Popularity of various teaching methods in a post-secondary biology class of a Malaysian private institution
This study aims to explore the popularity level of various teaching methods in a post-secondary Biology class of a Malaysian private institution. In a large class setting, the three teaching methods used in this study include animations, role play/kinesthetic and group discussion. The form of this s...
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Penerbit Universiti Kebangsaan Malaysia
2016
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ukm-109932017-11-22T04:22:56Z http://journalarticle.ukm.my/10993/ Popularity of various teaching methods in a post-secondary biology class of a Malaysian private institution Ting, Xiang Neik Beng, Kah Song Davidson, Paul This study aims to explore the popularity level of various teaching methods in a post-secondary Biology class of a Malaysian private institution. In a large class setting, the three teaching methods used in this study include animations, role play/kinesthetic and group discussion. The form of this study is quantitative response. Respondents are 63 Biology students enrolled in the Foundation in Science course at a local private institution during January 2012 in their final semester. Half of the topics in this subject (nine out of 18 topics), namely recombinant DNA technology and RNA transcription and translation processes were not taught before at secondary level. The quantitative data concerning popularity of the teaching methods whereby 1 is least popular and 5 most popular, were collected and analyzed using XLSTAT Version 2013.2.07. Results indicate that watching animation is the most popular method with highest number of respondents at 47.6% reporting a rating score of 5. Whereas, both group discussion and role play/kinesthetic methods report the same rating score of 4 with highest number of respondents at 39.7% and 38.9% respectively. Two-tailed t-test for two independent samples show that there is significant difference (α=0.05) in the rating score between animation and role play/kinesthetic method as well as animation and group discussion. Findings from this study imply that in-class activities do bring positive learning attitude. However, the activities should be well-planned and student learning profile assessed for effective student-centered learning at post-secondary education. Penerbit Universiti Kebangsaan Malaysia 2016-06 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/10993/1/17840-50715-1-SM.pdf Ting, Xiang Neik and Beng, Kah Song and Davidson, Paul (2016) Popularity of various teaching methods in a post-secondary biology class of a Malaysian private institution. AJTLHE: ASEAN Journal of Teaching and Learning in Higher Education, 8 (1). pp. 1-25. ISSN 1985-5826 http://ejournal.ukm.my/ajtlhe/issue/view/921 |
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Local University |
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Universiti Kebangasaan Malaysia |
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UKM Institutional Repository |
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Online Access |
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English |
description |
This study aims to explore the popularity level of various teaching methods in a post-secondary Biology class of a Malaysian private institution. In a large class setting, the three teaching methods used in this study include animations, role play/kinesthetic and group discussion. The form of this study is quantitative response. Respondents are 63 Biology students enrolled in the Foundation in Science course at a local private institution during January 2012 in their final semester. Half of the topics in this subject (nine out of 18 topics), namely recombinant DNA technology and RNA transcription and translation processes were not taught before at secondary level. The quantitative data concerning popularity of the teaching methods whereby 1 is least popular and 5 most popular, were collected and analyzed using XLSTAT Version 2013.2.07. Results indicate that watching animation is the most popular method with highest number of respondents at 47.6% reporting a rating score of 5. Whereas, both group discussion and role play/kinesthetic methods report the same rating score of 4 with highest number of respondents at 39.7% and 38.9% respectively. Two-tailed t-test for two independent samples show that there is significant difference (α=0.05) in the rating score between animation and role play/kinesthetic method as well as animation and group discussion. Findings from this study imply that in-class activities do bring positive learning attitude. However, the activities should be well-planned and student learning profile assessed for effective student-centered learning at post-secondary education. |
format |
Article |
author |
Ting, Xiang Neik Beng, Kah Song Davidson, Paul |
spellingShingle |
Ting, Xiang Neik Beng, Kah Song Davidson, Paul Popularity of various teaching methods in a post-secondary biology class of a Malaysian private institution |
author_facet |
Ting, Xiang Neik Beng, Kah Song Davidson, Paul |
author_sort |
Ting, Xiang Neik |
title |
Popularity of various teaching methods in a post-secondary biology class of a Malaysian private institution |
title_short |
Popularity of various teaching methods in a post-secondary biology class of a Malaysian private institution |
title_full |
Popularity of various teaching methods in a post-secondary biology class of a Malaysian private institution |
title_fullStr |
Popularity of various teaching methods in a post-secondary biology class of a Malaysian private institution |
title_full_unstemmed |
Popularity of various teaching methods in a post-secondary biology class of a Malaysian private institution |
title_sort |
popularity of various teaching methods in a post-secondary biology class of a malaysian private institution |
publisher |
Penerbit Universiti Kebangsaan Malaysia |
publishDate |
2016 |
url |
http://journalarticle.ukm.my/10993/ http://journalarticle.ukm.my/10993/ http://journalarticle.ukm.my/10993/1/17840-50715-1-SM.pdf |
first_indexed |
2023-09-18T19:59:03Z |
last_indexed |
2023-09-18T19:59:03Z |
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1777406725073141760 |