Demonstration Teaching Method Research Articles

A Comparative Study of Teaching Approaches in Agro-Ecology: An Investigation of 10th-Grade Agricultural Sciences Learners in Selected Schools

The impact of climate change on agriculture in South Africa is a key factor that contributes to food insecurity. While this topic is covered in the Agro-ecology unit in Grade 10, it is important to determine the most effective way to teach it to learners. That is important because teaching methods utilized in Agricultural Sciences are envisaged to improve learners’ performance on the impact of climate change on food security. This study quantitatively compared teaching methods (i.e., Lecture, Demonstration, and Project-based) and their impact on learners’ performance in Agro-ecology. Each teaching method was tested on each group of 15 learners, which resulted in 45 learners per school, and the total number of participants was 180 when four schools were combined. A pre-experimental and post-test research design was employed to identify effective teaching methods for Agro-ecology among Grade 10 learners in Limpopo and Eastern Cape provinces. Analysis of covariate was used to test the hypothesis that (1) learners’ content knowledge on climate change and food security would differ with teaching methods, (2) the project-based and demonstration teaching methods would improve learners’ content knowledge because the project-based and demonstration methods are more practical, and learners learn better through these methods. The results showed that learners in the project-based and demonstration groups had significantly higher scores than those in the lecture (p < 0.05). The findings suggest that incorporating project-based teaching methods in secondary schools can improve learners’ performance and skills in Agricultural Sciences.

The Attitude of Physical Science Teachers towards the Effectiveness of Demonstration Method at Secondary Level in West Bengal

The importance given to student-centered teaching methods and techniques is increasing as a reflection of the constructivist approach. This study was conducted with the aim of determining the attitude of teachers working in secondary schools to use student centered teaching methods and techniques and compare it based on the gender, subject, seniority year, and school type variables. The survey method was used in the study.The data related to the study were obtained by attitude scale for using student centered teaching methods and techniques. Findings indicated there is significant attitudinal difference in the mean scores of Physical science teachers who were exposed towards the Demonstration method.The second finding states that demonstration instructional strategy produces same learning outcome in both male and female teachers in the test. The implication of this is that demonstration teaching method is not gender bias. It is a viable method for both sexes. The last finding states that the demonstration method application attitude was seniority bias i.e., in favour of the >10 years teacher folk.

Impact of Teacher’s Training on Interest and Academic Achievements of Students by Multiple Teaching Methods

The aim of this research was to check the effects of teacher’s training and teaching methods on academic achievements and interests of students at secondary schools in computer course. The population was divided into four groups; - lecture teaching method (control group), discussion teaching method (experimental method), inquiry teaching method (experimental group) and demonstration teaching method (experimental group). Each group has a sample size of 20 students. A pre-test before training of teachers and post-test after training of teachers for academic achievement and interests of students taught by four teaching methods were conducted. The results of pre and post-tests were then analysed by statistical tools of descriptive statistics and ANOVA test. The results of the study indicated that students’ academic achievements and interests were increased before and after the training of the teachers taught by lecture, discussion, inquiry and demonstration teaching methods. The demonstration teaching method was ranked 1st and lecture teaching method was ranked last. So, it can be concluded that training of the teacher’s plays an important role for choosing the best method for teaching and improves the academic achievements and interests of students.

Use of Video Method in Teaching Computer-oriented Disciplines

The purpose of the article is to find new methods and means of teaching computer science The research methodology consists of system analysis and classification of demonstration teaching methods. The novelty of the study is the use of screencasting when creating an educational video channel for teaching computer disciplines (Davletkaliev, 2008). Conclusions. In this work, on the example of creating an educational Internet channel, the possibility of increasing the effectiveness of using the video method in the process of teaching computer-oriented disciplines is shown.

