際際滷shows by User: mdmehadirahman / http://www.slideshare.net/images/logo.gif 際際滷shows by User: mdmehadirahman / Fri, 19 Mar 2021 05:45:21 GMT 際際滷Share feed for 際際滷shows by User: mdmehadirahman EXPLORING SCIENCE TEACHERS PERCEPTION OF CLASSROOM ASSESSMENT IN SECONDARY SCHOOLS OF BANGLADESH /slideshow/exploring-science-teachers-perception-of-classroom-assessment-in-secondary-schools-of-bangladesh/244712065 ilovepdfmerged-210319054522
The study focused on exploring science teachers perception of classroom assessment in secondary schools of Bangladesh. A mixed method approach was used to explore science teachers perception of classroom assessment by identifying their concept about classroom assessment and how they conduct assessment activities in science classes. A total of thirty teachers (twenty male and ten female) were chosen randomly to collect quantitative data and twelve teachers were chosen purposively for qualitative data collection from six secondary schools in Dhaka. The study used a questionnaire and interview protocols as main sources of data collection. The study revealed that teachers are holding misconceptions about idea of classroom assessment. Majority of the teachers perceive classroom assessment as summative assessment and it should be through oral questioning. Analysis of quantitative and qualitative data exhibited that teachers perceive students should be assessed both lower and higher order learning using different techniques (self-assessment, peer assessment) and modes (oral, written) of assessment and at the same time they believe that its difficult to use multiple techniques and modes of assessment in science classrooms. The overall findings of the study suggest that teachers dont have clear idea about classroom assessment that results in holding conflicting perception about science classroom assessment.]]>
The study focused on exploring science teachers perception of classroom assessment in secondary schools of Bangladesh. A mixed method approach was used to explore science teachers perception of classroom assessment by identifying their concept about classroom assessment and how they conduct assessment activities in science classes. A total of thirty teachers (twenty male and ten female) were chosen randomly to collect quantitative data and twelve teachers were chosen purposively for qualitative data collection from six secondary schools in Dhaka. The study used a questionnaire and interview protocols as main sources of data collection. The study revealed that teachers are holding misconceptions about idea of classroom assessment. Majority of the teachers perceive classroom assessment as summative assessment and it should be through oral questioning. Analysis of quantitative and qualitative data exhibited that teachers perceive students should be assessed both lower and higher order learning using different techniques (self-assessment, peer assessment) and modes (oral, written) of assessment and at the same time they believe that its difficult to use multiple techniques and modes of assessment in science classrooms. The overall findings of the study suggest that teachers dont have clear idea about classroom assessment that results in holding conflicting perception about science classroom assessment.]]> Fri, 19 Mar 2021 05:45:21 GMT /slideshow/exploring-science-teachers-perception-of-classroom-assessment-in-secondary-schools-of-bangladesh/244712065 mdmehadirahman@slideshare.net(mdmehadirahman) EXPLORING SCIENCE TEACHERS PERCEPTION OF CLASSROOM ASSESSMENT IN SECONDARY SCHOOLS OF BANGLADESH mdmehadirahman The study focused on exploring science teachers perception of classroom assessment in secondary schools of Bangladesh. A mixed method approach was used to explore science teachers perception of classroom assessment by identifying their concept about classroom assessment and how they conduct assessment activities in science classes. A total of thirty teachers (twenty male and ten female) were chosen randomly to collect quantitative data and twelve teachers were chosen purposively for qualitative data collection from six secondary schools in Dhaka. The study used a questionnaire and interview protocols as main sources of data collection. The study revealed that teachers are holding misconceptions about idea of classroom assessment. Majority of the teachers perceive classroom assessment as summative assessment and it should be through oral questioning. Analysis of quantitative and qualitative data exhibited that teachers perceive students should be assessed both lower and higher order learning using different techniques (self-assessment, peer assessment) and modes (oral, written) of assessment and at the same time they believe that its difficult to use multiple techniques and modes of assessment in science classrooms. The overall findings of the study suggest that teachers dont have clear idea about classroom assessment that results in holding conflicting perception about science classroom assessment. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/ilovepdfmerged-210319054522-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> The study focused on exploring science teachers perception of classroom assessment in secondary schools of Bangladesh. A mixed method approach was used to explore science teachers perception of classroom assessment by identifying their concept about classroom assessment and how they conduct assessment activities in science classes. A total of thirty teachers (twenty male and ten female) were chosen randomly to collect quantitative data and twelve teachers were chosen purposively for qualitative data collection from six secondary schools in Dhaka. The study used a questionnaire and interview protocols as main sources of data collection. The study revealed that teachers are holding misconceptions about idea of classroom assessment. Majority of the teachers perceive classroom assessment as summative assessment and it should be through oral questioning. Analysis of quantitative and qualitative data exhibited that teachers perceive students should be assessed both lower and higher order learning using different techniques (self-assessment, peer assessment) and modes (oral, written) of assessment and at the same time they believe that its difficult to use multiple techniques and modes of assessment in science classrooms. The overall findings of the study suggest that teachers dont have clear idea about classroom assessment that results in holding conflicting perception about science classroom assessment.
