Tutorial Classes Research Articles

Improving Students’ Learning in Group: In the Case of 2016 Graduating Class 3rd Year Rural Development and Agricultural Extension Students on the Course Value Chain Management in Agriculture

Education is base for every development agenda. Exerting effort on the education development is one of crucial issues throughout the world. Improving education quality in Ethiopia is currently needs applying different student centered teaching learning methods with aim of achieving worthwhile output. The objective of this study is to identify the major factors that affect the implementation of students’ group discussion, to examine the attitude of students towards the implementation of group discussion and to suggest possible solutions that can improve students’ group discussion in the course value chain management in agriculture. Group discussion is one of methods to improve students learning. Graduating class students in Wolaita Sodo University under the College of Agriculture, department of Rural Development and Agricultural Extension on the course Value Chain Management in Agriculture is used to test the teacher and students performance on the use of group discussion. Large class size, low interest of some students on group learning, dominance of group discussion by high achievers, seating arrangement style, shortage of resources are some of major factors that affect the implementation of students’ group discussion. For the specific subject under study, the result indicated that, the subject matter instructor performing well in the student centered learning by using group work, pair work and assignment. The possible solutions to improve the group learning are applying gallery walk teaching for large class size, providing awareness on group learning importance by some experts and responsible bodies, providing teaching materials before the lesson in groups and if possible individually, motivating the students to participate in the class room and provide the students various tasks and let them do by themselves first and then group discussion as per need and also arrange tutorial classes. Keywords: Group Learning, Teaching Methods, Value Chain Management DOI : 10.7176/JEP/10-16-03 Publication date :June 30 th 2019

Self-Directed Learning (SDL) In Higher Education: Practices and Issues

SDL is considered to be a fundamental educational goal. However, higher education institutes are challenged when promoting SDL. Therefore, the present study aims to, explore existing practices of self-direct learning implemented in the Faculty and to identify problems of undergraduates when they are engaging with self-direct learning practices in the Faculty. The study reflects that most of the students are familiar with the term self-directed learning. They had experienced with self-direct learning activities of assignments, class presentations conducted by students, group work or group discussions, practical/laboratory classes, field visits/field work, quizzes, tutorial classes, independent research project, e- learning, independent learning, food processing plant, in-plant training/industrial training, viva and farmer training program. Students express different learning preferences. However, students struggle with some issues when they engage with SDL. The issues are mainly related to course curriculum, teaching process, students’ factors and lecturers’ issues.

Gender Responsive Pedagogy: Practices, Challenges & Opportunities - A Case of Secondary Schools of North Wollo Zone, Ethiopia

The purpose of the current study was to examine the general secondary school (GSS) science teachers’ gender responsive pedagogy (GRP) implementation status. To do so, descriptive survey research design was employed. Teachers, department heads and school principals were taken as respondents of the study comprehensively. And students were also participants of the study conveniently. Questionnaire, interview, and focus group discussion (FGD) were considered as the principal data collection tools. The collected data was analyzed both qualitatively and quantitatively: the data collected through questionnaire was analyzed via mean, std., one sample t-test. And the data gathered by open ended items, interview, and FGD as well was analyzed via words, phrases, statements and narration. The analyzed data noted that GSS science teachers of the North Wollo Zone had facilitated GRP fairly. Thus, they found as effective in relation to language usage, classroom setups, classroom interaction, and addressing sexual harassment. To do so, availability of qualified school supervisors and principals, and realization of new education training policy (NETP) were considered as possible opportunities. However, teachers as well ineffective to prepare gender responsive (GR) lesson plan, to prepare and use GR instructional materials and to have GR management of sexual maturation. This vanity of teachers was sourced from ranges of challenges: economic, culture, school and teacher related. Therefore, extra support in natural sciences should be given for girls beginning from lower primary education; Confidence building dialogues through involvement of female role model need to be initiated in schools; Gender based counseling, information and remedial learning programs like tutorial classes should be strengthened in schools; Since they used as experience sharing center, gender-sensitive expansion of ICT facilities, including computer labs and internet delivery infrastructure should be expanded in schools.

‘The Great Debate’: Welfarism, Objectivity, and Cold War Ideology in the Workers’ Educational Association

During the early 1950s, much of the debate within the Workers’ Educational Association (WEA) concerned the direction of the organization. Sidney G. Raybould, director of the Leeds extramural department, argued that ‘university standards’ should apply to extramural work. His views were adopted at the 1951 Annual WEA Conference, when it was decided that more university-style tutorial classes should be organized. Several tutors saw this move as elitist and out of touch with working people: they claimed that above all the role of the WEA was to create a social movement capable of increasing political awareness among its members. The internal discussions seemed to pull the WEA in two different directions, one supporting implementation of ‘university standards’ and another against this. R.D. Waller, an extramural director, called this the ‘Great Debate’. The clash of opinions caused frustration in several adult educators who felt that the role of the WEA was seriously weakened. This article tries to reassess the history of the debate.