Impact of Teacher’s Training on Interest and Academic Achievements of Students by Multiple Teaching Methods

A research has been conducted to check the effects of teacher’s training and teaching methods on academic achievements and interests of students at secondary schools in computer course. The population is divided into four groups; - lecture teaching method (control group), discussion teaching method (experimental method), inquiry teaching method (experimental group) and demonstration teaching method (experimental group). Each group has a sample size of 20 students. A pre-test before training of teachers and post-test after training of teachers for academic achievement and interests of students taught by four teaching methods have been conducted. The results of pre and post-tests are then analysed statistical tools of descriptive statistics and ANOVA test. The results of the study indicated that students’ academic achievements and interests have been increased before and after the training of the teachers taught by lecture, discussion, inquiry and demonstration teaching methods. The demonstration teaching method was ranked 1 st and lecture teaching method was ranked last.

Effects of Project and Demonstration Teaching Methods on Male and Female Students’ Achievement and Retention in Basic Electricity in Technical Colleges

The study ascertained the effects of project and demonstration teaching methods on male and female students’ achievement and retention in basic electricity in technical colleges. Quasi-experimental design; precisely, pre-test, post-test and delayed post-test for non-randomized and unequal groups were used. Four research questions guided the study and four hypotheses were tested at 0.05 level of significance. Four technical colleges in Ebonyi State, each technical college offering basic electricity, were used. The population of the study comprised of 141 Technical College year II (TC II) students (85 males & 58 females). The project method instructional strategy group had 62 male and 13 female students whereas; the demonstration method instructional strategy group had 20 male and 46 female students. The instruments used in the study were Demonstration Method Instructional Manual (DMIM), Basic Electricity Achievement Test (BEAT) and Project Method Instructional Manual (PMIM), which were validated by three experts. The instrument (BEAT) was administered twice to twenty (20) TC11 students in Enugu State and Pearson’s Product Moment Correlation was used to obtain a reliability index of 0.89. Data collected for the study were analyzed using mean with standard deviation for research questions, while hypotheses were tested using Analysis of Covariance (ANCOVA). The study found that both the project and demonstration teaching methods improved male and female students’ performances in basic electricity. However, male and female students taught basic electricity using project teaching method had better academic performance and retention in basic electricity, indicating that project teaching method was more effective on male and female students’ achievement and retention in basic electricity than demonstration teaching method. The researchers therefore recommended project teaching method as a teaching strategy that could reduce the gender disparity in male and female students' achievement and retention.

Comparative Analysis of Project and Demonstration Teaching Methods in Improving Students’ Academic Achievement in Basic Electricity in Technical Colleges

This study determined the comparative analysis of project and demonstration teaching methods in improving students’ academic achievement in basic electricity in technical colleges. The study adopted quasi-experimental design; specifically, pre-test, post-test for non-randomized and unequal groups were used. One research question guided the study and one hypothesis was tested at 0.05 level of significance. Four technical colleges in Ebonyi State, each technical college offering basic electricity, were used. A total of 141 Technical College year II (TC II) students formed the population of the study. The instruments used in the study were Basic Electricity Achievement Test (BEAT), Project Method Instructional Manual (PMIM) and Demonstration Method Instructional Manual (DMIM), which were validated by three experts. The instrument (BEAT) was administered twice to twenty (20) TC11 students in Enugu State and Pearson’s Product Moment Correlation was used to obtain a reliability index of 0.89. Data collected for the study were analyzed using mean and standard deviation for research question, while the hypothesis was tested using Analysis of Covariance (ANCOVA). The study found more improvement in students’ academic achievement when taught basic electricity using project teaching method than when taught using demonstration teaching method. The study therefore showed that project teaching method was more effective than demonstration teaching method in enhancing students’ academic achievement in basic electricity. The researchers therefore recommended among other things that teachers should embrace project teaching method more than demonstration teaching method to enhance students’ academic achievement in basic electricity.

