (ELC121 and ELC151) courses. The study uses frequency and descriptive analysis for the data obtained from the students' questionnaire. The result indicated the students' view of different class sizes in online settings does not differ much. Proper preparation and support from many parties are the key elements to managing a big classroom. Future research can be carried out regarding the correlation of class size across gender, age and programs, and to identify the lecturers' perceptions regarding class size during their online teaching.

This paper will examine student achievement and teacher quality under different policy approaches in five countries (South Africa, Botswana, Mozambique, Tanzania and Namibia) by looking at variables around teaching (goals, methods, teacher experience, training and support) and examining these in light of student performance and school capacity. Using the SACMEQ II data archive, our study compared and described at the national level how pupil characteristics and social context interact with schooling inputs and capacities (e.g. teacher characteristics, school and classroom-level inputs) to impact student performance. While more research in this area is necessary, the findings of this study help us begin to explain how teachers and schools are responding to the complex pressures of school reform particularly in developing and/or transitional societies and enable us to begin to assess whether and how policies can be designed to improve teaching and learning to facilitate democratic tra...

The research interest underpinning this paper concerns the type of mathematical knowledge engineering students may acquire during their specialised education in terms of the conceptual and procedural dimensions of doing and using mathematics. This study draws on interviews with 25 qualified engineers from South Africa and Sweden regarding their views on the role of mathematics in engineering education, with special focus on the conceptual and procedural aspects of mathematical knowledge. A thematic analysis of the interview data led to the identification of two main themes. According to the conceptual view a predominantly conceptual approach is needed and valued more than procedural skills, while the balanced view emphasises a balance of conceptual understanding and procedural fluency as well as links between them. It is suggested that the mathematical education of engineers would need to be more conceptually oriented to prepare for the demands at the workplace.

Background The quality of teaching is strongly related to the characteristics of teachers. Evaluating the performance of teachers, based on the students' opinions can be beneficial for teachers and education. This study aims to survey the perceptions of dental students about the characteristics of a good dental professor. Methods This is a qualitative study using the content analysis approach conducted in 2021. The opinions of 18 students from the Faculty of Dentistry in Yazd, Iran, were surveyed using a semi-structured interview. After recording and transcribing interviews, the coding and theme extraction were done. Data were analyzed using the content analysis method based on Colaizzi's seven-step method. Results According to the results, three main themes were extracted; Personal characteristics, scientific characteristics, and clinical characteristics. Personal characteristics had four sub-themes of teaching, manner, personality, and communication), while scientific characteristics and clinical characteristics had two sub-themes of teaching and manner. Conclusion According to the opinions of dental students, a "good dental professor" is a teacher who has good personal, scientific, and clinical characteristics together, in interaction with each other. Further studies to define the characteristics of a good professor in other medical fields are recommended.

This paper attempts to demonstrate the usefulness of the linkage data from two international large-scale assessment studies, Teaching and Learning International Survey 2013 (TALIS) 2013 and Programme for International Student Assessment (PISA) 2012, in examining the effects of schools. Data from seven educational systems are used to link, and four critical issues with five selection criteria are applied to the data selected. The linking dataset facilitates the investigation of mathematics performance while considering individual learner characteristics, mathematics teacher variables in the classroom environment and the school-level variables. We extend the new avenue of research by developing a linked database geared to the specific mathematics teaching and learning domain to reflect the school mathematics educational environment. The case study using Singapore linkage data demonstrated the feasibility and potential of exploring school effectiveness. In Singapore, schools with teach...

Developing an accurate second language competence different from the mother tongue has become an essential skill in today's globalized world, and therefore it is a highly valued and demanded learning among the main educational institutions and models. However, it is a complex process that is influenced by numerous and, in many cases, unknown factors, which are not usually taken into consideration when designing second language learning processes, which tend to lead to inadequate teaching and may lead to school failure that could have been avoided. 216 in-service teachers from all non-university educational stages of the Community of Madrid, Spain, evaluate the significance of 44 factors traditionally associated with second language learning, which are grouped into four general categories (factors linked to students; factors linked to teachers; learning structure and organisation; and learning environment) through a five-point Likert scale. The data were collected using a Google Forms questionnaire through the research described in Arigita-García et al. (2021) [1]. The sample is heterogeneous concerning different attribute variables such as age, teaching experience, gender, school ownership, and the language in which classes are taught. The sample was obtained through social networks and teacher forums.

