The Effect of Practical Presentations’ Strategy on the Achievement of the Ninth Graders Students of the Pre-Vocational Education Subject in Shobak District Schools

Tawarah, Haroon Mohammed; Mahasneh, Omar M.; Al-Hawartheh, Nourah A.

doi:10.5539/ies.v10n5p109

Cited by 5 publications

(5 citation statements)

References 2 publications

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“…structural philosophy, confirming the theoretical literature and previous studies on importance to the student and its role in making the learner the focus of the educational process. This finding agrees with Lenman and Shemmer (2012); Mahasneh, Al-Tawarah, and Al-Hawartheh (2017);Mahasneh. et al (2013).…”

Section: First Questionsupporting

confidence: 92%

Favorite Methods of Teaching and Evaluation among Students in University Colleges

Mahasneh¹,

Mohammad²,

Shima³

et al. 2020

International Journal of Education and Practice

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The present study aimed to identify the favorite methods of teaching and evaluation among students in university colleges. The study adopted a descriptive survey design; self-administered copies of the questionnaire were used to generate data from 1638 students at university colleges, selected by a random sample method. Frequency and percentage were used to analyze data. The findings showed 12 methods of teaching preferred by students (flipped learning, blended learning, simultaneous e-learning, asynchronous e-learning, virtual learning, scientific trips, training in the workplace, problem-solving, critical thinking, visitor lecture, learning by project and activities, and discussion) and seven methods of evaluation preferred by students (evaluation by multiple-choice test, true and false test, observation, written test, interview (face to face), evaluation of performance, and evaluation of portfolio). The results also showed that the teaching method preferred by students is the flipped learning method, where it received the highest frequency 1575 (96%); the evaluation method preferred by students is evaluation by multiple-choice, where it received the highest frequency 1623 (99%). The teaching method preferred by males and females is the flipped learning method; the evaluation method favored by males is the true and false test, and the multiple-choice test is the preferred evaluation method for females. According to the results, the researchers recommended that the faculty members of university colleges use the teaching and evaluation methods preferred by students. Contribution/Originality: This study is one of very few studies which have investigated favorite methods of teaching and evaluation among students in university colleges, which constitutes a guide for faculty members in universities to focus on these methods, and makes the student the focus of the educational process, according to modern educational theories.

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Section: First Questionsupporting

confidence: 92%

Favorite Methods of Teaching and Evaluation among Students in University Colleges

Mahasneh¹,

Mohammad²,

Shima³

et al. 2020

International Journal of Education and Practice

View full text Add to dashboard Cite

show abstract

“…This increased the motivation of students to deal with the material through reflexive learning and breaking the barrier of fear of the topics of procedural research. This finding is consistent with the advantages of flipped learning in theoretical literature for the current research and with the results of many earlier researchers (Al Tawarah, Mahasneh, & Al-Hawartheh 2017;Charles 2013;Fiorella & Mayer 2013). (3) Flipped learning is a pattern of integrated learning, in which the use of technology in learning is activated in such a way as to enable learners to receive SRS in educational methods and from different educational sources, such as repeating a video several times, with the possibility of taking notes.…”

supporting

confidence: 92%

The effectiveness of flipped learning strategy in the development of scientific research skills in procedural research course among higher education diploma students

Mahasneh

2020

Research in Learning Technology

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There have been efforts to investigate the effectiveness of the flipped learning strategy in the development of scientific research skills (SRS) in the procedural research course among higher education diploma students. However, studies examining the effectiveness of the flipped learning strategy in the development of SRS are, thus far, rare. This study adopted a quasi-experimental design, with two types of teaching methods. One research group was assigned to the flipped learning teaching method (n = 30) and the other to the conventional teaching method (n = 30). A multiple-choice SRS test was developed and used. The results showed that the flipped learning teaching method was more effective than the conventional teaching method, in gauging students’ SRS.

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“…A theoretical literature review revealed that the term e-portfolio has become important in the teaching process. Several reasons were identified: increased use of computer technology; access to the Internet for educational purposes; and the development of a range of evaluation tools, from a simple appraisal of comprehension to an allinclusive assessment of knowledge, skills and emotional aspects, of which the e-portfolio is an example (Al Tawarah et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

A Proposed Model for the University Students' E-Portfolio

Mahasneh

2020

Journal of Education and e-Learning Research

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Previous efforts have been made to develop a model for a university students' e-portfolio and determine university students' attitudes toward that model; however, to date, few studies have been conducted. This study employed a descriptive and experimental design: interviews with 20 specialists in educational science were conducted to develop and gain consensus on the proposed model for a university students' e-portfolio; and, following verification of its validity and reliability, a 17-item questionnaire was distributed among an experimental group of 90 students (43 male, 47 female) at Al-Shoubak University College to assess their attitudes toward the proposed e-portfolio model. The interviews resulted in a proposed model of a university students' e-portfolio comprising 10 components: student biography, course plan, reports and research, homework, projects and experiments, activities, summaries and conclusions, scientific material, audio and video clips, and samples of student performance. In addition, the results of the questionnaire revealed that the students' attitudes toward the proposed model were generally positive. Consequently, it is recommended that faculty members introduce the university students' e-portfolio into teaching practice.

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The Effect of Practical Presentations’ Strategy on the Achievement of the Ninth Graders Students of the Pre-Vocational Education Subject in Shobak District Schools

Cited by 5 publications

References 2 publications

Favorite Methods of Teaching and Evaluation among Students in University Colleges

Favorite Methods of Teaching and Evaluation among Students in University Colleges

The effectiveness of flipped learning strategy in the development of scientific research skills in procedural research course among higher education diploma students

A Proposed Model for the University Students' E-Portfolio

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