Journal articles: 'Teach effectiveness'

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Chew, Stephen L., Jane S. Halonen, Maureen A. McCarthy, Regan A. R. Gurung, Melissa J. Beers, Robert McEntarffer, and R. Eric Landrum. "Practice What We Teach." Teaching of Psychology 45, no. 3 (June 3, 2018): 239–45. http://dx.doi.org/10.1177/0098628318779264.

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In traditional research areas within psychology, effective researchers stay up-to-date with the latest advances and new methodologies within a specialty area. Failure to do so limits one’s effectiveness and potential impact on advancing that field of study. In our view, teachers of psychology possess the same responsibilities to stay current and incur the same risks if they fail to do so. Psychology educators should not only employ scientifically validated principles of learning and evidence-based pedagogies but should use the methods of psychological science to test the effectiveness of their teaching practices empirically. We articulate and document these complex issues in this manifesto and urge more psychology educators to become leaders in innovative and effective teaching by leveraging our disciplinary understanding of the fundamentals of teaching and learning. We provide pragmatic steps and resources to aid more faculty, especially early career instructors, in becoming scientist-educators.

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Mathew, Mary R., Linu Mohan, Mammen Paul, Mahira Maideen, Liya Jose, and Minnu Ommanakuttan. "Evaluating effectiveness of patient counseling, teach back versus standard method." International Journal of Basic & Clinical Pharmacology 7, no. 1 (December 23, 2017): 87. http://dx.doi.org/10.18203/2319-2003.ijbcp20175680.

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Background: The aim of the study was to assess memory retention of new prescription education by comparing Teach back method and standard counseling method. And also to evaluate association of age, sex, drug use in past and education in memory retention.Methods: A prospective experimental study was carried out for a period of six months. Eligible subjects visiting pulmonary medicine outpatient department were screened and grouped into standard groups and teach back group. Patients in the standard group are taught eight counseling points about the drugs by one way dialogue method and asked at the end if there are any questions. while patients in the teach back method builds on the standard method by asking three open ended questions to recall what was taught and correcting any misunderstandings by two way dialogue method.Results: The demographic information (age, sex, education, current prescription use) are collected from both groups. The post counseling score is assessed by evaluator using a scoring sheet. Scores were analyzed using Mann Whitney U test Teach back group shows statistically significant (p value = 0.0001) increase in score compared to standard group. The mean value of teach back scoring is 6.28 while that of standard is 4.44.Conclusions: All the demographic parameters (Age, sex, drug use in past three months and education) do not show any significant association with scoring and memory retention (p value >0.05 for chi square test). The group that received teach-back method of counseling showed a significant improvement in patient knowledge and memory retention.

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Widodo, Urip, and Mugiyo Mugiyo. "The effectiveness of jigsaw learning strategy to teach speaking." International Journal of Language Teaching and Education 5, no. 2 (December 31, 2021): 62–72. http://dx.doi.org/10.22437/ijolte.v5i2.15849.

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This research aims to know whether the jigsaw learning strategy is better than the audio-lingual method to teach speaking. This experimental research was carried out in the vocational school. The population was four classes (140 students) of eleventh grade A, B, C, D, and E. The samples were the eleventh grade A as the experimental group and B as the control group. Each group consists of 30 students. The experimental group was taught using the Jigsaw learning strategy, while the control group used the Audio-Lingual Method. The data collection technique was through the speaking test, and the data analysis technique was through descriptive statistics and inferential statistics. The data analysis shows that the mean score of the students who were taught by using the jigsaw learning strategy is 81,23, while the mean score of the students who were taught by using the audio-lingual method is 76,03. Moreover, the Fo (8,77) is higher than Ft (4,00) at the significance level of significance α= 0,05, which means the null hypotheses are rejected, and the alternative hypotheses are accepted. In conclusion, the jigsaw learning strategy is more effective than the audio-lingual method to teach speaking.

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Marriott, Neil. "The effectiveness of using spreadsheets to teach financial accounting." Accounting Education 1, no. 2 (June 1992): 137–50. http://dx.doi.org/10.1080/09639289200000024.

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Bennett, Susan E., Robert S. Lawrence, Dea F. Angiolillo, Susan D. Bennett, Susan Budman, Gail M. Schneider, Annlouise R. Assaf, and Michael Feldstein. "Effectiveness of Methods Used to Teach Breast Self-Examination." American Journal of Preventive Medicine 6, no. 4 (July 1990): 208–17. http://dx.doi.org/10.1016/s0749-3797(18)31007-9.

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Chiero, Robin, Susan M. Tracz, James Marshall, Colleen Torgerson, and Paul Beare. "Learning to Teach: Comparing the Effectiveness of Three Pathways." Action in Teacher Education 34, no. 4 (December 2012): 368–80. http://dx.doi.org/10.1080/01626620.2012.712742.

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Faisal, Faisal, and Krisna Suwandita. "The Effectiveness of FRESH Technique to Teach Descriptive Paragraph." Journal of Education and Learning (EduLearn) 7, no. 4 (November 1, 2013): 239. http://dx.doi.org/10.11591/edulearn.v7i4.199.

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Kartikawati, Dina. "Effectiveness of Animated Video to Teach First Grade Students of Starlight Tuition in Mastering Number." LinguA-LiterA: Journal of English Language Teaching Learning and Literature 5, no. 1 (May 1, 2022): 26–32. http://dx.doi.org/10.55933/lng.v5i1.312.

