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Delivering lessons with the CTCA and the lecture method: which one enhances learning in Ghana's undergraduate human resource management curriculum?

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JOURNAL OF APPLIED RESEARCH IN HIGHER EDUCATION 2025年第3期17卷 976-990页

作者： Awaah, Fred Abdulai, Munkaila Attiogbe, Esther Julia Korkor Univ Profess Studies Accra Ghana Univ Profess Studies Dept Business Adm Accra Ghana

PurposeThe study investigates the comparative efficacy of the culturo-techno-contextual approach (CTCA) and the lecture method in students' understanding of the human resource management (HRM) curriculum in ***/methodology/approachA quasi-experimental design is employed to gather data from 245 4th-year undergraduate students studying HRM at a Ghanaian public university. The experimental group with a population of 115 students was taught with CTCA, whilst the control group with a population of 130 students was taught using the lecture method. The data was collected using the HRM achievement test (HRMAT). The data were analysed using the descriptive analysis of covariance technique with pre-test scores added as a *** findings reveal that the experimental group significantly outperformed the control group in the study of HRM, affirming the effectiveness of the CTCA over the lecture ***/valueThis study is novel because it is the first paper to apply the CTCA to the study of HRM in the Ghanaian higher education space. It will, therefore, benefit HRM education in the country when educational stakeholders adopt a sequential and methodical approach to teaching and learning HRM using the CTCA.

关键词： Human resource management CTCA lecture method Higher education Ghana Students

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The Comparison of the Efficiency of the lecture method and Flipped Classroom Instruction method on EFL Students' Academic Passion and Responsibility

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SAGE OPEN 2023年第2期13卷

作者： Liu, Feifei Wang, Xiaoli Izadpanah, Siros Nanjing Normal Univ Sch Teacher Educ Nanjing Jiangsu Peoples R China Shantou Univ English Language Ctr Shantou 515063 Guangdong Peoples R China Islamic Azad Univ Zanjan Branch Dept English Language Teaching Zanjan 4251996 Iran

In recent years, there has been an increasing interest in the efficiency of the lecture and flipped classroom instruction method (FCIM) on EFL students' academic passion (AP) and responsibility. Although these variables have been studied before, more studies still need to be conducted in this field. The statistical population of this study includes all language students at the University of Tabriz in the academic year 2022-2023. In the current study, 72 of 552 persons were selected using a one-stage cluster sampling method from students in term two and randomly assigned to two groups (36 persons for each group). This research is a quasi-experimental method based on the objectives and method of data collection. Two questionnaires were used in this study: AP and responsibility questionnaire. The content validity index (CVI) and content validity ratio (CVR)methods examined the content validity of the textbook course. The results showed that students' AP and responsibility in flipped classroom instruction (FCI) are significantly higher than in the lecture method. Thus, by activating learners, they can direct their thoughts and actions in a way that has a more significant impact on their motivation, AP, responsibility, and ultimately on their learning. It can be concluded that FCI is more efficient than the lecture method.

关键词： academic passion flipped classroom lecture method responsibility

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THE PEDAGOGICAL VALUE OF THE lecture method: THE CASE OF A NON-FORMAL EDUCATION PROGRAMME IN GHANA

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AFRICA EDUCATION REVIEW 2018年第1期15卷 123-137页

作者： Addae, David Quan-Baffour, Kofi Univ South Africa Pretoria South Africa

Adult learning rests on the foundation of learner experience and involvement in the teaching and learning process. The methods employed in facilitating adult learning have to a large extent sought to place the learner at the centre of the entire teaching and learning encounter. The lecture method is one of the many methods used to facilitate learning in many educational programmes. This article reports on a study that posed the question;How effective is the lecture method in facilitating learning in non-formal adult education programmes? The case study design was used for the study. The National Functional Literacy Programme of Ghana was purposively selected for this investigation. Two classes in the programme comprising 10 adult learners and one facilitator each were purposively selected as sample for the study. It was found that the lecture method was ineffective in promoting learning in non-formal adult education programmes in Ghana since it failed to stimulate the comprehension of subject-matter and learner involvement in class activities.

关键词： constructivism learner lecture method pedagogy teaching methods

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Eric Ed136900: the Behavioral Objectives Delivery System: Development and Evaluation Comparison to the Traditional lecture method in Child Psychology

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2016年

Eric Ed136900: the Behavioral Objectives Delivery System: Development and Evaluation Comparison to the Traditional lecture method in Child Psychology. by Eric; published by

关键词： academic achievement behavioral behavioral objectives child child psychology community colleges comparative analysis comparison conventional instruction course evaluation delivery development eric archive lecture method performance tests statistical analysis student evaluation of teacher performance teaching methods two year colleges

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Interrogating the Skill of Introducing A lecture: Towards an Interactive lecture method of Instruction

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ANTHROPOLOGIST 2014年第2期17卷 543-550页

作者： Maphosa, Cosmas Ndebele, Clever Univ Ft Hare East London South Africa Univ Venda Thohoyandou South Africa

