Implementation Of Active Learning Methods Research Articles

IMPLEMENTATION OF ACTIVE LEARNING METHODS IN INCREASING STUDENT INTEREST AND UNDERSTANDING IN HISTORY LESSONS AT SMAN 14 MEDAN

This research aims to explore and analyze the implementation of active learning methods in increasing students' interest and understanding in history lessons at SMAN 14 Medan. Active learning methods are used as the main approach to presenting historical material to students. Research was conducted by collecting qualitative and quantitative data from students involved in the active learning process. The research results show that the implementation of active learning methods is effective in increasing students' interest in history lessons and increasing their understanding of the material being taught. These findings underline the importance of using interactive and participation-based learning methods to strengthen the learning process in schools. The implications of this research provide a basis for the development of more effective learning strategies in the context of history learning in high schools. However, the implementation of active learning methods depends not only on the type of activity carried out but also on the teacher's pedagogical skills in designing and implementing interactive learning. Therefore, continued support for developing teacher skills in using active learning methods is the key to success in improving the quality of history learning at SMAN 14 Medan. Thus, this research provides a valuable contribution to our understanding of the importance of active learning methods in increasing students' interest in and understanding of history lessons. Continuous efforts are needed to expand the use of these methods and overcome challenges that may arise in their implementation, so as to create more meaningful and valuable learning experiences for students in understanding their historical heritage.

New Challenges to the implementation of Active learning Methods at Secondary schools in Kambata Tambaro zone, Ethiopia

The main objective of this study was to find out key factors which affect implementation of active learning methods at secondary schools in Kambata Tembaro zone, Ethiopia. The study was done on the bases of a descriptive survey design. Data sources for the study were 37 English language teachers. Questionnaire and focus group discussion were employed as data collecting tools. Both quantitative and qualitative techniques of data analysis were implemented. Thus data collected through questionnaire were analyzed using SPSS and data gathered via group discussion were thematically analyzed. Findings of the study revealed that lack of motivation and interest among teachers to fully accomplish their role in teaching, students’ preference of illegal migration than attending school and unsuitable conditions in and around the classroom were the most challenging factors which affected implementation of active learning methods in the schools. It is recommended by the researchers that the government of Ethiopia should take immediate action to facilitate basic needs for the teachers. None Government and Government offices in the zone should work in collaboration to create awareness to the students and their parents on the bad effect of illegal migration. Students, parents, teachers and school administrators at woreda and zone level should deal together to bring reform to the teaching learning process in the zone.

Implementation of active learning methods on the example of teaching the educational discipline “military bridges and roads”

The modern educational process is based on the paradigm of personal-oriented learning and involves purposeful and meaningful interaction between those who teach and those who learn. The methodology of teaching the disciplines of the military special training unit requires a significant arsenal of generally accepted and specific methods, techniques and means of learning, in particular active and interactive methods that encourage the cadet to direct and conscious self-development, the acquisition of quality knowledge, professional skills, and the creative solution of identified problems. The issue of finding new and adapting known forms and methods of conducting classes, choosing the most effective among them to increase the level of training of military specialists is urgent and requires detailed research. The purpose of the study is to reveal the role, advantages and disadvantages of active learning and to analyze the possibility of its integration into the educational process of cadets in higher military educational institutions. The main task was to determine potential risks during the use of active learning methods with cadets and to conduct a comparative analysis of the results of the control and experimental groups. The main concerns of teachers and cadets that arise during the implementation of new educational methods are analyzed. It was established that the academic achievements of cadets thanks to active learning are statistically significant and the overall productivity of cadets studying with the help of active learning methods is higher, which is confirmed by the actual level of knowledge and the total effect of active learning methods. The influence of different types and forms of tasks practiced in group classes on the discipline “Military Bridges and Roads” was studied and it was found that the most productive types of tasks that contribute to the assimilation of knowledge are situational tasks, task schemes and description schemes. Implementation of the proposed innovative forms and methods of conducting group classes will help to increase the rate of assimilation of educational material compared to traditional approaches. The main direction of further research should be directed to the development of various types of tasks and forms of their implementation, which will contribute to the formation of the cognitive activity of cadets both under the guidance of a teacher and during independent training, as well as to the creation of an informational and educational “e-environment” taking into account the rapidity of development information and communication technologies.

