Cognizant to the low performance of the students in NAT, the Department of Education Secretary Armin A. Luistro (2012) underscored that it is important to consider the reading capability of students because reading is the foundation of all academic learning. Hence, if pupils fail to master basic reading skills at the outset, consequently, they would have a constant struggle to other disciplines. Thus, depriving them of the chance to become literate and productive individuals (The Philippine Star,
In his masterly article on flexible learning, Hart while quoting (Nunan, 1996), stated that origins of flexible learning is quite interesting that, “…there are progressive interpretations of flexible learning which are structured around competing social and humanist values, which have educational expression through concepts such as constructivism, open education, student centered learning, life-long learning, deep learning, and accessible learning structures” (Nunan, 1996, as cited in Hart, 2000)
affect (Mruk, 2006). Evaluation accentuates the role of cognition, while affect emphasizes the role of feelings as they pertain to self-esteem. As such, Mruk (2006) defines four basic ways that self-esteem is defined: (1) as a certain attitude, (2) based on discrepancy, (3) as a psychological response a person holds toward himself or herself, and (4) as a function of personality. In the attitudinal definition, it involves positive or negative cognitive, behavioral, and emotional reactions. When people
Introduction This paper is a reflective essay based on my personal learning achievements, during the ‘Developing the Professional’ module. It encompasses the critical evaluation of my overall development during the coursework. The coursework has provided me with many expert abilities through different courses and extracurricular exercises. The businesses and doctoral level colleges, along with companies hiring the employees are looking for the accompanying abilities from today's graduates. These
Review of Related Literature and Studies Learning Style Learning is a course that must be taken to acquire new knowledge and information. It can also be defined as an internal process that is different for every individual and learning style can be described as the way individuals acquire new information (Demirbaş, 2011). It goes without saying that no student falls completely into one style category. That is why the teacher’s identification of learners’ learning-style preferences can guide the selection
of the students are aware of their pronunciation problem. The participants were asked if they were aware of their pronunciation problems. Based on the finding, most of them reported that they know their pronunciation problems. However, not many of the students stated that it is difficult for people to understand their pronunciation. This might be due to the fact that students are aware of their foreign accent and they might sometimes have problem to express themselves well. Next, most of the participants
In Learner-Centered Assessment on College Campuses (Huba & Freed, 2000) show a strong connection between assessments, learning, and effective teaching. Here, the students: • Are properly associated and receive the feedback required • Use their experience in problems • Incorporate their experience and general skills • Recognise the importance of excellent work • Become sophisticated learners • Accept the provided guidance for improvement • Forward their opinions • Value descriptive feedback as an
Make Ten” Reflection It is well known that students are more engaged in their learning when they are participating in hands-on activities. When a student can physically see and touch something, he or she is more likely able to understand it better. You can more readily keep a student’s attention if you are providing opportunities to be active while they are learning. Learning should be fun. There are many different learning techniques including group work. Group work benefits students in a classroom
academic performance of secondary school students in Mathematics in a metropolitan city in Nigeria. The respondents for this study were 525 students and 75 teachers. A survey was conducted to identify some of the factors hindering the teaching and learning of mathematics in the study area using a structured questionnaire as a means of data collection. We designed two separate questionnaires for both mathematics students and teachers. The investigation shows that lack of qualified teachers, lack of
researchers have long been cognizant of the importance of critical thinking skills as a learning outcome (Huber & Kuncel, 2015; Lai, 2011; Moore & Parker, 1992). In a constantly changing world, the escalation of critical thinking in educational system is driven by global, local, technological, societal and economic factors (Allen & Scozzi, 2012). This condition has challenged schools to develop and evaluate critical thinking skills as part of student’s learning (Firdaus, Kailani, Bakar, & Bakry, 2015)