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Teaching English for young learner is not a simple thing. They need different treatment in learning new things especially new language. Some teachers use games, videos, songs, etc. The researcher made an animated movie about “Numbers”. It can be used to teach first grade students to learn Numbers in English from one to ten. The researcher wants to know whether the video made is effective or not to teach first grade students in Starlight Tuition. The result is animated video is effective to teach vocabulary especial “Numbers” to young learner.

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Munuyandi, Thulasirani A/P, Salina Husain, Mohd Azidan Abdul Jabar, and Zuraini Jusoh. "Effectiveness Of Quizizz in Interactive Teaching and Learning Malay Grammar." Asian Journal of University Education 17, no. 3 (August 1, 2021): 109. http://dx.doi.org/10.24191/ajue.v17i3.14516.

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Abstract: For teaching and learning Malay language grammar, there are many types of online assessment tools and applications have been developed in Malaysia. One such application is Quizizz, a game-based online quiz that facilitates teaching and learning. The purpose of this research is to measure the effectiveness of Quizizz application to teach and learn Malay grammar. We have used descriptive questionnaire research design, and chosen 130 students from Tamil schools by following the simple random sampling strategy. We have explored the effectiveness of Quizizz application as a formative quizzing tool for teaching and learning Malay grammar in year-four Tamil school students from 15 Tamil schools in Manjung district. The results showed that it was imperative to use Quizizz as a formative assessment tool to learn and teach Malay grammar to Tamil students. Students also responded positively to the use of Quizizz in the classroom through survey questionnaire results. At the end, we conclude that it is important for teachers to consider using fun and entertainment technology quizzing tools to teach Malay grammar. Keywords: Malay grammar, Quizizz, Self-assessment, Teaching and learning

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Kocsis, Nóra. "The Effectiveness of the Let’s Teach for Hungary Mentoring Program." Central European Journal of Educational Research 4, no. 1 (June 27, 2022): 150–60. http://dx.doi.org/10.37441/cejer/2022/4/1/10762.

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The situation of disadvantaged students has been a problem in the field of education for decades, -so much so that several disadvantage-compensation programs have been set up in an effort to reduce its effect. This includes the mentoring process, the primary purpose of providing support and assistance to younger individuals. The subjects of the research are the 7th grade students participating in the Let’s teach for Hungary mentoring program. The questionnaire survey was conducted in the autumn of 2019 (n=585), during which I focused on the children’s expectations of the mentoring program, their learning difficulties, learning motivations, and their plans for further learning. Classifying students in clusters based on their motivations, highlights the fact that the range of participants is not homogeneous this aspect. The Coronavirus epidemic has posed a significant challenge to traditional education, and the opportunities offered by personal mentoring have been pushed into the background over the past year and a half. Educators and students alike have struggled through the transition to digital education (Kristóf, 2020). Attendance mentoring was forced to continue in the form of distance mentoring. In my current research, I examine the existence of distance mentoring, the exploration of experiences, and the preparedness of the participants in the Teach for Hungary program. Data collection began in December 2021, and the query process is still ongoing. I carry out the survey using a mixed-method. I collect quantitative data among students with the help of questionnaires, which focus on the experiences, opinions and readiness of the children. In addition, I use a qualitative, interview-based research method that provides an understanding of more comprehensive experiences. I conduct interviews with educators, mentors, and mentored students. The subjects of the research are primary school students (8th grade students), mentors and teachers of a small settlement in Hajdú-Bihar county and Szabolcs-Szatmár-Bereg county (n=60 people). The research results can serve as feedback to the participants on the success of work done during distance mentoring. The results obtained can also serve as feedback for the Let’s teach for Hungary program because the program can be developed in the future from interviews.

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Tshimanga, F. B. "Effectiveness of the Techniques Applied to Teach Vocabulary in Mbujimayi." International Journal of Scientific Research and Management 10, no. 07 (July 24, 2022): 2452–67. http://dx.doi.org/10.18535/ijsrm/v10i7.el04.

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To solve this problem, I advise teachers to reconsider their choices of the vocabulary teaching techniques and their combination with others paying attention to those likely to achieve lexical competence. I find the use of the dictionary the best technique for teaching vocabulary as the dictionary contains all the elements of vocabulary listed in this paper. Decision makers and teachers should maximise teacher training in dictionary use (in class or out of it) for the good of the learners’ lexical instruction.

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Issenberg, S. B., E. R. Petrusa, W. C. McGaghie, J. M. Felner, R. A. Waugh, I. S. Nash, and I. R. Hart. "Effectiveness of a computer-based system to teach bedside cardiology." Academic Medicine 74, no. 10 (October 1999): S93–5. http://dx.doi.org/10.1097/00001888-199910000-00051.

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Alqy, Qonita Haqq, and Mukminatus Zuhriyah. "The Effectiveness of Using Picture Series to Teach Reading Comprehension." Pioneer: Journal of Language and Literature 14, no. 2 (February 5, 2023): 493. http://dx.doi.org/10.36841/pioneer.v14i2.2267.

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Reading is an activity carried out by someone to get information previously unknown to the reader, and picture series is an interesting media for students to understand reading texts by illustrating. This study aimed to know students' reading comprehension before and after using picture series and whether or not using picture series to teach reading comprehension was effective. This research was a pre-experimental study using one group pre-test and post-test design. This research used class X students of MA Terpadu Al-Munawaroh as the population. The sample was class X-A students, totaling 18 people who were selected through the purposive sampling method. The instrument used was a reading comprehension test, and the validity and reliability were tested first using SPSS 25. The results of this research indicated that post-test mean score was higher than the pre-test. Students find it easier to catch and summarize reading content with pictures and they can retell using their own language easily. So, it could be revealed that teaching reading using the picture series of students’ class X-A was effective. Then, it was highly recommended to use picture series for teachers or other researchers in listening or writing.

