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Within the program of engineering, typically there are courses that are heavily dependent on mathematics and derivations of fundamental concepts. A lot of active learning can be done in these classes by using the engineering fundamentals to solve engineering problems, i.e. number crunching. This keeps the students busy and interested in the subject...
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... this course involves students listening to the instructor, reading the textbook and solving textbook problems. This creates a passive engagement of the students which in return leads to minimal retention of knowledge as shown in Figure 1. In a separate study by Dale, it was found that the levels of effectiveness in learning are directly related to the participation of students. ...
Citations
... The learning process in higher education places significant emphasis on the active transfer of information (Hamouda & Tarlochan, 2015;Hincapié Parra et al., 2018) and autonomous cognitive aspects (Guo & Wang, 2021;Mystakidis et al., 2019) in order to enhance the thinking skills of prospective teachers (Heijltjes et al., 2015). However, thinking skills cannot be acquired simultaneously, and they are typically viewed as a byproduct of learning in general (Davies, 2013). ...
Critical analysis (CA) skills are crucial in higher education and should be incorporated into the curriculum at that level. The unique characteristics of abstract biology materials and the involvement of prospective Biology teachers (PBTs) in scientific investigation activities make them highly relevant for teaching CA skills. Inquiry activities require teaching materials or textbooks that explicitly engage science teacher trainees in science process skills (SPS) activities. For effective inquiry-based learning (IBL), appropriate textbooks are essential. Therefore, in this study, a Plant Anatomy and Development textbook based on SPS was utilized as a tool to develop CA skills. The main objective of the study was to assess the impact of SPS-based PADT on PBTs' CA skills in the Plant Anatomy and Development (PAD) course. To achieve the research objectives, a quasi-experimental research design with a pretest-posttest control group was implemented. The research sample consisted of fifty-five prospective teachers who were selected through purposive sampling. They were divided into two groups: the experimental group (n=28) and the control group (n=27). To analyze the students' critical analysis skills, twelve valid and reliable essay items were utilized. The research findings indicated that the experimental group exhibited a significantly greater cognitive gain (>0.70) compared to the control group (0.30 < n-gain < 0.70) (p < 0.05).
... The point of concern is improving human movement. More specifically, physical education is concerned with the relationship between human movement and other areas of education (Anagun, 2018;Chen & Chou, 2015;Cirillo, 2014;Hamouda & Tarlochan, 2015;Haws et al., 2014;Sandilos et al., 2017;Shoo & Songorwa, 2013;Spiro et al., 2012;Steinhorst & Klöckner, 2017;Tsalas et al., 2017;Yeow et al., 2014). The relationship between the development of the physical body and the mind and soul. ...
... Learning in schools has a set or system of plans and arrangements regarding learning content and materials that are guided in teaching and learning activities which is called the curriculum. The curriculum aims to achieve educational goals, basically the main component curriculum and supporting components are interrelated and interact with each other in order to achieve these goals (Amador & Carter, 2018;Berland et al., 2016;Chalkiadaki, 2018;Chen & Chou, 2015;Hamouda & Tarlochan, 2015;Robelia & Murphy, 2012;Samoot et al., 2015;Spiro et al., 2012;Teimourtash & Moghaddam, 2017). This goal can be achieved one way by using integrated curriculum development. ...
This research aims to produce an integrative learning model for junior high school students that is suitable for use. The integrative learning model is expected to be used by physical education teachers in teaching and learning activities. This development research was carried out by adapting the following research steps: data collection, analysis of the information collected, development of initial product draft, expert validation and revision, small-scale trials and revisions, large-scale field trials and revisions, and final product creation. A small-scale trial was carried out on 25 students of SMP Negeri 1 Samarinda. Large-scale trials were carried out on 31 students of SMP Negeri 2 Samarinda, SMP Negeri 3 Samarinda, and SMP Negeri 4 Samarinda. Data collection instruments are interview guides, field notes, validation value scales, teacher participation, student responses, performance tests and knowledge tests. Data analysis uses qualitative and quantitative descriptive analysis. The results of this research are in the form of a guidebook containing syntax (steps), assessment forms, 6 integrative games, and plans for implementing appropriate and effective learning.
... To overcome such problems, it is necessary to create an interactive classroom that can support an effective speaking-learning process. Previous ability (Amiri et al., 2017;Mardiana & Syukri, 2016;Nainggolan, 2017) and their critical thinking development (Chikeleze et al., 2018;Hamouda & Tarlochan, 2015;Iman, 2017;Liu & Sukavatee, 2019;Spaska et al., 2021). ...
... Additionally, the findings support previous research indicating that using a debate technique effectively and efficiently enhances students' speaking abilities (Morales & Vaca-Cárdenas, 2023). Moreover, the implementation of debate techniques in teaching speaking also fosters the development of other essential skills, such as critical thinking and collaborative learning (Brown, 2015;Chikeleze et al., 2018;Hamouda & Tarlochan, 2015;Iman, 2017;Liu & Sukavatee, 2019;Spaska et al., 2021). ...
