Article #1
Eze, T. I., Ezenwafor, J. I., & Molokwu, L. I. (2015). Effect of meta-learning teaching method on the academic performance of building trades students in technical colleges in South-east Nigeria. International Journal of Vocational and Technical Education , 7 (10), 101-108.
The article by Eze & Molokwu (2015) delves into the determination of the effect of the meta-learning methodology of teaching on the academic performance of students. The authors elucidate the concept of meta-learning as a student-centered approach to learning and teaching. It is the process by which learners become increasingly aware and in control of habits of inquiry, perception, learning, as well as growth, which they have internalized. Meta-learning was conceptualized by Maudsley, and he synthesized it under headings and assumptions, change processes, structures, and facilitation. He articulated five principles which enable meta-learning, including; students ought to
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The authors used a quasi-experimental research methodology that involved experimental and control groups, and they adopted both pre-test and post-test. The study utilized a sample of 120 individuals and utilized data that was analyzed using ANCOVA, mean, and standard deviation. The study showcased that MTM improved the academic performance of students.
Article #2
Kolesnikova, I. V. (2016). Combined Teaching Method: An Experimental Study. World Journal of Education , 6 (6), 51-59.
Kolesnikova, in the paper, discusses how the search for the best approach to education has led educators to look for many strategies that range from the traditional methods to a myriad of experimental approaches like active learning (2016). Therefore, the authors aimed at contrasting the impacts of traditional and combined teaching methods in the knowledge formation process, especially among future primary school tutors. The participants in the study were selected on a random basis from 5 th -year Ukrainian students. Initially, a pre-test was undertaken where the participants were subjected to tests and then divided into two primary groups. Thereafter, the researcher subjected one of the groups to combined teaching methods, whereas the control was only instructed using conventional means. After the completion of the course, both of the groups were subjected to another test. The results of the initial test that was taken at the beginning of the experiment were equal. An investigation on the second test showcased that both teaching methodologies incremented the post scores of the students significantly. Similarly, the results of the post-test scores in the experimental cohort inclined significantly in contrast to the control group. The conclusions of the study were that the combination of conventional teaching and active learning could be a feasible alternative in improving test scores.
Article #4
Bonney, K. M. (2015). Case study teaching method improves student performance and perceptions of learning gains— Journal of microbiology & biology education , 16 (1), 21.
Bonney (2015) claims that after the widespread utilization of the case study instructional model in both medicine and business, it has become an increasingly utilized and common strategy, especially in science education. The author also claims that there has been limited inquiry into the impact of case studies in the attainment of specific learning objectives that is integral to many courses. Therefore, the author aimed towards the analysis of the claim that the utilization of case studies in teaching can be a more effectual approach in contrast to classroom textbooks and discussions, especially towards the development of oral and written communication skills and comprehension. The author also tested the hypothesis that case studies that are produced by a particular instructor are more efficacious towards the promotion of learning in contrast to those that are produced by an unaffiliated instructor. In addition, the author analyzed learning gains and performance, and the results depicted that case studies in general, regardless of its source, have a momentous impact compared to the other methods of content delivery at incrementing performance on examination questions. The findings were thus positively correlated to increased learner perceptions of learning gains linked with written and oral communication skills and the capacity to link different concepts and other life aspects. Therefore, on the basis of the study, the author recommends that case studies should be a preferred methodology for teaching a myriad of concepts in education, especially sciences.
Article #4
Muema, J., Mulwa, D., & Mailu, S. (2018). Relationship between teaching method and students’ performance in Mathematics in public secondary schools in Dadaab sub country, Garissa country; Kenya. IOSR Journal of Research and Method of Education , 8 (5), 59-63.
In this paper, Muema et al. (2018) claim that different teaching methods typically determine the student performance in mathematics, and thus the study looked towards the examination of the influence of teaching methodologies on the academic achievements of students in mathematics. The study utilized a conceptual model, and the study entailed a total of 155 respondents; and the researchers collected data using questionnaires, interview guides, and achievement tests where they were then processed using SPSS, and qualitative information was relayed using qualitative means. The study depicts that there is a positive correlation between the methods of teaching and the achievement of students in mathematics. Tutoring using ICT was also robustly linked to improved student performance, and thus, the study recommends that the government ought to leverage ICT resources to aid students in attaining quality education and consequently attain higher scores in their assessments.
References
Bonney, K. M. (2015). Case study teaching method improves student performance and perceptions of learning gains— Journal of microbiology & biology education , 16 (1), 21.
Eze, T. I., Ezenwafor, J. I., & Molokwu, L. I. (2015). Effect of meta-learning teaching method on the academic performance of building trades students in technical colleges in South-east Nigeria. International Journal of Vocational and Technical Education , 7 (10), 101-108.
Kolesnikova, I. V. (2016). Combined Teaching Method: An Experimental Study. World Journal of Education , 6 (6), 51-59.
Muema, J., Mulwa, D., & Mailu, S. (2018). Relationship between teaching method and students’ performance in Mathematics in public secondary schools in Dadaab sub country, Garissa country; Kenya. IOSR Journal of Research and Method of Education , 8 (5), 59-63.
