Education in early years is becoming challenging to inculcate the best practices with specific support and demand to meet the global initiatives (Beckley, 2011). In this regard, teaching through technology plays a significant role if it is connected with relevant learning experiences (Willis, Weiser, & Kirkwood, 2014). The students are exposed to a technologically rich environment through positive and consistent patterns in their learning experiences, it helps them in their cognitive development. Within the context of Pakistan, one thing commonly observed is the misuse of technology and lack of guidance provided by their parents to the young children. This study helps to understand the perspectives of parents and teachers regarding the application of technology-based teaching and their observation to this approach. Interviews and observations through qualitative research method helped to understand how people comprehend their experiences in relation to the use of technology with early year children and what meanings they derive from their personal experiences (Merriam, 1998). The outcomes of this research informed that parents and teachers highly recommended technology use in classrooms as the source to develop 21st century skills; technology allows children to get the accessibility of multiple resources; become multi tasked, develop the level of communication skills through which they can connect themselves to the world; readiness to learn new concepts; motivates in reading through visual learning; helps in understanding complex concepts and retain information for a longer time. Role of schools in promoting technology-based teaching in early year classroom highlighted as minimizing the gap of resource allocation through providing sufficient technology-based resources to the students through which many learning opportunities will be given to the students to become effective learner and developing ways of assessment for effective learning. Some of the challenges informed by the participants with the use of technology are eye sight issue due to access use and students' lack of interest towards book reading.
This study was conducted to examine the relationship between metacognitive awareness of reading strategies (MARS), and academic attainments (AA) of undergraduate business students. It also investigated the relationship between reading practices (RP) and MARS. There are three different categories of MARS-global, problem solving, and support reading strategies. The Metacognitive Awareness of Reading Strategies Inventory (MARSI), developed by Mokhtari and Reichard (2002) was used as the instrument for this study where the sample consisted of 571 male and female students of undergraduate business program from private and public universities of Karachi. The results showed Metacognitive Awareness of Reading Strategies significantly predicts academic attainments of university students. The findings suggest that conducting workshops or training sessions for promoting MARS may be helpful to enhance students' concentration towards the reading process that may affect their learning.
<p><em>This study sets out to investigate the attitude KS3 pupils have towards mathematics and the factors that influence this attitude. A case study approach was used as the pupils were a unit of the school under study and a survey method was chosen to provide scope to the study. Purposeful sampling was employed for the selection of 200 pupils from years 7 and 9 who were from target achiever and non target achiever groups. Attitudes Toward Mathematics Inventory (Tapia, 1996) was administered to the participants to measure their attitude towards mathematics. Data were analysed using Statistical Package for the Social Sciences (SPSS) version 17. The result for the first hypothesis indicated that there is a significant difference on the variable of mathematics attitude of year 7 and 9 target achievers and non target achievers pupils (t=4.11, df =199, p <.05) and for the second hypothesis, the difference in the variety of attitudes is statistically significant in the pupuls from both groups (t=2.3, df =210, p <.05). The results of the research will enable teachers to understand the factors that effect attitude of pupils towards mathematics at secondary level and direct head teachers to establish effective teacher training and support system to help pupils to develop an interest in mathematics.</em></p>
This paper is based on the concept that lively and interactive math classes are possible by incorporating rich tasks to meet the needs of students operating at different levels in the classrooms. A study was carried out to find out the impact on learning and motivation of using rich tasks at secondary level in the maths class by incorporating co-operative learning. Qualitative research paradigm was opted for the study using an action research approach and the data were collected through two semi-structured interviews conducted at the onset of the research and after the intervention. Few important findings indicate that rich tasks demand different levels of challenge and extend opportunities to those students who need them.
Effective communication skills demonstrate the capacity and efficacy of any business graduate; however, the business industries have continuously raised their concerns on the lack of effective business communication (BC) skills, to serve the requirements of rapidly growing communication within and outside the organizations. Among many factors, teaching methods at higher education have been identified as a major factor that does not allow working skills to be developed. Scholars and researchers have tried to explore and test Experiential Learning (EL) techniques in teaching different courses of business administration programs. EL theory presents a playfield where learners can learn the best by doing (Kolb, 1984). Although business education around the world has already inculcated EL strategies into its system, in Pakistan EL theory is at its initial stage. In this regard, the researcher developed an ERE cycle which was based on Kolb's (1984) EL theory and tested its impact on the grades of the students of oral and written communication skills. The study was conducted using one sample t-test in the paradigm of quantitative research. Three classes of BBA and MBA from oral and written communication courses were selected for this study. This research compared mean scores of these classes with the population mean over the last three years. The results showed a significant positive difference between the sample mean scores and population mean. The study proved that EL based ERE cycle could prove very effective in the enhancement of the skills of business communication students that were reflected in their performance in exams. The study aimed to provide communication faculty, trainers and institutes the opportunity to explore and utilize the effectiveness of the ERE cycle and perform further researches to extend the utilities of EL based teaching methods.
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