EXPLORING SCIENCE TEACHERS PERCEPTION OF CLASSROOM ASSESSMENT IN SECONDARY SCHOOLS OF BANGLADESH from Md. Mehadi Rahman
]]> 126 0 https://cdn.slidesharecdn.com/ss_thumbnails/ilovepdfmerged-210319054522-thumbnail.jpg?width=120&height=120&fit=bounds document Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 HOTS Analysis to Develop E-Supplement Book Based on Plant Physiology Research /slideshow/hots-analysis-to-develop-esupplement-book-based-on-plant-physiology-research/244711527 ujer54-19521651-210319053134
Biology learning, especially the topic of plant physiology, requires Higher Order Thinking Skills (HOTS). This ability needs to be improved with HOTS based teaching materials. The teaching materials, however, have not been developed, especially those in plant physiology topic. Students HOTS in biology learning still requires an improvement as HOTS is important for the 21st century. One alternative that can be developed is teaching materials in the form of an E-Supplement Book Based on Plant Physiology Research (ESPPRe). The purpose of this study was to measure students HOTS related to the concept of plant physiology as the basis for developing ESPPRe. The method used was descriptive using a survey technique. The instrument used in this study amounted to 10 items distributed using Google form. The results indicated that the scores were categorized as low for all students (40.81) with male students (41.39) and female students (40.74). This suggested that the HOTS score still needs to be improved and it is necessary to develop ESPPRe in further research. The content on the ESPPRe media that must be developed is related to activities to analyze and criticize problems that have been presented in ESPPRe. Next, students are expected to be able to create solutions and ideas related to these problems. The development of various learning media will make students happier in learning. This is because HOTS-based learning implementation will be varied. This study concludes that the HOTS score is still in the low category and the ESPPRe can be developed in subsequent studies. Suggestion from this research is to be able to implement the book to improve students' abilities to solve problems. ]]>
Biology learning, especially the topic of plant physiology, requires Higher Order Thinking Skills (HOTS). This ability needs to be improved with HOTS based teaching materials. The teaching materials, however, have not been developed, especially those in plant physiology topic. Students HOTS in biology learning still requires an improvement as HOTS is important for the 21st century. One alternative that can be developed is teaching materials in the form of an E-Supplement Book Based on Plant Physiology Research (ESPPRe). The purpose of this study was to measure students HOTS related to the concept of plant physiology as the basis for developing ESPPRe. The method used was descriptive using a survey technique. The instrument used in this study amounted to 10 items distributed using Google form. The results indicated that the scores were categorized as low for all students (40.81) with male students (41.39) and female students (40.74). This suggested that the HOTS score still needs to be improved and it is necessary to develop ESPPRe in further research. The content on the ESPPRe media that must be developed is related to activities to analyze and criticize problems that have been presented in ESPPRe. Next, students are expected to be able to create solutions and ideas related to these problems. The development of various learning media will make students happier in learning. This is because HOTS-based learning implementation will be varied. This study concludes that the HOTS score is still in the low category and the ESPPRe can be developed in subsequent studies. Suggestion from this research is to be able to implement the book to improve students' abilities to solve problems. ]]> Fri, 19 Mar 2021 05:31:34 GMT /slideshow/hots-analysis-to-develop-esupplement-book-based-on-plant-physiology-research/244711527 mdmehadirahman@slideshare.net(mdmehadirahman) HOTS Analysis to Develop E-Supplement Book Based on Plant Physiology Research mdmehadirahman Biology learning, especially the topic of plant physiology, requires Higher Order Thinking Skills (HOTS). This ability needs to be improved with HOTS based teaching materials. The teaching materials, however, have not been developed, especially those in plant physiology topic. Students HOTS in biology learning still requires an improvement as HOTS is important for the 21st century. One alternative that can be developed is teaching materials in the form of an E-Supplement Book Based on Plant Physiology Research (ESPPRe). The purpose of this study was to measure students HOTS related to the concept of plant physiology as the basis for developing ESPPRe. The method used was descriptive using a survey technique. The instrument used in this study amounted to 10 items distributed using Google form. The results indicated that the scores were categorized as low for all students (40.81) with male students (41.39) and female students (40.74). This suggested that the HOTS score still needs to be improved and it is necessary to develop ESPPRe in further research. The content on the ESPPRe media that must be developed is related to activities to analyze and criticize problems that have been presented in ESPPRe. Next, students are expected to be able to create solutions and ideas related to these problems. The development of various learning media will make students happier in learning. This is because HOTS-based learning implementation will be varied. This study concludes that the HOTS score is still in the low category and the ESPPRe can be developed in subsequent studies. Suggestion from this research is to be able to implement the book to improve students' abilities to solve problems. