The purpose of this study is to determine the views of the pre‐service teachers who received training on pedagogical formation certificate program about micro‐teaching method. The study was carried out with a case study method. Semi‐structured interviews were used in the study as a data collection tool to gather pre‐service teachers’ views about micro‐teaching method. The data obtained from the interviews were interpreted using descriptive analysis. The research was carried out with 8 pre‐service teachers who were continuing their training on pedagogical formation certificate program in a university located in Eastern Black Sea Region in Turkey. The pre‐service teachers developed materials suitable to their majors within the context of special teaching methods course and benefited from necessary educational technologies and thus they implemented micro‐teaching method for 12 weeks. All of the implementations were performed under the supervision of the researcher and after the practises, the video recordings were watched with the pre‐service teachers and necessary feedback was given. At the beginning of the study, the pre‐service teachers were informed about micro‐teaching method and they were told what to do in step by step. The study was completed with using micro‐teaching method and suggestions about how to benefit it in physics course.

The aim of this study is to develop teaching materials based on Audio Tactile which is valid, practical, and effective to improve learning motivation and achievement of visually impaired students. This study was a research and development (R&D). The data collection techniques in this research were observation, interview, documentation, and tests. This research used a qualitative approach as a data analysis technique. The conclusions of this study were the product developed as a set of audio tactile teaching materials which consisted of learning audio sources and tactile media. These audio teaching materials were supported by several tactile media such as planes, puzzle, geoboard, tactile rules, and tactile protactor. The Audio Tactile teaching materials can improve learning motivation of visually impairment students. The increase of learning motivation was indicated by high student’s will to study, student’s high perservance, student’s enjoyment, and curiosity. The Audio tactile teaching materials gave great positive impacts on learning achievements. This is shown by the increasing score of posttest compared to the score of pretest.

This paper compared high and low academic achievers in respect of study orientation by using a modified Study Orientation Scale (SOS) consisting of 52 items on different aspects of study orientation. The scale was administered on the sample of 360 students those were studying in class X in different schools of Purulia district. Similarly, academic performance was measured through marks obtained by the students in the school level examination of class IX. The analysis revealed that the study orientation of secondary school students is related with their academic achievement. The high achievers have better study orientation than the low achievers. It also showed that there is no significant difference between the high and low achiever students in respect of their study orientations.

The current study empirically examines the congruence of teaching style and learning style as a measure of teacher student fit which is the supplementary approach to Person Environment fit among 260 management college students and 16 faculties in India. Earlier literature has stated the importance of learning style and teaching style congruence among students and also the importance of it in building effective classroom environment. The study focuses on the tool to measure this fit and its effect on student performance. Results of the study shows teaching style congruence learning style congruence is an effective predictor of Teacher Student (T‐S) Fit. Subjects like Quantitative methods which has strong mathematical base had different dimensions which were significant predictors of Teacher Student Fit were different from subject like Marketing. Thus the results of the study confirmed that nature of the subject can play an important role in analyzing learning style and teaching style congruence to decipher student performance.

This study shows support for social competence, as a strength-based construct, as a precursor to increased selfconcept or self-esteem, and increased school readiness. Since positive self-concept has been shown to be a protective factor against negative social influences, and school readiness in Kindergarten has shown to predict later academic and social success, this model demonstrates a need for more focus on social competence in the early years. Social competence was framed as an entirely strength-based construct called positive social competence which incorporated skills, relationships and goals. Self-concept incorporated measures of the child’s expression of their accomplishments, how well the child works with peers and how well he or she describes himself or herself, and how well the child copes with correction or failure. Finally, school readiness was an environmentally-focused construct, aimed to relate to the match between the child and the school setting. Data resulted in a well fitting model overall with significant pathways from social competence to both outcome variables. This study indicates that developing more programs that focus on increased social competence in the early years can help students succeed in school, and make better life choices.