Assessment of Gender Disparity in Academic Performance Among Undergraduates of College of Medicine and Health Sciences, Ambo University, Ethiopia

Introduction. Gender disparity in higher educational institutions of Ethiopia has become one of the cross cutting agendas that need special concern. The objective of this study was to assess gender disparity in academic performance among undergraduate students of Ambo University, College of Medicine and Health Sciences. Methods. This paper analyzed the university entrance examination score and Cumulative Grade Point Average (CGPA) of 133 (92 male and 41 female) undergraduate graduates of 2017 at Ambo University, College of medicine and health sciences. The census survey was conducted through an anonymous self administered questionnaire from September 20-October 10, 2017. Independent sample t-test was performed to test gender disparity among the undergraduates with regard to academic performance. Results. The study findings revealed that, there were gender disparities among undergraduates of Ambo University, College of Medicine and Health Sciences. Female students joined the University with lower university entrance examination score (Mean=428.5, SD=27.1) compared to males (Mean=442.6, SD=25.2). Thus, their grade 12 exam achievement mean difference was found to be statistically significant (Mean difference=14.1; 95% CI= 4.52-23.67; t=2.913, df=131, p-value=0.004). Similarly, female undergraduates achieved lower CGPA (Mean=2.93, SD=0.39) than male undergraduates (Mean=3.29, SD =0.41). There was also a significant mean difference between male and female students in CGPA achievement at university (Mean difference=0.36; 95% CI= 0.21-0.51; t=4.780,df=131, p-value<0.001). Moreover, the proportion of females graduated from the college in 2017 was only 26.5%. Conclusion. According to the students’ high school performance, female students achieved university entrance examination score significantly lower than males. Similarly, female students’ academic performance at university was also low compared to male students. Regarding gender composition graduates, the result indicates that female undergraduates were underrepresented in the college accounting only 26.5%. The implication of this study suggests that the affirmative action intervention including tutorial classes, study skills, time management trainings and counseling provided to female students in the university was not effective since it couldn’t eliminate gender gap in academic performance. Keywords : Academic performance; Gender disparity assessment; independent t-test. DOI : 10.7176/RHSS/9-5-04 Publication date :March 31 st 2019

Factors Affecting the Implementation of Tutorial Class for Fresh Female Students: The Case of Agricultural Science Faculty, Bule Hora University

It is known that educating female is educating society thus why more attention was given for female students in their academic performance. The main purpose of this study was to investigate the factors affecting implementation of first year female student’s tutorial in Agricultural Science Faculty which may direct female students’ for low academic performance and high attrition. The findings of the study indicated that the problems female students encounter in Bule Hora University specially in Faculty of Agricultural science constitute personal, environment, economic and family related problems. The factors that affect female students’ academic performance and cause high attrition are categorized in the same way as problems of female students encounter. They include personal matters, lack of self-confidence, lack of adequate effort, carelessness, lack of ability to be competent and previous academic background in high school. In conclusion, the majority of problems female students encounter and those factors that affect female students’ academic performance are personal and the other problems are caused by the university environment. Furthermore, the factors that affecting implementations of tutorials and thus affect the attrition rates of female students. Keywords: Female, student, tutorial DOI : 10.7176/JCSD/46-05 Publication date :March 31 st 2019

Blended learning in large enrolment courses: Student perceptions across four different instructional models

Drawing on data from five large enrolment introductory courses in a public university, we compared students’ perceptions of blended learning on design, interaction, learning, and satisfaction in four different blended models. The models, which were the result of a course redesign initiative, had different combinations of face-to-face lectures, online sessions, and small group tutorial classes. Our findings suggest that students perceived courses with fully online lectures and in-class tutorials most positively on design and overall satisfaction, while those enrolled in courses with in-class lectures and in-class tutorials, supplemented by online discussions, felt most positively about interaction. Students perceived learning in the former courses more favourably than the latter, however the differences were not statistically significant. The least preferred model overall was the one that had in-class lectures and tutorials that alternated weekly between in-class and online sessions.

