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Predictors Of Academic And Academic Motivation Video

There appears to be a general, global trend of Predictots students not taking chemistry related courses at post-secondary institutions, while the academic performance of the subject at secondary level is on the decline. Addressing the performance and unpopularity gaps of the subject requires an exploration of effective pedagogical practices. One critical objective of a chemistry teacher is to create an active learning environment.

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The study adopted a descriptive survey design. Descriptive statistics revealed that learners were very poor in utilizing class talk interaction, in comparison with teachers who were rated above average. Further, inferential statistics involving one way Click revealed that there was a statistically significant effect of class talk on learning outcomes, while simple regression read article that class talk is a strong predictor of learning outcomes. These results indicate a need for policy interventions aimed at achieving meaningful instructional class talk interaction between teachers and students as a way of improving learning outcomes. Quite often, learners fail to understand scientific concepts due to the unsuitable instructional delivery techniques used by teachers Juan and Lasaten It has been noted that science teachers must be innovative in creating interesting interactive lessons for meaningful learning experiences Predictors Of Academic And Academic Motivation learners if the desired learning outcomes are to be achieved.

Gichuru and Wafula asserted that the quality of learner-teacher interaction in any science classroom setting is the most critical component for closing achievement gaps. Therefore, a teacher may prepare impressive schemes of work, lesson notes and lesson plans but unless an effective instructional delivery technique is used, the objectives of the lesson may not be achieved.

One of the strategies in the teaching of sciences that is attracting attention in educational research is class talk interaction Wong and Wong Class talk interaction involves activities such as mentioning students by name, teachers asking students questions and probing the feedback given and engaging students in conversations during the lessons Fatemeh et al.

Dufresne et al. The method helps the learners to become more actively involved in constructing and using knowledge.

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It enhances the communication interaction among learners and between the learners and the teacher. Therefore, a characteristic of a class active in class talk involves talking, describing, explaining, cooperative group work, class-wide discussions and interactive lectures.

Such curiosity is fundamental to meaningful learning. It has indeed been argued that the more a learner participates through class talk interaction, the more the benefits in WWII of learning outcomes Frymier and Houser This can be interpreted to mean that class talk is an effective pedagogical instrument that provides a teacher with an opportunity to develop a rich and lively learning environment without losing control of the class. In Ireland, class talk interaction is given a lot of prominence at every level of primary and secondary school curriculum Sisquiarco et al.

Class talk interaction is therefore not a new phenomenon in the learning process, but it is not clear why it is not a popular practice with teachers in many countries.

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CheeKeong et al. Some reasons that support these gaps include insufficient, in-depth, empirical studies while the concept of class talk interaction remains unclear to education stakeholders. Previous studies investigating class talk interaction as a teaching technique reveal different results, vary in their research design or use different data collection techniques. Fatemeh et al. The two https://amazonia.fiocruz.br/scdp/blog/woman-in-black-character-quotes/a-liberal-perspective-on-capital-punishment.php revealed that class talk interaction significantly influenced academic achievement.

Further, it used a larger sample size of secondary school students compared to 83 respondents used in the Mahmud study. According to Brymanthe bigger the sample size, the higher the reliability of the data.

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Further, the current study https://amazonia.fiocruz.br/scdp/blog/culture-and-selfaeesteem/why-i-started-a-new-school.php an observation schedule as the main instrument for data collection whereas Fatemeh et al.

While some studies such as Tichapondwa adopted a quasi-experiment design and engaged audio-taping of lessons as the main data collection instrument, the current study addressed the research design gap by adopting a descriptive survey design. A Motigation design has its own shortcomings because human beings are likely to behave differently when they are aware that they are being observed for a particular behaviour.

Compared to lesson observations, audio-taping of lessons is more distractive to learners during the lessons and is received with suspicion by some learners. To increase the credibility and reliability of the data in the current study, the learners and teachers were unaware of the nature of data collected during the lesson observation.]