Direct Teaching Method Research Articles

Readers Theater as a Tool to Understand Difficult Concept in Economics

Readers Theater is one of the innovative learning in an effort to increase the understanding and value students’ learning processes that involve the activity of reading, writing, listening and speaking. In this type of learning, students read a manuscript of a certain literature and other students grasp the meaning of what was read and is shown by the reader. Readers Theaters are different from playing drama. In the drama needed costumes, setting room etc., but in this learning not required. Is the key to effective learning is clearly read the script readers, and listeners can clearly visualize from what is shown. This paper used readers theater to teach a topic of macroeconomics which is unemployment that often considered as a hard topic. We found that students are very happy with this method. Their reading, writing, listening and speaking activities are improving and the most important thing is their understanding of unemployment topic is so much better compared to teaching them with the only direct instruction method. One of the parts that should not be forgotten by teachers is debriefing to check the understanding of the students and many students want this method to be continued especially for another difficult topic so it will be easy to understand.

Associations Between Reading Skills, Interest in Reading, and Teaching Practices in First Grade

ABSTRACTThis study examined associations between classroom-level reading fluency, comprehension, interest in reading, and teaching practices. Participants were 466 children from 21 classrooms. Reading fluency and interest were assessed at the beginning and end of Grade 1, reading comprehension at the end of Grade 1. Teaching practices were observed with the Early Childhood Classroom Observation Measure (ECCOM). Teachers were more likely to use teacher-directed methods in classrooms where children had poorer initial reading fluency. In classrooms with mostly child-centered methods, children showed better reading fluency, comprehension, and higher interest, whereas in classrooms with predominately teacher-directed practices, children had lower reading comprehension at the end of Grade 1. Findings highlight the need for teacher education programs to incorporate discussions about the benefits and disadvantages of different teaching methods.

PENERAPAN PENDEKATAN KETERAMPILAN PROSES UNTUK MENINGKATKAN HASIL BELAJAR SISWA PADA MATERI ENERGI BUNYI

Based on observation conducted at SDN Ngadirejo II Rengel Tuban, the researcher found that the learning process is still less effective. The students had difficulty in understanding the science material about the energy of sound. It is caused by several factors, one of which is the informtion transfer just use the direct instruction method, the Students opportunity to develop the skills to ask and submit answers are still lacking, so that student learning outcomes under KKM. Therefore, the researcher applied the science process skills approach to improving classroom student learning outcomes. This research used the Classroom Action Research (CAR) as its design, which is each cycle consists of four phases: planning, implementation, observation, and reflection. the research Subjects were students in the fourth grade in SDN II Ngadirejo Rengel Tuban, which has 21 students. Data collecting technique is done through tests of learning outcomes with achievement test sheet instruments. The indicators of the successfullness of the study are measured through the percentage of individual completeness and classroom. The results showed that the students' learning outcomes increased with the percentage of classical completeness by 42,85% in prestudy to 66,67% in the first cycle and 95,23% in the second cycle. The obstacle encountered in the study was that the teachers and students at SDN Ngadirejo II Rengel Tuban were not used to apply the science process skills approach.

Effectiveness of team-based learning methodology in teaching transfusion medicine to medical undergraduates in third semester: A comparative study

BACKGROUND:Team-based learning (TBL) combines small and large group learning by incorporating multiple small groups in a large group setting. It is a teacher-directed method that encourages student–student interaction. This study compares student learning and teaching satisfaction between conventional lecture and TBL in the subject of pathology.AIMS:The present study is aimed to assess the effectiveness of TBL method of teaching over the conventional lecture.SETTINGS AND DESIGN:The present study was conducted in the Department of Pathology, GMERS Medical College and General Hospital, Gotri, Vadodara, Gujarat. The study population comprised 126 students of second-year MBBS, in their third semester of the academic year 2015–2016.METHODOLOGY:“Hemodynamic disorders” were taught by conventional method and “transfusion medicine” by TBL method. Effectiveness of both the methods was assessed. A posttest multiple choice question was conducted at the end of “hemodynamic disorders.” Assessment of TBL was based on individual score, team score, and each member's contribution to the success of the team. The individual score and overall score were compared with the posttest score on “hemodynamic disorders.” A feedback was taken from the students regarding their experience with TBL.STATISTICAL ANALYSIS USED:Tukey's multiple comparisons test and ANOVA summary were used to find the significance of scores between didactic and TBL methods. Student feedback was taken using “Student Satisfaction Scale” based on Likert scoring method.RESULTS AND CONCLUSIONS:The mean of student scores by didactic, Individual Readiness Assurance Test (score “A”), and overall (score “D”) was 49.8% (standard deviation [SD]-14.8), 65.6% (SD-10.9), and 65.6% (SD-13.8), respectively. The study showed positive educational outcome in terms of knowledge acquisition, participation and engagement, and team performance with TBL.

