Quality Instruction as a Motivating Factor in Higher Education

Sogunro, Olusegun Agboola

doi:10.5430/ijhe.v6n4p173

Cited by 35 publications

(46 citation statements)

References 9 publications

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“…Quality instruction is a strong motivating factor in higher education (Sogunro, 2017), linked to critical thinking, problem solving, communication, acquiring of presentation skills and team working (Roy & Macchiette, 2005). Cranton (2002) reported that critical thinking should become a clear target of all forms of education and mainly of the adults, since by this way the students become open minded in new ways of thinking.…”

Section: Debate As a Good Educational Practice In Higher Educationmentioning

confidence: 99%

Debates in Teaching Bioethics

Kedraka

Kourkoutas

2018

JCT

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In this small scale study in higher education, a good educational practice on the teaching of Bioethics based on transformative learning and accomplished by debates is presented. The research was carried out in June 2016 at the Department of Molecular Biology and Genetics, Democritus University of Thrace, Greece and it includes the assessment of the debating experience by the students participating in the course. The research followed the qualitative method and data was collected by free association through a single question posed to students, asking them to critically reflect on their debating experience. Content analysis was used for analyzing their responses. Debates seem to be a good practice for teaching Bioethics, since it leads to transformative learning for the future scientists, as it is highlighted by the students' views. They strongly state that they were highly interested and motivated by their participation in debates, an active teaching method that promotes the development of critical thinking, questioning, processing and presentation of scientific data, as well as the improvement of communication and cooperation skills. The most significant finding, though, was the critical reflection that young students reached regarding the subtle, difficult ethical issues of Biosciences.

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Section: Debate As a Good Educational Practice In Higher Educationmentioning

confidence: 99%

Debates in Teaching Bioethics

Kedraka

Kourkoutas

2018

JCT

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“…using internet-based databases (Abiddin, 2011;Olmos, Juanjo, Eva & Ana, 2015), constant monitoring of research already conducted (Jalan, Nusantara, Subanji & Chandra, 2016) and collaborative work (Igun, 2010) are all beneficial. Motivation and effective learning process are also important for higher education instructors (Sogunro, 2017).…”

Section: Introduce the Problemmentioning

confidence: 99%

Problems Encountered During the Scientific Research Process in Graduate Education: The Institute of Educational Sciences

Akyürek¹,

Afacan²

2018

HES

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This study was conducted to determine the problems faced by graduate students when conducting scientific research and to make suggestions for solving these problems. The research model was a case study. Semi-structured interviews were conducted with participants in the study with questions about the problems encountered during scientific research in graduate education, recommendations for solutions to these problems, and participants’ experiences in terms of their scientific research knowledge and skills. As a result of the discussions, the participants suggested that courses should be more practical and that there should be more taught courses, so that educators can direct students and facilitate access to resources.

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“…Pengajaran guru yang berkualiti adalah penting kerana tidak diragukan lagi pengalaman awal pembelajaran pelajar memberi kesan terhadap kemahiran yang akan mereka kuasai dan pelajari pada masa akan datang (Aldemir & Kermani 2016). Kualiti pengajaran guru memberi pengaruh yang hebat terhadap anak didiknya yang mana semakin berkualiti pengajaran yang disampaikan kepada pelajar, semakin cenderung pelajar tersebut merasa bermotivasi untuk belajar (Sogunro 2017).…”

Section: Kualiti Pengajaran Guruunclassified

“…Kesan daripada kekurangan keberkesanan pengajaran guru dari awal akan menyebabkan proses pengajaran dan pembelajaran bermasalah lantaran pelajar tidak dibimbing dengan cara yang sesuai untuk mereka belajar (Wenglinsky 2002;Sogunro 2017).…”

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“…Kegagalan guru menyampaikan kandungan pelajaran menggunakan kaedah yang betul mempunyai potensi untuk menyebabkan minat pelajar untuk belajar terjejas (Coe et al 2014;Khalip & Hariza 2015). Pengajaran guru yang berkualiti rendah mencetuskan beban terhadap pelajar, terutamanya kepada pelajar yang mempunyai masa dan sumber yang terhad untuk mengulangkaji pelajaran (Sogunro 2017). Walaupun kajian mengenai keberkesanan amalan guru telah banyak dilakukan oleh para pengkaji pada masa lepas, namun sehingga kini, kajian-kajian contohnya Ather et al (2016) dan Nadzri (2017) masih mendapati tiada perubahan positif yang ketara tahap kualiti pengajaran guru, secara amnya.…”

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Tahap Amalan Pengajaran Berkesan Guru Prinsip Perakaunan Berasaskan Model Slavin (Accounting Principle Teacher’s Effective Teaching Practices Based on Slavin’s Model)

Ahmad

Azman²

2020

JPEN

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Keberkesanan pendidikan bergantung kepada kualiti dan kompetensi seseorang guru, memandangkan guru adalah unsur terpenting dalam proses pembelajaran. Kajian tinjauan ini mengenalpasti tahap amalan pengajaran berkesan guru-guru Prinsip Perakaunan di daerah Kuantan berdasarkan Model Pengajaran Berkesan oleh Slavin dari perspektif pelajar perakaunan. Sebanyak 76 orang pelajar perakaunan dari tiga buah sekolah menengah dipilih sebagai sampel kajian menggunakan kaedah persampelan kuota. Soal selidik telah dibina dan digunakan sebagai instrumen untuk mengumpul data mengenai amalan pengajaran berkesan guru daripada empat aspek, iaitu kualiti pengajaran, kesesuaian aras pengajaran, pemberian insentif dan pengurusan masa. Data kajian telah dianalisis menggunakan analisis deskriptif. Dapatan kajian menunjukkan bahawa amalan pengajaran berkesan guru dari keempat-empat aspek berada pada tahap sederhana tinggi, di mana guru-guru cenderung menguruskan masa pengajaran dengan efektif, menggunakan kaedah peneguhan positif dan negatif bagi memotivasi pelajar dan berkemahiran dalam menggunakan pelbagai kaedah dan pendekatan pengajaran yang berkualiti serta bersesuaian dengan tahap pelajar. Kajian ini menyumbangkan perspektif pelajar terhadap amalan pengajaran guru yang dapat dijadikan salah satu daripada penanda aras keberkesanan guru berbanding penanda aras yang lain, di mana ianya harus diambil perhatian kerana pelajar merupakan penerima kepada penyampaian pengajaran guru yang mana maklum balas mereka perlu dititikberatkan dalam proses pengajaran dan pembelajaran.

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Quality Instruction as a Motivating Factor in Higher Education

Cited by 35 publications

References 9 publications

Debates in Teaching Bioethics

Debates in Teaching Bioethics

Problems Encountered During the Scientific Research Process in Graduate Education: The Institute of Educational Sciences

Tahap Amalan Pengajaran Berkesan Guru Prinsip Perakaunan Berasaskan Model Slavin (Accounting Principle Teacher’s Effective Teaching Practices Based on Slavin’s Model)

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