Higher education institutions face a lot of criticism from many stakeholders. One of the criticisms is directed towards the approaches to teaching and learning. The effectiveness of the lecture method has been questioned because of its inherent weaknesses as informed by the transmission pedagogical approaches, yet it continues to be used in universities. The lecture method is the most common method of instruction often considered handy in transmitting knowledge to a large number of students but critical reflection shows that this approach has serious limitations in teaching students to be critical thinkers, knowledge generators and social beings. In this paper, the researchers interrogate the skill of introducing lectures within the context of transforming the lecture method to a more interactive and student-centred one. The presentation is underpinned by the constructivist theoretical framework. In the paper the researchers critically discuss ways in which lecturers may effectively introduce their lectures. The purpose of introducing lectures is explored and various approaches to lecture introduction discussed. The strengths of the various ways of introducing lectures are evaluated in the way they transform the lecture method into a more interactive one. The conclusion drawn is that effective teaching requires skills and expertise in pedagogy and andragogy and university teachers are encouraged to take up courses that enhance their knowledge and skills in teaching to make them better teachers.

关键词： Introduction Student-centred lecture method Teaching methods Introducing lecturer-centred Transformation

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Teaching and learning methods compared: A pedagogical evaluation of problem-based learning (PBL) and lecture methods in developing learners' cognitive abilities

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COGENT EDUCATION 2023年第1期10卷

作者： Ssemugenyi, Fred Dept Open & Distance Learning PNGUoT Lae Morobe Papua N Guinea

Using a mixed method, quasi-experimental pre-test-post-test non-equivalent group design, this study inquired into the possibilities of enhancing learners' cognitive abilities, with problem-based learning (PBL;-experimental) and lecture method (control) as predictor variables. Aided by the random scorecards, a group of 51 students was assigned to the experimental (26) and control (25) streams, where their cognitive performance was compared on both the lower and higher-order learning attributes for 15 weeks. Whereas there was a slight difference in the mean scores of the two groups on the three lower-order learning parameters measured at the pre-test, the difference (X-c = 55.32 t-statistic 0.176 critical t- 2.01) was not statistically significant. However, at the immediate-post-test, the mean scores of the two groups on the three higher-order learning parameters statistically differed (X-c = 66.81 > X-e = 59.21) in favor of the control group (t = 2.967 > 2.01;p = .005 < 0.05). Although a reduction in weekly learning hours from 3 to 2 was accompanied by a significant improvement in students' cognitive development on the three higher-order learning attributes at the delayed post-test for the experimental group, that of the control group, improved marginally (X-c = 76.36 < X-e = 86.31). Even though the generalization of these findings may be limited due to the examination of a single learning discipline, the qualitative and quantitative analyses suggest that PBL is a true stimulant of students' cognitive development over time.

关键词： cognitive development academic progress lecture method problem-based learning student-centered learning

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Multimedia-Aided Technologies for Effective Learning of Quantum Physics at the University Level

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JOURNAL OF SCIENCE EDUCATION AND TECHNOLOGY 2023年第5期32卷 686-696页

作者： Nyirahabimana, Pascasie Minani, Evariste Nduwingoma, Mathias Kemeza, Imelda African Ctr Excellence Innovat Teaching & Learning POB 55 Rwamagana Rwanda Univ Rwanda Coll Educ UR CE POB 55 Rwamagana Rwanda Mbarara Univ Sci & Technol MUST POB 1411 Mbarara Uganda

Physics education has been identified as one of the public sectors that are mostly influenced by technological developments. This paper adopted the quasi-experimental pre- and post-test design to assess the effects of multimedia-aided technologies (MAT) on undergraduate students' performance in quantum physics (QP) at the University of Rwanda College of Education (UR-CE). The researcher used purposive sampling to get 385 undergraduate students. Participants were randomly allocated into experimental (group A) and control (group B) groups. Group A (187 students) students were taught selected topics of quantum physics (blackbody radiation, photoelectric effect, Compton effect, wave aspects of particles, De Broglie's hypothesis, diffraction, interference and double-slit experiment, model of the atom, uncertainty relations, wave function, and Schrodinger equations) for 6 weeks using multimedia-aided technologies and engage, predict, observe, and explain (EPOE) method, whereas group B (187 students) was taught same topics during the same period with a lecture method. The results of ANCOVA revealed that the group's performance was the same (p > .05) before learning with no effect size (.000), while they diverged after learning with different teaching interventions. The significance was very high and statistically different (p < .001) with a large effect size (> .5). This implies that students taught with multimedia-aided technologies (experimental group) outperformed those students taught with lecture teaching methods (control group). Thus, the study recommends that educators should adapt teaching using MAT and EPOE strategy not only in QP but also in other domains of physics to improve active engagement, understanding levels, and academic achievement.