Speaking is often considered a critical determinant of student achievement in learning English as a foreign language. Consequently, numerous studies have been conducted to explore the methods, techniques, and strategies that best develop students’ speaking abilities. One of the promising methods for teaching speaking is debate. This paper aims to investigate how debates are utilized in teaching speaking to English Department students and to analyze their perceptions of the techniques and strategies employed by their lecturers in debate instructions. This descriptive study involves English Department students as research participants. The data were collected through observations and questionnaires distributed to 42 students. The observations focused on identifying the techniques and strategies used by the lecturers in teaching speaking using debates, while the questionnaires aimed to capture students’ perceptions of these debate instructions. An interactive model was applied to analyze data from the observations, and a 4-Point Likert Scale was employed to evaluate the questionnaire responses. The findings reveal two main insights: (i) the techniques and strategies used by lecturers in teaching speaking using debates emphasize students’ active participation; and (ii) the students hold positive perceptions of the techniques and strategies used by their lecturers in debate instructions. Additionally, the study highlights the importance of incorporating debate as a method to foster critical thinking, effective communication, and collaborative learning among students. Furthermore, the results suggest that debates not only improve students’ speaking skills but also enhance their confidence and ability to articulate arguments coherently. It is concluded that debate can be an effective method for teaching speaking to university students, especially when employing techniques and strategies promoting students’ active participation. This study contributes to the growing body of research advocating for innovative and interactive methods in language education, emphasizing the value of debate in developing proficient and confident speakers.
... It similarly disagrees with Srisang and Everatt (2021), noting that lower and higher-level comprehension skills correlate significantly. However, Hamouda and Tarlochan (2015) emphasize that levels of comprehension are connected since the lowest levels of literal, reorganization, inferential, and evaluation are spirally increasing in difficulty. They must be related, with the processes only increasing and integrating. ...
... The responses from the students showed that there was no statistical difference between online and on-campus groups with the survey focusing on several criteria including active learning, critical thinking, interaction and engagement, and Google docs' usefulness for collaboration. Hamouda and Tarlochan [5] utilized the debate sessions in an engineering course. It was observed that the pedagogy approached in the course enhanced student interest and learning. ...
... Prince (2002) defines active learning as "any instructional method that engages students in the learning process" He goes on to state that this means that activities should be integrated into the traditional course (e.g., breaks after a set time for students to discuss their notes with a peer, or a classroom activity that requires students to do something other than listen and take notes). Most studies suggest that active learning increases student achievement (Nurbaliyev, 2022, Aji, 2019, increase creativity, and improves critical thinking (Hamouda, 2015, Asok, 2016, although there have also been cases where no improvement was found (Tendhar, 2019). AL Methods are also considered likely to increase student engagement and motivation (McLaughlin, 2014, Slavich and Zimbardo, 2012, López-Fernández, 2019, and although, as noted in Krause, 2017, engagement does not guarantee that learning will occur, learning can be improved if it allows students to reflect on their learning. ...
Conversations, debates, and policies toward higher education remain in an uncritical mode of normality on issues such as inclusion, exclusion, and equity. In addition, the onset of the COVID-19 pandemic has starkly highlighted the fragility of the higher education system and has raised salient questions related to inclusivity and quality in all aspects. The book fills a gap in the existing literature by introducing current practices and procedures in the face of the new normal as they affect the higher education sector. The book also addresses the various issues of current interest in the higher education sector relative to teaching and learning, student support, staff development, curriculum development, educational technologies, learning design models, and resource allocation. Covering key topics such as student engagement, assessment practices, and academic development, this premier reference source is ideal for administrators, researchers, scholars, academicians, practitioners, instructors, and students.
... Thus, active learning methods like TBL have become popular and accepted in new educational programs (4). Active learning includes the direct participation of learners in the learning process (4,5). According to previous studies, active learning activities are particularly effective in enhancing the amount of learning and increasing students' satisfaction, as well as their interest and engagement in the learning process (3). ...
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Background: Gallery Walk (GW) is a student-centered educational method emphasizing team-based learning. In this approach, students actively participate in the learning process while the instructor is a facilitator. Objectives: This study was conducted to compare the effectiveness of the GW method to the lecture method in teaching the topic of general anesthesia care during the induction phase. Methods: This study employed a quasi-experimental design with a pre-test-post-test approach involving 60 nurse anesthesia students at Jundishapur University of Medical Sciences in Ahvaz, Iran, in 2022. The data were collected through 30 four-choice questions assessing the knowledge of nurse anesthetists in the main stages of general anesthesia induction. After randomly assigning students into two homogeneous groups, an intervention group (GW) and a control group (lecture), the study investigated the effects of the two educational methods on learning outcomes and retention of general anesthesia care during the induction phase. This was done by comparing the mean scores of the students on three tests. Results: There was a significant difference between the two groups in terms of the mean scores of the immediate posttest (GW: 22.3 ± 0.47, lecture: 20.8 ± 1.01) compared to the pretest (GW: 15.13 ± 0.87, lecture: 14.73 ± 1) (P < 0.001). Additionally, there was a significant difference in the mean scores of the one-month posttest (GW: 23.37 ± 0.61, lecture: 17.33 ± 1.12) (P < 0.001) between the two groups. No significant difference was observed between the two groups regarding the mean scores on the immediate posttest (P = 0.186). Unlike the lecture group, there was no significant difference between the mean scores of immediate and delayed (one-month) posttests in the GW group (P = 0.16). Conclusions: The GW method not only enhances knowledge but also proves to be significantly more effective than the lecture method in retaining knowledge of general anesthesia care during the induction phase. Therefore, GW is recommended as an effective educational method for topics that require long-term retention.