The Effectiveness Of Buzz Groups Method To Teach Reading Comprehension Viewed From Students’ Learning Motivation (An Experimental Study At The Mechanical Engineering Department Students Of Balikpapan State Polytechnic)

Abstract This research is aimed at finding out whether: (1) Buzz Groups Method is more effective than Direct Instruction Method to teach reading comprehension at mechanical engineering department students of Balikpapan State Polytechnic; (2) the students who have high motivation have better reading comprehension than those who have low motivation at mechanical engineering department of Balikpapan State Polytechnic; and (3) there is an interaction between teaching methods and students’ learning motivation for teaching reading comprehension at mechanical engineering department of Balikpapan State Polytechnic. The method which was applied in this research was experimental study. It was conducted at Balikpapan State Polytechnic. The population of the research is the mechanical engineering department student in Balikpapan State Polytechnic. The samples were two classes. Each class was divided into two groups (the students who have high and low motivation). The data analysis shows the following findings: (1) Buzz Groups Method is more effective than Direct Instruction Method to teach reading comprehension to the mechanical engineering department students; (2) The students having high motivation have better reading comprehension than those having low–one; and (3) There is an interaction between the teaching methods and students’ learning motivation for teaching reading comprehension. It means that the effectiveness of the teaching methods depends on the degree of the students’ learning motivation to the mechanical engineering department students. Keyword: Teaching methods, Reading Comprehension, Students’ Learning Motivation

The unspoken voice and speech debate [or] the sacred cow in the conservatory

The article discusses how the direct instruction versus constructivism debate in educational literature relates to the voice pedagogy field. Outlining three spoken (or well researched) debates in the field, the article traces the history of voice and speech pedagogy and explores how direct instruction versus constructivism acts as a dominant and unspoken dispute within the discipline. The central argument states that all instructors prefer either direct instruction or constructivism teaching methods. The author offers a question-and-answer case study and concludes that voice instructors should teach to a variety of learning styles, incorporating both direct instruction and constructivism practices. Insisting that students only learn in the preferred learning style of the instructor is the sacred cow of the conservatory.

이동로봇의 직접교시를 위한 가변 임피던스제어와 퍼지추론 기반 사용자 의도 파악

Controlling a mobile robot using conventional control devices requires skill and experience, and is not intuitive, especially in complex environments. For human-mobile robot cooperation, the direct-teaching method with impedance control has been used most frequently in complex environments. This thesis proposes a new direct-teaching method for a mobile robot utilizing variable impedance control. This includes analysis of user intention, which is changed by force and moment. A fuzzy inference technique is proposed in this thesis for identification of user intension. The direct teaching of a mobile robot based on variable impedance control through fuzzy inference is experimentally verified by comparing its efficiency to that of the conventional impedance control-based direct teaching of a mobile robot. Experimental data, such as the total time consumed, path error time, and the total energy used by the user, were recorded. The results showed that the efficiency of variable impedance control was increased.

The Learning Effectiveness of Nurses Participating in a Simulated Radiation Therapy Skin Care Workshop

The skin reaction rate is 60-95% in cancer patients that receive radiation therapy. This therapy is likely to cause physical and mental discomfort and prolong treatment for patients. The current emphasis on lectures rather than practice to help nurses learn proper skin care practices likely imposes difficulties for nurses to handle various clinical situations. To investigate the learning effectiveness of a simulated radiation therapy skin care workshop for nurses. A total of 34 nurses at a hospital in one health system in northern Taiwan who had never used radiation therapy to provide care to patients were enrolled in this quasi-experimental study. A single group pretest, posttest and post-posttest (6 weeks after intervention) approach was used. At the simulated radiation therapy skin care workshop, we used teaching strategies including Ausubel's direct instruction teaching method and practice on simulated wounds on pig skins. Outcomes were evaluated using "the questionnaire of radiation therapy skin care" and "direct observation of procedural skills checklist". The results from the simulated radiation therapy skin care workshop were analyzed using GEE (generalized estimating equation). The post-posttest and posttest scores increased significantly; knowledge mean score 3.14 (< .001) vs 2.64 (< .001), attitude mean score 2.06 (p < .05) vs 2.24 (p < .001), and skill mean score 2.79 (p < .001) vs 1.68 (p < .001). The simulated radiation therapy skin care workshop demonstrated significant and positive effects on learning outcomes. Therefore, we recommend incorporating this workshop into clinical nursing education and training strategies in the future.

