Digital Lesson Plan Generation and Its Usefulness for Secondary School Teachers

Tan, Choon Keong; Kiflee, Dg. Norizah Ag

doi:10.35631/ijepc.747039

Cited by 2 publications

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“…Also, the National curriculum framework states that teachers' standards should plan and teach well-structured lessons [27]. Furthermore, a study conducted in Malaysia by Tan and Kiflee [26] directed that teachers in secondary schools are responsible for preparing lesson plans for each lesson when teaching in the class. This implies that teachers with little knowledge of preparing lesson plans automatically make their students lack ability during teaching and learning.…”

Section: Low Competence 4026%mentioning

confidence: 99%

Teachers' digital competency in using digital lesson content for teaching and learning in secondary schools in Zanzibar

Hamad,

Ndibalema,

Matalu

2024

Educ. Dimens.

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Teachers' digital competence has been emphasised for improving quality education at all levels worldwide. In Zanzibar, the educational policy adopted digital lesson content (DLC) for teaching and learning in ordinary secondary schools. The study investigated the teachers' digital competence and factors that affect their use of DLCs for teaching and learning. One fifty-four (154) secondary school teachers from Wete district were given 5-point Likert Scale questionnaires. Inferential and descriptive statistics were used to analyse the collected data with the help of SPSS version 25. The study found that the teachers' digital competence is high for using it in teaching and learning. Also, it was observed that the digital competence of the teachers was significantly associated with their attitude and in-service training. The paper concludes that using DLCs in third-world countries takes work. However, it is possible if the government and private sectors, such as NGOs, invest seriously in secondary school levels. Also, it recommends that responsible leaders distribute digital devices and plan regular in-service training for teachers on integrating DLCs at secondary schools to cope with the global vision of 2025. Last, the paper recommends further study considering a large sample size of secondary schools in Zanzibar through random sampling techniques.

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Section: Low Competence 4026%mentioning

confidence: 99%

Teachers' digital competency in using digital lesson content for teaching and learning in secondary schools in Zanzibar

Hamad,

Ndibalema,

Matalu

2024

Educ. Dimens.

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“…Globally, digital lesson contents have been acknowledged as crucial for teaching and learning descriptive writing because they involve different senses in the learning process [4,10,29]. Before, during and after the coronavirus pandemic (COVID- 19), various countries used digital lesson contents to enhance the teaching and learning process [32,33]. For example, in Latin America, digital lessons are a crucial component in improving teaching and learning style in descriptive writing for young learners because they make them see and hear simultaneously [30].…”

Section: Introductionmentioning

confidence: 99%

Enhancing descriptive writing of secondary school students through digital lesson contents in Zanzibar

Hamad,

Ndibalema,

Matalu

2023

Educ. Technol. Q.

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This study aimed to find out whether there was a significant difference in descriptive writing enhancement among secondary school students who were taught through digital lesson contents (DLCs) or not. A quasi-experimental pre-test and post-test through single group design was used for the study. One hundred twenty (120) students from three selected secondary schools were drawn using a purposive sampling technique. First, they were given a pre-test, and then teachers used DLCs for teaching descriptive writing within one month. After that, students were given post-tests to determine the variation of the two test scores. A mixed method approach was applied to focus group discussions and student achievement tests. The data of students’ tests were analysed by inferential statistics using a t-test with the help of SPSS program version 25. However, data from focus group discussions were analysed thematically. The findings revealed that the performance of the students improved after the use of DLCs for teaching and learning descriptive writing. There is a decrease in the proportion of students with low marks (<2) from the pre-test to the post-test, while there is an increase in the proportion of students with high marks (2--5) from the pre-test to the post-test. The findings from participants revealed that DLCs had an impact on raising the students’ interest and motivation as well as improving students’ descriptive writing ability. The study concludes that using DLCs for teaching and learning is a catalyst because it supports and motivates students to achieve sufficient ability in descriptive writing. Based on the findings, the study recommends that effective availability of instructional materials such as computers, projectors and smart TVs should be highly considered for secondary schools to improve the quality of education.

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Digital Lesson Plan Generation and Its Usefulness for Secondary School Teachers

Cited by 2 publications

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Teachers' digital competency in using digital lesson content for teaching and learning in secondary schools in Zanzibar

Teachers' digital competency in using digital lesson content for teaching and learning in secondary schools in Zanzibar

Enhancing descriptive writing of secondary school students through digital lesson contents in Zanzibar

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