The closure of schools during these insisting times of the Covid-19 pandemic has served to be the most challenging times for schools and educational institutions to be able to keep ensuring the teaching of learning continues and students are not denied their needed learning opportunities. Ensuring the learning and teaching is productive, teachers have seen to be struggling to choose and use appropriate tools and materials in assisting their students' learning progress. Teachers have been the original content creators for years and now are forced to create and design more suitable materials once again than to just be able to rely on pre-made content for their classes. Therefore, this research aims to provide an insight into teachers' views on creating specific and relevant content especially in this new pedagogical platform and to identify if the application of technology has had any influence in their content creation for their lessons. To achieve the aim and credibility of this study, a qualitative research method and triangulation was applied with the semi-structured interview and the documents of teaching materials analysis used as an instrument. Five of the school teachers were chosen through purposive sampling. The finding of this study shows there is a need to create material because the existing material is not suitable for online classes, students have different levels of proficiency, asynchronous vs synchronous learning, need for extra support, revision, personal motivation and differentiated learning. A sum of 120 pieces of material was collected from these teachers, of which 104 materials were digital material and 16 materials were non-digital material. There are 10 ways in which these materials were used: lesson delivery, assessment, notes and tasks, enrichment, engagement, revision, showcase students presentation, set induction, showcase assignment and projects and tutorials. The finding of this study also shows the major influences and hindrances that prevent effective delivery of content in designing and developing, the process of creation and integration
This study investigates the effectiveness of pre-teaching vocabulary through modified orthography to support sight word acquisition on ESL pupils. Participants include two hundred thirty pupils from Year 1 up to Year 4 in Temiang National School. An experimental plan was utilized. Pupils from each year were split into two groups: experimental group which consists of 114 pupils and control group which consists of 116 pupils. The lesson content for both groups is the same but it varies by the year which they are in. Teachers of the experimental group pre-teach vocabulary before the topic and revise every lesson. Findings of this study reveal that were significant improvement in pupil's performance, where pupils have already known the proper vocabulary before the topic hence their participation has increased in listening and speaking lesson. The findings also show that the experimental group outperformed the control group in reading and writing lessons.
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