Students’ Approaches to Learning in Agricultural Higher Education

Raju, D. Thammi; Ramesh, Pedaprolu; Raghuvanshi, Rupan; Yashavanth, B. S.; Sontakki, B.S.; Krishnan, P.; Balasani, Raghupathi; Soam, S. K.; Rao, Cherukumalli Srinivasa

doi:10.9734/ajaees/2022/v40i530882

Cited by 3 publications

(4 citation statements)

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“…Male preservice teachers were more likely to use the surface approach (Table 3). This finding diverges from a study by Raju et al (2022). Gender-wise, the mean scores for various study styles were obtained to calculate the t-test.…”

Section: Gender-basedcontrasting

confidence: 66%

“…According to Raju et al (2022), the leading learning style adopted by agricultural learners was found to be 'strategic' (41.1%), followed by 'deep' (40.3 %) and 'surface' (15.5 %) approaches. The student learning approaches across the disciplines (Chisquare statistic = 24.106, 0.156) were not significant, while the t-statistic value of 2.248 (p = 0.028) is significant between postgraduate and freshman learners in the case of the 'deep approach'.…”

Section: Review Of Related Literaturementioning

confidence: 99%

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Learning Approaches Adopted by Preservice Teachers

Avvaru

Juttukonda

Prusty

2023

East Afr. j. educ. stud.

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Knowledge about the learning approaches is very critical for teachers in planning teaching-learning activities. Learners relate their previous experiences in learning new concepts. Then, the type of learning approach adopted by the learner will enable him/her to interact with course material and attain learning outcomes. According to the Approaches and Study Skills Inventory for Students (ASSIST), the learners follow deep, surface, or strategic learning approaches or a combination of two or all three of them. The present study is a survey type wherein the 18-item questionnaire, a short version of ASSIST is administered to the undergraduate (BEd) and postgraduate (MEd) students (preservice teachers) of the University College of Education, Osmania University, Hyderabad. Forty students responded to the inventory. Data is analysed with Cronbach’s Alpha, coefficient of correlation, t-test, and ANOVA. T-test for learning approaches and gender (2.024); coefficient of correlation for academic achievement and deep approach and strategic approach (.503); strong relationship with SGPA 8.00 for Surface approach, 9.00 for Deep approach and 6.00 for Strategic approach. Age and learning approach ANOVA is .833 and BEd second-semester preservice teachers adhered to a deep approach. The study concludes that the deep approach is the most popular learning approach; the learning approach affects academic achievement, gender, and level of semesters of study of the preservice teachers and does not affect approaches to learning

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Section: Gender-basedcontrasting

confidence: 66%

Section: Review Of Related Literaturementioning

confidence: 99%

Learning Approaches Adopted by Preservice Teachers

Avvaru

Juttukonda

Prusty

2023

East Afr. j. educ. stud.

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“…So, the purpose of this study is to investigate various backgrounds of the respondents and quality parameters, whether the mind maps are effi cient in communicating the information to the seekers than comprehensive text concerning both time required as well as comprehensibility (Venkattakumar and Sontakki, 2014). The present study was undertaken to measure the eff ectiveness of the learning and training eff ectiveness (Thammi Raju et al, 2022). The present study also links the earlier fi ndings of strong association with reading and critical thinking (Commeyras, 1990), and proven hypotheses that critical thinking training of teachers yields better Cognitive Refl ection Test (CTR) performance (Janssen et al, 2019).…”

supporting

confidence: 68%

Mind Mapping as a Learning and Teaching Tool in Agricultural Higher Education in India

Soam¹

2022

irjee

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The study aimed at investigating the effi cacy of mind maps in teaching over conventional comprehensive text; comparing both of these teaching methods; and fi nding out the binary association with several independent determinants. The experiment comprised two groups, one group was fed information as a mind map, others were fed comprehensive text. Results indicated that the respondents using comprehensive text took 186.69 seconds on average; whereas the respondents under mind map completed the test in 132.99 seconds. The t-test and chi-square tests indicated that gender does not infl uence the performance of the respondents whereas background, the language of primary education and profession has some infl uence under diff erent testing situations. The results establish that the mind map is much more effi cient in communicating the instructions concerning both comprehensibility and time to assimilate. Conclusively, a few futuristic research questions and inputs for relevant policy interventions have been identifi ed

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“…It provides an immense impact on the early researchers to improve their decision making skills and also prioritization of the research. Apart from that researchers must also concentrate on various quick decision making and learning tools and approaches (Soam et al, 2022;Thammi Raju et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

AHP Analyser: A decision-making tool for prioritizing climate change mitigation options and forest management

Soam

et al. 2023

Front. Environ. Sci.

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Agricultural and Forest Research and Environmental Management entail significant decisions that can impact research findings. Better findings come from well-managed research. In the research and management, a practical methodology approach is used to improve decision-making and prioritise numerous possibilities and research programmes. However, most research scientists need help setting the priority for the research project. A web-based decision-making system, i.e., the Analytic Hierarchy Process (AHP) methodology, provides support and solutions in prioritising the research project options based on multi-criteria decisions in order to eliminate these barriers in agricultural research and management. Considering these factors, the National Academy of Agricultural Research Management (NAARM), Hyderabad, Telangana, India, devised and developed “AHP Analyser”, a web-based group decision-making tool for prioritising the climate change mitigation options of research projects using an analytic hierarchy approach. It was created with PHP, JavaScript, and MySQL and is available at https://naarm.org.in/ahp/. In the present research article, we have briefly discussed the AHP methodology, analytics of publication on AHP usage, primary features of the AHP Analyser, which was built by using AHP methodology, and a case study that shows how the AHP Analyser was used to mitigate climate change in the forestry sector. Study concluded that AHP methodology can be widely applicable in various sectors for decision making, portfolio management and prioritisation; also contributes to the sustainable development goals (SDGs). Therefore, creating awareness on the advantages of AHP methodology among the researchers is critical to bring quality outputs in the research field.

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Students’ Approaches to Learning in Agricultural Higher Education

Cited by 3 publications

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Learning Approaches Adopted by Preservice Teachers

Learning Approaches Adopted by Preservice Teachers

Mind Mapping as a Learning and Teaching Tool in Agricultural Higher Education in India

AHP Analyser: A decision-making tool for prioritizing climate change mitigation options and forest management

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