OBJECTIVES OF THE STUDY
1. To assess and compare students’ performance level of experimental group who are exposed to open-ended approach and control group who are treated with traditional approach.
2. To determine the significant difference between the two groups: 2.1. pretest; 2.2. posttest; and 2.3. mean gain in the posttest scores
METHODOLOGY This research study utilized the Pretest-Posttest Control Group Design. Two groups of students served as experimental and control groups, The experimental group was exposed to open-ended approach while the control group was subjected traditional approach. The determination of the respondents was done primarily by comparing the pretest mean scores of the five sections of Grade 9. Based on the result, the respondents of this study were 9-3 St. Margarette of Scotland and 9-2 St. Frances of Rome having virtually same mean pretest scores. Tossing a coin was done to identify the control group and experimental group. The outcome revealed that 9-3 St.
…show more content…
The students works individually based on their own interpretation of the problem and concepts they acquired. This phase permitted students to discover answers and explore different solution methods. With this, student developed creativity in problem solving. As what Riki Goldman-Segall (in Dzakiria, 2004.) remarked, knowledge are deconstructions, reconstructions, and co-constructions that emerge as a result of the interaction between what is already known and what is yet to be known again, in a new form. Learners must be committed to the process of exploring and learning. Group work. The students were asked to work by pair or group and discussed the problem solved individually. In the discussion session, the students gave idea to each other in a group and compared the methods they use. In this phase, collaboration was developed. Individuals within the group exercised their own learning models and contributed what they learned from the
When has everything became about how well you do on a standardized test? (Interoggative sentence/rhetorical sentence) Okay students, today you’ll be taking the PARCC. Okay students, today you’ll be taking the AIRS. Okay students, today you’ll be taking the Explorer SAT.
While education and knowledge is an important key factor, influences on behavior and motivation can influence change as well. Altering one’s own behavior may require individual support of others. Effects of behavior should also include a basis of evaluation on outcomes of the learning
My most held value that has changed as I age is my view on being independent. While I would solely rely on myself when I was younger, I learned to build communities as I aged. The original source was due to my personally and environment. I am an introvert, so being sociable comes harder to me than others. Until I entered high school, I never had a class size above twenty.
The students develop is knows
2:1 Compare the strengths and limitations of assessments of a range of assessment methods with reference to the needs of individual learners. Workplace Observations, question and answer/professional discussions, projects/assignments, portfolios, witness statements. A good assessor will always take into account their learners needs and what particular subject they are studying for prior to confirming with learner type of assessment method to be used. Workplace observations
The purpose of group learning and development is to ensure that all learning styles are catered for and the ultimate goal of sharing knowledge is achieved. When using a group to deliver something new each individual can call on a fellow participant to confirm understanding. 1.2 Explain why delivery of learning and development must reflect group dynamics When delivering to a group it is important to consider, what is the normal behaviour within the group? Who plays what role?
Cooperative learning model is an active process where students work in small teams/groups, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject. Students have opportunities to actively participate in their learning, question and challenge each other, share and discuss their ideas, and adopt their learning. Ross and Smyth (1995) describe successful cooperative learning tasks as intellectually demanding, creative, open-ended, and involve higher order thinking tasks. In this model, it is essential to create a positive climate where interpersonal skills can be promoted so that positive emotions will be fostered among learners. Cooperative learning also helps the learners to feel empowered and respected to prepare them to face real
CHAPTER ONE INTRODUCTION Background to the study Learning is a change in behavior over time that is brought about by experience during training in educational encounter (Akubuiro and Joshua, 2003). Training as part of education, is the acquisition of knowledge, skills and competence as a result of the teaching of practical skills and knowledge that relate to specific useful competences (Angel, 2007). Training helps the learner to acquire certain useful skills and develop critical mind for the learner’s self-development.
1. Grade Level: Second Grade 2. Subject/Content Area: Science 3. Lesson Title: Introduction to the Water Cycle 4.
Also, since my group members had a close relationship with me, they paied more attention to what I said and what I did. By modeling proper behaviors, my group members would have a clear model for observation and imitation. However, since I was the model in the group, the group lacked interaction between group members. It would be better if I empowered some group members to be a model in the group, which would not only increase self-awareness of the person who act as
Since the spread of formal schooling and education in human societies, fostering cognitive abilities, such as understanding, reasoning, critical thinking, creativity, problem-solving and judgment has been highlighted [1]. Problem-solving is an essential skill in today’s life [2]. Problem-solving is a goal-directed thinking [3]. It is a mental process, some logical, orderly, intellectual thinking that helps cope with problems, search several solutions and choose the best solution [4]. According to Moshirabadi, problem-solving is a systematic process and a problem-focused situation analysis that indicates the ability of individuals to overcome obstacles and to achieve goals.
Most Efficient forms of the learning process: - Acc. to Lewin, learning is best facilitated in an environment where there is dialectic tension and conflict between immediate, concrete experience and analytic detachment. By bringing together the immediate experiences of the trainees and the conceptual models of the staff in an open atmosphere where inputs from each perspective could challenge and stimulate the other, a learning environment occurred with remarkable vitality and creativity. (Kolb.) Pillars of an efficient learning mechanism in group settings:- o Feedback:-There was a concern that organizations, groups and relationships generally suffered from a lack of accurate information about what was happening around their performance. Feedback became a key ingredient of T-groups and was found to ‘be most effective when it stemmed from here-and-now observations, when it followed the generating event as closely as possible, and when the recipient checked with other group members to establish its validity and reduce perceptual distortion’ (Yalom 1995: 489). o Unfreezing:-This was taken directly from Kurt Lewin’s change theory.
Introduction To date I have completed three classes and one group facilitation exam for this semester. The aim of this assignment is to demonstrate my personal and professional learning for the duration of the module. It will discuss the definition of group work; how I planned for my group exercise; it will outline my learning as a facilitator and observer for a thirty minute exercise. I will use Bruce Tuckman 's five stage group development model to outline the stages of the group process.
Use of group goals or group rewards augments the achievement outcomes of co-operative learning if and only if the group rewards are based on the individual learning of all group members (Slavin, 1995). Most often, this means that team scores are computed based on average scores on tests/quizzes which all teammates take individually, without teammates’ help. For instance, in Student Teams Achievement Divisions, or STAD (Slavin, 1994), students work in mixed-ability groups to master material initially presented by the teacher. Following this, students take individual tests/quizzes on the material and the teams may receive grades based on the degree to which team members have improved over their own past performance. For this, it is essential to ensure that all team members have learned, they explain concepts to each other, help each other practice and encourage each other to achieve.
It is one of the most effective forms of learning. Working in isolation is very restrictive and gives a slow progress. Critical thinking is also encouraged when learners work in groups. Through collaborative activities such as writing, debates, group projects and more they learn to work together and to respect each other contribution. The traditional relationship between student and teacher is changed with collaborative learning.