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The study determines the Improvement Needs of Lecturers in Developing Instruments for Measuring Activity-based Learning in Colleges of Education in South-south, Nigeria. The study was guided by one research question using descriptive survey design with a population of 174 Lecturers drown from 16 Colleges of Education in South-south, Nigeria. A 35 multiple choice items was developed with Simpson's Psycho-motor domain taxonomy to collect data using Kidder-Richardson (K-R20) to determine the internal consistency of the instrument and yielded a coefficient of 0.87. The data were analysed using Mean and Improvement Needs Index (INI) to determine the Improvement needs of the Lecturers. The result revealed that the lecturers need improvement in the entire in developing evidence-based instrument in all the levels of Simpson's taxonomy of the psychomotor domain. Based on the findings, recommendations were made.
The study determines the Improvement Needs of Lecturers in Developing Instruments for Measuring Activity-based Learning in Colleges of Education in South-south, Nigeria. The study was guided by one research question using descriptive survey design with a population of 174 Lecturers drown from 16 Colleges of Education in South-south, Nigeria. A 35 multiple choice items was developed with Simpson's Psycho-motor domain taxonomy to collect data using Kidder-Richardson (K-R20) to determine the internal consistency of the instrument and yielded a coefficient of 0.87. The data were analysed using Mean and Improvement Needs Index (INI) to determine the Improvement needs of the Lecturers. The result revealed that the lecturers need improvement in the entire in developing evidence-based instrument in all the levels of Simpson's taxonomy of the psychomotor domain. Based on the findings, recommendations were made.
Beyond Cognitive Assessment: Teachers Attitudes towards Assessing Psychomotor and Affective Domains of Students’ Behaviors in Classrooms in North Central-Nigeria
Beyond Cognitive Assessment: Teachers Attitudes towards Assessing Psychomotor and Affective Domains of Students' Behaviors in Classrooms in North Central-Nigeria2018 •
Education is one of the best patrimonies a nation can give to her citizens. Education is imperative in the development of any nation or community of the world. To achieve quality educational goals as prescribed in the National Policy on Education, education should focus on students in totality-cognitive, affective and psychomotor skills in order to produce students that are balanced physically, emotionally and intellectually and this can be done achieved via assessment. This study was carried out to investigate secondary school teachers' attitudes toward assessing the affective and psychomotor domains of students' behaviors in classrooms. The study adopted a survey research design. The population for the study consisted of all the secondary school teachers in North Central geo-political zone, Nigeria. A sample of 450 teachers was randomly composed for the study. Data was collected using a questionnaire developed by researchers and validated by experts in Psychology and Measurement and Evaluation.. The data collected was analyzed using descriptive statistics of Means and Standard Deviation to answer the research questions parametric statistic of dependent t-test to test the hypothesis at 0.05level of significance. The findings revealed that, the secondary school teachers have positive attitudes towards assessing affective and psychomotor domain of students' behaviors in classrooms. It was also found that, their attitudes towards assessing affective and psychomotor domains of students' behaviors do not differ significantly. The researchers recommended that, Government should make efforts to ensure the sustainability of comprehensive assessment by using the school administrators to continue to stress its relevance in schools. Workshops/seminars should be organized for teachers to enable them acquire more skills required to effectively carry out non-cognitive assessment.
Research Journal of Education
Activity-Based Teaching and Learning Approach and Students’ Academic Performance: Evidence from Among Stakeholders from Barekese District Ashanti Region of Ghana2021 •
In this study, the authors explored the level of awareness and views on the activity-based approach to teaching and learning (ABTLA) in enhancing skills, competency, and academic performance among students and other stakeholders from Senior High Schools (SHS) and Colleges of Education (COE) in Barekese District of Ashanti Region of Ghana. A survey involving 510 various stakeholders was conducted within the Barekese District of Ashanti Region of Ghana, using sets of a self-administered structured questionnaire. The study revealed that the Ghanaian stakeholders of the second cycle and COEs are highly aware of ABTLA and its potency for enhancing skills, competency, and academic performance among students. Policy implications and further future research directions were provided.