... Listening, as an example of passive learning is one of the most prevalent teaching methods [26] [27]. Up to 90% of the knowledge students gain comes from listening to teachers and other students [28]. ...
... It has been revealed that active learning could effectively enhance students' performance. [26] Any activity beyond just listening to the lecture is considered active learning [26] [27]. The teaching method of using Physical and hands-on learning has been widely used. ...
... It has been revealed that active learning could effectively enhance students' performance. [26] Any activity beyond just listening to the lecture is considered active learning [26] [27]. The teaching method of using Physical and hands-on learning has been widely used. ...
... Keterampilan membaca pemahaman adalah keterampilan yang dimiliki pembaca untuk menemukan makna dari bacaan. Keterampilan membaca pemahaman dapat dievaluasi melalui soal berupa mencari ide pokok, mencari hubungan sebab akibat, dan membuat simpulan (Hamouda & Tarlochan, 2015). Salah satu cara untuk meningkatkan keterampilan membaca pemahaman yakni dengan menggunakan teknik membaca intensif. ...
Salah satu tujuan membaca intensif yaitu untuk mempermudah siswa dalam menemukan ide pokok suatu paragraf. Namun, keterampilan menemukan ide pokok masih menjadi permasalahan yang muncul dalam pembelajaran bahasa Indonesia. Oleh sebab itu, penelitian ini bertujuan untuk meningkatkan keterampilan menemukan ide pokok siswa kelas VI melalui model CIRC dengan media power point. Penelitian ini menggunakan penelitian tindakan kelas dengan desain Kemmis dan Taggart yang terdiri dari langkah pelaksanaan, tindakan, observasi, dan refleksi. Partisipan penelitian ialah siswa kelas VI yang berjumlah 33. Teknik pengumpulan data menggunakan tes, observasi, dan dokumentasi. Kemudian analisis data menggunakan triangulasi sedangkan analisis data mengadaptasi analisis data Miles dan Huberman yang terdiri dari reduksi data, verifikasi data, dan penarikan simpulan. Hasil penelitian menunjukkan adanya peningkatan keterampilan menemukan ide pokok siswa kelas VI yang dibuktikan melalui peningkatan rata-rata per siklus yang meliputi 70,75; 80,55; dan 85,57. Berdasrkan hasil penelitian, maka peneliti menyimpulkan bahwa implementasi model CIRC dengan media power point dalam meningkatkan keterampilan menemukan ide pokok siswa kelas VI.
... (Mantione & Smead, 2003). In standardized reading tests, questions about the main topic, cause-andeffect linkages, and drawing conclusions are frequently used to gauge this ability (Hamouda & Tarlochan, 2015). According to Jang (2009), the test items evaluating the inferencing sub-skill were more mentally demanding and asked test-takers to use many talents at once. ...
The aim of this study was to determine the effect of visual thinking strategy
(VTS) on Jordanian ninth-grade female’ reading. Their attitudes towards the VTS
strategy were also explored. The participants of the study were 66 female students
selected conveniently from Al-Rubia Bent Mouath Primary School for Girls in Al�Mafraq City. Whereas, the two sections were chosen randomly by selection with two
papers to be in either the group experimental (no=33) or the their group (no. 33).
Reading was taught using the VTS strategy to the experimental group. The control
group was taught reading using the conventional strategies outlined in Action Pack 9
Teacher's Book. Eight weeks of treatment were provided for the experimental group
during the first semester of the academic year 2022–2023. To achieve the aim of the
study, a reading comprehension pre-post-test, an observation checklist, and an
attitudinal questionnaire were created. The reading activities in Action Pack 9 were
found through a content analysis of ten reading passages from Units 3, 4, 5, and 6, and
an instructional program was designed in consideration of the visual thinking strategy.
The findings indicated that the experimental group outperformed the control group in
the overall reading post-test and in each reading skill under the present study,
specifically, vocabulary expansion, picture making, schema creation and activation,
main idea and detail recognition, questioning, inferring, vocalizing one's thoughts, and
xii
skills. Findings pertinent to the observation checklist reported that the experimental
group members appeared to be moderately interested in their reading assignments.
Results of the questionnaire reported students' attitudes towards the investigated VTS
modality as positive, with mean agreement scores in the 3.2–3.22 range. The researcher
provided recommendations to the students, teachers, supervisors, and the Ministry of
Education. For example, Teachers are recommended to use modern strategies, such as
VTS, to motivate their students and improve their reading, so training programs could
be designed to suit this need.