Student Teacher Performance Research Articles

IMPROVING STUDENT LEARNING RESULTS THROUGH THE APPLICATION OF THE QUANTUM TEACHING MODEL

Improving Student Mathematics Learning Outcomes through the Application of the Quantum Teaching Model. This study aims to improve the mathematics learning outcomes of students using the TANDUR type Quantum Teaching learning model with the assisted discussion method of Student Worksheets (LKS). This study is a classroom action research conducted in two cycles. The subject of this study were all students of class VIII.9 SMP Negeri 1 Maros totaling 38 students. Data sources came from students and teachers. Data collection techniques used observation, documentation and tests. The analysis technique used in this study was quantitative analysis techniques. The results showed that the application of the TANDUR type Quantum Teaching method can improve student learning outcomes. in learning Mathematics in class VIII.9 1 Public High School Maros. In addition there is an increase in student activity and teacher performance.

Perceptions of High School Cooperating Agricultural Teachers on the Performance of Student Teachers

Perceptions of High School Cooperating Agricultural Teachers on the Performance of Student Teachers

The Teaching and Classroom Problems Facing Student-Teachers of the College of Education at Kuwait University during Field Training

The study aimed to identify field problems encountered by student-teachers during instruction and classroom management. A randomized sample of 90 male and female participants, specialized in social studies and mathematics, was selected from the College of Education at Kuwait University. This mixed research method employs a questionnaire that was forused on 53 key areas of teaching and classroom problems. After testing the research methods for validity and reliability, a thorough analysis was conducted to derive main averages, standard deviations, and t-test values for the challenges’ degrees of impact. Data results reflected a consensus amongst participants that the teaching profession was challenging due to the lack of quality in field training received. The first greatest challenge was classroom management problems with a slight degree of severity (M=3.04). Instructional problems were the second greatest challenge with a slight degree of severity (M=2.48). Moreover, there were statistically significant differences between male and female student-teachers in the field of teaching problems, in favor of male student teachers. There were also statistically significant differences among student teachers based on their respective area of specialization (social studies and mathematics), in favor of mathematics. The research ended with a set of recommendations for enhancing the performance of student-teachers in dealing with teaching and classroom problems during field training.

The Teaching and Classroom Problems Facing Student-Teachers of the College of Education at Kuwait University during Field Training

The study aimed to identify field problems encountered by student-teachers during instruction and classroom management. A randomized sample of 90 male and female participants, specialized in social studies and mathematics, was selected from the College of Education at Kuwait University. This mixed research method employs a questionnaire that was forused on 53 key areas of teaching and classroom problems. After testing the research methods for validity and reliability, a thorough analysis was conducted to derive main averages, standard deviations, and t-test values for the challenges’ degrees of impact. Data results reflected a consensus amongst participants that the teaching profession was challenging due to the lack of quality in field training received. The first greatest challenge was classroom management problems with a slight degree of severity (M=3.04). Instructional problems were the second greatest challenge with a slight degree of severity (M=2.48). Moreover, there were statistically significant differences between male and female student-teachers in the field of teaching problems, in favor of male student teachers. There were also statistically significant differences among student teachers based on their respective area of specialization (social studies and mathematics), in favor of mathematics. The research ended with a set of recommendations for enhancing the performance of student-teachers in dealing with teaching and classroom problems during field training.

Perceptions of High School Cooperating Agricultural Teachers on the Performance of Student Teachers

The profession of agricultural education is experiencing shortages across the nation. Texas is critically impacted due to the renewed emphasis of career and technical education. This leads to questions about the preparedness of recent college graduates to handle the demands placed upon agricultural educators. Starting in 2012, Texas Tech University restructured the courses within the Department of Agricultural Education and Communications to better prepare graduates. The purpose of this study was to evaluate the agricultural education program at Texas Tech University by examining the preparedness of student teachers as determined by the cooperating teachers. A survey containing the characteristics of effective agricultural teachers identified by Roberts and Dyer (2004) was administered to cooperating teachers of Texas Tech University student teachers. The cooperating teachers evaluated the importance of the characteristics and the preparedness of Texas Tech University student teachers. The results of this survey were analyzed using a Borich needs assessment model. Texas Tech University cooperating teachers perceived student teachers to be most prepared in the categories of personal qualities and community relations and found the student teachers need further development of skills related to the categories of Supervised Agricultural Experience (SAE) and program planning/management.

