Teacher perceptions of agricultural teaching practices and methods for youth and adults in Iowa

Kassem, Abdul Karim

doi:10.31274/rtd-180813-9541

Cited by 3 publications

(6 citation statements)

References 10 publications

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“…The significance of this study is related to the present and future of agricultural education and to understanding and improving the use of the principles of teaching-learning, methods and tools and their effectiveness. To improve the quality of teaching and learning that accommodates the needs and preferences of agricultural learners it is necessary to study the educational delivery system (Moore, 1995;Dyer et al, 1995;Kassem, 1992). Some authors (Moore, 1995;Kahler, 1995) have suggested that instruction in secondary agricultural education has been inadequately delivered or did not meet educational needs.…”

Section: Implications and Educational Significancementioning

confidence: 99%

“…Newcomb et al (1986, p. 6) stated that "instruction in agriculture varies depending on the level at which instruction is provided and the persons for whom the instruction is offered." A recent study entitled "Teacher perceptions of agricultural teaching practices and methods for youth and adults in Iowa" (Kassem, 1992) concluded that the most important thing in teaching agriculture is the need for the agriculture teacher to use effective methods and preparation for teaching.…”

Section: Chapter L Introduction Backgroundmentioning

confidence: 99%

“…Moreover, experience, positive attitudes toward teaching, job satisfaction, etc., have resulted in teaching effectiveness (Kassem, 1992;Weeks, 1989;Miller et al, 1984;Nwokoukwu, 1979). Drizou (1990) stressed that the most important performance of present teachers is the instructional use of computers.…”

Section: Chapter L Introduction Backgroundmentioning

confidence: 99%

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Teaching strategies, their use and effectiveness as perceived by teachers of agriculture: A national study

Shinn

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This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter &ce, while others may be from any type of computer printer. The qualify of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper aligmnent can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these wiU be noted. Also, if unauthorized copyright material had to be removed, a note will mdicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps. Each original is also photographed in one exposure and is included in reduced form at the back of the book. Photographs included in the original manuscript have been reproduced xerographically in this copy. ICgher quality 6" x 9" black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order.

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Section: Implications and Educational Significancementioning

confidence: 99%

Section: Chapter L Introduction Backgroundmentioning

confidence: 99%

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Teaching strategies, their use and effectiveness as perceived by teachers of agriculture: A national study

Shinn

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“…Ito ay tumutukoy bilang mga gawain ng guro sa klase na nanghihikayat sa mga mag-aaral na makilahok sa talakayan at mga aktibidad sa pagkatuto na pantay-pantay na nakibahagi sa iba at nagbigay-puna sa pagkatutong naranasan Finlay (2017). Kailangan din ng guro na gumanap bilang kaibigan ng mga mag-aaral, gawing mas kumportable ang lugar ng pagkatuto, magkaroon ng mabisang banghay-aralin, at magbigay ng impluwensiya sa mga mag-aaral gamit ang iba't ibang pamamaraan ng pagtuturo (Kassem, 2015). Sa katunayan, ang mabisang mga guro na may mga tiyak na pamamaraan sa pagtuturo ay tiningnan bilang mga eksperto sa pamamahala sa silid-aralan Harper (2015).…”

Section: Pangangasiwang Pangklasrumunclassified

“…Ang ikatlong indikeytor ay pakikipagsapalaran. Ito'y tumutukoy sa anumang kontrolado o di-kontroladong pag-uugali na mapupuna ang walang katiyakang kahihinatnan ukol sa posibleng pakinabang at kapakanan ng sarili o ng kapwa Kassem (2015). Ang pakikipagsapalaran ay maaaring di-katanggap-tanggap na kagustuhang pag-uugaling panlipunan na may posibleng negatibong kalalabasan dahil sa hindi isinaalang-alang ang pag-iingat (Trimpop, 2015;Turner at Patrick, 2015).…”

