Effective Learning Skills Research Articles

The Extent of Effective Learning Skills From Perceptions of Arabic Teachers at Primary Schools

This study investigated the levels of practising effective teaching skills by Arabic language teachers in the primary schools of Abha. The study also aimed to explore the variations in the levels to which Arabic language instructors use efficient teaching techniques according to experience and gender. The study sample included 183 Arabic language teachers from primary schools in Abha city, who were randomly elected. The study used a scale to measure planning skills, implementation skills, and assessment skills as an instrument to collect data. The results showed planning skills ranked first among effective teaching skills of Arabic language teachers, followed by evaluation skills in the second rank, while implementation skills were in the third and last rank among Arabic language teachers. However, the results showed the absence of statistically significant differences in the levels of using effective teaching techniques from the perspectives of Arabic teachers because of gender and years of experience.

The influence of using video media on basic movement skills in kindergarten

This study aimed to measure the effects of video media on kindergarten children basic movement skills. Educators use many strategies to assist their children in acquiring basic movement skills in kindergartens; The style of teaching encompasses the style of guided discovery, with a component and entire method approach supported by visual medias. This research used an experimental design with convenience sampling of 40 children from two classes in kindergarten. The experimental study is an investigation into the effects of video media in children’s and other supervised subjects on fundamental movement abilities. Twenty children assigned to an experimental treatment, in which the researchers studied findings on children development on basic movement skills. Other children (N = 20) were assigned to a control group. Instrumentation for the Research-based on observation to gather data, the observation made by a researcher to find items that are needed. Moreover, The Bruininks-Oseretsky Second Edition Motor Capability Test ((Bruiniks and Bruiniks, Bruininks-Oseretsky Test of Motor Proficiency> Second (Edition manual), Pearson Assessment, 2005)) and The Test of Gross Motor Development (TGMD) used in this research. Blinding teaching methods in kindergarten physical education using visual media showed increase the basic mobility skills of the kindergarten sample. Physical Education teachers using blinding methods in classroom provide their special children with more effective learning skills in the Basic Movement Skills in the kindergarten. In addition, video media tools showed improvement in basic movement skills of school lay-up children. The outcome of this research provided advice to practitioners and researchers on how to incorporate video in their teaching with a view to promoting the development of important motor skills in children.

CDIO approach in developing effective learning skills of engineering and technology-profile students

Introduction. The process of Vietnam’s ever-growing international integration into the modern global economy places increasingly high demands on educational institutions, especially in the digital age. Having effective strategies for teaching engineering and technology-profile students according to the core principle of the innovative educational environment (known as CIOD: Conceive – Design – Implement – Operate) is extremely important and vital for the universities engaged in training a new generation of engineers, particularly, in the Mekong Delta in Vietnam, towards meeting the needs of the international labour market. Materials and methods. The research involved the managers, teachers, academic advisors and students of Vinh Long University of Technology Education (Vietnam). The total number of respondents was 191, of them 45 managers, 56 teachers and academic advisors and 90 students. The information collected at the University of Technology Education was split into 2 stages: stage 1 from 1 to 31 March 2022 and stage 2 from 1 to 31 March 2023. Results. The students demonstrated much better skills in planning their learning activities at the 2nd stage of the survey (p < 0.05). The students developed good skills in setting objectives, content and methods of learning, as well as in self-examination and evaluation of success in the realisation of own study plans. Making study plans, organisation of their implementation, checking, evaluating, improving and correcting these plans are also important skills for students. Positive results were also obtained for the use of other efficient strategies for study skills training by the engineering and technology-profile students: strategies for practising effective study skills (p < 0.05) and strategies for practising students’ soft skills (p < 0.05). Conclusion. The acquisition of professional skills for engineering and technology-profile students of Vietnamese universities practicing CDIO is a key to their sustainable development and, in general, to highquality education in Vietnam.