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/ujer54-19521651-210319053134-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Biology learning, especially the topic of plant physiology, requires Higher Order Thinking Skills (HOTS). This ability needs to be improved with HOTS based teaching materials. The teaching materials, however, have not been developed, especially those in plant physiology topic. Students HOTS in biology learning still requires an improvement as HOTS is important for the 21st century. One alternative that can be developed is teaching materials in the form of an E-Supplement Book Based on Plant Physiology Research (ESPPRe). The purpose of this study was to measure students HOTS related to the concept of plant physiology as the basis for developing ESPPRe. The method used was descriptive using a survey technique. The instrument used in this study amounted to 10 items distributed using Google form. The results indicated that the scores were categorized as low for all students (40.81) with male students (41.39) and female students (40.74). This suggested that the HOTS score still needs to be improved and it is necessary to develop ESPPRe in further research. The content on the ESPPRe media that must be developed is related to activities to analyze and criticize problems that have been presented in ESPPRe. Next, students are expected to be able to create solutions and ideas related to these problems. The development of various learning media will make students happier in learning. This is because HOTS-based learning implementation will be varied. This study concludes that the HOTS score is still in the low category and the ESPPRe can be developed in subsequent studies. Suggestion from this research is to be able to implement the book to improve students&#39; abilities to solve problems.
HOTS Analysis to Develop E-Supplement Book Based on Plant Physiology Research from Md. Mehadi Rahman
]]> 79 0 https://cdn.slidesharecdn.com/ss_thumbnails/ujer54-19521651-210319053134-thumbnail.jpg?width=120&height=120&fit=bounds document Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Designing an Innovative Assessment of HOTS in the Science Learning for the 21st Century /slideshow/designing-an-innovative-assessment-of-hots-in-the-science-learning-for-the-21st-century/244711372 4765-24317-9-pb-210319052730
Science learning in the 21st century should develop the abilities of the students to find solutions to the problems. This task requires a set of skills called Higher Order Thinking Skills (HOTS) and innovative assessment should be designed to gauge the acquisition of these skills. Thus, this study aimed to create an innovative HOTS-based assessment tool in science learning. It entailed a method following the research and development model. It covered the topic of genetics and involved biology experts and junior high school students. The result initially showed that the assessment tool has high content validity. It further revealed that the items have a high-reliability index and they loaded on components based on the three HOTS intended for the test. Thus, this paper concludes that the HOTS-based assessment tool is a good classroom test to gauge the science learning of the students.]]>
Science learning in the 21st century should develop the abilities of the students to find solutions to the problems. This task requires a set of skills called Higher Order Thinking Skills (HOTS) and innovative assessment should be designed to gauge the acquisition of these skills. Thus, this study aimed to create an innovative HOTS-based assessment tool in science learning. It entailed a method following the research and development model. It covered the topic of genetics and involved biology experts and junior high school students. The result initially showed that the assessment tool has high content validity. It further revealed that the items have a high-reliability index and they loaded on components based on the three HOTS intended for the test. Thus, this paper concludes that the HOTS-based assessment tool is a good classroom test to gauge the science learning of the students.]]> Fri, 19 Mar 2021 05:27:30 GMT /slideshow/designing-an-innovative-assessment-of-hots-in-the-science-learning-for-the-21st-century/244711372 mdmehadirahman@slideshare.net(mdmehadirahman) Designing an Innovative Assessment of HOTS in the Science Learning for the 21st Century mdmehadirahman Science learning in the 21st century should develop the abilities of the students to find solutions to the problems. This task requires a set of skills called Higher Order Thinking Skills (HOTS) and innovative assessment should be designed to gauge the acquisition of these skills. Thus, this study aimed to create an innovative HOTS-based assessment tool in science learning. It entailed a method following the research and development model. It covered the topic of genetics and involved biology experts and junior high school students. The result initially showed that the assessment tool has high content validity. It further revealed that the items have a high-reliability index and they loaded on components based on the three HOTS intended for the test. Thus, this paper concludes that the HOTS-based assessment tool is a good classroom test to gauge the science learning of the students. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/4765-24317-9-pb-210319052730-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Science learning in the 21st century should develop the abilities of the students to find solutions to the problems. This task requires a set of skills called Higher Order Thinking Skills (HOTS) and innovative assessment should be designed to gauge the acquisition of these skills. Thus, this study aimed to create an innovative HOTS-based assessment tool in science learning. It entailed a method following the research and development model. It covered the topic of genetics and involved biology experts and junior high school students. The result initially showed that the assessment tool has high content validity. It further revealed that the items have a high-reliability index and they loaded on components based on the three HOTS intended for the test. Thus, this paper concludes that the HOTS-based assessment tool is a good classroom test to gauge the science learning of the students.