Learning by Teaching: Role of ‘ Peer Assisted Learning' in medical education

BACKGROUND: Many Indian medical colleges follow conventional Teaching- Learning methods which lack student centered approach. Many interactive Teaching-Learning strategies are coming forward . One of this is PAL i.e. Peer Assisted learning .Peer Assisted Learning is described as learning by teaching themselves. Peer teachers reinforce their own knowledge, support and share experiences and also provide feedback. The study was undertaken to see role of PAL in medical education. MATERIAL AND METHODS: 150 first MBBS students were selected . After taking informed consent , they were divided into two groups of 75 each. Group A students were exposed to traditional tutorial classes . Group B students were divided into 3 small groups of 25 students each . Each group was again divided into 5 subgroups . The students were asked to prepare the tutorial topic as Group A . The topic was divided into subtopics and was allotted to each small group. Randomly selected student from each subgroup were asked to teach their subtopics in front of large group . Student’s feedback was taken at the end . A test of Multiple Choice Questions(MCQs) was conducted and outcome compared by student’s T test. RESULT AND CONCLUSION: Our study showed that PAL is an interactive student centered program. The students were allowed to discuss their opinions. Experience of teaching seemed to be enjoyable and effective in learning . This also improved the communication skills in students . The only limitation we observed was in planning the session and time frame for these types of sessions.

Implementation and evaluation of puzzle-based learning in the first MBBS students

Background: Innovative techniques have been employed in medical education to make the process of learning interesting and interactive. Games and puzzles, forms of active learning, are helpful to review, summarize, practice, find out gaps in knowledge, and develop new relationships among concepts. By implementing puzzle-based learning, the learner will be enough competent to understand the basic concepts of complex topic and apply this understanding in the future learning process. Aims and Objectives: The aim of the study was to determine the utility and effectiveness of the crossword puzzle, as a novel teaching-learning tool in medical education. Materials and Methods: Puzzle was introduced in routine tutorial class in a group of 60 students. 20 min time was given to solve the puzzle followed by discussion for the next 20 min. The gain in knowledge was assessed by pre- and post-test. Session evaluation done by taking the feedback from students on a Likert scale and analysis was done using SPSS software. Results: There was a significant improvement in knowledge of the students (Overall gain in marks = 120.06%). 73% of students are feeling that method is useful and effective, 22% of students gave a neutral response, and 5% of students are disagreeing. Conclusion: The crossword puzzle was very well appreciated by the students, and significant learning was occurred. The rational use of crosswords was useful to transfer of content, provide an opportunity to discuss and recall essential concepts in undergraduate studies. To make medical education more fascinating and interactive, future development of a computer-based interactive crossword puzzles is suggested.

Developing Learners’ Writing Performance through an Integrative Grammar Teaching Model

Considerably, writing is a complex task that requires the integration of multiple cognitive, linguistic, and motor abilities. It involves both low-level transcription skills (handwriting, spelling, punctuation, capitalisation, and grammar) and high-level composition skills (planning, content, organisation, and revision). In this regard, second year university learners at the section of English often take a “written expression” course backed up with tutorial classes to help learners master the different writing techniques and styles. However, many learners struggle in the writing process and end up producing pieces of writing that are ineffective or even incomprehensible showing poor mastery of language usage. Most of the time, learners have good ideas and knowledge of the way paragraphs or essays should be organised. In such a case, the ineffectiveness that characterises learners’ written products is grammar- related. To account for the reasons behind these problems, we hypothesised that the currently used grammar teaching method might not be effective leading to such a shortage in learners’ knowledge and skills. As a remedy to this anomaly, we have proposed the Integrative Grammar Teaching Method (IGM) as a model of grammar teaching. The analysis and interpretation of the collected data revealed that IGM could help learners develop their writing performances. Likewise, it has confirmed that teaching grammar in the context of writing and including learners in the process of rules formation is more likely to help them use grammar correctly and appropriately in the process of writing producing more legible and correct written products. Therefore, we could conclude that the previously stated hypotheses were confirmed and the findings were supportive and positive.

A multi-institutional investigation of first-year engineering tutorials: content, pedagogy, and effectiveness

For many courses, tutorial classes are important part of students’ learning. They are mainly designed to offer students in large classes (usually over 60 students) the opportunity for a more focused discussion and direct engagement with other students and teaching assistants (TAs). Therefore, it is important to make sure tutorial classes address students’ needs and reach the effectiveness that is expected from tutorial classes. However, teaching assistants provide essential support roles in the coordination of large undergraduate tutorial classes, but are often overlooked in discussions of pedagogy, both as aspiring teachers and as continuing learners.In this research, we looked at the overall structure and effectiveness of first-year tutorial classes in design and non-design courses from TA’s points of view at two large Canadian universities; the University of Toronto and York University. The intended outcome of this work is to discuss teaching assistants’ perceptions on tutorial classes, content and pedagogy of distinctive styles of tutorials, as well as strengths and weaknesses of tutorial classes, and any opportunities for improvement.