EFFECTS OF PROBLEM BASED LEARNING METHOD AND DEMONSTRATION TEACHING METHOD ON SECONDARY STUDENTS AGRICULTURE ACHIEVEMENT IN NDHIWA SUB COUNTY, KENYA

Purpose: The study sought to compare the effects of Problem Based Learning (PBL) method and Demonstration Teaching Method (DTM) on achievement of students in agriculture subject.
 Methodology: The study used Quasi-Experimental Design which followed a Non-equivalent Control Group Pre-test-Post-test Design, while a Constructivist learning theory guided the study. PBL was the treatment while Demonstration teaching method was used as control. The target population were 7124 students taking agriculture and 52 teachers of agriculture. Accessible population were Form Two Students and 12 schools. Both stratified random sampling and purposive sampling methods were used to obtain a sample size of 575 students and 12 teachers of agriculture. Six schools used Problem Based Learning as treatment, while the other six schools were taught through Demonstration teaching method. Pre-test was administered to PBL and DTM groups before teaching the students and a post-test was also administered to both groups at the end of six weeks of study. Data was collected using Agriculture Achievement Test (AAT) to measure students’ achievement. Data was analysed using ANCOVA and descriptive statistics.
 Findings: Post-test results established that teaching through PBL resulted in higher students’ achievement in agriculture with a mean score of 57.47 compared to DTM mean score of 48.4. There were statistically significant difference in post-intervention scores between the interventions, F (1, 278) = 1170.43, p < .001, partial η2= .800 leading to rejection of null hypothesis. Therefore, PBL teaching method was found to be more effective in teaching agriculture as compared to Demonstration teaching method.
 Unique contribution to theory, practice and policy: The study recommended that teachers of agriculture should embrace and use PBL as a method of instruction in agriculture subject. Likewise, Tertiary institutions and Universities in Kenya should implement the use of PBL method in their training programmes in training students.

Impact of Teacher’s Training on Interest and Academic Achievements of Students by Multiple Teaching Methods

A research has been conducted to check the effects of teacher’s training and teaching methods on academic achievements and interests of students at secondary schools in computer course. The population is divided into four groups; - lecture teaching method (control group), discussion teaching method (experimental method), inquiry teaching method (experimental group) and demonstration teaching method (experimental group). Each group has a sample size of 20 students. A pre-test before training of teachers and post-test after training of teachers for academic achievement and interests of students taught by four teaching methods have been conducted. The results of pre and post-tests are then analysed statistical tools of descriptive statistics and ANOVA test. The results of the study indicated that students’ academic achievements and interests have been increased before and after the training of the teachers taught by lecture, discussion, inquiry and demonstration teaching methods. The demonstration teaching method was ranked 1 st and lecture teaching method was ranked last. Keywords: Instructor; Learning Styles; School; Teaching Methods; Thinking skills DOI: 10.7176/JEP/12-07-02 Publication date: March 31 st 2021

Effects of Reflective Inquiry Teaching Method on Students’ Academic Achievement in Domestic Installation Module in Technical Colleges of Yobe State, Nigeria

Purpose: The study investigated the effects of reflective inquiry teaching method on students’ academic achievement in domestic installation modules in technical colleges of Yobe State, Nigeria. Methodology/Approach/Design: The study is quasi-experimental in design. A pre-test and post-test were conducted for both control and experimental groups. Two classes from four Technical Colleges were selected to give a sample size of 88. Electrical Installation and Maintenance Work Trade Achievement Test (EIMWTAT) was used to generate data for the study. The instrument was validated by three experts in the Department of Electrical Technology Education, Modibbo Adama University of Technology, Yola. To determine the reliability of the instrument, Cronbach’s Alpha was used and a reliability coefficient of 0.91 was obtained. Mean statistics was used to answer the research questions, while the null hypotheses were tested using t-test at 0.5 level of significance. Results: The study revealed that reflective inquiry teaching method improves student academic achievement when compared with the demonstration teaching method. It further revealed that reflective inquiry teaching method is not gender biased as both male and female students performed effectively in domestic installation. The study concluded that when students are taught domestic installation using reflective enquiry method, they performed better than when taught using conventional method. Practical Implications: The results of the study may have implications for teaching staff in Technical Colleges of Yobe State, Nigeria. Based on the results of the study, the reflective method can be applied in the teaching and learning of domestic installation, industrial installation and electrical installation and maintenance works in technical colleges. Originality/Value: The study innovates by experimenting with the effect of reflective inquiry in teaching Domestic Installation Module in Technical Colleges of Yobe State, Nigeria. From the analysis, the reflective inquiry was found effective in teaching domestic installation as students’ academic achievement was significantly high. By this, the use of reflective inquiry in the teaching of domestic installation, which is now being introduced, is highly commendable.