ՏՆՏԵՍԱԳԻՏԱԿԱՆ ԿՐԹՈՒԹՅԱՆ ԱՐԴԻԱԿԱՆԱՑՈՒՄԸ։ ԱԿՏԻՎ ՈՒՍՈՒՄՆԱՌՈՒԹՅԱՆ ՄԵԹՈԴՆԵՐԻ (ՀԻՄՆԱԽՆԴՐԱՀԵՆՔ ՈՒՍՈՒՑՈՒՄ և ԻՐԱՎԻՃԱԿԱՅԻՆ ՎԵՐԼՈՒԾՈՒԹՅՈՒՆՆԵՐ) ԿԻՐԱՌՄԱՆ ԱՌԱՆՁՆԱՀԱՏԿՈՒԹՅՈՒՆՆԵՐԸ/MODERNIZATION OF ECONOMIC EDUCATION. FEATURES OF THE APPLICATION OF ACTIVE LEARNING METHODS (PROBLEM-BASED LEARNING AND CASE STUDIES)/МОДЕРНИЗАЦИЯ ЭКОНОМИЧЕСКОГО ОБРАЗОВАНИЯ. ОСОБЕННОСТИ ПРИМЕНЕНИЯ АКТИВНЫХ МЕТОДОВ ОБУЧЕНИЯ (ПРОБЛЕМНОЕ ОБУЧЕНИЕ И КЕЙС-СТАДИ)

Teaching economics in universities can be both creative and effective by incorporating various methods that engage students, promote critical thinking, and connect theory to real-world applications. Economics education at the university level is undergoing various transformations to meet the demands of a rapidly changing world, and to equip students with practical skills and a deep understanding of real-world economic phenomena. The relevance of the article is explained by the current challenges economics education is facing, such as passive learning, and the gap between theoretical knowledge and practical skills. This methodological article aims to identify the importance of innovative methods in economics education and to provide a practical roadmap for educators to make the learning process more effective and interesting, as well as to prepare students for modern economic challenges. The article examines the implementation of active learning methods, particularly problem-based learning (PBL) and case studies methods in university education for teaching economics. Active learning methods are widely used in higher education due to the ability to promote critical thinking, problem-solving, creativity, and other skills, as well as the possibility of practical application of theoretical knowledge. The article can serve as a comprehensive guide to the use of PBL and case analysis, offering examples and practical tasks for instructors who aim to implement innovative approaches in their courses.

Implementation of Active Learning Methods in Islamic Elementary School/Implementasi Metode Active Learning di Madrasah Ibtidaiyah

The purpose of this study was to determine: (1) the ability of educators to apply the active learning method, (2) the activities of educators during the application of the active learning method, (3) the activities of students during the application of the active learning method and (4) student learning outcomes, during the application of the active learning method. The results showed that: (1) The ability of educators to manage learning methods in the first cycle was 2.41 for the second cycle increased to 2.93 and in the third cycle increased again to 3.00. So for three cycles there was an increase from cycle I, cycle II, and cycle III with good categories, (2) the activity of educators in the first cycle of material delivery activities was 34.33%. In the second cycle the dominant activity decreased to 22.33% while in the third cycle the dominant activity of educators was to provide guided training by 24.33%, (3) the student activity in the first cycle was 36.67%, the second cycle decreased to 26.67% until the third cycle. . the cycle decreased again to 23.33 so that for three cycles in general there was an increase, and (4) the learning mastery of classical students in the application of learning in the first cycle 60 to the second cycle increased to 88.89% and in the first cycle increased to 88.89 cycle II III has been achieved.

