scholarly journals Gamification as a Teaching Method to Improve Performance and Motivation in Tertiary Education during COVID-19: A Research Study from Mexico

2022 ◽  
Vol 12 (1) ◽  
pp. 49
Author(s):  
Elvira G. Rincon-Flores ◽  
Juanjo Mena ◽  
Eunice López-Camacho
Keyword(s):  
Social Sciences ◽  
Undergraduate Students ◽  
Teaching Method ◽  
Tertiary Education ◽  
Negative Attitude ◽  
Principal Component ◽  
Innovative Teaching ◽  
Pedagogical Strategy ◽  
Learning Mathematics

Gamification is usually understood as a pedagogical strategy that favors student engagement and motivation. Traditionally it is composed of dynamics, mechanics, and components. The purpose of this study was to compare Engineering and Economics and Social Sciences undergraduate students in their performance (grades), motivation, quality of assignments, participation, and emotion when their teachers used gamification as an innovative teaching method during the COVID-19 pandemic. Pearson correlations, Principal Component Analysis (PCA), and Mann–Whitney test were conducted. Additionally, four students were interviewed to describe the emotional downside of the lockdown. The main results indicate that there are higher positive relationships among variables in the Engineering undergraduate students rather than in Economics and Social Sciences and show that emotion poorly correlates with performance, especially for the Economics and Social Sciences students, as many have a negative attitude toward learning mathematics. Additionally, gender and scholarship status are not differential factors. Gamification proved to be a useful pedagogical strategy to promote participation and enhance motivation among undergraduate students, particularly in a context of academic confinement. This study gives teachers an idea of the benefits and extent to which gamification can be used in the classroom.

scholarly journals Wizer.me and Socrative as innovative teaching method tools: Integrating TPACK and Social Learning Theory

2021 ◽  
Vol 10 (3) ◽  
pp. 1028
Author(s):  
Narentheren Kaliappen ◽  
Wan Nurisma Ayu Ismail ◽  
Ahmad Bashawir Abdul Ghani ◽  
Dwi Sulisworo
Keyword(s):  
Social Learning ◽  
Undergraduate Students ◽  
Learning Theory ◽  
Learning Process ◽  
Social Learning Theory ◽  
Teaching And Learning ◽  
Teaching Method ◽  
Innovative Teaching ◽  
Cross Cultural Management ◽  
Innovative Teaching Method

The purpose of this paper is to share a lecturer’s viewpoint on using Wizer.me and Socrative applications as an innovative teaching method integrating TPACK and Social Learning Theory (SLT) at higher education. The applications were used to teach 44 undergraduate students who registered for Cross-Cultural Management course at Universiti Utara Malaysia (UUM). At first, the lecturer used Wizer.me before the class starts and requesting the students to answer several questions before coming to the class. After completing each chapter, the students requested to answer some questions using Socrative application to test their understanding level. The research revealed that at the beginning of the semester, the students not aware of these two applications. However, at the end of the semester, every student familiar with these applications and overall provided positive feedback on the usage of Wizer.me and Socrative application in the teaching and learning process. This study used IntenCheck sentiment analysis software to evaluate the students’ feedback. Student’s opinion on using Wizer.me and Socrative application as an innovative teaching method not explored before at UUM. Therefore, this viewpoint could provide useful insight for university lecturers to use these applications in their teaching and learning process.

Graduate students appreciate Google Scholar, but still find use for libraries

2014 ◽  
Vol 32 (3) ◽  
pp. 375-389 ◽  
Author(s):  
Ming-der Wu ◽  
Shih-chuan Chen
Keyword(s):  
Social Sciences ◽  
Graduate Students ◽  
Undergraduate Students ◽  
Science And Technology ◽  
Google Scholar ◽  
University Libraries ◽  
Content Type ◽  
Technology Students ◽  
Usage Patterns

