Students perceptions of teaching methods used at South African higher education institutions

Govender, Samantha

doi:10.20853/29-3-486

Cited by 9 publications

(11 citation statements)

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“…The method of teaching has changed over a period of time with the advent of new technologies in education [1]. Merging old and new types of teaching methods offers learners a great opportunity to enhance their efficiency as well as for teachers to maintain active student participation [7]. Vertical and horizontal integration are now a part of new competency based curriculum which helps students in better understanding of the subject.…”

Section: Discussionmentioning

confidence: 99%

“…The student's participation can be upgraded with the help of e learning technologies. New and emerging technologies are now widely recognized and utilized by many universities across the country [7]. Judicious use of newer technologies in conjunction with traditional methods will aid in the better understanding of anatomy which consequently, will boost the educational values [1].…”

Section: Introductionmentioning

confidence: 99%

“…Feedback can help to recognize areas of strength and weakness in teaching methods. Evaluation of teaching effectiveness by the students will improve the quality of teaching if assessed appropriately [7].…”

Section: Introductionmentioning

confidence: 99%

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Perception of First Year Medical Students towards Newer Methods of Teaching in Anatomy

Sk¹,

Ningaiah²

2019

SIJAP

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Background:Teaching is a process of imparting a corpus of knowledge to a group of individuals. Teaching methods in Anatomy include dissection by students, demonstration of prosected specimens, the use of models and computer animations, instructional teaching, study of living anatomy by clinical examination and radiological techniques. The appropriateness of a teaching method to arrive at the desired specific learning outcomes is governed by the concept known as "fitness for purpose". Aim: To gauge the perception of first year medical students regarding the newer teaching methods. Materials and Methods: The Questionnaire based study was conducted on 150 first year medical students of Adichunchanagiri Institute of medical sciences, B G Nagara. The data obtained was statistically analyzed. Results: 26.7% of the participants were of the opinion that newer methods of teaching will help in learning anatomy, whereas 67.3% felt that older methods are effective in teaching. Conclusion: Effective methods of teaching and learning will improve knowledge retention of basic science subjects like anatomy. A sound knowledge in the basic sciences is very valuable in clinical settings; it allows the students to understand the association between presenting clinical features and diagnoses.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Perception of First Year Medical Students towards Newer Methods of Teaching in Anatomy

Sk¹,

Ningaiah²

2019

SIJAP

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“…Digital technology education has challenged traditional educational teaching practices as facilitators and students must possess specific skills to ensure that effective teaching and learning occurs. In this context, there is a need to use an appropriate variety of teaching methods and to adjust and adapt to changing times to adapt to technologically proficient students (Saville, Lambert, & Robertson, 2011;Bayat & Naicker, 2012;Tshuma, 2012;Govender, 2015). Some of the more active teaching methods that are widely used include wikis, learning blogs, group discussion, seminars, problem-solving, lecture/discussion, flipped classroom, thinking-based, case study, simulation, online streaming videos, interactive whiteboard, brainstorming and e-Learning (Killen, 2011;Stephenson & Cortinhas, 2013).…”

Section: Teaching Practices and Methods In Higher Educationmentioning

confidence: 99%

A Comparison of Undergraduate Students’ Perception of Tutorials Before and During the COVID-19: A Case of the University of Kwazulu-Natal in the Discipline of Public Governance

Nyawo

2020

IJHE

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Enhancing students’ learning experience through support structures such as tutorial sessions is essential. Students attending the tutorial sessions within the Discipline of Public Governance have never been given the opportunity to provide feedback on the sessions they have attended. They only get a chance to evaluate their lecturers using closed and open-ended questions to capture their learning experiences about modules’ structure, content, delivery and assessments. This implied a need to explore the students’ perceptions about the tutorial sessions during the normal conditions and under severe conditions like this of COVID-19. The quantitative approach was utilised and the data was collected through the distribution of questionnaires to the undergraduate students. The participants attended tutorials within the Discipline of Public Governance during the first semester of the year 2020. The study findings indicated that tutorial sessions occupy a critical role in students' development and learning. It is the platform for the students to easily interact with other students, discuss issues, and improve their performance. The study recommends that higher education institutions invest in the tutorial structure as one of the student support systems as it produces positive results in enhancing student learning. Redefining and reviewing the tutorial support structure is always crucial to improve the tutorial sessions' quality.

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“…The reason for this situation is that teachers use mostly teacher-centered teaching methods in their classrooms (Akkus, Kadayıfcı, Atasoy, & Geban, 2003;De Jong & Taber, 2007;Mascolo, 2009). Despite the innovative approaches to teaching programs, teachers still use traditional teaching methods in their classes (Demirkan & Saracoglu, 2016;Govender, 2015;Tascı & Soylu, 2015). In the TIM, students passively listen to all course and then the teachers want them to memorize all the knowledge they just taught (Bybee & Landes, 1990).…”

Section: Introductionmentioning

confidence: 99%

The Effect of 5E Learning Cycle and Multiple Intelligence Approach on 9th Grade Students’ Achievement, Attitude, and Motivation toward Chemistry on Unit of Chemical Properties

Tüysüz¹,

Geban²

2020

BUEFAD

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This research was aimed to investigate the effectiveness of the based 5E learning cycle model (LCM) and Gardner's multiple intelligence theory instructions (MIT) on students’ achievement, retention level on the unit of chemical properties concepts, their attitude towards chemistry, and constructs of motivation to learn chemistry when compared with traditional instruction method (TIM). A total number of 151 ninth graders (69 male and 82 female) participated in the study. The research design was non-equivalent control group design as a type of quasi-experimental design. The chemical properties achievement test, attitude scale toward chemistry, and chemistry motivation questionnaire were applied to all groups before and after the application process. The descriptive and inferential statistics analysis was conducted to analyze the data of this investigation. The findings of the study depicted that the 5E LCM and MIT were positively effective than TIM regarding students’ achievement and retention level on unit of chemical properties concepts and their attitude toward chemistry and some constructs of motivation to learn chemistry. However, there were no differences between groups about mean of students’ self-efficacy and anxiety. Results and implications of the study were discussed.

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Students perceptions of teaching methods used at South African higher education institutions

Cited by 9 publications

References 0 publications

Perception of First Year Medical Students towards Newer Methods of Teaching in Anatomy

Perception of First Year Medical Students towards Newer Methods of Teaching in Anatomy

A Comparison of Undergraduate Students’ Perception of Tutorials Before and During the COVID-19: A Case of the University of Kwazulu-Natal in the Discipline of Public Governance

The Effect of 5E Learning Cycle and Multiple Intelligence Approach on 9th Grade Students’ Achievement, Attitude, and Motivation toward Chemistry on Unit of Chemical Properties

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