European Journal of Education and Pedagogy
Effect of the Activity-Based Learning on Basic Science and Technology Students’ Non-Cognitive Skills in South-South NigeriaThis study investigated the Basic Science and Technology (BST) students’ reaction to the use of the Activity-Based Learning (ABL) approach, recently introduced by the Nigeria Universal Basic Education Commission (UBEC) in Primary schools; and the influence of the ABL approach has on the BST students’ non-cognitive outcomes. The study used a survey and posttest only quasi-experimental design. Three research questions and two hypotheses guided it. The study population was 2,800 BST students of the 56 teachers who participated in the ABL teaching workshop. Three hundred and eighty students of twenty proportionately selected teachers from the state's three districts who used the ABL approach formed the experimental group. Another one hundred and fifty students who were not exposed to ABL were used as the control group. The ABL students answered the “Basic Science and Technology Students’ Non-Cognitive Outcome Questionnaire” (BSTSNCOQ), which elicited students’ responses on their lea...
2020 •
Journal of Educational Science and Technology (EST)
Instrument of Lecturer Performance and Student Activity In the Lecture at Primary School Teacher Education ProgramThe purpose of the study was to develop lecturer performance instruments to measure the ability of lecturers to bring lectures and instruments for student activities while attending the lecture. This study is a research and development (R & D) design developed from the instrument by Rusilowati, which included: (1) needs analysis, (2) determination of indicators and grids, (3) development of questions, (4) expert review, limited trials, field trial (is a cycle activity between review and revision), (5) analysis of trial results and (6) product assembly. The results of the study (1) indicators for lecturer performance instruments were: work ability, initiative in work, work quality, accuracy of work, lecturers’ behavior and appearance, communication and nationalism. (2) indicators for lecture activity instruments: readiness to attend lectures, attendance in lectures and timeliness of completing assignments. (3) the instrument tested on 50 students and lecturers in the Primary School...
AL-ISHLAH: Jurnal Pendidikan
An Analysis of Psychomotor Assessment Levels Based on Anderson and Krathwohl's Taxonomy in Integrated Thematic BooksThis study aims to analyze the psychomotor assessment levels based on Anderson and Krathwohl's taxonomy in the integrated thematic book for grade VI, theme 5, entrepreneurship. Methods: This content analysis research used a descriptive qualitative approach. The form of research data was a distribution of psychomotor assessments, categorized according to Anderson and Krathwohl’s taxonomy. The instrument validity used was the Gregory formula. Data validity employed was increased persistence and source triangulation. Sources were obtained from the teacher's book and coursebook. Data collection techniques utilized were document studies. The data analysis technique in this study applied an interactive analysis model from Miles and Huberman. Findings: The results showed that the distribution of psychomotor assessment levels at the imitation level (P1) was 23.33%, the manipulation level (P2) was 6.67%, the precision level (P3) was 36.67%, the articulation level (P4) was 30%, and th...
One of the most significant experiences of SISS on the motor –training plan, which allowed in some cases the implementation of activity of research-action, was the motor-sports laboratory. The activity of laboratory in the motor-sports field and the motor subjects, along with specific training, represents in the SSIS (Specialization School Teaching Secondary) area an innovative element. This also gave a strong contribute to the definition of a new professional profile of the teacher that has in it those transversal skills needed to promote a new teaching, finding the necessary balances between the cognitive moment and the applicative and operative one. The fundamental principle of any training activity, according to the Delors Report was to be the enhancement of human capital throughout the period of active life, putting the person in a condition of "learning how to learn throughout the course of life". 12 Jacques Delors, 13 in fact, in 1993 gave a qualitative push to inno...
Journal of Education and Educational Development
Activity-Based Teaching, Student Motivation and Academic Achievement2019 •
This research was conducted to determine the effects of activity-based teaching on student motivation and academic achievement. Pretest and post-test control group design of experimental research was employed for this study. Two MCQ achievement tests were used as research tools for the data collection as pre-test and post-test. The first step in this project was to gather information about what motivates students to learn. Pre-test was conducted from both groups and results were tabulated. The second step of the project was to examine the effect of hands-on activities on student motivation and for analysis MCQ achievement test was used along with specially designed work sheets from both groups. T-test was used to analyze the data. The results of this study showed that a majority of students’ scores increased in experimental group as compared to the control group. The mean value indicated that participants from experimental group showed more achievement in post-test 15.6, while the control group students scored 10.7. The post-lesson survey showed that the majority students found the activity based teaching to be more interesting than lecture based teaching.
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