Purpose – The purpose of this study is to examine how graduate students perceive and use Google Scholar. Google Scholar has provided a convenient alternative for finding scholarly documents since its inception in 2004 and has become a favoured tool for numerous academics. Knowledge of patrons’ usage patterns and attitudes towards Google Scholar will assist librarians in designing appropriate instruction programmes to improve students’ research abilities. Design/methodology/approach – In this study, 32 graduate students from the National Taiwan University were interviewed whose fields of study are the humanities (10), social sciences (11) and science and technology (11). Findings – Students prefer the usability of Google Scholar over library databases. However, they appreciate the quality of documents retrieved from library databases and regard these databases as crucial tools for finding scholarly documents. Science and technology students favoured Google Scholar more than those who study the humanities and social sciences. Research limitations/implications – This study only examines the perceptions and behaviour of graduate students. Future studies should include undergraduate students to investigate their use of Google Scholar, thereby obtaining a comprehensive understanding of various patrons of university libraries. Practical implications – This study shows that graduate students appreciate and use Google Scholar to find scholarly documents, although some students experience difficulties. The findings of this study may assist university libraries in improving their instruction programmes. Originality/value – The majority of previous studies have focused on coverage, quality and retrieval performance of Google Scholar. However, this study evaluates Google Scholar from a user’s perspective.

scholarly journals Students’ Conceptions of Statistics: An Exploration of Attitudes across Majors

2015 ◽  
Vol 3 (2) ◽  
pp. 158 ◽  
Author(s):  
Hana Sulieman
Keyword(s):  
Undergraduate Students ◽  
Teaching Method ◽  
Learning Experience ◽  
Negative Attitude ◽  
Male Students ◽  
Engineering Majors ◽  
American University ◽  
Future Career ◽  
Statistics Course ◽  
Architecture And Design

Students from different majors taking statistics course view their statistics learning experience differently. In this work, a survey of 440 undergraduate students from various majors who took an introductory statistics course at the American University of Sharjah (AUS) in Fall 2012 or earlier semesters was conducted. Analysis of the survey data showed that 66% of the students have positive attitude toward statistics. Engineering majors who indicated the most negative attitude toward statistics associated their negativity to difficulty of the topic and the teaching method. Social sciences majors reported ‘general dislike of mathematics’ as the most significant contributing factor to their negative attitude toward statistics. Students with architecture and design majors were the most to associate their negative attitude toward statistics to its nonuse in their future career. On contrary, natural sciences’ students were most likely to believe that statistics is an interesting topic and would be used in future career. Female students were also more likely than male students to find statistics related to their field of study and future career. Some implications of the findings for future teaching of statistics were discussed.

Empowerment in Tertiary Education: A Strategic Source of Learning Advantage

2008 ◽  
Vol 22 (3) ◽  
pp. 183-188
Author(s):  
Christos S. Nicolaidis ◽  
Evangelia Koutroumpezi
Keyword(s):  
Tertiary Education ◽  
Principal Component ◽  
Personal Control ◽  
Student Empowerment ◽  
Principal Component Factor Analysis ◽  
Four Dimensions ◽  
Research And Teaching ◽  
And Performance ◽  
Students Satisfaction

This paper examines empowerment as a strategy, from the resource-based perspective, for the development of Greek tertiary education. As the literature suggests, empowerment enables individuals to make decisions and simultaneously take responsibility for their actions. Moreover, it increases the quality of research and teaching procedures as well as amplifying educators' and students' satisfaction and performance. In this respect, the paper uses the well-known Whetten and Cameron questionnaire for empowerment in a survey conducted among students studying in the B, D, F and H semesters at a Greek university operating in Thessaloniki. The principal component factor analysis of a sample 395 students revealed the existence of four dimensions of student empowerment: meaning/self-efficacy, self-determination, trust and personal control. After discussion of the findings, a number of recommended tactics and policies concerning the enhancement of student empowerment conclude the paper.

scholarly journals Research on the Application of Action-oriented Teaching Method in Higher Vocational English Teaching

2020 ◽  
Vol 9 (6) ◽  
pp. 161
Author(s):  
Min Qian
Keyword(s):  
Teaching Method ◽  
Innovative Teaching ◽  
English Teaching ◽  
Professional Needs ◽  
Teaching Goal ◽  
Definition Of ◽  
Specific Definition ◽  
Innovative Teaching Method

Higher vocational English should meet students’ future professional needs as the main teaching goal, pursuing practicality and efficiency, and the action-oriented teaching method is an innovative teaching method based on this goal. This article first analyzes the specific definition of action teaching method and its advantages in higher vocational English teaching, and then conducts research on the application of action-oriented teaching method in higher vocational English teaching, hoping to provide some ideas for improving the quality of higher vocational English teaching Useful suggestions.