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Diana, Diana, Sunardi Sunardi, Gunarhadi Gunarhadi, and Yusuf Munawir. "The development of I-Teach model to improve early childhood teachers professionalism." Cypriot Journal of Educational Sciences 15, no. 6 (December 31, 2020): 1614–28. http://dx.doi.org/10.18844/cjes.v15i6.5321.

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The study aims to find out the effectiveness of I-Teach model to improve teachers’ professionalism in handling special-needs children in inclusive classes. This is the final part of a research and development project with the modification of its development stage by Sukmadinata (2017) to be a model testing stage. It explained the effectiveness of the I-Teach model through a true experimental design by classifying the control and experimental group. The subjects of the study were purposively selected, with a total of 24 inclusive teachers involved. The study signified the effectiveness of the I-Teach model in facilitating the improvement of teachers’ professionalism in managing inclusive classes. The effectiveness of the model has been confirmed through an Independent Sample T-Test between the control and experimental group, as sig = 0.000 < 0.05 and tcalc = -7.85 < -ttab = -2.074. The result of analysis confirmed the significance of the teachers’ professionalism at the experimental group compared to the control group. The study recommended the provision of trainings for all teachers to equip them with sufficient comprehension of inclusive education and special-needs children management, as part of the sustainable improvement of their professionalism. Keywords: I-Teach Model, Teachers’ Profesionalism, Inclusive Education;

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Lacaba, Teresita Villa G., Alvin B. Lacaba, and Mamerto A. Caliwan. "TEACHERS’ RESILIENCE: A CHALLENGE OF COMMITMENT AND EFFECTIVENESS." International Journal of Research -GRANTHAALAYAH 8, no. 4 (April 29, 2020): 79–88. http://dx.doi.org/10.29121/granthaalayah.v8.i4.2020.10.

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Teaching is an emotionally demanding work. To teach, and to teach at one’s best over time, has always required resilience, otherwise conflict within the self and classroom routine will set in. Anchored on the theories of resilience, motivation, self-determination, personal values, and capability approach, this case study will describe on the consequences of teachers’ resilience on its commitment and effectiveness to teaching. Eight teachers of the Department of Education assigned in island schools in Guiuan, Eastern Samar will comprise as the participants. Data generated through in-depth interview, using a semi-structured interview guide will be used and will be kept strictly confidential. Data generated from the participants will be transmitted verbatim, in-vivo coded and will be compared and contrasted with previous research and theory based literature for triangulation of findings that will add to the body of knowledge and directions for future research activities.

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Kafle, Durga. "Effectiveness of Using Video Materials for Teaching English Stories." Kanakai Journal 2, no. 1 (August 17, 2022): 46–53. http://dx.doi.org/10.3126/kj.v2i1.47110.

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This study attempts to find out whether the use of video materials in teaching English stories is more effective than teaching via text reading and the lecture method. Quasi-experimental research was adopted for the study. Fifty students of Grade seven from an institutional school were taken as the source of data and the sampling procedure was systematic. The fifty students were divided into two groups of each twenty-five, controlled and experiment, and two tests were taken. First, a pre-test before using the Video materials as teaching, and second, a post-test after the researcher used video materials to teach the experiment group whereas she used the same lecture method to teach the controlled group. After using the video material as a new technique, the interest of the students in learning English stories was found to have increased.

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Wu, Rui. "The Effectiveness of MALT on Vocational College English Teaching." Journal of Language Teaching and Research 10, no. 3 (May 1, 2019): 641. http://dx.doi.org/10.17507/jltr.1003.28.

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With the fast development of modern information technology, mobile terminals and their applications, an increasingly number of teachers come to realize it may be probable to improve teaching quality by using mobile terminals. However, there is no solid data so far in literature that support the effectiveness of MALT (Mobile Assisted Language Teaching). Therefore, this article is dedicated to prove its effectiveness on vocational college English teaching using Moso Teach as a platform. It is found that MALT has effectively improved teaching quality. The students who used Moso Teach more have achieved greater progress. But poor students are not active in using the mobile teaching platform. As a result, it is suggested that teachers should integrate MALT in their English teaching on condition that teaching is carefully designed, and teachers should try to help poor students change their attitudes toward using mobile teaching platforms.

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Bonner, Robert L., Christopher B. Stone, Sarah Mittal, William Phillips, and Richard L. Utecht. "Preparing Academics to Teach: Example of a Structured Method of Preparing Doctoral Students in Business Programs to Teach." Journal of Management Education 44, no. 4 (February 21, 2020): 435–63. http://dx.doi.org/10.1177/1052562920907132.

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The qualifications of academics to teach students are often left unquestioned. Current accreditation standards, for an academic to teach, are typically determined by courses taken, certifications or degrees obtained, and/or industry experience. Doctoral programs are inconsistent in their approaches to formal instruction in pedagogy and their degree of emphasis on teaching skills assessment beyond the typical student teaching evaluations. Furthermore, in many instances, doctoral students begin teaching while they are still in their doctoral program without any formal training. We aim to address this institutionalized deficiency by providing a concise and actionable framework for teaching doctoral students how to teach that can serve as a template for other business school doctoral programs seeking to implement a doctoral teaching seminar. We provide an example of a doctoral teaching seminar in a College of Business developed to train doctoral students in five teaching competencies intended to ensure they are able to provide quality instruction to university students. In doing so, we explain the assignments and then provide evidence of the assignments’ effectiveness as well as the teaching seminar’s overall effectiveness.

