Methods of teaching and their implications for quality of student learning at Samara University
| dc.contributor.advisor | Jebessa, Firdissa (PhD) | |
| dc.contributor.author | Bekele, Anbessa | |
| dc.date.accessioned | 2018-06-29T07:42:10Z | |
| dc.date.accessioned | 2023-11-10T12:24:49Z | |
| dc.date.available | 2018-06-29T07:42:10Z | |
| dc.date.available | 2023-11-10T12:24:49Z | |
| dc.date.issued | 2012-02 | |
| dc.description.abstract | The main purpose of this study was to assess methods of teaching and their implications for quality of student learning. In order to meet the objectives of the study, a descriptive survey design was employed. From the total population of 256 teachers and 2579 students, 128 teachers and 516 students were randomly selected for this study. Four faculty deans were also selected using availability sampling. Questionnaires and interview were used for collecting data. The questionnaires were piloted and checked for their reliability. Documents were also analyzed to supplement the data. The data obtained through the questionnaires were analyzed using frequency, percentages, mean, standard deviations, t-tests, and rank correlation. The information obtained through open-ended questionnaires and the interview were qualitatively analyzed to q supplement the quantitative data. The findings revealed that teachers were highly arranging consultation hours, using examples, illustrations and demonstrations to explain and clarify the lessons or contents they teach, and informing the lesson objectives. They were also giving summary at the end of the lesson and using attention gaining activities, ideas, concepts, and devices while teaching. Furthermore, the study revealed that teachers used rewards and reinforcers to motivate students who were peliorming well and creating situations in which appropriate learning was taking place. It was also noted that teachers were not allowing their students to give constructive feedback on each others ' work. Teachers were also highly considering the age and maturity level of their students, their students' background knowledge and existing skills, the content of the subject matter or the instruction, and the learning objectives or outcomes to be achieved, their teaching characteristics such as their knowledge, competencies, skills and experiences, and the time, space/class size, facilities and a resources for their students' learning before choosing teaching methods. With regard to teaching methods, teachers ' creation of learners ' interest, enthusiasm and appreciation, encouragement of students ' participation or involvement and success in their learning, provision of students with demonstrations which make them good observers, and enhancing critical thinking and skills of scientific investigation, supporting their students to learn how to discover and organize things, using textbooks, handouts and other printed materials to teach their students, providing or giving individual assignments and projects to them, and encouragement of them to develop group learning skills were high. Teachers also encouraged students to interact with each other in the learning activities and were not using mediated materials and multimedia. Lecture method was found to be the most commonly employed method of teaching followed by discussion, individualized and demonstration methods. Regarding quality indicators, teachers ' use of various teaching methods, the existence of academic staff-to-student ratio and the relevance of the curricula to students' learning were moderate. The existence of good leadership and management system that faCilitate student learning and the integration of learning with the use of technologies were very low. Teachers were assessing the performances of their students using continuous and summative assessment methods. This implies that there is good quality of student learning even though there are some problems to be solved. Therefore, it is recommended that mediated materials and multimedia, and various teaching methods should be used for the betterment o.l students' learning. Learning should also be integrated with the use of technologies. Students should be allowed the chance of giving feedback on each others' work. Good system of leadership and management that facilitate student learning should also be adopted. Thus, all stakeholders of the teaching learning process (management bodies, teachers and students) should play their part as each of them has distinctive roles. | en_US |
| dc.identifier.uri | http://etd.aau.edu.et/handle/12345678/4917 | |
| dc.language.iso | en | en_US |
| dc.publisher | Addis Ababa Universty | en_US |
| dc.subject | Methods of teaching | en_US |
| dc.title | Methods of teaching and their implications for quality of student learning at Samara University | en_US |
| dc.type | Thesis | en_US |