“Good feedback practice is not only about providing accessible and usable information that helps students improve their learning, but it is also about providing good information to teachers” (Nicol and Macfarlane, 2006, p. 214). Quality assessment and effective feedback have a strong impact in systemizing educational governance. In the same way, it can enable all learners to enhance their learning or leads to increase learning and teachers in their teaching. Some research evidence such as Nicol and Macfarlane –Dick (2006)
1) and spent less than three hours on homework (Shaienks et al. 2008, pg.25). To help these students succeed in high school, teachers must give the students more independence and responsibility in their own learning outside of the class. Instead of spoon feeding students information, students in higher level grades (such as grades 11 and 12), should be taught through more self-guided learning to build good foundations for how classes are taught in university, as well as reviewing strategies for studying. By giving students readings before class, they will already have an idea of what will be taught and discover what they need more clarification on.
It is a method to learn and a key to be successful in all types of studies. When people read or study they do it to have a better understanding and to learn something new. There are many benefits of study skills. Study skills improve students time management,
This study could also inform those involved in the teaching of statistics to change students’ perception of statistics and impress upon them the relevance and importance of this discipline in their academic, professional and personal lives in order to motivate them to succeed academically. (Fraser & Killen, 2003, p. 255). Facilitators will also be in a position to improve student learning by emphasizing the positive aspects and decreasing the more unfavourable factors. 5. Method of investigation The methods and techniques to be used to conduct this research follows.
Teachers and fellow students will also provide help for students with disabilities; in this way, students with learning disabilities will be motivated to study as they feel that they are a part of a group instead of being isolated in special places. Thus, they will achieve higher grades. Moreover, they will be greatly engaged in the society as they are building bridges with their peers from several backgrounds. On the long run, teachers, parents, and the society as a whole would develop. Students with learning disabilities should be included in the “normal” classroom because it improves their academic performance, social behavior, and communication language.
I think that if a student is positively influenced then they will have a higher perspective of the overall class course, even if it not in a political classroom setting. I also a little bit more about this topic after looking at some previous research, so that could be from knowing by authority. I hope to further my knowing by authority later in the research process. I also hope to know more about this topic by methods of research by conducting surveys and interviews with both current JMU professors and
It was concluded that the use of gamified activities increased students’ commitment to do the required readings, changed their beliefs about the task value of gamification as an instructional tool in Dr. Ferdinand’s class, increased participation as in Romeo’s testimony, and the opportunity and determination to try multiple times without the fear of failing. However, some types of positive behavior rewarded in class such altruism or punctuality can be verified as a positive change of behavior. This could be researched in independent mixed -method study researching the effect of gamification before and after or in comparison groups. Authentic learning activities or products should be one of the benefits of the successful integration of gamification according to Kapp, Blair & Mesch (2014). They posited that authentic learning activities are the ones, which could be transferred and linked to real-life skills and scenarios.
For instance, allowing students to learn from each other by initiating classroom discussion would help communication skills, and enabling students to choose their method of studying would help them achieve better understanding of material. This would open the door to greater things in the educational community. It would improve student/teacher relationships, allow students to study in a way that keeps them engaged, and it would increase achievement for students
Arthur Chickering, an educational researcher in the field of student affairs, said that students can develop a mature interpersonal relationship in college (“Chickering’s Seven Vectors”). This means that college will help students to appreciate diversity and foster tolerance for different cultures; a skill necessary when becoming an adult. Furthermore, students can improve their oral communication skills throughout debates and presentations, says Douglas M. Carroll, a professor at Menlo College. Students with high communication skills are more likely to get employed because of numerous reasons such as talking in meetings, thus making oral communication skills a necessity. Moreover, according to a study done by Duke University, students who interacted with their peers from abroad reported a higher level of skill in diverse fields (“Interacting with International Peers in College May Confer Lasting Benefits”).
2) Teaching: The educator has a leading role in the process of teaching a foreign language. He carries out a lot of tasks within the target language. Here are some of these tasks: a) Contextualization b) Drilling c) Effective assessment a) Contextualization of Material: Contextualization is defined as employing the items of the language in a meaningful and relevant context. This helps the learners to acquire new skills and knowledge. It also develops their abilities and attitudes.