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Trimastuti, Wahyu. "THE EFFECTIVENESS OF COOPERATIVE LANGUAGE LEARNING IN TEACHING VOCABULARY." IJET (Indonesian Journal of English Teaching) 5, no. 2 (December 28, 2016): 269–81. http://dx.doi.org/10.15642/ijet2.2016.5.2.269-281.

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This study aims to determine whether the Cooperative Language Teaching and Learning method is more effective than the traditional learning to teach vocabulary. This is an experimental quantitative research. The population for this study is freshmen majoring in management. The use of Cooperative Language Teaching and Learning method through engineering teams-games-tournament (TGT) in the English vocabulary learning is considered to be effective, creative, and fun to increase the students’ motivation to learn and to improve their vocabulary mastery. The findings showed that the Cooperative Language Teaching and Learning is an effective method to teach vocabulary. It is, thus, recommended that (1) the Cooperative Language Learning and Teaching improve the students’ ability to remember vocabulary, (2) students are expected to be more active in the learning process in order to improve the ability to solve the problem of vocabulary (3) the results of this study can be used as an initial step to hold further research.

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Nurhidayat, Nurhidayat. "The Effectiveness of Herringbone and SQ4R as Techniques in Teaching Reading Comprehension to Students with Visual and Auditory Learning Styles." English Education Journal 11, no. 1 (March 15, 2021): 56–70. http://dx.doi.org/10.15294/eej.v11i1.41912.

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Applying the effective teaching techniques to teach reading comprehension is a must in order to overcome studentsâ€™ obstacles in comprehending a texts. This study tries to analyze the effectiveness of Herringbone and SQ4R to teach reading comprehension to visual and auditory students at SMPN 2 Sedong. This study belongs to quantitative research with quasi-experimental design applying 2 x 2 factorial design with ANOVA. There are two classes chosen as samples; VIII A as the experimental class I and VIII G as the experimental class II. This study revealed that there is no interaction among techniques, reading comprehension, and learning styles in teaching reading comprehension to the visual and auditory students. Herringbone and SQ4R are effective to teach reading comprehension to students with visual and auditory learning styles. Both visual and auditory students had an equal improvement treated with herringbone and SQ4R since there is no significant difference in the improvement between visual and auditory students in reading comprehension treated by herringbone and SQ4R. Conversely, both herringbone and SQ4R had an equal effectiveness to teach reading comprehension to the visual and auditory students since there is no significant difference of effectiveness between herringbone and SQ4R to the visual and auditory students.

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Khudriyah, Khudriyah. "THE EFFECTIVENESS SONG AS MEDIA TO TEACH LISTENING AT SMA PRIMAGANDA." Ilmuna: Jurnal Studi Pendidikan Agama Islam 4, no. 1 (March 17, 2022): 12–28. http://dx.doi.org/10.54437/ilmuna.v4i1.314.

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Listening is as one of the receptive skills must be mastered by students at first. However, many schools ignoring it. The objective of this study is to know the effectiveness of song as media to teach listening using quantitative approach as design. The result showed that song in teaching listening is very effective for senior high students. Based on the result of t-test shows that t-test is higher than t-table (8, 657 > 1, 69389), so there is difference of listening ability before and after giving song as media, and the result of significance is 0,000 < 0, 05, it means there is difference listening ability before and after giving song as media. Besides, most of students felt fun, active, relax, enjoy, and serious in the teaching and learning listening process.

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Dhian Marita Sari, Zailani, and Retty Aureli. "THE EFFECTIVENESS OF MNEMONIC TO TEACH VOCABULARY VIEWED FROM STUDENTS’ CREATIVITY." At Turots: Jurnal Pendidikan Islam 2, no. 1 (August 20, 2020): 85–99. http://dx.doi.org/10.51468/jpi.v2i1.30.

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To be able to enhance and support of English skills, learners previously have to master vocabulary. In contrast, students consider and see English as a foreign language that is not understood, unused, and feared. Beside, they easily forget the newly learned words that have been taught. Those are mostly problem that are faced of students in learning vocabulary. The objectives of this research are finding out whether: (1) mnemonic is more effective than direct instruction to teach vocabulary; (2) the students having high creativity have better vocabulary mastery than those having low creativity; (3) there is an interaction between teaching techniques and creativity in teaching vocabulary. This research was an experimental study.

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Dhian Marita Sari, Zailani, and Retty Aureli. "THE EFFECTIVENESS OF MNEMONIC TO TEACH VOCABULARY VIEWED FROM STUDENTS’ CREATIVITY." At Turots: Jurnal Pendidikan Islam 2, no. 1 (August 20, 2020): 85–99. http://dx.doi.org/10.51468/at-turots.v2i1.30.

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To be able to enhance and support of English skills, learners previously have to master vocabulary. In contrast, students consider and see English as a foreign language that is not understood, unused, and feared. Beside, they easily forget the newly learned words that have been taught. Those are mostly problem that are faced of students in learning vocabulary. The objectives of this research are finding out whether: (1) mnemonic is more effective than direct instruction to teach vocabulary; (2) the students having high creativity have better vocabulary mastery than those having low creativity; (3) there is an interaction between teaching techniques and creativity in teaching vocabulary. This research was an experimental study.

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Laczko-Kerr, Ildiko, and David C. Berliner. "The Effectiveness of "Teach for America" and Other Under-certified Teachers." education policy analysis archives 10 (September 6, 2002): 37. http://dx.doi.org/10.14507/epaa.v10n37.2002.