The Changes of Middle School Students’ Perception and Achievement based on the Teaching Method in Physical Computing Education

Background/Objectives: This study aims to identify effective teaching method in physical computing education for middle school students. Methods/Statistical Analysis: This study conducted a comparative analysis of middle school students' perception and achievement between different teaching methods in physical computing education. Physical computing classes were provided for 30 hours, 49 students randomly participated in two classes. Findings: The results showed no statistically significant difference in perception and achievement between teaching methods. However, the results regarding the process of perception change suggest that there is a possibility that the problem-based inquiry method helps with gradual increase of class difficulty and improving class satisfaction. However, regarding learning basic concepts, the analysis results suggest that the direct teaching method is likely to be more helpful. Application/Improvements: In terms of future direction, ongoing efforts to find the teaching method that best fits the characteristics of physical computing education are needed.

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.

五軸ロボットアームを用いた任意平面に運動を拘束するダイレクトティーチング法

五軸ロボットアームを用いた任意平面に運動を拘束するダイレクトティーチング法

THE EXPERIMENTAL STUDY OF NOTE TAKING PAIRS IN TEACHING READING (Case Study in STAIN Pekalongan in the 2013/2014 Academic Year)

This research is intended to know whether: (1) Note Taking Pairs is more effective than Direct Instructional Method to teach reading; (2) Students who have high interest have better reading skill than students who have low interest; and (3) There is an interaction between teaching methods and students’ interest in teaching reading. The method which was applied in this research was Experimental study. It was conducted at STAIN Pekalongan in the 2013/2014 Academic Year. The population was the English 3 Students of STAIN Pekalongan in the 2013/2014 Academic Year. It consists of four classes (128 students). The writer used cluster random sampling to get the sample. It consists of two classes: (1) 32 students of A class, and (2) 32 students of B class. The data analysis shows the following findings : (1) Note Taking Pairs is more effective than Direct Instructional Method for teaching reading to the English 3 students of STAIN Pekalongan in the 2013/2014 academic year; (2) The students who have high interest have better reading skill than the students who have low interest of the English 3 students of STAIN Pekalongan in the 2013/2014 academic year; and (3) There is an interaction between teaching methods and students’ interest in teaching reading to the English 3 students of STAIN Pekalongan in the 2013/2014 academic year.Hopefully, the result of this research will be useful for lecturers in order to choose and determine the suitable teaching method used in their class.

On the Comparison of Effectiveness of Direct Instruction Method and Multimedia Instruction on Students Suffering from Special Learning Disorder along with Defects in Dictation

Dictation defect is one of the most rampant special learning disorders among students which accounts for around 30% of all the learning disorders. This research was conducted with the aim of comparing the effectiveness of the direct instruction and multimedia instruction on the dictation defects. The research methodology is of an experimental method along with pretest and posttest accompanied with a control group. After preparing necessary instruments for this research, i.e. the Wechsler intelligence test for children, Dictation instruction software and Karimi dictation tests, the number of 39 male third grade junior students was chosen through multistage sampling method from among Kermanshah schools and was randomly placed in three 13 people groups. A group was administered the independent variable of direct instruction while the second group was administered the independent variable of multimedia instruction whereas the control group did not receive any intervention. After collecting the students' dictation scores of all three groups in the pretest and posttest, data were analyzed via using the SPSS software and through Covariance analysis. Results revealed that direct instruction and multimedia instruction were meaningfully effective on the improvement of dictation disorder. Also, direct instruction was found to be more effective than the multimedia instruction.