Advances in information communication and technology have revolutionalised the way in which information for academic research is accessed and disseminated. This study presents the results of a survey on the awareness and utilisation of electronic journal among faculty at the Koforidua Polytechnic. The study employed a descriptive survey with the use of questionnaires as the main instruments to elicit information from respondents. The major finding of the study revealed that there is a strong correlation between awareness and utilisation but it was not statistically significant (p>0.05). The study recommends that there should be an increase in awareness of electronic journals among faculty through regular workshops, use of newsletters, flyers and brochures. The study further recommends that the polytechnic should fashion the possibility to introduce remote access to electronic journals it has subscribed to.

The present study is an attempt to study the Classroom Performance of Senior Secondary School Teachers, who are said to be the real builders of the nation. Their performance is not only affected by demographic factors like Age, Gender, Experience and Locality etc., but also by the other factors like Emotional Intelligence and Personality. In doing so, multistage random sampling procedure was employed to elicit responses from 425 senior secondary school teachers identified in various parts of the State. The data was analyzed by 2x2x2(ANOVA) and t-test. The findings of the study revealed that (1) the senior secondary school teachers have been found to be ‘substantially effective’ in their performance, (2) there is significant independent effect of locality, emotional intelligence and personality on performance of senior secondary school teachers, and (3) there is significant two factor interactive effect of variables on classroom performance of senior secondary school teachers.

The present study demonstrates that technology can be adopted and integrated into the language classes and it should be considered as an effective and useful teaching tool for English language teachers. The purpose of this article is to investigate the effectiveness of a TAMA software, an educational content development, in Iranian absolute-beginners’ proper use of definite and indefinite article. computer assisted instruction on students’ grammatical knowledge . Forty participants were homogeneously assigned to two experimental and control groups, each group consisting of twenty participants. The experimental group were taught with the materials created through computer software material designer in the class with Interactive White Board (IWB). The control group was taught through their regular course books. During the treatment, for the experimental group, the materials were presented through both their regular coursebooks and TAMA software. However, the control group was taught, the materials only through their coursebooks. The results of the two independent samples t-tests showed that the experimental group significantly outperformed the control one.

This study investigates the effectiveness of written corrective feedback−explicit/implicit, on increasing the correct use of definite/indefinite articles. To this end, sixty Iranian pre-intermediate EFL learners were randomly assigned to two experimental groups, receiving explicit and implicit feedback, respectively, and one control group receiving no feedback. Each group included twenty participants (N=20). The homogeneity test of KET preceded the treatment. Prior to the treatment, a pre-test was administered to gain insight into the participants’ current command of English articles. After the treatment, the same set of tests was administered as post-test to assess the probable increase in the correct use of definite/indefinite articles for the experimental groups compared to the control group. Analysis of the results through two separate ANOVAs revealed that the experimental group 1 who received explicit corrective feedback significantly outperformed the experimental group 2 and the control group in terms of the correct use of indefinite articles. In terms of definite articles, there were no statistically significant differences among the three groups. The results of this study indicate that language learners benefit from teacher-provided feedback in improving their grammatical accuracy in writing. Furthermore, more research is merited as there is a lot to be investigated in this field.

Although the bulk of the research in second language acquisition has highlighted the significance and necessity of grammar instruction in EFL contexts, fertility of challenges, debates and grammar methods concerning how to teach grammar more effectively has put EFL teachers in a state of dilemma and confusion. The current paper historically and critically examined grammatical perspectives and approaches from 1950 to 2014 with the aim of empowering EFL teachers to get rid of monotony, repetition, memorization and frustration of grammar classes as often quoted by students. Being aware of there is no size to fit all, the researcher suggested that more humanistic approach is needed to teach grammar due to peculiarity of grammar classes compared with other classes. Teachers are suggested to be primarily sensitive to the students’ affective factors and their positive emotions in a learner-centered setting to stimulate enjoyment and relaxation. Unlike traditional methods which mainly dealt with grammar instruction with respect to cognition, current views on teaching grammar emphasize a high correlation between grammar and affection. Meanwhile, teachers should also be cautious and autonomous in selecting and integrating grammar techniques due to mediating effect of contextual factors so that they can teach all the students.