Experimental Study on Action Learning of Different Visual Teaching Methods in Wushu

Wushu course is a basic content in physical education teaching in colleges and universities. The teaching content of Wushu course is mainly routine teaching. Because Wushu routine is composed of many individual movements, the direction, route, rhythm and body posture are complicated and different from the students’ daily activities and other sports teaching materials, many students feel that Wushu is “difficult to learn” and “forget quickly “. In order to overcome the phenomena of “difficult to teach “,” difficult to learn” and “forget quickly “, we must deeply study the teaching methods in order to improve the teaching effect of martial arts. Demonstration teaching method is the main teaching method used in Wushu teaching, and it is also one of the effective ways to improve the teaching effect of Wushu. As multimedia teaching is more and more used in teaching, demonstration teaching method also has more new teaching methods. [1] This paper analyzes the effect of martial arts teachers in the teaching process through the experimental study of three classes in the martial arts curriculum of physical education major in Dehong Teachers College. In order to study the teaching effect of different intuitive teaching methods in martial arts class.

The Effects of Role Play Simulation and Demonstration on Pediatric Peripheral Venous Catheter Insertion Skill among Nursing Students: A Three Group Experimental Study

Background: The short course of baccalaureate nursing program and overcrowding of clinical settings restrict the development of pediatric peripheral venous catheter (PVC) insertion skill among nursing students. Therefore, better teaching strategies are needed. Objectives: The aim of this study was to compare the effects of role play simulation and demonstration on pediatric PVC insertion skill among nursing students. Methods: In this three-group experimental study, 46 nursing students were selected from Tabriz University of Medical Sciences, Tabriz, Iran, randomly allocated to a control, a role play simulation, or a demonstration group. Initially, all students received information about pediatric PVC insertion through lecture. Then, their skill was assessed using a child mannequin in a skill lab by a thirty-item rating scale. Then, participants in the simulation and the demonstration groups received training about this skill through simulation or demonstration teaching methods. After 3 weeks, their skill was reassessed. Data were analyzed using the Wilcoxon and Kruskal–Wallis tests. Results: The baseline total scores of PVC insertion skill were 17.66 ± 7.46, 14.93 ± 6.64, and 16.92 ± 10.38 and after intervention changed to 20.66 ± 5.65, 33.81 ± 6.86, and 41.14 ± 7.67 in the control, role play simulation, and demonstration groups, respectively. There was a statistically significant increase of skill in simulation and demonstration groups (P < 0.001), whereas the increase in the control group was insignificant (P = 0.09). There was no significant difference between role play simulation and demonstration groups (P > 0.05). Conclusion: Both role play simulation and demonstration significantly improve pediatric PVC insertion skill among nursing students. These teaching methods are recommended for developing nursing skills.

Efforts to Improve Learning Outcomes of Tiger Jumping in Floor Gymnastics through Demonstration Teaching Methods

This study aims to determine the improvement of tiger jump learning outcomes through the application of teaching styles of demonstration teaching methods to class Xl MIA 1 SMA Negeri 3 Medan for the 2019/2020 academic year. This study was a student of class XI who became a sample with a total of 28 students who would be given action in the form of learning through the Application of the Demonstration Teaching Method towards the learning outcomes of floor gymnastics tiger jumping. The method used in this research is Classroom Action Research. To obtain the data in this study, a learning outcome test was carried out at the end of each cycle in the form of an application to assess the Learning Outcomes of Tiger Jumping, Floor Gymnastics. With the implementation of this research learning outcomes test is carried out for two weeks or two meetings. Data analysis was performed by data reduction and data exposure. Of the 28 students, there were 8 students (28.57%) who had reached the level of mastery learning with an average value of student learning outcomes of 55.17%. The results of the first cycle, there were 18 students (64.28%) of 28 students, who had reached the level of mastery learning with an average value of student learning outcomes 68.14%. In cycle II there are 25 students (89.28%) of 28 students who have reached the level of learning completeness with an average value of 79%. It can be seen that student learning outcomes from the initial test to cycle I and cycle II have increased, it can be said through the application of this demonstration teaching method can improve student learning outcomes.