Consistent advantages of contrasted comparisons: Algebra learning under direct instruction

Contrasted comparisons are an effective means of concept learning. Many studies have investigated the effects of comparisons in self-learning settings. However, because direct instruction remains a widespread instructional method, we adapted self-learning materials from a previous experiment that demonstrated the benefits of a contrasted introduction of algebraic addition and multiplication for direct instruction at the blackboard. Ninety-eight sixth-graders were randomly assigned to two groups: in the contrast group, addition and multiplication were simultaneously introduced and compared at the blackboard, whereas in the sequential group, addition was taught for two days followed by two days of multiplication training. The contrast learners clearly outperformed the sequential learners in differentiating superficially similar algebraic concepts on three follow-up measures. Furthermore, similar to our previous results, the benefits of contrasted comparison only appeared with delay. Our results extend the applicability of contrasted comparison to the direct instruction method.

PERBEDAAN PRESTASI BELAJAR FISIKA ANTARA PESERTA DIDIK YANG DIAJAR DENGAN METODE LEVELS OF INQUIRY LEARNING CYCLE DAN METODE CERAMAH

&lt;p&gt;Type of this research is experiment research which has a purpose to know the diffrence of phisics study achievement among students taught with levels of inquiry learning cycle method and students taught with direct teaching method. The participants were 46 students from XI SMK official school, Landak District, West Kalimantan. The data were taken by using t test and the result shows there is significant difference between students taught with levels of inquiry learning cycle method and students taught with direct teaching method. The students score average of inquiry learning cycle method is better than the students score of direct teaching method.&lt;/p&gt;

KEEFEKTIFAN METODE PEMBELAJARAN PBL PADA KOMPETENSI MEMPERBAIKI SISTEM PENDINGIN KOMPETENSI KEAHLIAN TEKNIK KENDARAAN RINGAN

This study aimed to investigate the effectiveness of: (1)the problem-based learning (PBL) method; (2)the direct teaching method; (3)the PBL method compared with the direct teaching method, for the low prior knowledge students; (4)the PBL method compared with the direct teaching method, for the high prior knowledge students. This research is a quasi experimental with the pretest-posttest non-equivalent control group design. The independent variabel was teaching method, the score on pre-test as a covariate, and the students. achievement as the dependent variable. The research population comprised year XI students of the Light Vehicle Engineering SMK Muhammadiyah Prambanan, totaling 137 students, divided into four classes. This study used a sample of two XI classes, totaling 64 students. The instrument was an achievement test in the multiple-choice form. The validation was conducted by analyzing the validity of the test items, difficulty level, discrimination index, and the functioning of the detractors. The result was that the 40 items used were all valid and the reliability was high (á=0.921). The data were analyzed using the analysis of covariance (ANCOVA). This study conclude that, in the competence of repairing the cooling system by considering the students' score on pre-test as prior knowledge: (1) on the whole, the PBL method is more effective than the direct teaching methods, (2) the students who have high prior knowledge are more effective to be taught using the PBL method than the direct teaching method, (3) the students who have low prior knowledge are not difference in effectiveness to be taught using the PBL method and the direct teaching method, and (4) there is no difference in effectiveness between low prior knowledge students and high prior knowledge students who were taught using the PBL method.

PENGARUH METODE PROBLEM-BASED LEARNING DAN DIRECT TEACHING TERHADAP HASIL BELAJAR ALAT UKUR

This study aims to investigate: (1) the difference of learning outcomes between students taught using PBL and direct teaching method, high and low motivation, high and low creativity; (2) the effect of interaction between learning method, motivation and creativity on learning outcomes; (3) the difference of learning outcomes between students taught using PBL and direct teaching method in terms of motivation and creativity. This is quasy-experimental research with a factorial design. Data were analysed statiscally using Anava and t-test. The result shows that: (1) there was difference of learning outcomes between students taught using PBL and direct teaching method; (2) there was no difference of learning outcomes between students who have high and low motivation; (3) there was difference of learning outcomes between students who have high and low creativity; (4) there was interaction effect between learning method and motivation on learning outcomes; (5) there was interaction effect between learning method and creativity on learning outcomes; (6) there was difference of learning outcomes between students taught using PBL and direct teaching method in term of motivation; (7) there was difference of learning outcomes between students taught using PBL and direct teaching method in term of creativity.