Inverted Teaching for Improving the Teaching Performance of EFL Student Teachers at Jubail College of Education

The objective of the present study was investigating the effect of inverted teaching on EFL student teachers’ teaching performance. Fifty-four EFL student teachers studying the Lesson Planning course at Jubail College of Education, Imam Abdulrahman Bin Faisal University participated in the study. They were pretested in teaching performance, then inverted teaching was implemented, finally all participants were posttested in teaching performance. Statistical analysis showed a significant improvement in the teaching performance of the participants (t=7.6611, p<0.05) between the pre and post measurements in favor of the post measurement. Accordingly, the researchers concluded that inverted teaching is significantly effective in improving the teaching performance of EFL student teachers.

Does Span and Period of Supervision matter in Student Teacher Performance in Teaching Practice? Empirical Evidence from Kenyan Public Universities

Does Span and Period of Supervision matter in Student Teacher Performance in Teaching Practice? Empirical Evidence from Kenyan Public Universities

Do School Characteristics matter in Student-Teacher Performance in Teaching Practice? Empirical Evidence from Kenyan Public Universities

Do School Characteristics matter in Student-Teacher Performance in Teaching Practice? Empirical Evidence from Kenyan Public Universities

Assessing the Performance of Student Teachers in a Bachelor of Education Programmes at the University of Technology, Jamaica

Teaching practice is an integral part of teacher education programmes around the world. All student teachers at the University of Technology (UTech), Jamaica are required to do a series of teaching practice courses, namely, one week of school observation, two weeks of team teaching, and 12 weeks of individual teaching. The main purpose of this study was to assess the performance of the student teachers in the Bachelor of Education Programmes at UTech, Jamaica. To answer the three research questions that guided the study, the ex-post facto research design was used. The scores from the theory lesson of 88 student teachers who participated in the 2011/12 teaching practice exercise were used. The results showed that some student teachers from the Business and Computing Studies programme got one to five visits during the teaching practice when compared to those in the Family and Consumer Studies, and the Industrial Technology groups who had three to five visits, respectively. The results showed that for Lesson Preparation, there was a statistically significant difference between the student teachers in the Business and Computing Studies and the Family and Consumer Studies. For Lesson Delivery, there was a statistically significant difference between the Business and Computing Studies and the Industrial Studies student teachers. There were no differences in the other two domains (Professionalism & Classroom Management, & Communication Skills). The results also showed that there was a weak positive relationship between the scores awarded by the programme and education specialists to the student teachers in the Business and Computing Studies only. There were no significant relationships for the scores awarded to the student teachers in the Industrial Technology, and Family and Consumer Studies programmes. Based on the findings, some recommendations were made on how to improve the teacher preparation programmes, including the teaching practice exercise.

IMPROVING STORY WRITING SKILLS WITH MIND MAPPING ASSISTED BY VIDEO AND PICTURE MEDIA TO CLASS V STUDENTS AT SDN KAMOJING KARAWANG DISTRICT