Practical Teaching Method and Performance of Colleges of Education ICT Students in Volta Region, Ghana

The study investigated the effects of demonstration teaching method on performance of Colleges of Education ICT students with different learning styles (active/reflective, sensing/intuitive, visual/verbal, and sequential/global) in Volta Region. Quasi - experimental design was adopted, specifically the pre-test, post-test non-equivalent control group design was used. Sample size of 168 level 200 students drawn from two randomly sampled Colleges of Education in the Volta Region of Ghana was used. To direct the study, two research questions were formulated, and two null hypotheses. Frequency count, mean and standard deviation were used to answer questions from the study while analysis of covariance (ANCOVA) was used to test the hypotheses. The researcher adopted Two instruments tagged ICT Performance Test (ICTPT) and Index of Learning Styles Questionnaire (ILSQ) from Felder and Solomon (2004) to collect data. The instruments used were both subjected to face and content validity. The reliability co-efficient of test-retest was computed using Pearson Product Moment Correlation coefficient. The result of this was a reliability co - efficient of 0.84 for CPT. The ILSQ was used for the identification of students’ learning styles. The internal consistency for each of the learning styles were determined with Cronbach Alpha the result of which a reliability index of 0.88 for active/reflective, 0.82 for sensing/intuitive, 0.85 for visual/verbal, and 0.79 for sequential/global learning styles. The findings revealed that there was no significant difference in the mean scores of students taught ICT using practical method. A significant difference was however found to exist in the academic performance of ICT Major students with different learning styles using demonstration and lecture, method. Based on the research findings, it is recommended that ICT teachers identify students' learning styles and use teaching strategies that support them, among others.

Effect of Computer-Assisted Instruction on Students’ Academic Achievement and Retention of Auto-mechanics Technology in Technical Colleges

The poor achievement of students in technical colleges in Nigeria has been a major concern to researchers. The use of effective instructional method in technical colleges will enhance students' academic achievement. This demands that teachers in technical colleges would adopt instructional methods that would improve the achievement of students in auto-mechanics technology in technical colleges. The study investigated the effect of computer-assisted instruction on students' academic achievement and retention in auto-mechanics in technical colleges. Three research questions were answered and two null hypotheses were tested at 0.05 level of significance. Quasi-experimental design was used for the study. Population of the study was 128 National Technical Certificate (NTC) year 1 Auto-Mechanics students in state owned technical colleges. Purposive sampling technique was used to draw four schools out of the six technical colleges with 101 students for the study. Instruments for data collection were Auto-Mechanics Achievement Test (AMAT). The instrument was face and content validated by three experts. Test–retest method was used to establish its reliability and was calculated using Pearson product moment correlation which yielded a correlation coefficient value of 0.81. Treatment procedure of computer–assisted instruction (CAI) and demonstration teaching method for the study was carried out. Arithmetic mean and standard deviation were used to answer the research questions while Analysis of Covariance (ANCOVA) was used to test the null hypotheses. Findings of the study revealed that students taught auto-mechanics using CAI achieved significantly higher and retained knowledge better than those taught using demonstration teaching method. Based on the findings of the study, it was concluded that CAI positively affects students' academic accomplishment and retention ability in the subject auto-mechanics. It was found more compelling, effective, rewarding and valuable in teaching of auto mechanics at technical colleges. Consequently, it was recommended among others that technical teachers should use CAI in teaching auto-mechanics in order to enhance students' academic achievement and retentionability. Therefore, auto-mechanics teachers should ensure constant and effective utilization of CAI for instruction in trade subjects/courses in technical colleges to improve students' achievement and knowledge retention.e