METODE PENCEGAHAN PLAGIARISME PADA KELAS TUTORIAL

Plagiarism is an act of taking or stealing ideas of others, whether intentionally or not. This plagiarism can happen anywhere, by anyone, and in various forms of writing. This plagiarism is referred to as academic crime, so it must be avoided by all parties. This article will examine ways to prevent plagiarism. The scope of this study is in the Indonesian online tutorial at Universitas Terbuka. This article is written based on observations and practices in tutorial activities. In the context of this discussion, plagiarism means writing the same answers from several students during the learning activities. The similarity of answers may be obtained from similar sources. The similariries occur because there is no attempt to write with the correct citation, or paraphrase it. Therefore, it demands creativity and innovation from the tutor in conducting the learning or tutorial, both during discussion time and tutorial task. Creativity is applied in selecting and designing the problem form in discussion activities. This creativity is also related to the skills of the tutor in higher order thinking skills to the students. The concept of innovation is applied in the dynamics of the problem in the tutorial task. Dynamic tutorial will be an indicator of professional educator in performing his duties as tutor. Through the creativity and innovation of tutors, students are indirectly required to answer honestly, thoroughly, and comprehensively. Besides, students are also required to always open the material and questions, because the tutor creates the tutorial class to be dynamic, not static. In this way, the tutorial activities will be a medium and place oflearning for students and tutors.

Policy Document on Study Duration, Transfer Credits and Tutorial Classes in Higher Quality Accredited Institutions

This Policy Document characterize a base and most extreme examination term period for undergrad and graduate investigations. This strategy archive and techniques characterize the investigation term for various program levels and understudy classes in undergrad and graduate examinations just as in intelligent manner with the neighborhood standards and guidelines of Higher Education Body. This strategy covers the examination span for the undergrad and graduate projects, which are lined up with the Higher Education Body principles and guidelines. This Policy Document acknowledges students from other schools and credit courses dependent on the Transfer Credit Matrix of the University. The student from another school is required to finish in any event half of the required credit units/hours of a program. The most extreme credit units/hours that are qualified for exchange credits ought not surpass (66%) of the required credit units/hours from the first level of another college. The Practicum/On-the-Job Training and Thesis/Capstone courses are not qualified for credit move. The student from another school must take these courses during his/her residency at University. The reason for the strategy record and technique is to control the senior members and the understudies in the prerequisite and procedure of crediting courses taken from different colleges. This strategy report and method spread the acknowledgment of moving understudy to be conceded credits towards the program, criteria and necessities connected for credit move, required number of credit units/hours and equality, and the evaluation required. This Policy Document likewise gives scholarly help to the scholastically in danger understudies by directing instructional exercise classes. This arrangement record and technique plans to guarantee that the scholastically in danger understudies are given the important help and direction to be capable adapt to the necessities of the course and the program. This strategy archive and method spread any authoritatively enlisted understudies of the University that need scholarly direction as suggested by the Academic Adviser, and any understudy who is scholastically in danger during the present term of enlistment. It displays the duty of the employees in giving scholastic help to the understudies, when vital.

Factors Affecting the Contribution of 1st Year Female Students Tutorial Class on their Academic Achievement in First Semester of 2016, the Case of Afan Oromo and Literature Department

Factors Affecting the Contribution of 1st Year Female Students Tutorial Class on their Academic Achievement in First Semester of 2016, the Case of Afan Oromo and Literature Department

STUDENTS’ CONSCIOUSNESS ON LEARNING GRAMMAR IN ENGLISH TUTORIAL CLASS

: Students in higher education are ordered to be competent in English. This happens as the response of high requirement in using English for larger uses nowadays. Consequently, higher education nowadays provides English tutorial to prepare the students to be competent English users, including mastering grammar. This research was conducted in order to discover students’ participation, grade, and score improvement as the aspects of applying consciousness towards English grammar.The research adopted mixed method approach. The researcher collected the data by observation, tests, and questionnaires. The participants were the students in English tutorial class from the Faculty of Islamic Economics and Business and the Faculty of Islamic Education and Teacher Training. The objective of this research are to monitor the students’ sincerity working on the learned lessons and to make senses their performance with the supports of their assessment records. The results showed various dynamics on the students’ existence being part in the lessons.High participation was done by the students along with various grades. All observed students showed positive self-correction and increasing score improvement with their heterogenous mechanisms.This research notices that the students have motivation to be mastered, but their experience and exposure on English grammar affect their assessment results. However, the data reveal that their efforts remain improved as reflected in their track records in the lessons.