The pur pose of this study was to obtain empirical data related to story writing skills for fifth-grade students at SDN Kamojing by using Mind Mapping assisted by video and picture media. Ideally, the teacher is able to apply the right learning methods and media in learning to write story essays, so that the learning can be memorable for students. The subject s of this st udy were the fifth-grade students of SDN Kamojing in Cikampek Subdistrict, Karawang District in the 2018/2019 school year, totaling 34 students. The research method used is Classroom Act ion Research. T his research was carried out in two cycles. Each cycle consists of four stages, namely planning, action, observation, and reflection.The method of data collection is done through tests, observing student learning activities and teacher performance when learning takes place.The indicator of the success in this study is the average value of student learning outcomes 70, with a minimum percentage of completeness of 85%. Seen from the evaluation of the first cycle and second cycle, the results obtained from the average grade increased from the pre-test which was only 64.88 with 26.47% learning completeness to 69.88 with 44.12% completeness in the first cycle. These results continued to increase when the second cycle was carried out with an average value of 80.17 with 88.23% learning completeness. Based on the results obtained, it can be concluded that the Mind Mapping assisted by video and picture media can improve students' story writing skills in Indonesian language learning. The use of Mind Mapping can make it easier for students to express their ideas in the form of stories and make students more creative, active and motivated in learning to write stories.

UPAYA MENINGKATKAN HASIL BELAJAR SISWA KOMPETENSI MINYAK BUMI DAN GAS ALAM MELALUI PENERAPAN PEMBELAJARAN COLLEGE BALL

learning outcomes of class X.1 students at SMAN 1 Ciwaringin have not reached the standard of competence (KKM) set at school yet. The problem of chemistry learning is that the teacher in the learning process still uses conventional methods with teacher-centered lectures, not using student-centered learning models yet, so that students' thinking skills are less optimized to be more critical and more effective through application of college ball type active learning. This Classroom Action Research design consists of two cycles, each cycle consisting of four stages, namely planning, observing and reflecting. Research subjects are teachers and students of class X.1. Data collection techniques use observation and test results. The results of the study showed that before the study of chemistry learning outcomes, students obtained an average value of 68.10 with classical completeness of 37.43%. After conducting research in the first cycle obtained an average value of 78.20 with classical completeness of 83.40. In the second cycle the average value and completeness of classical learning has reached the indicator of minimum completeness success, namely the value of completeness learning ? 76 with classical completeness 83%. The conclusion of this study is the application of college ball type active learning can improve student activity, teacher performance and student learning outcomes in teaching and learning process.
 
 Keyword : Learning outcomes, collage ball learning, hasil belajar

IMPROVING STORY WRITING SKILLS WITH MIND MAPPING ASSISTED BY VIDEO AND PICTURE MEDIA TO CLASS V STUDENTS AT SDN KAMOJING KARAWANG DISTRICT

The pur pose of this study was to obtain empirical data related to story writing skills for fifth-grade students at SDN Kamojing by using Mind Mapping assisted by video and picture media. Ideally, the teacher is able to apply the right learning methods and media in learning to write story essays, so that the learning can be memorable for students. The subject s of this st udy were the fifth-grade students of SDN Kamojing in Cikampek Subdistrict, Karawang District in the 2018/2019 school year, totaling 34 students. The research method used is Classroom Act ion Research. T his research was carried out in two cycles. Each cycle consists of four stages, namely planning, action, observation, and reflection.The method of data collection is done through tests, observing student learning activities and teacher performance when learning takes place.The indicator of the success in this study is the average value of student learning outcomes 70, with a minimum percentage of completeness of 85%. Seen from the evaluation of the first cycle and second cycle, the results obtained from the average grade increased from the pre-test which was only 64.88 with 26.47% learning completeness to 69.88 with 44.12% completeness in the first cycle. These results continued to increase when the second cycle was carried out with an average value of 80.17 with 88.23% learning completeness. Based on the results obtained, it can be concluded that the Mind Mapping assisted by video and picture media can improve students' story writing skills in Indonesian language learning. The use of Mind Mapping can make it easier for students to express their ideas in the form of stories and make students more creative, active and motivated in learning to write stories.