Designing an Innovative Assessment of HOTS in the Science Learning for the 21st Century from Md. Mehadi Rahman
]]> 95 0 https://cdn.slidesharecdn.com/ss_thumbnails/4765-24317-9-pb-210319052730-thumbnail.jpg?width=120&height=120&fit=bounds document Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Green Consumerism in Environmental Learning: 7th-grade Students ProEnvironmental Behavior in Science Subject /slideshow/green-consumerism-in-environmental-learning-7thgrade-students-proenvironmental-behavior-in-science-subject/244711076 izichsanjberunpakv1n1-210319051856
Science education in the 21st century including biology learning at the level of Junior High School requires a more contextual implementation. Environmental learning topics such as green consumerism is a contextual topic in biology learning. Students must have high Pro-Environmental Behavior (PEB) to participate in protecting the environment. The purpose of this study was to measure the PEB of students at the 7th-grade level. The research method used descriptive with survey data collection techniques. The study was conducted in November-December 2018 at State Junior High School 1 South Tambun, West Java, Indonesia. A total sample of 135 students in 7th grade was selected by simple random sampling. The results showed there were six PEB indicators based on Green Consumerism that were Energy Conservation (86.37), Transportation (56.67), Waste Avoidance (53.04), Daily Consumption (64.44), Recycling (58.89), Social Behavior (60.54). Among the six indicators, only energy conservation was categorized as very high, while the others are categorized as moderate. This study concluded that PEB students must be improved by various models, methods, and media in biology learning.]]>
Science education in the 21st century including biology learning at the level of Junior High School requires a more contextual implementation. Environmental learning topics such as green consumerism is a contextual topic in biology learning. Students must have high Pro-Environmental Behavior (PEB) to participate in protecting the environment. The purpose of this study was to measure the PEB of students at the 7th-grade level. The research method used descriptive with survey data collection techniques. The study was conducted in November-December 2018 at State Junior High School 1 South Tambun, West Java, Indonesia. A total sample of 135 students in 7th grade was selected by simple random sampling. The results showed there were six PEB indicators based on Green Consumerism that were Energy Conservation (86.37), Transportation (56.67), Waste Avoidance (53.04), Daily Consumption (64.44), Recycling (58.89), Social Behavior (60.54). Among the six indicators, only energy conservation was categorized as very high, while the others are categorized as moderate. This study concluded that PEB students must be improved by various models, methods, and media in biology learning.]]> Fri, 19 Mar 2021 05:18:56 GMT /slideshow/green-consumerism-in-environmental-learning-7thgrade-students-proenvironmental-behavior-in-science-subject/244711076 mdmehadirahman@slideshare.net(mdmehadirahman) Green Consumerism in Environmental Learning: 7th-grade Students ProEnvironmental Behavior in Science Subject mdmehadirahman Science education in the 21st century including biology learning at the level of Junior High School requires a more contextual implementation. Environmental learning topics such as green consumerism is a contextual topic in biology learning. Students must have high Pro-Environmental Behavior (PEB) to participate in protecting the environment. The purpose of this study was to measure the PEB of students at the 7th-grade level. The research method used descriptive with survey data collection techniques. The study was conducted in November-December 2018 at State Junior High School 1 South Tambun, West Java, Indonesia. A total sample of 135 students in 7th grade was selected by simple random sampling. The results showed there were six PEB indicators based on Green Consumerism that were Energy Conservation (86.37), Transportation (56.67), Waste Avoidance (53.04), Daily Consumption (64.44), Recycling (58.89), Social Behavior (60.54). Among the six indicators, only energy conservation was categorized as very high, while the others are categorized as moderate. This study concluded that PEB students must be improved by various models, methods, and media in biology learning. