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|Title:||Impacts of meaningful interaction among teachers and students for positive and effective learning reinforcement: A study conducted in a local school in Al Ain|
United Arab Emirates (UAE)
|Publisher:||The British University in Dubai (BUiD)|
|Abstract:||The aim of the study is to investigate the students and teachers’ perceptions about the effects of classroom discussion on teacher’s performance and student’s achievement. The importance of this study comes from the pedagogic reasons that classroom discussions are an effective strategy for learning ought to be imparted to students expressly. Students come into science classes expecting lectures. There are distinctive learning speculations built up in view of how students learn. Among these learning speculations are behaviourism learning theory, Cognitive learning theory, and constructivist learning theory. Each learning theory offers distinctive advantages to the students. Many researchers support that enhanced discussion assumes numerous parts of the learning procedure. A decent discussion can give students work on applying new ideas, develop and widen their insight, request that they inspect thoughts from alternate points of view, and can be utilized to evaluate their comprehension. Hibbert, Siedlok, and Beech (2016, pp.26-44) Found that "interest-driven discourse"— rather than simply "instrumental data "— has clear advantages upon how students. They found that while instrumental trade can prompt an added substance procedure of information sharing where members rise exclusively with bigger "toolsets," interest-driven discourse helped members re-assess what they knew, open up new skylines of examination, and participate in more transformative learning. The quantitative strategy in this study is gotten from a constructivist and Post positivist perspective with an emphasis on profoundly expertise this specific example of teacher-student relationships. My goal in directing this study turned into to present other precise cases of and fundamental discoveries for the way teacher-student connections are made. Distinguishing explicit variables related to teacher-student members of the family ought to deliver enormous facts to an instructive getting to know institution. The statistical investigates expose strengths and weaknesses in the two groups of the experiment with concerns to direct and late tests. Results identified positive practices that teachers can utilize discussion as an approach to motivate students to participate. The findings suggest that the classroom discussions may give a chance to all the features of classroom dialog that they essentially worth. In addition, it is proposed that further research is required to look closely to other extent types of discussion strategies.|
|Appears in Collections:||Dissertations for Management Leadership and Policy (MLP)|
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