Effect of Student’s Centred Method of Learning on Sexual Health Knowledge and Attitudes of Adolescents in Anambra State Secondary Schools

This study is on effects of student’s centred method of learning (cooperative learning method) on sexual health knowledge and attitudes of adolescents in Anambra State secondary schools. The inability of adolescents to acquire adequate knowledge regarding sexual health could be due to the method of teaching used which are mainly techer-centred methods such as lecture, discussion, Socratic, demonstration teaching methods among others. Therefore, students’ centered method is recommended in today’s teaching and learning and cooperative learning method is one of them. The main purpose of the study was to determine the mean scores of adolescents in Anambra State secondary schools exposed to cooperative learning method on sexual health knowledge and attitudes and by comparing the scores with that of control group. The study was guided by six research questions and eight hypotheses. Quasi experimental research design was used and the population consisted of 20,342 senior secondary two (SS2) students in Anambra State. One hundred and fourty SS2 students comprised sample for the study using simple random sampling technique without replacement. Four secondary schools in Anambra state were sampled. Then one intact class was sampled from each of the sampled schools using simple random sampling technique without replacement. Two schools were exposed with cooperative learning method and the other two schools were used as control group for six weeks. The instruments for data collection were Sexual Health knowledge Test (SHKT) and Sexual Health Attitudes Questionnaire (SHAQ). Analyses of data were carried out using Mean, Standard Deviation and Analysis of Covariance (ANCOVA). The findings of the study among others revealed that cooperative learning method improved sexual health knowledge and attitudes of the subjects as depicted by the positive gained mean scores recorded more than the control group. Male adolescents exposed to cooperative learning method had better sexual health knowledge gained mean score (X = 37.27) than their female counterparts (X = 32.46) exposed to the same method. But the female adolescents’ standard deviation showed better homogeneity of responses than their male counterparts. Female adolescents exposed to cooperative learning method had better sexual health attitude gained mean score (X = 11.38) and their standard deviation showed better homogeneity of responses than their male counterparts exposed to the same method (X = 9.37). The effect of cooperative learning method on the mean sexual health knowledge and attitudes scores of adolescents in Anambra state secondary schools differ significantly using their post-test mean scores P &lt; 0.05. On the contrary, the effect of cooperative learning method on the mean sexual health knowledge and attitudes scores of male and female adolescents in Anambra state secondary schools did not differ significantly using their post-test mean scores P &gt; 0.05. It was recommended among other things that there is need to include cooperative learning method in handling sexual health education in the school curriculum at all levels of education in Nigeria.

Acquisition of Practical Skills in Domestic Electrical Installation: Computer Simulation Versus Demonstration Approach

The study aimed to compare transfer of knowledge of domestic electrical installation acquired through two instructional approaches: a computer simulation instructional package called “wireman” and demonstration instructional approach for year two students of Vocational and Technical Education in a university in Nigeria. The study is based on the theory of identical elements. Adopting post-test-only control group design, the researchers post-tested 34 students taught using wireman and 34 students taught using demonstration teaching method with a 40-item domestic electrical installation competency checklist which was faced validated by three experts and subjected to Kuder-Richardson 20 formula to achieve an internal consistency reliability coefficient of .84. One research question and one hypothesis guided the study. The research question was answered using mean statistic. The hypothesis was tested using independent t-test at .05 alpha level of significance. Result showed that students taught with the wireman approach performed better than students taught with demonstration approach. It was therefore concluded that simulated instruction with wireman was effective in practical skill acquisition in domestic electrical installation for the participating students. Based on the result of the study, using simulation for instruction in domestic electrical installation is recommended.