Orientation, Supervision and University Student-teacher Performance in Oyo State, Nigeria

This study examined the influence of teaching practice orientation and supervision on university student-teachers’ performance in selected public secondary schools in Ibadan. The population consisted of all the penultimate and final year of the Faculty of Education students in the sampled instituitons. The sample was made of two hundred (200) student-teachers from 300 and 400 levels respectively and twenty cooperating teachers making two hundred and ten (210). Multistage and simple random sampling techniques were used to select the sample. For data collection, developed structured questionnaire was adopted and three research questions and two research hypotheses were formulated and tested at 5% level of significance. The instrument was given face validity and the reliability Cronbach Alpha was 0.86. Descriptive research design was used and the data collected was analyzed using descriptive and inferential statistics such as ANOVA and t-distribution test was used to analyze the gender difference. Among others, the result revealed a combined influence of teaching practice orientation and supervision (F=10.87, P<0.05) on the university possessive-teacher performance during the teaching practice exercise. It was recommended that teaching practice committee of each university should make sure that possessive-teachers are posted to the practicing schools where they are needed.

Continuous Assessment Feedback and Students’ Performances in Semester Examinations in a College of Education

The study sought to compare the end of semester examination performance of NCE student-teachers in Alvan Ikoku Federal College of Education, Owerri whose continuous assessment (CA) feedback were given and those whose continuous assessment feedback were not given and also ascertain the proportion of lecturers who give CA feedback to their students. A quasi-experimental study involving two random groups, treatment post-test design was adopted. The two groups involved in the study are group A with CA feedback (CAWF) and group B without CA feedback (CAWOF). A systematic sample of 42 participants was drawn from a population of 210 Biology/Chemistry student teachers who took Measurement and Evaluation as an education course using their CA scores. The sample was split into two equal halves of 21 each to form group A (CAWF) and group B (CAWOF) respectively using random sampling techniques by balloting. The instruments used for data collection were researchers-made items as well as face to face interview. Three research questions and three hypotheses were postulated. Frequency tables were used to present data which were used to answer each of the research questions. Independent samples t-tests were used to test hypotheses 1 and 2, while binomial test was used to test hypothesis 3. Findings showed a significant difference between the mean performances of CAWF group (70.2) and the CAWOF group (53.8). However, the end of semester total examination scores does not significantly differ according to gender. The proportion of lecturers who give CA feedback to students was 0.28. Among other recommendations is that lecturers should be trained in implementing CA strategies (especially the area of giving feedback) as it has direct effect on students performance in end of semester examination.

School Practice Supervision and Performance of Student Teachers in Higher Institutions of Learning in Uganda: Empirical Evidence from Kyambogo University and Ndejje University

School Practice Supervision and Performance of Student Teachers in Higher Institutions of Learning in Uganda: Empirical Evidence from Kyambogo University and Ndejje University

Rubrics in program evaluation

Rubrics are well-established tools used in a variety of educational settings, such as student assessment, teacher performance, and curriculum review. This study investigates the extent to which and how rubrics are being used in program evaluation. After exploring the background, or etymology, of the word rubric, a review of literature is conducted. Results reveal that rubric use in program evaluation is relatively rare, although increasing. Rubrics are predominately used in education and health program evaluation to transform data from one form to another, to characterize organizational functioning, and to derive explicitly evaluative conclusions. Program evaluators use rubrics during data collection and data analysis study phases, and to synthesizing findings into conclusions. This paper is the first systematic study of the use of rubrics in program evaluation. It presents a picture of how program evaluation practitioners and scholars are using or discussing rubrics.

21st Century Assessment: Online Assessment

In recent years, the growth of teaching and learning has transformed the education world which education is no longer limited to a certain place and time due to the full utilizing of technology. Web-based distance learning, as a new medium of learning, suits the user’s needs, and online assessments are essential parts of online learning. The aim of this paper is to determine the effects of Kahoot!® game-based online assessment on preschool student teacher performance and motivation in a higher education institution. The sample of this study is the students from Early Childhood Education program in, Universiti Pendidikan Sultan Idris. The treatment group consists of 50 students for the treatment group and 50 students in the control group. In this study, data will be analyzed using ANCOVA Analysis. Based on the findings, appropriate recommendations will be put forward.