Implementation of active learning methods in modeling physical processes and phenomena on the basis of digital technologies

Implementation of active learning methods in modeling physical processes and phenomena on the basis of digital technologies

Visualization and Crossword: In-class Exercise---An active learning Strategy

Objective: Implementation of active learning methods into classroom enhances the learning experience of students. Instructional strategy followed by proper active learning activity increases engagement, attention, thinking skill of students. This study was carried out to incorporate an instructional strategy i.e visualization followed by active learning activity- crossword puzzle to first year B.Tech students and to find out its effectiveness in the learning process Methods: The animated videos available on internet were used for visualization. Then by using free online resources, crossword puzzles were created and provided to the students. Evaluation was done by crossword puzzle as well as by feedback in the form of questionnaire using a 5-point Likert scale. The data was collected and analyzed.Results: More than 90% students indicated that visualization and crossword puzzle enhanced their learning, oriented to the important topics and served as good tool in effective learning of engineering physics.Conclusions: This activity contributed to a helpful learning experience which allows the students to engage better in the learning, to review the lecture material as well as examination and also provides a more relaxed and friendly classroom atmosphere by proper break in the lecture without breaking learning. Keywords: Active learning, Visualization, Crossword puzzles, Questionnaire.

Implementation of active learning methods by nurse educators in undergraduate nursing students\u2019 programs \u2013 a group interview

BackgroundModern and active learning methods form an important part in the education of Nursing students. They encourage the development of communication and critical thinking skills, and ensure the safe health care of patients. Our aim was to obtain naturalistic data from nurse educators regarding want the use and effects of implementing active learning methods (Peyton’s Four-Step Approach, Mind Mapping, Debriefing and Objective Structured Clinical Examination methods) in the study process of students of Nursing after a completed education module, Clinical skills of mentors, as part of the Strengthening Nursing in Bosnia and Herzegovina Project. We wish to learn about the perception of nurse educators regarding the use of active learning methods in the study process of Nursing in the future.MethodsQualitative research was conducted and a group interview technique was used for data collection. Beforehand, research participants were included in a two-day education module, Clinical skills of mentors, as part of the Strengthening Nursing in Bosnia and Herzegovina Project. Content analysis of the discussion transcriptions was conducted.ResultsFourteen nurse educators participated. Group interviews were conducted in September 2019. The obtained categories form four topics: (1) positive effect on the development of students’ communication skills (2) positive effect of learning methods on the development of students’ critical thinking skills (3) ensuring a safe learning environment (4) implementation of active learning methods.ConclusionsThe use of various active learning methods in simulation settings improves the Nursing students’ critical thinking and communication skills. Therefore, we believe that Peyton’s Four-Step Approach, Mind Mapping and Debriefing methods should be included as tools for effective student learning and as preparation for directly performing safe nursing interventions with a patient. Effective approaches to the assessment of Nursing students may ensure quality patient health care in accordance with the vision of the nursing profession.

Factors Affecting the Implementation of Active Learning Methods in Bale Zone Secondary Schools: Exploring Perceptions, Knowledge and Experiences of Students, Teachers and School Leadership

The purpose of this study was to explore factors that affecting the implementation of effective active learning method in Bale zone secondary schools’ class. The total population of the study was 434 students from (grade 9 th and 10 th ) 60 teachers teaching the grade 9 th and 10 th and 15 school leaders consisting, school principals, school instructional leaders and supervisors. The main instruments of data collection for this study were close ended questioners, focused interview and structured classroom observation check list. Then the data were gathered through these instruments and were presented, analyzed and interpreted by using a mixture of quantitative and qualitative data descriptive method using percentage in table and qualitative explanation. It has been seen from the study that the implementation of active learning methods was influenced by large class size, lack of resource, lack of commitment of teachers, misunderstanding as if student centered teaching is only grouping the students and providing tasks to be achieved which require large room for seating arrangement ineffective pedagogical center. Based on the finding of this study, the author has recommended the concerned body to give short term training for teachers in service about how to implement student centered method, building additional classroom to balance the number of students in a classroom, fulfilling different facilities and giving awareness for the students about the importance of active learning method in order to apply active learning method in their class at the secondary in this zone. Keywords: Practices; Active Learning; Factors DOI: 10.7176/RHSS/11-1-05 Publication date: January 31 st 2021

Using interactive technologies to improve the quality of humanitarian education in a metropolis