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The academic achievements of students taught by under-certified primary school teachers were compared to the academic achievements of students taught by regularly certified primary school teachers. This sample of under-certified teachers included three types of under-qualified personnel: emergency, temporary and provisionally certified teachers. One subset of these under-certified teachers was from the national program "Teach For America (TFA)." Recent college graduates are placed by TFA where other under-qualified under-certified teachers are often called upon to work, namely, low-income urban and rural school districts. Certified teachers in this study were from accredited universities and all met state requirements for receiving the regular initial certificate to teach. Recently hired under-certified and certified teachers (N=293) from five low-income school districts were matched on a number of variables, resulting in 109 pairs of teachers whose students all took the mandated state achievement test. Results indicate 1) that students of TFA teachers did not perform significantly different from students of other under-certified teachers, and 2) that students of certified teachers out-performed students of teachers who were under-certified. This was true on all three subtests of the SAT 9reading, mathematics and language arts. Effect sizes favoring the students of certified teachers were substantial. In reading, mathematics, and language, the students of certified teachers outperformed students of under-certified teachers, including the students of the TFA teachers, by about 2 months on a grade equivalent scale. Students of under-certified teachers make about 20% less academic growth per year than do students of teachers with regular certification. Traditional programs of teacher preparation apparently result in positive effects on the academic achievement of low-income primary school children. Present policies allowing under-certified teachers, including those from the TFA program, to work with our most difficult to teach children appear harmful. Such policies increase differences in achievement between the performance of poor children, often immigrant and minority children, and those children who are more advantaged.

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Ziv, Sara, Moshe Silberstein, and Pinchas Tamir. "Increasing the effectiveness of learning how to teach in preservice education." Interchange 25, no. 2 (April 1994): 157–70. http://dx.doi.org/10.1007/bf01534542.

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Smylie, Mark A. "Teachers' Views of the Effectiveness of Sources of Learning to Teach." Elementary School Journal 89, no. 5 (May 1989): 543–58. http://dx.doi.org/10.1086/461591.

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Chu, Eugene S., Mark Reid, Marisha Burden, Diana Mancini, Tara Schulz, Angela Keniston, Ellen Sarcone, and Richard K. Albert. "Effectiveness of a course designed to teach handoffs to medical students." Journal of Hospital Medicine 5, no. 6 (July 2010): 344–48. http://dx.doi.org/10.1002/jhm.633.

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Zuhriyah, Mukminatus, and Rizqi Aziza. "The Effectiveness of Using Rubber Ball Throwing Game to Teach Vocabulary." International Journal of English Education and Linguistics (IJoEEL) 4, no. 2 (December 17, 2022): 44–52. http://dx.doi.org/10.33650/ijoeel.v4i2.4623.

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The research aimed to find out student vocabulary mastery before and after being taugh by using Rubber Ball Throwing Game. It used pre eksperiment design. This research was conducted in SMPN 5 Jombang The sample in this study were students of class VIII-F of SMPN 5 Jombang for the academic year 2021-2022. The researcher analyzed the data using t-test through SPSS V.25. After collecting the data, the researcher got the pre-test and post-test scores with the mean pre-test was 79.23. and the mean value of the post test is 89.42. Then, the researcher analyzed the data using the t test, the results of Sig. (2-tailed) which is lower than 0.05. It can be stated that Ha is accepted. Based totally at the results of data analysis, several conclusions were obtained, namely the vocabulary of students before being taught using a rubber ball throwing game which looked low to be better after being taught using a rubber ball throwing game and there was a significant difference between students' vocabulary mastery before and after being taught using a rubber ball throwing game. Thus, it can be concluded that the use of rubber ball throwing game is effective for teaching vocabulary to class VIII-F students of SMPN 5 Jombang.

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Gardner, Jeffrey A., and Ashleigh E. McKinzie. "Embodying Inequality: Using Ethnographic Data to Teach Intersectionality." Teaching Sociology 48, no. 3 (May 16, 2020): 184–95. http://dx.doi.org/10.1177/0092055x20922896.

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This article analyzes the effectiveness of an activity we developed to help students better understand intersectionality. Intersectionality is an analytic concept that signifies ways that inequalities may overlap to create unique forms of privilege and subjugation. In the activity, students use assigned vignettes from the perspective of research participants in our own ethnographic data (including excerpts from interviews and field notes) to interact with peers assigned both similar and dissimilar perspectives and experiences. The vignettes draw attention to intersectionality in a way that helps students embody participants’ experiences with privilege and subjugation. Our analysis of the activity’s effectiveness demonstrates that when learning is interactive, is dialogical, and draws from real narratives, students and instructors can effectively explore nuanced interpretations of relatively tough concepts, such as intersectionality. We argue that the embodiment of ethnographic data is a useful mechanism for helping students connect abstract sociological concepts to uniquely experienced realities.

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Mashhadi, Syed Fawad, Aliya Hisam, Siham Sikander, Mommana Ali Rathore, Faisal Rifaq, Shahzad Ali Khan, and Assad Hafeez. "Post Discharge mHealth and Teach-Back Communication Effectiveness on Hospital Readmissions: A Systematic Review." International Journal of Environmental Research and Public Health 18, no. 19 (October 4, 2021): 10442. http://dx.doi.org/10.3390/ijerph181910442.

