The Development of Contextual Approach-Based Materials for Poetry Writing On Grade X Student In Sma Budi Murni 2 Medan (Published)
This research is based on the learning problems of class X students of SMA Budi Murni 2 that are still teacher-centered. This causes students not being able to study independently because of the lack of poetry text references used in poetry writing class. In addition, the student’s ability to write poetry texts is known to be low because the teaching materials used by teachers and students are still based on textbooks. The book is the only source of information for poetry text writing study. In learning to write poetry texts, teacher sometimes still use learning methods that tend to be monotonous, such as the use of discussion methods. This is known from the results of observations made by the researchers themselves. All poetry texts writing learning comes from textbooks. Based on the above problems, the researcher conducted a research development aimed at (1) to analyze the development process of the contextual approach-based poetry text writing materials on grade X student in SMA Budi Murni 2 Medan, (2) to analyze the feasibility of the contextual approach-based poetry text writing materials on grade X student in SMA Budi Murni 2 Medan, (3) to analyze the effectiveness of the contextual approach-based poetry text writing materials on grade X student in SMA Budi Murni 2 Medan. The method adopted is the Research and development (R&D) proposed by Sugiyono, based on Borg and Gall. The trial subjects consisted of 3 students in individual test, 9 students in small group test, and 35 students in limited field test. The data collection technique used observation, interviews, questionnaire, and poetry text writing test. The research result shows that (1) material expert’s validation includes content feasibility with an average of 83,52% in “very good” criteria, presentation eligibility with an average of 87,5% in “very good” criteria, and language aspect with an average of 75% in “good” criteria, (2) graphyc design expert’s validation with an average of 83,46% in “very good” criteria, (3) teachers’ responses with an average of 88,23% in “very good” criteria, (4) individual test with an average of 77,77% in “very good” criteria, (5) small group test with an average of 80,10% in “very good” criteria, (6) limited field test with an average of 84,82% in “very good” criteria. The learning outcomes of student’s poetry writing before using the module was 74.28, while after using the module increased up to 85.57. The resulted difference between before and after the module usage is as much as 11.29. The implication of this study is that, the developed teaching materials may provide practical contributions in the implementation of the learning process for teacher. This is because the additional teaching materials provide convenience in the process of teaching.
Keywords: Approach, Based, Contextual, Development, Material, Poetry, Teaching, Text, writing
Teachers Attitude towards Improvisation, Its Effects on the Study of Science at the Junior High Schools in Aowin Municipality-Ghana (Published)
Teaching science requires science teachers to provide enough materials to enable students to learn by using all their senses. Therefore, where the schools are isolated or inaccessible, materials can be improvised to enhance science teaching and learning. This paper seeks to investigate the attitudes of teachers towards improvisation and its effects on the study of science and to suggest recommendations for school administrators. The instrument used was a structured questionnaire. Data for the study were obtained by administering 120 questionnaires to 120 teachers. Ten public Junior High Schools were selected. 12 teachers were sampled randomly from each Junior School making a total of 120. 120 questionnaires were fully answered and returned. The data were analyzed using frequency counts and percentages. .
Keywords: Achievement, Improvisation, Learning, Perception, Teaching, attitude
Effect of Instructional Strategies on the Teaching and Acquisition of Listening Skills in Kiswahili Language (Published)
The research investigated the influence of the instructional process on the teaching and acquisition of listening skills in Kiswahili language. Informed by the study, this paper explores how the instructional strategies used influence the teaching and acquisition of listening skills in Kiswahili language in Kenyan secondary schools. The study used a sample of 13 secondary schools purposively selected from a total of 41 secondary schools in Wareng’ District, Kenya. Thirteen (13) teachers of Kiswahili and 130 Form Two learners of Kiswahili formed the respondents. The research was a descriptive survey since it set out to discover, describe and interpret existing conditions focusing on secondary school teachers of Kiswahili and Form Two learners. To collect data an interview schedule and an observation schedule were used. The 13 teachers were interviewed, the 130 learners participated in a Focus Group Discussion while 13 Kiswahili lessons were observed and tape-recorded. Analysed data was presented using frequency tables, percentages, graphs and charts. The study found that poor teaching strategies used in the teaching of listening in Kiswahili language is one of the main causes of the poor levels of language acquisition. In view of the findings, this study recommends that teachers of Kiswahili should build into their classrooms listening activities that have as much of the characteristics of real life listening as possible. One of the research implication of this study is that a study should be conducted in teacher training institutions to determine the effectiveness of teacher education programs in preparing teachers of Kiswahili in the teaching of listening skills.