Modern society presents high requirements to the quality of humanitarian education, and one of the methods of optimization is the use of interactive education technologies. Formation of the system of teacher’s domination in implementation of active learning methods (ALM) is based on the development of meaningful components of own subject experience, representing continuous and purposeful process, the active use of which is an expression of independence and educational activity. In the metropolis environment, the degree of development of each component of the subject experience and their ratio between each other determine the teacher’s ability to construction and subsequent implementation of own educational route. The research objective was to develop a model of ALM selection for humanitarian education in metropolis and estimate it experimentally with consideration for existing level of development of subject experience of teachers of higher education. The research was based on theoretical (analysis of psychological and pedagogical scientific publications, regulatory documents, state educational standards, simulation, analysis and generalization of pedagogical experience) and practical (monitoring, expert appraisal, pedagogic experiment) methods. For the first time, the objective and subjective factors have been revealed and systemized, which can influence the development and subsequent implementation of subject experience of teachers in humanitarian education under conditions of metropolis. With consideration for highlighted scientifically substantiated meaningful components of subject experience, the model has been developed to support ALM by teachers depending on the level of formation of subject position of a teacher. During the performed pedagogical experiment the efficiency of different variants of the recommended model of pedagogical support during ALM selection has been determined.

Case Study Experiences on Active Learning Methods in Germany

Abstract This article describes the implementation of active learning methods in engineering courses. The implementation was part of the activities of the international Erasmus project DriveMATH, which ran between 2017 and 2020. The active learning methods eduScrum, JigSaw, problem based learning, practical and team-based learning were used for courses for the master’s degree at Chemnitz University of Technology. Research seminar computer science, research internship and internship automotive software engineering were selected as courses for implementation. The students were invited to participate in the implementation on a voluntary basis. At the end of the implementation, the project team asked the students for feedback in the form of an evaluation survey. Criteria for the evaluation were developed in the team of the partner universities of the project. The data obtained were evaluated with the help of the structure-oriented evaluation model (SURE model).

University of Utah School of Medicine.

University of Utah School of Medicine.

PROVISION OF QUALITY EDUCATION IN SECONDARY SCHOOLS: AN INVESTIGATION OF FACTORS

The purpose of this study was to investigate factors hindering the provision of quality education in government secondary schools. The study employed a mixed-method (QUAN+qual) with a descriptive survey design. Probability-simple random and non-probability-available and purposive sampling techniques were used. A study comprised a total of 1913 population, and 483 samples i.e. 6 headteachers, 114 teachers, 324 students, 21 parents, and 18 community representatives using Yemane formula. Quantitative and qualitative data were collected through questionnaires, interviews, observation, and document analysis for triangulation. Descriptive (i.e. percentage, mean & Standard deviation) and inferential statistics (i.e. independent sample t-test) were used as a method of analysis. A test of significance employed as finding showed that except for school environment facility and resource-related factors, other factors had an insignificant effect on the provision of quality education. The findings from the descriptive analysis showed that there was a lack of professionally qualified teachers, lack of instructional resources, low participation of parents and community, low motivation of teachers, low-level implementation of active learning methods, lack of transparency among staff and shortage of administrative staffs. Therefore, the study recommended that the government should facilitate professional skill training for teachers, provides adequate instructional resources, and should employ qualified teachers to help the head teachers to adapt lucidity in secondary schools. The local government should also seek out the ways for unemployed citizens and revise ethical courses in an offer to improve the characteristics of students.

Increased Student Interest in Learning through the Application of Active Learning Methods in the Thematic Learning

The purpose of this study is to find out whether the implementation of active learning methods can increase the interest in learning of fifth-grade elementary school students and find out the results of increased interest in learning for fifth-grade elementary school students through the application of active learning methods in thematic learning. This research is a Classroom Action Research (CAR) which was conducted in six meetings in two cycles. Data collection techniques include test and non-test with the conceptual understanding test instrument and observation of learning interest sheet. Data analysis was performed with qualitative descriptive. The results showed that the application of the method of active learning could increase the interest in learning of fifth-grade elementary school students in thematic learning. Based on the results of the observation sheet of 17 in the pre-cycle; 18.4 in cycle 1; and 18.9 in cycle 2. In addition, there was an increase in the average test results of students’ understanding of concepts by 74 in the pre-cycle; 75 in cycle 1; and 78 in cycle 2.