Din Kültürü ve Ahlak Bilgisi Derslerinde Eleştirel Düşünme Becerisinin Geliştirilmesinde ‘Çocuklar için Felsefe’ Yaklaşımının Kullanılması

Critical thinking skills, often referred to as higher-order cognitive skills, are considered important for the Religious Culture and Ethics Course due to gains such as pupils’ taking responsibility of their own learning, actively constructing knowledge, supporting the development of other high-level thinking skills such as reflective and creative thinking. As students’ critical and inquiring thinking skills increase, they can also develop a number of related skills, such as the ability to explain issues in more detail, evaluate learning topics in relation to their own lives, become aware of different perspectives on problem situations, and question the reliability of information resources. One of the effective approaches for pupils to acquire critical thinking, inquiry and questioning skills is the 'Philosophy for Children' approach, which was developed by Matthew Lipman in the early 1970s’ and has been applied in many countries, for different school subjects since then. The main aim of this approach is to develop students' thinking and reasoning skills through philosophical discussions in the classroom. The 'Philosophy for Children' model stands out as an effective approach in religious education by creating dialogic and collaborative teaching-learning environments, encouraging students to inquire and question, and developing critical and reflective thinking skills. In our country, Religious Culture and Ethics Course curriculum, which highly considers inquiry and questioning in learning, aims to ensure that students learn by making sense of the content and using high-level thinking processes. Instead of a traditional, teacher-centred and rote religious education, it is aimed for students to become learner agents who inquire, question, strive to reach the source of knowledge, and actively construct knowledge. Therefore, Religious Culture and Ethics course requires teachers to use strategies, methods and techniques that enable students to develop and use high-level thinking processes. ‘Philosophy for Children’ approach has also been used in religious education in England and in Islamic religious as well as ethic courses in Malaysia. The studies undertaken in these countries have provided important contributions to students' active participation in the lessons, development of critical thinking and reasoning skills, self-confidence, self-esteem and social relations. This study is a literature review examining the theoretical foundations of the 'Philosophy for Children' approach, its application and evaluation processes, as well as its use in religious education by looking into both international and national literature. The aim of the study is to examine the 'Philosophy for Children' approach, which is thought to be useful in developing effective learning skills such as inquiry, questioning, problem solving and critical thinking related to concepts and problems of religion and morality in the primary and secondary Religious Culture and Ethics Course curriculum. Besides recommendations and implications are made for this course.

The Effectiveness of Production-Based Learning Models in the ICARE Approach to Entrepreneurial Literacy Ability

Entrepreneurship training activities in the literacy village program are one of the national literacy movement programs. Learning citizens with limited characteristics need effective learning skills to achieve the goals of literacy skills in the industrial era 4.0. The purpose of this study was to test the effectiveness of the Production Based Training learning model with the ICARE approach on entrepreneurial literacy skills of women participating in entrepreneurship training in literacy villages. The research method used is a quantitative approach pretest-posttest one group design with data analysis using SPSS t-test. The research population is the community of women as learning citizens in the literacy village program. The sampling technique was simple random sampling. Data collection techniques used observation, questionnaires, and performance ability tests. The results showed that the ICARE-based Production-Based Training learning model was effective in improving entrepreneurial literacy skills significantly as indicated by the high insight into entrepreneurial knowledge and attitudes as well as pioneering entrepreneurial skills with critical thinking skills, communicating, collaborating, and developing creativity in problem-solving to pioneer entrepreneurship. The impact of this research is to provide increased literacy skills, especially for marginalized women in pioneering and developing entrepreneurship.