ТЬЮТОРСЬКИЙ СУПРОВІД НАВЧАННЯ МАТЕМАТИКИ ЗАСОБАМИ ІНФОРМАЦІЙНО-КОМУНІКАЦІЙНИХ ТЕХНОЛОГІЙ

The paper describes the tutor activity in the process of mathematics teaching support on the basis of the use of information and communication technologies (ICT). The author has analysed the available Internet resources and mobile applications in mathematics, which are classified according to their functional purposes into groups: systems of mass open courses, platforms for adaptive learning, video channels, mathematical online simulators, online tasks, mathematical games, mathematical portals, online platforms, mathematical sites, mathematical online platforms, mathematical services, mobile applications in mathematics (simulators, games, generators of example, assistant programs, training complexes, calculators). In accordance with the student age categories mathematical information and communication technologies are divided into three groups: for elementary school students, secondary school students and high school students. The basic ICT tools for teaching mathematics are outlined. The algorithm for constructing tutorial classes with their application is presented.

The effectiveness of early identification of ‘at risk’ students in higher education institutions

The application of formative assessment principles in higher education has become increasingly important in South Africa. In this case study the researcher assesses the effectiveness of the application of an early warning system to the higher-education environment in a high failure rate subject. This method is applied according to recommended feedback guidelines for formative assessment and self-regulated learning. Over the period of three years the collected data indicates that the subject affected the outcomes of the students significantly. Students who were at the highest risk of failure benefited the most from the application of an early warning system and corresponding tutorial classes to the subject, which is in line with other formative assessment findings. The students participating in the ‘at risk’ list achieved a summative grade on average 8% higher than the class average grade without the implementation of the early warning system and accompanying tutorial classes.

Challenges of Academic Assessment in the Community or Region Where I Work

Challenges of assessment might come up from different reasons or circumstances which generate huge obstacles and dissatisfactions for teachers and students in the same time. Meanwhile, teachers of foreign languages see them as barriers or complications due to an effective and reliable assessment. Firstly, this paper elaborates on theoretical part of assessment, as a crucial tool to measure students’ performance of speaking, as a significant English skill, and then it is presented the elaboration of challenge and its sub-challenges during my work as an English assistant at my tutorial classes on a specific course such as “Integrated English Skill III”, particularly focusing on speaking skill. After it, there is an expansion of others’ research done on this issue, supported by different teaching approaches, and relying on others’ work related to such issue. And at the end of this paper it can be found the summary and recommendations, which wereconducted from the empirical research.

Challenges of Academic Assessment in the Community or Region Where I Work

Challenges of assessment might come up from different reasons or circumstances which generate huge obstacles and dissatisfactions for teachers and students in the same time. Meanwhile, teachers of foreign languages see them as barriers or complications due to an effective and reliable assessment. Firstly, this paper elaborates on theoretical part of assessment, as a crucial tool to measure students’ performance of speaking, as a significant English skill, and then it is presented the elaboration of challenge and its sub-challenges during my work as an English assistant at my tutorial classes on a specific course such as “Integrated English Skill III”, particularly focusing on speaking skill. After it, there is an expansion of others’ research done on this issue, supported by different teaching approaches, and relying on others’ work related to such issue. And at the end of this paper it can be found the summary and recommendations, which wereconducted from the empirical research.

Student Academic Performance Prediction on Problem Based Learning Using Support Vector Machine and K-Nearest Neighbor

Academic evaluation is an important process to know how well the learning process was conducted and also one of the decisive factors that can determine the quality of the higher education institution. Though it usually curative, the preventive effort is needed by predicting the performance of the student before the semester begin. This effort aimed to reduce the failure rate of the students in certain subjects and make it easier for the PBL tutor to create appropiate learning strategies before the tutorial class begin. The purpose of this work is to find the best data mining technique to predict student academic performance on PBL system between two data mining classification algorithms. This work applied and compared the performance of the classifier models built from Support Vector Machine (SVM) and K-Nearest Neighbor (KNN). After preprocessed the dataset, the classifier models were developed and validated. The result shows that both algorithms were giving good accuracy by 97% and 95,52% respectively though SVM showing the best performance compared to KNN in F-Measure with 80%. The further deployment is needed to integrate the model with academic information system, so that academic evaluation can be easily done.