Ruang kelas merupakan tempat belajar mengajar antara mahasiswa dan dosen. Kampus UMS memiliki kurang lebih 224 ruang kelas dan mahasiswa yang berjumlah lebih dari 35.000. Di dalam dunia desain, arsitektur menciptakan suatu bentuk fisik yang dapat dirasakan atau dinikmati jika dilihat dan dipegang dan sangat mungkin menjadi fasilitator terjadinya perilaku penggunanya. Penelitian ini bertujuan untuk mencari tahu pengaruh ruang kelas Kampus UMS terhadap perilaku mahasiswa. Metode yang digunakankan adalah kualitatif dan pengumpulan data menggunakan teknik pemetaan perilaku yaitu person-centered maps dan place-centered maps serta physical trace pada ruang kelas. Banyak sekali faktor pada desain dan fasilitas ruang kelas Kampus UMS yang dapat mempengaruhi perilaku mahasiswa. Perilaku-perilaku tersebut diantaranya yaitu menggeser bangku atau tempat duduk untuk sirkulasi sehingga menjadi berantakan, laci yang menjadi stimulus untuk membuang sampah di dalamnya, serta meja dan bangku yang dij...

     This article aims to describe the implementation of the Teaching Campus Program Batch 1 Merdeka Belajar – Kampus Merdeka (MBKM) at SD Negeri 07 Balingka. The type of research used in this research is descriptive qualitative. The determination of informants in this study used a purposive sampling technique using data collection techniques including observation, interviews and documentation studies. Test the validity of the data in this study using data triangulation techniques. The data obtained were analyzed using data analysis techniques including data collection, data reduction, data presentation and drawing conclusions. The results showed that in the implementation of the Kamous Mengajar program Batch 1 at SD Negeri 07 Balingka there were stages in implementing the teaching campus namely the coordination stage, the observation stage, the planning stage, the activity program implementation stage and the reporting stage. In implementation, there are program activities includin...

Tujuan penelitian ini untuk mengetahui fakta bahwa masih banyak siswa yang tidak menyadari keyakinan dalam belajar di masa pandemi sekarang ini. Kegiatan seperti ini disebut dengan SFH (study from home) atau kadang disebut dengan pembelajaran jarak jauh (PJJ). Pembelajaran secara daring membuat siswa kehilangan motivasi belajar karena terbiasa dengan pembelajaran daring, serta guru yang menjadi fokus kepada ketersediaan konten pembelaran. Sebagai orang guru perlu mengembangkan strategi serta penggunaan platform online agar tetap terhubung dengan siswa. Rasa percaya diri atau self esteem merupakan perasaan dimana anak mempunyai keyakinan tentang dirinya sendiri bahwa ia mempunyai konsep tentang diri sendiri, perasaan ini juga di bangun atau dikembangkan dari interaksi dengan orang lain, yakni dari respon orang lain terhadap darinya. Rasa percaya diri merupakan aspek yang sangat penting bagi siswa memiliki rasa percaya diri baik maka siswa tersebut akan dapat mengembangkan potensinya secara terus menerus, namun jika siswa kurang rasa percaya diri yang rendah individu tersebut cenderung menutup diri sambil berdiri, mudah frustasi dalam menghadapi masalah.

Universitas adalah salah satu jenis perguruan tinggi yang terdiri atas sejumlah fakultas yang menyelenggarakan pendidikan ilmiah dan/atau professional dalam disiplin ilmu tertentu. Melihat dari pengertian universitas yang merupakan tempat terkonsentrasinya beberapa fakultas, yang berarti memiliki jumlah mahasiswa yang besar maka diperlukan tempat untuk mengakomodir kegiatan belajar yang memadai seperti ruang belajar dan ruang bekerja bagi para pengurus dan pengajar dalam suatu universitas. Kegiatan belajar mengajar umumnya dilakukan pada ruang kelas dan hal mainstream ini terkadang menimbulkan kejenuhan bagi para mahasiswa yang selalu belajar di dalam ruangan / kelas. Untuk dapat memaksimalkan fokus belajar maka variasi cara belajar perlu dilakukan untuk menghindari kejenuhan. Flying Space dibangun dengan tujuan untuk memberikan wadah baru dalam belajar dan bersosialisasi yang diharapkan dapat memberi semangat dalam menerima pelajaran. Flying Space Universitas Pembangunan Panca Budi...

Jobs satisfaction can be achieved when a person performs what he likes to do in a particular organization. Teachers can be effective in their jobs if they are satisfied in their jobs. This study determined the influenced of self-efficacy among the teachers of Carmen Central District as it relates to their teaching effectiveness and job satisfaction. This study used the descriptive - correlational design. The descriptive survey described the level of self - efficacy of teachers, teaching effectiveness, and job satisfaction. This study also employed the correlation method to find out the significant influenced on self – efficacy to teaching effectiveness as well as on their job satisfaction. A total of 150 teachers covered in this study.The study disclosed that the level of self – efficacy of teachers was high while their level of teaching effectiveness was very high.On the job satisfaction, the highest was on the working environment followed by workload which were both described as h...

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