GÜZEL SANATLAR EĞİTİMİNDE ETKİN ÖĞRENME BECERİSİ GELİŞTİRME BAĞLAMINDA BİR ŞEMA ÖRNEĞİ: MONOBASKI TEKNİĞİ

Bu araştırmada “Güzel Sanatlar Eğitiminde Etkin Öğrenme Becerisi” geliştirmede bir şema örneği olarak monobaskı tekniğinin öğrencilere kazanımları incelenmiştir. Araştırma yöntemi olarak, güncel bir eğitim ortamı ve öğrenci gurubuyla (Yoğunluk Örneklemi), “derinlik, yoğunluk ve öznellik” doğrultusunda deneyime dayalı bir süreç yürütüleceğinden, nitel araştırma tekniklerinden “Araçsal Durum Çalışması” kullanılmıştır. Etkin öğrenme becerisi bağlamında monobaskı pratikleri “örgütleme”, “uyum”, “özümleme” ve “uygu” gibi süreçler ile olan bağlantıları nedeniyle Piaget’in yapılandırmacı yaklaşımı ile ilişkilendirilmiş ve araştırmanın problematiğine uygun şekilde açıklanmaya çalışılmıştır. Öğrencilerle yapılan monobaskı uygulamaları göstermiştir ki; eğer monobaskı süreci doğru bir şekilde yapılandırılırsa öğrencilerin öğrenme stratejilerini kullanabilmeleriyle birlikte teknik bilgiyi edinmelerine ve pekiştirebilmelerine, yaratıcılıklarına, zamanı etkin kullanmalarına, hızlı karar vermelerine ve tasarım öğelerini yüzeyde etkili kullanmalarına katkı sağlayabilir. Bunun yanında monobaskı tekniği, öğrencilerin diyalektik bir öğrenme süreci oluşturmasında ve bilgiyi yapılandırarak düşüncelerini özgün bir anlatım diline dönüştürebilmelerinde etkili bir araçtır.

Effective Learning Skills and Labour Market: Implication for Community Developmen

Learning is a life-long process through which one uses acquired experiences to deal with new situations, develop new relationships and solve new problems. Learning in school must not be seen as being enough for solving everyday problem, hence there is need to learn and develop new skills that are practicable and can make people become employable in labour market. The problem of unemployment is all over the world now, however, those who had acquired necessary skills would find themselves employable in any situation. This study examines the effective skills that would make graduates of universities either employable or be self reliant in their own businesses. The researcher employed a descriptive research design of the survey type. A sample of 100 respondents was used for the study while a self designed questionnaire tagged “Effective skills for Labour Market and Implication for community Development” was used to gather the needed data. The data collected were analysed using descriptive and inferential statistics. One research question and three hypotheses were generated for the study and the results show among others that there is a significant relationship between effective labour skills and employability and that employability is significantly related to improved living which is an index of community development. It is, therefore, recommended that for graduates to be gainfully employed in a bid to contribute to the development of their persons as well as their communities, they must be armed with effective skills which would lead to their productivity in the labour market. Thereby, improving their living standards as well as being able to make their impact felt in their communities.

Effective Learning Skills and Labour Market: Implication for Community Development

Abstract Learning is a life-long process through which one uses acquired experiences to deal with new situations, develop new relationships and solve new problems. Learning in school must not be seen as being enough for solving everyday problem, hence there is need to learn and develop new skills that are practicable and can make people become employable in labour market. The problem of unemployment is all over the world now, however, those who had acquired necessary skills would find themselves employable in any situation. This study examines the effective skills that would make graduates of universities either employable or be self reliant in their own businesses. The researcher employed a descriptive research design of the survey type. A sample of 100 respondents was used for the study while a self designed questionnaire tagged “Effective skills for Labour Market and Implication for community Development” was used to gather the needed data. The data collected were analysed using descriptive and inferential statistics. One research question and three hypotheses were generated for the study and the results show among others that there is a significant relationship between effective labour skills and employability and that employability is significantly related to improved living which is an index of community development. It is, therefore, recommended that for graduates to be gainfully employed in a bid to contribute to the development of their persons as well as their communities, they must be armed with effective skills which would lead to their productivity in the labour market. Thereby, improving their living standards as well as being able to make their impact felt in their communities.