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Hospital readmissions pose a threat to the constrained health resources, especially in resource-poor low-and middle-income countries. In such scenarios, appropriate technologies to reduce avoidable readmissions in hospitals require innovative interventions. mHealth and teach-back communication are robust interventions, utilized for the reduction in preventable hospital readmissions. This review was conducted to highlight the effectiveness of mHealth and teach-back communication in hospital readmission reduction with a view to provide the best available evidence on such interventions. Two authors independently searched for appropriate MeSH terms in three databases (PubMed, Wiley, and Google Scholar). After screening the titles and abstracts, shortlisted manuscripts were subjected to quality assessment and analysis. Two authors checked the manuscripts for quality assessment and assigned scores utilizing the QualSyst tool. The average of the scores assigned by the reviewers was calculated to assign a summary quality score (SQS) to each study. Higher scores showed methodological vigor and robustness. Search strategies retrieved a total of 1932 articles after the removal of duplicates. After screening titles and abstracts, 54 articles were shortlisted. The complete reading resulted in the selection of 17 papers published between 2002 and 2019. Most of the studies were interventional and all the studies focused on hospital readmission reduction as the primary or secondary outcome. mHealth and teach-back communication were the two most common interventions that catered for the hospital readmissions. Among mHealth studies (11 out of 17), seven studies showed a significant reduction in hospital readmissions while four did not exhibit any significant reduction. Among the teach-back communication group (6 out of 17), the majority of the studies (5 out of 6) showed a significant reduction in hospital readmissions while one publication did not elicit a significant hospital readmission reduction. mHealth and teach-back communication methods showed positive effects on hospital readmission reduction. These interventions can be utilized in resource-constrained settings, especially low- and middle-income countries, to reduce preventable readmissions.

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Maajeeny, Fayez S. "Learning From Interactive Whiteboard Instruction Technology in Teaching Students With Autism Spectrum Disorders." Global Journal of Health Science 11, no. 4 (March 11, 2019): 19. http://dx.doi.org/10.5539/gjhs.v11n4p19.

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Interactive whiteboard instruction technology provides interactive learning environment and serves as a motivational tool for the students. The study aims to investigate the effectiveness of interactive whiteboard (IAW) to teach early numeracy skills to the ASD students. The study has employed single-case design methodology and evaluated students for the effectiveness of using interactive whiteboard for teaching skills to the students through multiple probe design. A total of five baseline sessions were conducted on total four recruited students. During the intervention, data was obtained for at least three sessions from the date each student reached the acquisition criteria. The results showed that introduction of the intervention resulted in all participants meeting the established criteria. The early numeracy skills were generalized by all the four students to a different setting and with different materials. These results have supported the effectiveness of the interactive whiteboard, coupled with DTT to teach early numeracy skills to students with ASD. The study has concluded that interactive whiteboard with DTT was effective to teach early numeracy skills to the ASD students.

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Wieman, Carl Edwin. "Expertise in University Teaching & the Implications for Teaching Effectiveness, Evaluation & Training." Daedalus 148, no. 4 (October 2019): 47–78. http://dx.doi.org/10.1162/daed_a_01760.

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Universities face the challenge of how to teach students more complex thinking and problem-solving skills than were widely needed in the past, and how to teach these to a much larger and more diverse student body. Research advances in learning and teaching over the past few decades provide a way to meet these challenges. These advances have established expertise in university teaching: a set of skills and knowledge that consistently achieve better learning outcomes than the traditional and still predominant teaching methods practiced by most faculty. Widespread recognition and adoption of these expert practices will profoundly change the nature of university teaching and have a large beneficial impact on higher education.

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Abu Bakar, Norsuhaily, Zuraina Ali, Jumadil Saputra, Zailani Jusoh, Mohammad Shaban Alsmadi, and Mohd Hamidi Solahudin. "Improvement of Teaching Effectiveness for Autism Children." International Journal of Advances in Social Sciences and Humanities 1, no. 4 (November 30, 2022): 179–86. http://dx.doi.org/10.56225/ijassh.v1i4.94.

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Autism is a developmental disorder that affects communication and interaction ability negatively. There has been an increase in its prevalence in current statistics. Consequently, NASOM teachers have also increased the need to teach children with autism. The purpose of this study is to investigate how autism teachers in NASOM can improve their education strategies in terms of knowledge, formation, and competences. The study's location is in Malaysia. The research data were obtained by means of the questionnaire quantitatively. 55 teacher interviews who teach autistic children in NASOM received the questionnaires. Issues were divided into sections like knowledge and competence. They showed, however, an interest in taking advanced courses to increase their skills strategies for autistic children. There is thus a need to improve training of trainers (ToT) and the module by adding more autism components. NASOM teachers also had to be given access to autism training because autism learning has progressed, and several scientifically effective strategies are now available. Several proposals were proposed by the researchers to improve the studies, training, skills, and ToT course presences of autistic students. Analysis was again analysed using t-test, correlation and Regression using SPSS version 20 software for the raw data obtained. The results showed that with their presence at the ToT course there was a difference in knowledge, training, and competency. The ToT course has been found to be effective but still the strategies teaching autistic children need to improve since the results showed moderate and low.

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Beilock, Richard, Catherine Correal, Evan Drummond, Jim Pheasant, and Wayne Wolfe. "A Microcomputer Package to Teach the Simplex Algorithm." Journal of Agricultural and Applied Economics 18, no. 2 (December 1986): 267–72. http://dx.doi.org/10.1017/s0081305200006312.

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AbstractBasic features of a microcomputer package, BCDP, which is an auto-tutorial designed to teach the Simplex algorithm are described. The package may be used to augment lecture and text materials in introductory linear programming courses or as a review for advanced math programming courses. Preliminary evaluations of the effectiveness of the program to augment classroom instruction are very positive.

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Zhang, Weizheng. "The Effects of Teach Back Method on Caregivers’ Strain in Handling Patients with Prolonged Immobilization." African Journal of Health, Nursing and Midwifery 4, no. 6 (December 30, 2021): 139–53. http://dx.doi.org/10.52589/ajhnm-iynvjnmh.