Undergraduate management students’ perceptions of feedback in a New Zealand university

2013 ◽  
Vol 19 (2) ◽  
pp. 224-237
Author(s):  
Kala S. Retna ◽  
Robert Y. Cavana
Keyword(s):  
New Zealand ◽  
Undergraduate Students ◽  
Tertiary Education ◽  
Relevant Literature ◽  
Formative Assessments ◽  
Open Questions ◽  
Timely Feedback ◽  
Complex Relationships ◽  
Management Students

AbstractFeedback to students is an important feature of assessment in higher education. Constructive and timely feedback guides students to improve on a continuous basis in the process of their tertiary education. This paper outlines an exploratory study based on survey research, which was conducted on a large sample of undergraduate students on management courses in a New Zealand university. Following a review of the relevant literature a conceptual model was developed using systems thinking principles. A questionnaire was designed consisting of 20 closed Likert questions and two open questions designed to explore students’ perceptions of the feedback given to them on their formative assessments. Quantitative and qualitative analyses were undertaken of the data collected from over 600 valid responses. The quantitative analysis consisted of descriptive statistics, an exploratory factor analysis and Pearson's correlation analysis. The four main factors to emerge were: improvement of work quality, improvement of results, need for feedback and quality of feedback. The qualitative analysis was based on these themes. The results of these analyses are discussed in this paper. This paper attempts to contribute to the ongoing discussion regarding the better understanding of the complex relationships between feedback and student learning in tertiary level management education.

DISTANCE EDUCATION IN THE CONTEXT OF GLOBALIZATION: PROBLEMS, SEARCH FOR A SOLUTION// Social Sciences: Achievements and Prospects Journal 4(12), 2019/ OEAPS Inc.(Open European Academy of Public Sciences); Chief Editor Mark Freeman - Barcelona, Spain. 16.05.2019: OEAPS Inc., 2019. - pp. 29-33.

2019 ◽  
Author(s):  
Zhanna Borisovna Erzhanova ◽  
Olga Alexandrovna Manankova
Keyword(s):  
Social Sciences ◽  
Quality Of Life ◽  
Distance Education ◽  
Chief Editor ◽  
Learning System ◽  
Spiritual Needs ◽  
European Academy ◽  
Distance Learning System ◽  
Teachers And Students

The article deals with the analysis of distance education in the modern globalization, as well as the problems and difficulties faced by teachers and students in the process of this form of training. Distance learning system provides an excellent opportunity for higher education to those who did not have or want to get a second education with the aim of improving the quality of life, as well as their material and spiritual needs. This article, highlighting some of the difficulties and problems of training in modern globalization, can help teachers to allow and overcome some of these new problems.

Effect of Concept Mapping as an Innovative Teaching Method on Senior School Students’ Interest in Chemistry

2019 ◽  
pp. 66-74
Author(s):  
Offor E. N.
Keyword(s):  
Concept Mapping ◽  
Teaching Method ◽  
Mapping Method ◽  
Control Group ◽  
School Students ◽  
Innovative Teaching ◽  
Chemistry Students ◽  
Lecture Method ◽  
Significant Difference ◽  
Innovative Teaching Method

The study was designed to explore the effect of concept mapping as an innovative teaching method on senior school students‟ interest in chemistry. The pre -test post- test quasi experimental design was adopted for the study. The population for the study comprised 1425 senior secondary two (SS2) chemistry students in Agbani Education Zone. A total of 189 SS2 chemistry students were drawn from three secondary schools selected in the zone through purposive sampling method. Two research questions and two hypotheses guided the study. In each of the schools used for the study, all the chemistry students in their intact classes were used. The experimental group was taught using concept mapping while the control group was taught using the lecture method of teaching. The treatment lasted for six weeks. The instrument for data collection was Chemistry Interest Scale (CIS). The CIS was validated by three experts. Before the treatment commenced, a pre- interest scale was administered and a reliability coefficient of 0.72 was established using Cronbach Alpha. The data collected was analyzed using analysis of co variance (ANCOVA). The result of the data analysis showed that there is a significant difference between the mean interest scores of students taught chemistry with concept mapping and those taught with lecture method. The study concludes by recommending that concept mapping method of teaching should be adopted in teaching of chemistry as this has helped to stimulate interest in chemistry which will help to enhance their achievement.

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