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Thierry R.H. Bacro Mulugeta Gebregziabher Jennie Ariail 《Anatomical sciences education》2013,6(6):376-384
The literature reports that using Learning Recording Systems (LRS) is usually well received by students but that the pedagogical value of LRS in academic settings remains somewhat unclear. The primary aim of the current study is to document students' perceptions, actual pattern of usage, and impact of use of LRS on students' grade in a dental gross and neuroanatomy course. Other aims are to determine if students' learning preference correlated with final grades and to see if other factors like gender, age, overall academic score on the Dental Aptitude Test (DAT), lecture levels of difficulty, type of lecture, category of lecture, or teaching faculty could explain the impact, if any, of the use of LRS on the course final grade. No significant correlation was detected between the final grades and the variables studied except for a significant but modest correlation between final grades and the number of times the students accessed the lecture recordings (r=0.33 with P=0.01). Also, after adjusting for gender, age, learning style, and academic DAT, a significant interaction between auditory and average usage time was found for final grade (P=0.03). Students who classified themselves as auditory and who used the LRS on average for fewer than 10 minutes per access, scored an average final grade of 16.43 % higher than the nonauditory students using the LRS for the same amount of time per access. Based on these findings, implications for teaching are discussed and recommendations for use of LRS are proposed. Anat Sci Educ 6: 376–384. © 2013 American Association of Anatomists. 相似文献
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通过两阶段的让步碳减排博弈模型分析发现：碳减排会影响各国的效用,效用的变化大小依赖双方的Logistic系数和限制性参数;在让步减排之后,两者不一定能实现帕累托最优,但是可以实现帕累托提升,让步谈判的输方获得更大的效用;而赢方的减排量在某一特定的区间范围内时效用也会得到提升。由于气候问题的严重性、流动性和不可分性,各国在协商过程中应该结合共同但有区别责任的原则,在谈判中相互让步与妥协并承担起与自身能力和发展阶段相适应的责任。 相似文献
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Recently, the Medical University of South Carolina adopted a lecture recording system (LRS). A retrospective study of LRS was implemented to document the students' perceptions, pattern of usage, and impact on the students' grades in three basic sciences courses (Cell Biology/Histology, Physiology, and Neurosciences). The number of accesses and length of viewings of the recordings were recorded per week for each student and correlated with the grades in each of the three courses. Attendance records were not available. The results showed considerable variability in the use of the LRS by both faculty and students during the entire semester and across all three courses, including week to week variations. Data indicated that 30% of the students did not use the LRS at all with 41% of the students using it very little (less than 10 times for a total of 131 recordings). Specific patterns of usage were identified for each of the three courses throughout the semester, with an increase in access prior or during examination weeks. However, the statistical analysis showed that there was no correlation between the final grades and the usage of LRS. Finally, a survey of the students' perception showed that 74% agreed/strongly agreed that the recordings were useful with 6% disagreeing/strongly disagreeing and 11% undecided. This study showed that the use of LRS might be a viable alternative for students unable to attend lecture due to circumstances such as illness but that more research is needed to truly understand the best pedagogical use of LRS. 相似文献
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Mulugeta A. Ayele Kassa M. Woldeyesus Mekbib A. Aboretugne Mekasha Kassaye Gobaw Aklilu D. Wamisho Abdulaziz H. Mamie 《Africa Education Review》2019,16(3):1-21
The purpose of the study reported on was to investigate the current classroom practices of teachers. Using multistage sampling, 245 teachers were selected from primary and secondary schools in the Amhara Region and Addis Ababa City, Ethiopia. A survey design was used for the study. The major results obtained showed that problems were observed in implementing active teaching methods; applying a variety of assessment techniques; questioning skills; providing feedback; managing classroom behaviour; and establishing a positive classroom climate. The study results revealed that primary school teachers performed better than secondary school teachers and also female teachers performed better than male teachers in most teaching-learning activities; but there was no difference in terms of regions for most teaching-learning activities. Some of the recommendations are: training on active learning methods and assessment; providing feedback; student management; action research; and so on. 相似文献
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Mulugeta Yayeh Worku 《Educational Action Research》2017,25(5):737-754
In Ethiopia, as elsewhere in the world, action research is recognized as a valuable and cost-effective form of inquiry to improve classroom and school practices. It has been given due consideration, both by the Ministry of Education and teacher education institutes of the country. Nevertheless, studies conducted on the practice of action research unanimously reported that, due to many factors, its status in the country’s education system is at its lowest stage. One of the factors for this problem is lack of adequate knowledge, skills and dispositions essential for action research. Hence, this action research project was initiated and implemented collaboratively between one teacher educator and school teachers working in a nearby primary school (in Debre Markos, Ethiopia). After a tiresome implementation of selected action strategies, for more than six months in four different phases, the project was found to be helpful in enhancing the practitioners’ knowledge skills and confidence of action research. The project was also found to be important in improving the action research practice of the school. Our evaluation of the project also implied that collaborative action research, if properly and wholeheartedly conducted, is an effective strategy in strengthening school–college linkage that ultimately helps each institution to learn and benefit from the other. 相似文献
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Mulugeta Tsegai Gbre-eyesus 《Africa Education Review》2017,14(1):171-192
This article analyses the challenges facing secondary education in the context of Ethiopia’s Growth and transformation Plan (GtP) for 2010/11–2014/15 and its stated goal of becoming a middle-income country by 2025. It does not aim to provide a definitive set of recommendations for universalising general secondary education to meet the demands of a middle-income economy. Rather, the article informs policy makers and other stakeholders about the options available in the context of Ethiopia. It aims to equip them to chart a path for sustainable expansion of the subsector, enabling universalising secondary education to play an important role in transforming the country from a low-income to a middle-income economy. The article investigates the participation rate in secondary education that would support a middle-income economy, and then analyses how teacher preparation, development and management, together with school-based management, can contribute to ensuring quality secondary graduates. However, the following problems still persist in secondary education: the gap between access for urban and rural populations remains significant; gender disparities and disparities between regions remain high; access to general secondary education (grades 9–10) is still low; access to preparatory secondary education is low; and the distance between home and school is far for numerous children, which represents a barrier in particular for adolescent girls. The article summarises policy options for universalising general secondary education. The most critical reform areas identified in the study relate to the financing, and governance and management of secondary education, particularly school-based management. 相似文献
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