Effectiveness of the active learning in organic chemistry faculty development workshops

Active learning has been shown to improve student outcomes and learning, yet organic chemistry instructors have been slow to adopt these pedagogies. The Chemistry Collaborations, Workshops, and Communities of Scholars (cCWCS) Active Learning in Organic Chemistry (ALOC) workshops have sought to facilitate the adoption of active learning methods by helping participants define active learning and understand best practices, persuading them to incorporate these practices into their teaching, and supporting their implementation efforts through an online community, Organic Educational Resources (OrganicERs.org). The effectiveness of the workshops was measured over a two-year period using teaching self-efficacy and teaching practices instruments. Comparison to pre-workshop self-efficacy surveys found significant and sustained gains for knowledge about and belief in the efficacy of active learning methods (d = 1.18 compared to pre-workshop responses) and confidence in intention to implement (d = 0.60). Belief that they were implementing more active learning in their classrooms (d = 0.85) was corroborated by the teaching practices survey and survey of class time allocation which also showed statistically significant (p < 0.001) and sustained growth in student centered teaching (d = 1.00), formative assessment (d = 1.04), student–student interactions (d = 0.96), and the amount of class time spent with students working in groups (d = 0.68) for the workshop participants. Gains for participants in the 3 hour Active Learning in Organic Chemistry workshops at the 2016 Biennial Conference on Chemical Education (BCCE) were smaller than those in the 4 day ALOC workshops, but still meaningful. These results indicate that the 2015 and 2016 Active Learning in Organic Chemistry faculty development workshops effectively increased participants’ knowledge about, belief in the efficacy of, and implementation of active learning methods.

Implementation of Active Learning Method in Unit Operations II Subject

ABSTRACT: Active Learning Method which requires students to take an active role in the process of learning in the classroom has been applied in Department of Chemical Engineering, Faculty of Industrial Technology, Islamic University of Indonesia for Unit Operations II subject in the Even Semester of Academic Year 2015/2016. The purpose of implementation of the learning method is to assist students in achieving competencies associated with the Unit Operations II subject and to help in creating a conducive academic atmosphere so as to contribute to improving the quality of teaching and learning in the study environment. The implementation of this learning method synergized with the face-to-face method is quite successful. This is indicated by an increase in the students' final score ofB from the baseline by 44% to 80%. This achievement exceeds the targeted percentage of 60%.Keywords: active learning method, face to face method, process of learning, conducive academic atmosphere, unit operations IIReceived: 6 February 2018, Revised: 15 February 2018, Accepted: 25 February 2018

Implementation of Active Learning Method in Unit Operations II Subject

ABSTRACT: Active Learning Method which requires students to take an active role in the process of learning in the classroom has been applied in Department of Chemical Engineering, Faculty of Industrial Technology, Islamic University of Indonesia for Unit Operations II subject in the Even Semester of Academic Year 2015/2016. The purpose of implementation of the learning method is to assist students in achieving competencies associated with the Unit Operations II subject and to help in creating a conducive academic atmosphere so as to contribute to improving the quality of teaching and learning in the study environment. The implementation of this learning method synergized with the face-to-face method is quite successful. This is indicated by an increase in the students' final score ofB from the baseline by 44% to 80%. This achievement exceeds the targeted percentage of 60%.

A Blended Learning Method Applied in Data Communication and Computer Networks Subject

In this paper, we describe the challenges faced in the implementation of active learning methods in the subject of Data Communication & Computer Network in vocational education at the Federal Institute of Brasilia. The experiences resulted in a blended methodology which combines collaborative and problem-based learning and flipped classroom with a learning management system. Popular apps and social networks were used to enhance the communication between students and teachers. A comparative study shows that the students' performance and the quality of the developed activities in the subject were improved under active learning in comparison to Traditional Lectures, and transversal skills could be developed, such as teamwork, leadership, self-confidence and autonomy in decision-making. The research was carried out from 2011 to 2016 and 160 students were enrolled. Such features demonstrate the learning methodology must be fit for the course and the educational level in order to become effective.

Changing practices for a global society: voices of students, teachers, principals and university teacher educators on active learning

In responding to globalisation, Irish curricula advocate active learning and cooperative groupwork methods in second-level schools but there are many difficulties in implementing them. This paper explores the experiences and perspectives of teachers, students, principals and university teacher educators and is based on a recent qualitative study. All respondents reported that there are major constraints to the use of these methods. Implementation of active learning methods requires an exploration, within a context of continuous professional development, of teacher values and motivation, of goals and contrasting paradigms in education, and of ways of building democratic structures and relationships within schools.