Keywords: Acquisition Listening Skills, Effect, Instructional Strategies, Kenya, Kiswahili language, Secondary Schools, Teaching
Problem-Based Teaching and Learning Devices: A Research and Development on Natural Science Materials for Primary School (Published)
This study aims to develop a model of teaching and learning devices of Natural Science subject for primary schools. The devices include curriculum, syllabus, lesson plan, instructional media, and evaluation devices. To achieve the objective, this research applied research and development adopted from Thiagarajan’s 4-D model (1974) with modification. The development consists of four steps: define, design, develop, and disseminate. In developing the teaching and learning devices, this study applied problem-based learning approach by introducing the students to the real problems with five stages; the stages are (a) orient the students to the problem, (b) organize the students to learn, (c) guide the individual research or groups, (d) develop and present the results, and (e) analyze and evaluate the problem-solving process. State Primary school 12 Baruga Kendari, Indonesia was chosen as a place of research. The data were collected through documentation, observation, interviews, and testing. The data were analyzed descriptive qualitatively and quantitatively. The result of the research shows that the process of developing of the teaching and learning model (on Natural Science subject) with problem-based approach consists of several steps; they are identification, needs analysis, design, development, and evaluation (final revision). The teaching and learning devices developed are valid and appropriate to use. The learning devices are effective to be used because of three main reasons: (1) achieving criteria existed above the minimum mastery criteria; (2) the experiment class test results were significantly higher than the control class test results; (3) the developed devices model has met the criteria of practicality
Keywords: Learning Devices, Problem-Based Learning, Teaching, Thematic
Effect of Using Spreadsheet in Teaching Quadratic Functions on the Performance of Senior High School Students (Published)
The study employed a quasi-experiment design to evaluate the effect of using Spreadsheet Instructional Method as compared to a Conventional Method on students’ performance in quadratic functions. Lessons delivered with both approaches employed a guided discovery; a mix of direct instruction and hands-on activities in a context in which mathematics learning have been deep-rooted in teacher-centred approaches of teaching. Interviews and teacher made achievement test were used to collect data from senior high school students in Ghana. Data was analysed using paired sample t-test and analysis of covariance for the achievement test whereas interviews were transcribed and coded using data reduction technique. The study showed that the Spreadsheet Instructional Method served a useful pedagogical approach, impacted more on the students’ performance and has the potential of improving teaching and learning mathematics in Senior High schools. The use of the spreadsheet made lessons more practical and interesting; gave students greater opportunities to verify results and make links between spreadsheet formula, quadratic functions and graphs. In spite of its potential, the study recognized that for spreadsheet to be effective in teaching mathematical concepts, a mix of direct instruction and hands-on activities should guide the lesson development and delivery.
Keywords: Education, Quadratic Functions, Spreadsheet, Students, Teaching
A Comparative Study of the Teaching and Evaluation Processes in Sandwich Degree Programmes in Two Nigerian Universities (Published)
The training of teachers through the sandwich mode has been perceived by many as a medium for training teachers who cannot compete favourably in the labour market with those trained in the conventional universities. The reasons are attributed to some factors especially, the period stipulated for training in this program. It is against this background that this study compared the teaching and evaluation processes in sandwich B.Ed degree programs at University of Abuja ( Uniabuja) and University of Nigeria Nsukka ( UNN). A descriptive survey design was employed for the study. The population was made up of 560 and 676 final year students of Uniabuja and UNN respectively. Purposive and simple random sampling techniques were employed to select a sample of 100 students from each university thereby making a total of200 students. A four-point likert- scale questionnaire was used for data collection. Research questions were analysed with means scores while t-test was used to test the hypotheses. Results of this study show that there was significant difference in the extent to which course contents are covered in both universities and the evaluation and feedback mechanisms were effective. The study inter alia suggests an increase in the staff strength of lecturers in Uniabuja to help in the reduction of workload for more program effectiveness
Keywords: Assessment, Content coverage, Feedback, Sandwich, Teaching