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Background: Caregivers’ strain mainly comes from lack of relevant care knowledge and nursing skills. Traditional health education is just a one-way information transmission mode without evaluation and feedback. Objective: To help caregivers’ memory, the researcher utilized a quasi-experimental design to measure the effectiveness of the teach-back method on caregivers’ strain in handling patients with prolonged immobilization. Method: A total of forty caregivers were averagely assigned into treatment (Teach-Back) and comparison group (traditional). Participant’s Data Sheet, The Zarit Burden Interview and Teach Back Assessment Tool was used to gather data. Results: There was a significant difference in caregivers’ strain before and after the Teach-Back Method in treatment (p<0.001) and comparison group (p <0.001). Likewise, a significant difference existed after the Teach-Back Method in the treatment group (p <0.001). Conclusion: The Teach-Back Method is an effective intervention in reducing caregivers’ strain in handling patients with prolonged immobilization.

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Maesaroh, Maesaroh, Abdurrachman Faridi, and Dwi Anggani Linggar Bharati. "The effectiveness of socrative and kahoot to teach grammar to students with different interest." English Education Journal 10, no. 3 (September 15, 2020): 366–73. http://dx.doi.org/10.15294/eej.v10i1.36696.

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This study aimed at examining the effectiveness of socrative and kahootto teach grammar to students with different interest. The objectives of the study are, to analyze high and low interest studentsâ€™ score of grammar in order to explain the effectiveness of socrative, to analyze high and low interest studentsâ€™ score of grammar in order to explain the effectiveness of kahoot, to analyze the significant difference between the students with high interest after taught by using Socrative and Kahoot to teach grammar, to analyze the significant difference between the students with low interest after taught by using Socrative and Kahoot to teach grammar, to analyze how the interaction is among teaching, studentsâ€™ interest and grammar. It was an experimental research with 2x2 factorial design. I used questionnaire, observation and test. The data from questionnaire and grammar test is analyzed quantitatively using T-test and ANOVA.The results of this research showed that socrative to students with high and low interest (79.17 and 57.50) and kahoot to students with high and low interest (85.50 and 62.86) are effective. Mean score of kahoot multimedia was higher than socrative in teaching grammar. There was no significant interaction among multimedia, interest and studentsâ€™ grammar achievement..

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Yoong, Soo May, and Fu Sai Hoe. "Teachers’ Efficacy to Teach Students with Mathematics Learning Difficulties." Journal of Mathematics Instruction, Social Research and Opinion 1, no. 3 (December 1, 2022): 117–30. http://dx.doi.org/10.58421/misro.v1i3.29.

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This study explores teachers’ perceptions of their efficacy in teaching students with mathematics learning difficulties, also known as dyscalculia. This study employed a quantitative survey method. Random cluster sampling was used to select 384 mathematics teachers in the survey. Teaching Students with Mathematics Learning Difficulties Scale has been adapted with permission from Dawson & Scott (2013). Inferential statistics of independent t-test, analysis of variance, and Kruskal Wallis H-test were used to analyze the data. The results showed that teachers have high efficacy in teaching students with mathematics learning difficulties. There is no significant difference in teachers’ effectiveness in teaching students with mathematics learning difficulties based on age groups and years of experience. However, the findings show a significant difference in teachers’ effectiveness based on different academic qualifications. This study implies that the awareness of dyscalculia among mathematics teachers has increased. Future researchers are suggested to design and develop more interventions and instruments to improve the basic mathematical skills among students with mathematics learning difficulties.

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Oswald, Patricia A. "Classroom Use of the Personal Computer to Teach Statistics." Teaching of Psychology 23, no. 2 (April 1996): 124–26. http://dx.doi.org/10.1207/s15328023top2302_15.

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I investigated the benefits of using a single personal computer and a projection system to teach undergraduate statistics. In this article, I outline the method used and the hardware and software required. Educational objectives are identified, and the attitudinal and pedagogical effectiveness of the method is discussed.

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Pertiwi, Dian. "THE EFFECTIVENESS OF DICTOGLOSS IN TEACHING WRITING SKILL VIEWED FROM STUDENTS' MOTIVATION." IJET (Indonesian Journal of English Teaching) 7, no. 1 (August 14, 2018): 61–74. http://dx.doi.org/10.15642/ijet2.2018.7.1.61-74.

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This article refers to an experimental study on the effectiveness of Dictogloss to teach writing skill at one of Islamic School in Surakarta. The sampling used in this research was cluster random sampling with two classes as sample, namely experimental class taught using Dictogloss and control class taught using Direct Instruction. The collect the data, there were two instruments used in this research namely, writing test and motivation questionnaire. Writing test was used to find out students’ writing skill, while motivation questionnaire was conducted to know students’ motivation levels. The data were analyzed by using 2x2 Multifactor Analysis of Variance (ANOVA). Before conducting the ANOVA test, pre-requisite test namely normality and homogeneity test were conducted. The result of this research shows that: (1) Dictogloss is more effective than Direct Instruction to teach writing; (2) Students having high motivation have better writing skill than those having low motivation.

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Bishop, P. L., T. Yu, M. J. Kupferle, D. Moll, C. Alonso, and M. Koechling. "Teaching future professors how to teach." Water Science and Technology 43, no. 5 (March 1, 2001): 327–32. http://dx.doi.org/10.2166/wst.2001.0318.

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This paper describes a course designed to provide hands-on teaching experience to future professors and to incorporate techniques for more effective teaching. A team of Ph.D. candidates, under the direction of a senior faculty member, prepared a new course from beginning to end and then offered it to a class of graduate students. The course was developed using the unit map concept so that the presentations by the five student-instructors complemented and built upon one another. Immediately after each class, feedback was given to the student-instructors by the faculty advisor and the other student-instructors. Review of video tapes of the lecture reinforced this feedback. At the completion of the course, both students and student-instructors were surveyed as to the effectiveness of the course and the student-instructors. This teaching experience and the feedback obtained from the surveys will be invaluable to the student-instructors in their future development.