The Self-Efficacy as Predictors of the Metacognition Skills in Children

It is important for children to have some skills and competencies in the acquisition of effective learning skills. Metacognition skills that allow children to become aware of what they know and think to learn a knowledge, and build on the knowledge they will learn in this process; they need to be self-efficacy in order to accomplish a task and to be able to come up with new problems or situations. In this context, the research aimed to determine whether self-efficacy in children predicts metacognition skills, and also the results of the relationship between self-efficacy and metacognition and the validity and reliability of the measurement tools used are included in the study. In the research, the correlational survey model, which is one of the quantitative research method, is used to determine the relationship between two or more variables. The study group of this study consists of 350 children aged between 12 and 14 years, continuing to secondary school. The Personal Information Form, Self-Efficacy for Children and Scale of Metacognition Skills for Children were used together to collect the data of the study. The cronbach alpha coefficient and confirmatory factor analysis results on the validity and reliability of the measurement tools provided valid and reliable results. To investigate the relationship between self-efficacy and metacognition skills, the Pearson Moments Multiplication Correlation Coefficient is calculated and indicates that there is a relationship between the two variables. It has been determined that self-efficacy is a predictor of metacognition skills according to the results of multiple regression to examine whether self-efficacy beliefs in children are predictive of metacognition skills. Cocuklardaki ozyeterlik becerilerinin ust bilis becerilerinin yordayicisi olup olmadigini belirlemek icin gerceklestirilen coklu regresyon sonuclarina gore ozyeterlik becerileri ustbilisin bir yordayicisi oldugu bulgularina ulasilmistir. The development of metacognition and self-efficacy skills together in children is one of the issues to be emphasized by parents and educators.

A learning skills course for the 1st year medical students: an experience at a Saudi medical school.

BackgroundEvery year nearly 1,500 students enter into medical program after passing high school and national aptitude exams. However, many students experience frustration, failure, and psychological morbidities like stress, depression, and anxiety because they are not aware of their learning styles or do not have effective learning skills and strategies. The College of Medicine of Al-Imam Muhammad ibn Saud Islamic University has adopted the outcome based, community oriented, Spiral Curriculum. Although the curriculum is innovative, on the other hand, it is very demanding.ObjectiveThe purpose of this paper is to share educational structure and evaluation results of the course on effective learning and study skills for the 1st year medical students.MethodsTo prepare our students in order to cope with this demanding but promising curriculum, we conducted an effective and comprehensive learning skills course for 16 weeks in the first semester of year 1 in the medical program. Performance of each student was assessed and the course evaluation was done by students at the end of the course.ResultsThe attendance of the students throughout the course was over 90%. The average performance of students in the summative assessment was 78% and the course was generally liked by the students.DiscussionStudents overall had a positive attitude toward the learning skills course. Majority of the students showed interest in attending the sessions regularly and realized the significance of this course to improve their learning skills.

Developing and Managing Digital/Technology Literacy and Effective Learning Skills in Adult Learners

The needs of adult learners are different from those of traditional undergraduate students, and programs must be designed to meet this need. In particular, digital and technology literacy needs, including general computing skills, computerized communications, online and distance learning, and Web 2.0 tools make navigating coursework an additional challenge. In this paper, the authors examine the technology and digital literacy needs and backgrounds of adult learner students and discuss research on the interaction between technology and adult learner education. Using the features of intensive weekend classroom sessions, on-line distance learning, and specialized teaching methods, an improved learning environment tailored to unique needs and career goals can be offered to business undergraduate adults. An important component is the development of technology and digital literacy skills to “fill the gaps” of students who may have extensive business or working experience, but are less than proficient in the use of technology. More depth and analysis is given to the following areas: digital and technology skills and knowledge improvement, pedagogical features, the use of intensive weekend and evening sessions, and the role of distance learning to supplement the classroom sessions.

Preparing Students for a Distance Learning Environment: A Comparison of Learning Strategies of in-Class and Distance Learners

By 2010, college enrollments are expected to increase by one-third, yet this growth happens at a time when colleges and universities are faced with limited or reduced funding [1]. The result is a demand for cost-effective methods of instruction like distance learning [2]. But to be successful in a distance learning environment, students must not only be self-disciplined but also have effective learning skills [3]. What learning skills do the students need and how can they acquire them? This article examines the learning and study strategies of in-class and distance learners. It indicates the skills they need and the skills they have. It also suggests sources and methods of how they might acquire the skills they lack.

The Development of Effective Learning Skills Programs

AbstractResearch pertaining to the development of a college learning skills program is reviewed. The program is based upon an information processing paradigm with additional inputs from learning theory. Data is presented to show the success of the program in terms of increased mean grade point averages for participating students. In addition, a subsection of the learning skills program that deals with input and reading skills is also reviewed. Data indicating the interaction of personality variables with reading program output are presented; as are data indicating the superiority of instrumental or operant based programming as opposed to traditional programming.