关键词： Physics education lecture method Multimedia-aided technologies Quantum Physics University students

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Effects of using a video-clip instructional strategy on students' performance in a computer networking course

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TECHNOLOGY PEDAGOGY AND EDUCATION 2023年第3期32卷 351-365页

作者： Olelewe, Chijioke Jonathan Dong, Chunli Abdullahim, Mohammed Nwangwu, Chinweike Emmanuel Univ Nigeria Dept Comp & Robot Educ Nsukka Nigeria Civil Aviat Flight Univ China Informat Ctr Educ Technol Div Guanghan Sichuan Peoples R China Fed Univ Kashere Dept Sci Educ Kashere Nigeria Univ Nigeria Nsukka Dept Comp & Robot Educ Nsukka Enugu Nigeria

This study determined the efficacy of the video-clip lecture strategy in enhancing computer science (CS) students' performance in a computer networking course at universities in Gombe state, Nigeria. The study adopted a quasi-experimental design with non-equivalent groups of intact classes. Study participants were 136 CS third-year students made up of 87 males and 49 females selected from the two public universities in the state offering computer science education. The Computer Networking Achievement Test (CNAT) was the instrument used for data collection with a reliability index of .79 established using K-R 20. The scores obtained from the pre-test and post-test were analysed using mean and Analysis of Covariance for the hypotheses at 0.05 level of significance. The study's findings indicated a higher mean performance among the treatment group compared to the control group. Findings demonstrate the efficacy of innovative pedagogy towards enhancing learner engagement in CS courses, thus assisting students to become active learners.

关键词： Computer networking teaching techniques video-clip instructional strategy lecture method academic performance

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Implementing strategies of entrepreneurship education in Zimbabwe

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EDUCATION AND TRAINING 2021年第1期63卷 85-100页

作者： Mawonedzo, Abigal Tanga, Magdaline Luggya, Simon Nsubuga, Yvonne Univ Ft Hare Sch Further & Continuing Educ Alice South Africa Univ Ft Hare Sch Further & Continuing Educ Fac Educ Alice South Africa

Purpose The aim of this paper is to explore how the strategies of entrepreneurship education in clothing and textile programmes are implemented in selected Technical Colleges in Zimbabwe. Design/methodology/approach A qualitative research approach was adopted for this paper. Purposive sampling technique was used to collect data from 42 participants through in-depth interviews and focus group discussions. Findings The findings show that there were two principal strategies that are used by lecturers in technical colleges, where entrepreneurship education is taught. The findings reveal that the implementation of the lecture method in most of these colleges deviates remarkable from each other. Given the socioeconomic and linguistic backgrounds of the learners, lectures are delivered in both English and the dominant local language, and the notes are written on the blackboard. Experiential learning, which is the placement of students in textile and clothing industries, was revealed to be another strategy, which was not achieving the intended results as most of the students were engaged in unrelated activities. The implementation of the two methods fall short of internationally recognised and pedagogically acceptable strategies that ought to instil the necessary skills in students to become future entrepreneurs in the textile and clothing industries in Zimbabwe and in Africa. Research limitations/implications One of the limitations of the paper is that data was not collected from production managers from the clothing manufacturing industry and from the Ministry of Higher and Tertiary Education officials, especially those from the Curriculum Development Unit. However, the core of this paper is on implementing strategies from the perspectives of lecturers and students. Another limitation of the paper is that data was collected only from three technical colleges in Harare, Manicaland and Midland provinces. There are a total of nine such colleges in Zimbabwe. Nonetheless, sinc

关键词： Entrepreneurship Clothing and textile Teaching method Experiential learning lecture method Industry

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Introducing randomization tests via an evaluation of peer-led team learning in undergraduate chemistry courses

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CHEMISTRY EDUCATION RESEARCH AND PRACTICE 2020年第1期21卷 287-306页

作者： Ralph, Vanessa R. Lewis, Scott E. Univ S Florida Dept Chem Tampa FL 33620 USA

The methodological limitations education researchers face in the evaluation of reformed instruction have led to debates as to the evidence advancing evidence-based practices. To conduct more effective research, methodological pluralism in the evaluation of educational reforms can be used to complement the strengths and limitations of a corpus of literature informing the impact of an evidence-based practice. This study seeks to introduce randomization tests, a nonparametric statistical analysis incorporating a random-assignment component that can be applied to a single-subject (N = 1) research design, as a methodology to be counted amongst evaluations of instructional reforms. To demonstrate the utility of this approach, an evaluation of peer-led team learning (PLTL) for classes of second-semester general chemistry spanning 7 semesters was conducted using randomization tests. The design contributes novel understandings of PLTL including differences in effectiveness across instructors, trends in effectiveness over time, and a perspective as to the appropriateness of assumptions concerning statistical independence when applied to educational settings. At the research setting, four instructors (each constituting an individual case) alternated implementing lecture-based instruction and PLTL by term. Across these four instructors, the treatment effects of peer-led team learning when compared to lecture-based instruction ranged in impact (from d = 0.233 to 2.09). For two instructors, PLTL provided a means by which to significantly reduce the differential performances observed of students with variable preparations in mathematics, thereby advancing the equitability of their courses. Implications of this work include the incorporation of single-subject research designs in establishing evidence-based instructional practices, the effectiveness of PLTL as interpreted in a methodologically pluralistic context of the research literature, and enacting measurements of equity when g

关键词： Evidence Based Practice Educational Change Chemistry Science Instruction Peer Teaching Teaching methods Undergraduate Students lecture method Comparative Analysis Teamwork Instructional Effectiveness Science Achievement Science Teachers Teacher Attitudes College Faculty

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