Perfil, experiencia y métodos de enseñanza de los entrenadores de jóvenes futbolistas en la provincia de Huelva (Youth soccer coaches’ profile, experience and teaching methods in the province of Huelva)

La figura del entrenador es clave en el entrenamiento deportivo con jóvenes deportistas, constituyéndose en una de las fuerzas más influyentes en el correcto desarrollo de los niños y niñas (Jones, 1992). Este estudio pretendió establecer el perfil y la experiencia de los entrenadores de fútbol base de la provincia de Huelva, así como la metodología de enseñanza utilizada. Los sujetos analizados a través de una encuesta, fueron 79 entrenadores de fútbol base de la provincia de Huelva. Los datos mostraron que el perfil del entrenador de fútbol base de la provincia de Huelva se correspondió con el siguiente: hombre, entre 21 y 30 años, con estudios secundarios, bachillerato, B.U.P./C.O.U., que juega o ha jugado al fútbol y lleva entrenando en el fútbol base entre 0 y 5 años. También destacó el hecho de que a menor nivel de titulación de fútbol, menor experiencia en el campo de la enseñanza del fútbol. Además, aproximadamente la mitad de los entrenadores solían utilizar métodos de enseñanza directivos. Sería conveniente seguir estudiando la figura del entrenador de fútbol base a través de estudios observacionales donde se puedan corroborar los datos obtenidos.Palabra clave: entrenador fútbol, enseñanza del deporte, educación deportiva.Abstract: The coach is the key in sport training with young sportsmen; it became one of the most influential powers in the right development of boys and girls (Jones, 1992). This study tried to show the profile and the experience of football coaches in the province of Huelva, as well as the teaching methods used. 79 football coaches of the province of Huelva were analysed with the help of a survey. The data showed that the profile of a football coach for children of the province of Huelva corresponded to the following: male, between 21 and 30 years, graduated secondary school, B.U.P./C.O.U., who is playing or played football, and had been training at the youth football between 0 and 5 years. Outstanding within the results was that people with a lower level of football qualification, had less experience in the field of training a football team. Furthermore, about half of the coaches used direct teaching methods. It would be suitable to carry out studies about coaches of young football players. Through observation studies our collected data could be verified.Key words: football coach, sport teaching, sport education.

COMPARISON OF LINE-DRAWING SKILLS OF 14 AGE-GROUP MODERATE LEVEL-MENTALLY-RETARDED STUDENTS

In this research, drawing skills -free drawing works and periodical rules drawing worksof the 14-age-group students at the 8th grade in secondary schools and those in level II. in Private Education Practice Centre have been compared, in regards to some variations. With the extent of research, at Seker Secondary school special training centre in Meram district in Konya Province, training exercise with a group of 14 students, 7 of whom are mentally retarded ones was conducted using direct teaching method, for 2 lesson time per week for different drawing task for each topic. Using direct teaching method during the second part of the education year 2012-2013 for being 2-lesson-time (40'+40') per week, totally 4 weeks, 4 lesson-time the studies of the researcher under his observation were evaluated in terms of both educational and design principles, with performance evaluation forms. In this research, documentary analysing method, one of the abstract research methods, has been used. In this research ,7 different drawing tasks were made under the topic of line, point, colour, stain and tissue. In this research, in two different topics, 'Free Drawing Works' and ' Periodical -Ruler Drawing Works' have been performed by using thin-medium-thick fiber tip pens. Performance assessments forms along with the curriculum were designed for each activity and were composed of pedagogical targets and artistic notifications under the extent of research. In these forms pedagogical targets and artistic notifications expected from pupils were assessed through filling in ''Yes-No'' boxes with “X”.

Teaching Play Skills to Visually Impaired Preschool Children: Its Effect on Social Interaction

The aim of this study is to assess the effects that teaching visually impaired (VI) preschool children play skills has on their abilities to initialize and respond to social interactions with their typically developing (TD) peers in a reverse mainstreaming preschool class. The subjects of the study were three female VI students regularly attending a preschool classroom. Based on their teacher’s comments, all children were limited in their ability to initiate and maintain social initiations and in their ability to respond to social interaction initialized by their peers. Play skills were taught to the target students using direct teaching methods through small group arrangements outside the class. The study was conducted using a multiple probe design using probe sessions across subjects in order to determine the impact of play skills taught through direct instruction on the social interactions of children in the class. Visual and non-parametric analyses showed that the play skills taught are effective in increasing the target VI students’ abilities to initiate interactions with their peers and in increasing their response behaviors. In addition, the target students not only generalized the interaction behaviors that they had learned to a girl of their own age, but they also retained what they had learned 2 and 3 weeks after the completion of the implementations.