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Giulia Ballatore, Maria, Ettore Felisatti, Laura Montanaro, and Anita Tabacco. "TEACH-POT: Provide Opportunities in Teaching." EXCELLENCE AND INNOVATION IN LEARNING AND TEACHING, no. 1 (June 2020): 79–91. http://dx.doi.org/10.3280/exioa1-2020oa10078.

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This paper is aimed to describe and critically analyze the so-called "TEACHPOT" experience (POT: Provide Opportunities in Teaching) performed during the last few years at Politecnico di Torino. Due to career criteria, the effort and the time lecturers spend in teaching have currently undergone a significant reduction in quantity. In order to support and meet each lecturers' expectations towards an improvement in their ability to teach, a mix of training opportunities has been provided. This consists of an extremely wide variety of experiences, tools, relationships, from which everyone can feel inspired to increase the effectiveness of their teaching and the participation of their students. The provided activities are designed around three main components: methodological training, teaching technologies, methodological experiences. A discussion on the findings is included and presented basing on the data collected through a survey. The impact of the overall experience can be evaluated on two different levels: the real effect on redesigning lessons, and the discussion on the matter within the entire academic community.

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Gardner, Susan S. "From Learning to Teach to Teaching Effectiveness: Nurse Educators Describe Their Experiences." Nursing Education Perspectives 35, no. 2 (March 2014): 106–11. http://dx.doi.org/10.5480/12-821.1.

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Afrasiabifar, Ardashir, and Mosavi Asadolah. "Effectiveness of shifting traditional lecture to interactive lecture to teach nursing students." Investigación y Educación en Enfermería 37, no. 1 (February 2019): e7. http://dx.doi.org/10.17533/udea.iee.v37n1e07.

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Wiyanti, Senny, Abdul Asib, and Ngadiso Ngadiso. "THE EFFECTIVENESS OF DRAMA TO TEACH SPEAKING VIEWED FROM STUDENTS’ SELF-ACTUALIZATION." Jurnal Pendidikan Bahasa 7, no. 2 (December 1, 2018): 406. http://dx.doi.org/10.31571/bahasa.v7i2.1020.

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<p>The main objective of the research is to find out: (1) whether Drama technique is more effective than Guided Conversation Activity Technique to teach Speaking; (2) whether the students who have high self-actualization have better speaking skill than those who have low self-actualization; and (3) whether there is an interaction between teaching techniques and students’ self-actualization. The method of this research was quantitative research using an experimental design. The research findings are: (1) Drama Technique is significantly different from Guided Conversation Activity (GCA) technique to teach speaking because Fo is higher than Ft. (2) the speaking skill of the students who have high self-actualization is significantly different from that of those who have low self-actualization if viewed from the result of ANOVA because Fo is higher than Ft. (3) there is an interaction between teaching techniques and self-actualization for teaching speaking because Fo is higher than Ft.<br />Keywords: drama, self-actualization, guided conversation, speaking.</p>

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Annemans, Lieven. "Cost effectiveness of long-acting risperidone: What can pharmacoeconomic models teach us?" PharmacoEconomics 23, S1 (December 2005): 1–2. http://dx.doi.org/10.2165/00019053-200523001-00001.

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Price, Richard B., Howard E. Strassler, Hannah L. Price, Sachin Seth, and Chris J. Lee. "The effectiveness of using a patient simulator to teach light-curing skills." Journal of the American Dental Association 145, no. 1 (January 2014): 32–43. http://dx.doi.org/10.14219/jada.2013.17.

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Battista, Michael T. "The Effectiveness of Using Logo to Teach Geometry to Preservice Elementary Teachers." School Science and Mathematics 87, no. 4 (April 1987): 286–96. http://dx.doi.org/10.1111/j.1949-8594.1987.tb11707.x.

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Rocha, Marie L., Laura Schreibman, and Aubyn C. Stahmer. "Effectiveness of Training Parents to Teach Joint Attention in Children With Autism." Journal of Early Intervention 29, no. 2 (January 2007): 154–72. http://dx.doi.org/10.1177/105381510702900207.

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O’Malley, Michael S. "Cost-Effectiveness of Two Nurse-Led Programs to Teach Breast Self-examination." American Journal of Preventive Medicine 9, no. 3 (May 1993): 139–45. http://dx.doi.org/10.1016/s0749-3797(18)30729-3.

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Shanmugavelu, Ganesan, and Malar Arasi RK Sundaram. "The Effectiveness of Using Language Arts in the English Language Curriculum to Teach Pronunciation and Vocabulary among Year One Students in One Semi Urban School in Malaysia." Shanlax International Journal of Education 8, no. 4 (September 1, 2020): 20–26. http://dx.doi.org/10.34293/education.v8i4.3249.

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The English Language curriculum in Malaysia is using Language Arts to teach English. Language arts is a new component designed to create appreciation and enjoyment amongst pupils as they learn the language. This fun-filled and innovative section in the new English Curriculum is a great experience and used as well as a means to create confidence in pupils to use the language without inhibitions. The focus here is the use of language arts to teach pronunciation of words and understanding the meaning of the words better among the Year One students in a semi-urban school. Therefore the research has attempted to study the effectiveness of using songs to teach pronunciation and vocabulary among these students, as compared to using the traditional method, drilling, to teach pronunciation and vocabulary.

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Journal articles on the topic 'Teach effectiveness'

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