Disciplinary methods employed in preschool settings as viewed by the cooperating teachers and student teachers

Jumiaan, Ibrahim; Alelaimat, Ali; Ahmad, Jamal; Al-Hassan, Omayya M.

doi:10.1080/03004430.2019.1622535

Cited by 2 publications

(1 citation statement)

References 4 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…She or he counts the number of questions which have been sucessfully answered [49], and the successful groups in answering the questions and finalizing the quizzes correctly will be rewarded [50], [51]. The TAI also gives pre-tests, explains basic material to students by forming the heterogeneous groups [52], [53]. Five-to-six students in groups are facilitated by the teacher [54], [55], to analyze or solve problems [56], [57].…”

Section: Resultsmentioning

confidence: 99%

Burdening or boosting thematic subjects: students’ team-assisted individualization learning model

Rodhiyah,

Sumekto,

Setyawati

et al. 2024

EduLearn

View full text Add to dashboard Cite

Team-assisted individualization (TAI) learning accommodates the primary school students’ learning activities through the cooperative and individual learning models. The study aims at investigating students’ TAI cooperative and conventional learning models among third-graders’ thematic subjects two public primary schools in Klaten district, Indonesia. A quasi-experimental research design was applied by involving 20 experiment and 18 control groups respectively. Data collection used the multiple-choice tests of thematics subjects to measure the third-graders’ TAI cooperative and conventional learning in arts, culture, and life skills and Indonesian subjects. Data analysis used a non-parametric statistic to prove the mean difference test in two or more groups, descriptive test, T-tests, Mann Whitney-U test, and N-gain test. The results showed an increase in the experiment group higher than in the control group. However, there was no significant difference between the experiment and control groups after examining the multiple-choice tests. The results supported the thematic subjects of the characteristics of living things in arts, culture, and life skills, and Indonesian teaching since proving the third-graders’ learning improvement naturally and objectively. This study concludes that TAI’s cooperative and conventional learning models accommodate the learning activities although its implication does not contribute significantly.

show abstract