Section: International Journal Of Research Studies In Education 165unclassified

Motibasyong pangwika ng mga mag-aaral: Isang istruktural na panatayang dulog

Dipolog¹,

Limpot²

2022

IJRSE

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Ang pangunahing layunin ng pag-aaral na ito ay matukoy ang pinakaangkop na modelo ng motibasyong pangwika. Nilalayon din ng pag-aaral na tiyakin ang makabuluhang ugnayan sa pagitan ng exogenous na mga baryabol: pangangasiwang pangklasrum, pakikilahok ng mga mag-aaral, gawing pagkatutong pangwika at ang endogenous na baryabol na motibasyong pangwika ng mga mag-aaral. Ang pag-aaral na ito ay ginamitan ng non-experimental at korelasyonal na disenyo ng pananaliksik at Modelong Panatayang Istruktural upang malaman ang pinakaangkop na modelo ng Motibasyong Pangwika. Ginamit ang sample random sampling sa pagtukoy ng 400 na mga kolehiyong mag-aaral bilang respondent ng pag-aaral.Gina din sa pag-aaral na ito ang downloaded na mga talatanungan mula sa web sources na minodipika para sa pangangailangan ng pag-aaral. Pinakita sa resulta na ang exogenous na mga baryabol: pangangasiwang pangklasrum, pakikilahok ng mga mag-aaral, at ang gawing pagkatutong pangwika ay may makabuluhang ugnayan sa endogenous na motibasyong pangwika. Ang pangangasiwang pangklasrum na kinatawanan ng pangangasiwa sa pag-uugali sa klasrum, tiyak na pamamaraan sa pagtuturo, pakikiisa sa mga magulang at pagpaplano at suporta; pakikililahok ng mga mag-aaral na kinatawanan ng kagustuhan sa pagkatuto, kagustuhan sa pag-aaral, pagsisikap at pagtitiyaga, estrakurikular na gawain at pangkabatirang pakikilahok; at ang gawing pagkatutong pangwika na kinatawanan ng pansariling imahe, pagpipigil, pakikipagsapalaran, pag-unawa sa sariling opinyon, motibasyon at kalabuan ay lubos na nakaimpluwensiya sa motibasyong pangwika na kinatawanan ng pandamdamin, pag-aangkop sa layunin at pag-asam.

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Tathmini ya Mbinu za Ufundishaji wa Masuala Mtambuko katika Mtaala wa Umilisi: Mfano wa Shule za Msingi Nchini Kenya

Gitau,

Wamalwa,

Kevogo

2023

J. Afr. Mashariki Kiswahili

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Masuala mtambuko ni baadhi ya mambo muhimu yanayofundishwa katika mtaala wa elimu. Taasisi ya Ukuzaji wa Mitaala nchini Kenya imejumuisha na kusisitiza ufundishaji wa masuala mtambuko katika Mtaala wa Umilisi. Isitoshe, masuala mtambuko yanajitokeza kuwa muhimu sana katika Mtaala wa Umilisi wa Kiswahili katika shule za msingi. Hata hivyo, tafiti zimebaini kuwa ufundishaji haujatekelezwa inavyostahili. Makala haya yanatathmini ufundishaji wa masuala mtambuko katika Mtaala wa Umilisi wa Kiswahili wa shule za msingi za kaunti ndogo ya Kimilili. Nadharia ya Utekelezaji wa Uvumbuzi iliyoasisiwa na Gross na wenzie (1971) imetumika. Walimu 38 walishirikishwa katika utafiti. Data ilikusanywa kwa kutumia hojaji na uchunzaji. Matokeo ya utafiti yamebainisha kwamba, walimu walitumia mbinu mbalimbali za ufundishaji kwa viwango tofauti. Asilimia100 ya walimu walitumia mbinu ya maswali na majibu kufundisha masuala mtambuko. Aidha, asilimia 63 walitumia majadiliano; nayo asilimia 49 ya walimu walitumia mbinu ya vikundi vya ushirika Baadhi ya mbinu zilitumika kwa uchache tu na nyingine hazikutumika kabisa. Licha ya hayo, mbinu zilizotumiwa katika ufundishaji hazikutumiwa kwa ufanisi mkubwa. Aidha matokeo yameonesha kwamba walimu walikumbwa na changamoto katika uteuzi na matumizi ya mbinu mwafaka za ufundishaji wa masuala mtambuko. Kutokana na matokeo haya, inapendekezwa kuwa, warsha za mara kwa mara ziandaliwe kwa walimu walio nyanjani kwa minajili ya kuwanoa na kuwapiga msasa kuhusu utekelezaji wa ufundishaji wa mtaala wa elimu ya umilisi, na matumizi ya vifaa mwafaka vya kufundishia vikiwemo vifaa halisi na vya kielektroniki. Pili, inapendekezwa kuwepo kwa tathmini ya mara kwa mara kuhusu ubora na kiwango cha ufundishaji wa masuala mtambuko na utekelezaji wa mtaala wa umilisi katika shule za msingi

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Teacher perceptions of agricultural teaching practices and methods for youth and adults in Iowa

Cited by 3 publications

References 10 publications

Teaching strategies, their use and effectiveness as perceived by teachers of agriculture: A national study

Teaching strategies, their use and effectiveness as perceived by teachers of agriculture: A national study

Motibasyong pangwika ng mga mag-aaral: Isang istruktural na panatayang dulog

Tathmini ya Mbinu za Ufundishaji wa Masuala Mtambuko katika Mtaala wa Umilisi: Mfano wa Shule za Msingi Nchini Kenya

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