Encouraging Representation and Involvement of Learners on Discussion Method’s Features towards Ensuring Effective Teaching

Karakuş²,

Trakya Üniversitesi Sosyal Bilimler Dergisi

2018

ÖZ: Çalışmanın amacı, öğretmen adaylarının tartışma ve iletişim becerileri arasındaki ilişkinin cinsiyet, mezun olunan okul türü, okumakta olduğu bölüm, günlük internet kullanım süresi ve akademik başarı değişkenleri açısından incelenmesidir. İlişkisel tarama modeli kullanılan çalışmada veriler iki ölçek aracılığıyla toplanmıştır. Öğretmen adaylarının tartışma becerileri için Ocak ve Karakuş (2015) tarafından geliştirilen "Öğretmen Adaylarının Tartışma Becerilerine İlişkin Tutum Ölçeği", İletişim becerilerini için ise Dursun ve Aydın (2011) tarafından Türkçe' ye uyarlaması yapılan "İletişimci Biçimleri Ölçeği" kullanılmıştır. Çalışma 2015-2016 eğitim öğretim yılında Ege bölgesindeki bir devlet üniversitesinde okuyan 258 öğretmen adayıyla gerçekleştirilmiştir. Verilerin analizinde, korelasyon ve çoklu regresyon analizi kullanılmıştır. Araştırma sonucunda öğretmen adaylarının tartışmaya yönelik olumlu tutuma sahip oldukları, iletişim ve tartışma becerileri arasında pozitif yönde anlamlı bir ilişki olduğu, cinsiyet ve iletişim düzeyi ile mezun olunan okul türü ve iletişim düzeyinin öğretmen adaylarını tartışma becerilerini etkilediği ancak bölüm ve iletişim düzeyinin öğretmen adaylarının tartışma becerilerini etkilemediği belirlenmiştir.

Section: Sonuç Ve Tartişmaunclassified

Öğretmen Adaylarinin Tartişma Beceri̇leri̇ İle İleti̇şi̇m Beceri̇leri̇ Arasindaki̇ İli̇şki̇ni̇n İncelenmesi̇

Karakuş²,

Trakya Üniversitesi Sosyal Bilimler Dergisi

2018

“…The pedagogic competence of individual lecturers in the use of the discussion method presents a range of advantages (Abdulbaki, et al 2018;Harding, 2018;Yusuf, Guga, & Ibrahim, 2017;Ramezankhani, Pooresmaeili, & Rakhshandehrou, 2016;Kukuru, 2012;Omwirhiren, 2015;Badger, 2010), which can be summarized as follows.…”

Section: Introductionmentioning

confidence: 99%

Discussion method accuracy in Islamic higher education: the influence of gender and teaching duration

Tambak

Hamzah²,

Ahmad³

et al. 2022

Discussion method are increasingly popular in the learning, but in terms of its accuracy, mixed results are reported without clear reasons. This research aims to explore the impact of gender and teaching duration on discussion method accuracy in Islamic higher education. To evaluate the accuracy of the use of the discussion method, lecturer's teaching duration and gender, a quantitative study with a correlation approach was used. A research project, which deals with the use of discussion methods in lectures using questionnaires, was carried out in two faculties at two universities. Data were collected from 175 lecturers involved in this research. The analysis is differentiated based on the gender and level of teaching duration of lecturers in the competencies being assessed. The results show that the accuracy of the use of the discussion method is low and is related to the gender of the lecturer, that males perceive themselves to be higher in the use of the discussion method than females, and that even using method analysis with methods and implementation in the classroom. Lecturers who teach more than 30 years tend to have higher accuracy in using the discussion method than those with lesser tenure. The findings of this study have implications for the development of "the use of discussion methods in higher education" and it is necessary to examine the reasons behind this difference and to look for steps to improve the accuracy of the use of the discussion method.

“…The methods that researchers opt for are media and discussion methods. The researcher made this decision after reviewing several studies (Prestridge, 2010;Kukuru, 2012a;Kukuru, 2012b;Shih & Huang, 2014;Rinekso & Muslim, 2020) that indicated these techniques had a substantial impact on improving speaking ability. However, no researcher has yet combined the discussion method and media in a single study.…”

Section: Introductionmentioning

confidence: 99%

Speaking Skills for English As A Foreign Language in Video-Based Discussion

Amiruddin,

Razaq,

Satriani

et al. 2022

IJRER

This study focuses on determining if video-based discussions improve students' English-speaking abilities in their initial years at MTs As'adiyah Putra 1 Sengkang. Two classes served as the research sample in this study's true experimental design (the pretest-posttest control group design). There were 90 first-year students at MTs As'adiyah Putra 1 Sengkang in the population. 30 students served as the research's sample population. VII. A and VII. B was chosen as the sample for the research using the cluster random sampling approach, which was applied by the author. Speaking tests and the video-based discussion approach were used to gather data on the students' speaking abilities. The test's results were collated and put through a t-test and percentage analysis. As a result of the findings, it was determined that the probability value (0.00) was less than the threshold of significance (0.05) The examination of the data revealed that using video-based discussions to learn English considerably improves students' speaking abilities. The pre-test mean score is 1.9344, and the post-test mean score is 3.4817, which demonstrates this.