Using the flipped classroom model to enhance problem-based learning in a practicum course

The purpose of this self-study project was to examine whether or not the use of Problem-Based Learning (PBL) approach enhanced with Flipped Classroom Model (FCM) has an effect on student teachers' learning achievement in a Practicum course. In particular, it investigated if PBL enhanced with FCM had an effect on student teachers' performance in self-study, team interaction and collaboration, and public presentation. The participants were 70 student teachers divided into two groups; the treatment group (n = 35), and the control group (n = 35). The performance of student teachers was measured by a rubric consisting of three criteria: self-study, team interaction and collaboration, and public presentation. The results indicated that there was a statistical significant difference between the two groups of student teachers and this difference was in favour of student teachers who received PBL enhanced with FCM. Statistical significant differences were found in the treatment group performance of self-study and team interaction and collaboration. No statistical significant difference was found between the two groups in public presentation performance. Consequently, the study recommended the integration of student-centred learning methods in teacher education programs to train student teachers apply them in their future profession.

Multicultural Matters: An Investigation of Key Assumptions of Multicultural Education Reform in Teacher Education

Five decades of rhetoric and reform in teacher education underscore the importance of multicultural education in preparing teachers to meet the needs of all students. State and national policy initiatives targeting multicultural education build on two assumptions: first, that preservice teachers lack the multicultural awareness to function as culturally responsive educators, and second, that higher levels of multicultural awareness correspond with increased pedagogical proficiency. Few studies have examined variation in multicultural awareness across preservice candidates, or the link between multicultural awareness and prospective teachers’ measured competencies. Using a novel dataset of 2,500 preservice teachers’ beliefs and student teacher performance assessments, we find that Black and Latino candidates report greater multicultural awareness, while Asian Americans report less, compared with their White counterparts. Prior experience working with nondominant populations is linked with higher levels of awareness, particularly for minority respondents. Propensity score matching analyses reveal that multicultural awareness is tied to candidates’ competence in creating nurturing classroom environments.

TECHNICAL AND ENVIRONMENTAL FACTORS INFLUENCING IMPLEMENTATION OF QUALITY ASSURANCE AND STANDARDS POLICY IN KENYAN PUBLIC SECONDARY SCHOOLS IN KEIYO SUB COUNTY OF ELGEIYO MARAKWET COUNTY, KENYA

There is growing concern by various stakeholders about the declining student achievement and teacher performance highlighted by strong media publicity and frequently acknowledged in educational analysis in Kenyan schools . This paper examined technical and environmental factors influencing the implementation of Quality Assurance and Standards policy in public secondary schools in Kenya. The study was based on the Effective Schools Theory. This study employed a descriptive research design as it involved gathering data as well as describes events. The study was carried out in Keiyo Sub County, in Elgeiyo Marakwet County. The Keiyo Sub County has 38 public secondary schools. In each of these schools, there are six officers concerned with Quality Assurance and Standards. Thus, in total, there were 38 schools of which five heads of departments and one principal/head teacher was selected to get 228 respondents in charge of quality in the whole Sub-County. Both probability and non-probability sampling designs were employed to determine sample size. Purposive sampling was used to select five heads of departments and one principal/head teacher. Data were collected using closed and open-ended questionnaire. The data was analyzed using descriptive statistics and correlation analysis. The study established that technical factors positively affected the implementation of Quality Assurance and Standards(QAS) policy in public secondary schools were; the level of training, staffing level of the QAS officers, innovativeness of the QAS and means of transport used by the QAS officers. The surroundings of the school, weather conditions and the socio-economic activities of teachers influence the implementation of QAS policy. The location of QAS officers and accessibility of school does not influence the implementation of QAS policy. Article visualizations: