Students in the teacher-centred group reported boredom, a need for repetition, and ineffective time management¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Among ten interviewed teacher-centred-group students, the most prominent codes were need for repetition of subjects (8/10) and boredom (8/10); ineffective time management was cited by 3/10. → Koseoglu 2015

Evidence¶

Koseoglu 2015¶

Koseoglu, P., & Efendioglu, A. (2015). Can a Multimedia Tool Help Students' Learning Performance in Complex Biology Subjects? South African Journal of Education, 35(4). https://doi.org/10.15700/saje.v35n4a1169

q2 · i? · causal · r2

Content analysis of interviews with 10 teacher-centred-group students found "the need for 'repetition of subjects ' (n = 8/10) and 'boredom' (n = 8/10)" as the most prominent codes; ineffective time management was cited by three students.

"the most prominent codes are the need for 'repetition of subjects ' (n = 8/10) and 'boredom' (n = 8/10), where students state their views as follows"

Discussion¶

Learner Variables¶

• Achievement Emotions — outcome: instruction changes it

Related Claims¶

• Students in the multimedia group reported that the tool provided an easy learning environment, concretion and visuality — related
• Desire to learn and curiosity, anywhere-anytime viewing, doing practice, and occupational relevance were the most prominent motivation-increasing factors — related
• A 1982 bilingual-education teacher-training packet asserts, citing Krashen, that repetitive drill and grammar-focused instruction are ineffective for second language acquisition — related
• Teacher-centred students reported cognitive difficulties including inefficient, transient, superficial and rote learning — related
• Teachers and students envision PAs providing practical learning support such as reminders, task organization, and repetition-based practice in math and languages — related