EFFEKTIVITAS METODE PEMBELAJARAN THINK-TALK-WRITE TERHADAP HASIL BELAJAR MATA PELAJARAN TEKNIK BUBUT SISWA KELAS XI SMK MUHAMMADIYAH 3 YOGYAKARTA

The objectives of this study are (1) to describe the effectiveness of think-talk-write teaching method toward learning achievement of mechanical machining lathe, (2) to describe the effectiveness of demonstration teaching method toward learning achievement of mechanical machining lathe, and (3) the teaching methods that are more effective between think-talk-write and demonstration among the eleventh grade students of vocational high school Muhammadiyah 3 Yogyakarta. Data collection techniques used observation and test. Hypothesis testing used descriptive analysis and t test that was started by using normality and homogeny test. This study shows that (1) think-talk-write teaching improved learning achievement of mechanical machining lathe among the eleventh grade students of vocational high school Muhammadiyah 3 Yogyakarta with the average score 15.29. (2) Demonstration teaching improved learning achievement of mechanical machining lathe among the eleventh grade students of vocational high school Muhammadiyah 3 Yogyakarta with the average score 13.13. (3) Based on the result of analysis, the score of tobs = 2.152 &gt; ttable = 2.042 with the significant score 0.035 &lt; 0.05, the mean score of learning achievement by using think-talk-write teaching method was 15.29, and the mean score of learning achievement by using demonstration teaching method was 13.13. Based on those mean scores, it could be concluded that the use of think-talk-write teaching method was higher that demonstration teaching method, it means that of think-talk-write teaching method was more effective that demonstration teaching method.

PENERAPAN METODE DEMONSTRASI UNTUK MENINGKATKAN PENERAPAN METODE DEMONSTRASI UNTUK MENINGKATKAN KEAKTIFAN DAN HASIL BELAJAR MATA PELAJARAN SISTEM KELISTRIKAN

This study aimed to improve: (1) learning activeness and (2) learning achievement of electrical system subject by using demonstration teaching method. The type of this study was an action research. The research subject was the twelveth grade students of SMK Muhammadiyah 1 Bambanglipuro in academic year 2016/2017, while the subject was learning activeness and learning achievement. The research was held on July 2016 by using three cycles. The research instruments were observation guideline and test. The test validity used conctrutc validity. Data analysis techniques used descriptive analysis and quantitative to know the percentage of learning activeness and learning achievement. This study shows that (1) the use of demonstration could improve learning activeness. The percentage of learning activeness in pre cycle was 64.84%, improved in cycle I was 74.38%, cycle II was 74.38%, and cycle III was 88.29%. (2) The use of demonstration could improve learning achievement of electrical system subject. The mean score of learning achievement of pre cycle was 54.84 with 5 students (15.62%) who were completed in learning, cycle I was 70.78 with 10 students (31.25%) who were completed in learning, cycle II was 74.53 with 22 students (68.75%) who were completed in learning, and cycle III was 78.59 with 27 students (84.4%) who were completed in learning.

Selection of nursing teaching strategies in mainland China: A questionnaire survey

In nursing education, the traditional lecture and direct demonstration teaching method cannot cultivate the various skills that nursing students need. How to choose a more scientific and rational teaching method is a common concern for nursing educators worldwide. To investigate the basis for selecting teaching methods among nursing teachers in mainland China, the factors affecting the selection of different teaching methods, and the application of different teaching methods in theoretical and skill-based nursing courses. Questionnaire survey. Seventy one nursing colleges from 28 provincial-level administrative regions in mainland China. Following the principle of voluntary informed consent, 262 nursing teachers were randomly selected through a nursing education network platform and a conference platform. The questionnaire contents included the basis for and the factors influencing the selection of nursing teaching methods, the participants' common teaching methods, and the teaching experience of the surveyed nursing teachers. The questionnaires were distributed through the network or conference platform, and the data were analyzed by SPSS 17.0 software. The surveyed nursing teachers selected teaching methods mainly based on the characteristics of the teaching content, the characteristics of the students, and their previous teaching experiences. The factors affecting the selection of teaching methods mainly included large class sizes, limited class time, and limited examination formats. The surveyed nursing teachers primarily used lectures to teach theory courses and the direct demonstration method to teach skills courses, and the application frequencies of these two teaching methods were significantly higher than those of other teaching methods (P=0.000). More attention should be paid to the selection of nursing teaching methods. Every teacher should strategically choose teaching methods before each lesson, and nursing education training focused on selecting effective teaching methods should be more extensive.