Is peer-led discovery based learning effective in promoting leadership skills among middle school children? Evidence from India

Jambunathan, Saigeetha; Jayaraman, J. D.; Jayaraman, Adithi; Jayaraman, Keerthi

doi:10.1080/03004279.2020.1733041

Cited by 3 publications

(2 citation statements)

References 28 publications

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“…Discovery learning is based on the principle that students can more wholly and actively control themselves to understand the concept of learning media that facilitates the learning process. 15 Discovery learning resources used in learning cation analysis groups IV and V have proven successful in increasing students' ability, as seen from the results of subjective and objective acquisitions to measure higher-order thinking skills and student learning outcomes in working on initial and final evaluation instruments, as well as students' abilities in analyzing assigned projects. Students' high-order thinking skills can be seen in how they choose the target analyte in the actual sample, prepare their project reports according to the instructions, make conclusions and report the results of project work on time.…”

Section: Discussionmentioning

confidence: 99%

Implementation of Discovery Learning Resources in Teaching Cation Analysis to Improve Higher Order Thinking Skills and Student Learning Outcomes

Ardila¹,

Sitorus²,

Sudrajat³

et al. 2022

Proceedings of the 7th Annual International Seminar on Transformative Education and Educational Leadership, AISTEEL 2022, 20 Se

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This study aims to improve higher-order thinking skills and student learning outcomes through the implementation of discovery learning resources in the teaching of cation analysis in groups IV and V. This study was conducted at the State University of Medan in the academic year 2022-2023. The research involved 60 students and was divided into two classes: the experimental class, taught with discovery learning resources and the control class, taught with the student handbook. The implementation of discovery learning resources could improve students' higher-order thinking skills, as seen in the preparation of project plans (M = 75.892.26) and project reports (M = 81.944.16). The learning outcomes in the experimental class (M = 86.20 5.59) are higher than the scores in the control class (M = 78.80 5.24). It is concluded that the discovery of learning media with the acquisition of standardized values (M = 3.570.41) is feasible to be implemented in the teaching of Analytical Chemistry.

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Section: Discussionmentioning

confidence: 99%

Implementation of Discovery Learning Resources in Teaching Cation Analysis to Improve Higher Order Thinking Skills and Student Learning Outcomes

Ardila¹,

Sitorus²,

Sudrajat³

et al. 2022

Proceedings of the 7th Annual International Seminar on Transformative Education and Educational Leadership, AISTEEL 2022, 20 Se

View full text Add to dashboard Cite

show abstract

“…Strategies focusing on discovery based and active learning instructional practices result in greater student success. STEM students who exchange information when solving the problems (Anazifa & Djukri 2017) have control of learning through hands-on exploration (Jambunathan et al 2021) and have the opportunity to learn in groups through the use of social interactions (Purmawanti et al 2020), result in significant improvement in learning and retention of knowledge (Biggs & Tang 2011). Incorporating active learning strategies into class sessions can potentially improve long-term retention.…”

Section: A Introductionmentioning

confidence: 99%

Discovery-based approach combined with active learning to improve student learning experiences for STEM students

Karan

2023

(IJEH)

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A combination of discovery-based learning (as a novel instructional approach) and Pro-Con Grids (as an active learning activity) is used to improve long-term retention among STEM students. Students in a required Construction Management course were provided with a course lecture prior to in-class sessions. A quiz was used for each lecture to gain insight into students’ understanding and to evaluate the effectiveness of the learning method. During the in-class sessions, a blank sheet of paper was handed out to students to make a list of the pros and cons/advantages and disadvantages of the topics covered in the lecture. Once the pro-con grid was complete, the students were directed to share their documents with the instructor. This was followed by a summary of key concepts and then a review of the correct answers. Data was collected for this study in two forms; through a student survey and grades. The results showed that discovery-based learning could convince students to find and use information rather than memorizing and repeating concepts and facilitate effective group work. In addition, the grade comparisons for three semesters indicated that the higher the use of discovery learning during the course the higher the course grades were found to be

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Analysing Teachers’ Perception of the Try-Understand-Apply-Mastered Discovery Learning Processes in Vanuatu Using the Constructivist Grounded Theory Approach

Obed¹,

Kusaka²

2023

INT J EDUC METHODOL

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<p style="text-align: justify;">Internal and external assessment instruments, such as the Vanuatu Standard Test of Achievements (VANSTA) and the Pacific Island Literacy and Numeracy Assessment (PILNA), reveal that mathematics achievements in the Republic of Vanuatu remain below the minimum standard. This study drew on the constructivist grounded theory approach to explore teachers' perspectives of the learning and teaching processes in mathematics education in the Republic of Vanuatu. Specifically, the focus was on the ‘I do-we do-you do’ approach of teaching, which is common in mathematics education in the country. Teachers' opinions about the current situation of mathematics education and possibilities for improving it were extracted using semi-structured interviews with 22 teachers from two randomly selected urban schools. Based on the constructivist grounded theory analysis, four major interlink themes were found. Overall, the findings show that mathematics achievements in the country can be improved through proven discovery-learning strategies for stimulating students' mathematical thinking in the 21st century, such as the ‘try-understand-apply-mastered’ (TUAM) discovery learning process.</p>

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Is peer-led discovery based learning effective in promoting leadership skills among middle school children? Evidence from India

Cited by 3 publications

References 28 publications

Implementation of Discovery Learning Resources in Teaching Cation Analysis to Improve Higher Order Thinking Skills and Student Learning Outcomes

Implementation of Discovery Learning Resources in Teaching Cation Analysis to Improve Higher Order Thinking Skills and Student Learning Outcomes

Discovery-based approach combined with active learning to improve student learning experiences for STEM students

Analysing Teachers’ Perception of the Try-Understand-Apply-Mastered Discovery Learning Processes in Vanuatu Using the Constructivist Grounded Theory Approach

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