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/izichsanjberunpakv1n1-210319051856-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Science education in the 21st century including biology learning at the level of Junior High School requires a more contextual implementation. Environmental learning topics such as green consumerism is a contextual topic in biology learning. Students must have high Pro-Environmental Behavior (PEB) to participate in protecting the environment. The purpose of this study was to measure the PEB of students at the 7th-grade level. The research method used descriptive with survey data collection techniques. The study was conducted in November-December 2018 at State Junior High School 1 South Tambun, West Java, Indonesia. A total sample of 135 students in 7th grade was selected by simple random sampling. The results showed there were six PEB indicators based on Green Consumerism that were Energy Conservation (86.37), Transportation (56.67), Waste Avoidance (53.04), Daily Consumption (64.44), Recycling (58.89), Social Behavior (60.54). Among the six indicators, only energy conservation was categorized as very high, while the others are categorized as moderate. This study concluded that PEB students must be improved by various models, methods, and media in biology learning.
Green Consumerism in Environmental Learning: 7th-grade Students ProEnvironmental Behavior in Science Subject from Md. Mehadi Rahman
]]> 54 0 https://cdn.slidesharecdn.com/ss_thumbnails/izichsanjberunpakv1n1-210319051856-thumbnail.jpg?width=120&height=120&fit=bounds document Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 ESBOR DURING COVID-19: ANALYSIS STUDENTS ATTITUDE FOR DEVELOP 21st CENTURY ENVIRONMENTAL LEARNING /slideshow/esbor-during-covid19-analysis-students-attitude-for-develop-21st-century-environmental-learning/244710927 3-v15v7-210319051528
Environmental learning about recycling focuses on the problem of waste accumulation and sustainable use of the earth's resources. The outbreak of the novel coronavirus disease (COVID-19) has made the adoption of e-learning the "new normal". One method of e-learning that can be developed to support environmental lessons is the Environmental Supplement Book of Recycling (ESBOR) learning media. This study analyzed the students' environmental attitudes on recycling in an effort to develop the ESBOR because attitude is very important to implement knowledge. The research method used was the descriptive survey technique. A total of 235 students was contacted randomly in various cities in Indonesia using Google Form. The results showed that the attitude of students was already in a very high category. This indicated that the ESBOR learning media may be developed to support e-learning amid the pandemic. ESBOR is an innovation of 21st century learning, which will be vital in the near future. The ESBOR learning media has great potential and may be developed as a supplemental method for students to gain knowledge. The suggestions can be used to develop ESBOR in future research.]]>
Environmental learning about recycling focuses on the problem of waste accumulation and sustainable use of the earth's resources. The outbreak of the novel coronavirus disease (COVID-19) has made the adoption of e-learning the "new normal". One method of e-learning that can be developed to support environmental lessons is the Environmental Supplement Book of Recycling (ESBOR) learning media. This study analyzed the students' environmental attitudes on recycling in an effort to develop the ESBOR because attitude is very important to implement knowledge. The research method used was the descriptive survey technique. A total of 235 students was contacted randomly in various cities in Indonesia using Google Form. The results showed that the attitude of students was already in a very high category. This indicated that the ESBOR learning media may be developed to support e-learning amid the pandemic. ESBOR is an innovation of 21st century learning, which will be vital in the near future. The ESBOR learning media has great potential and may be developed as a supplemental method for students to gain knowledge. The suggestions can be used to develop ESBOR in future research.]]> Fri, 19 Mar 2021 05:15:27 GMT /slideshow/esbor-during-covid19-analysis-students-attitude-for-develop-21st-century-environmental-learning/244710927 mdmehadirahman@slideshare.net(mdmehadirahman) ESBOR DURING COVID-19: ANALYSIS STUDENTS ATTITUDE FOR DEVELOP 21st CENTURY ENVIRONMENTAL LEARNING mdmehadirahman Environmental learning about recycling focuses on the problem of waste accumulation and sustainable use of the earth's resources. The outbreak of the novel coronavirus disease (COVID-19) has made the adoption of e-learning the "new normal". One method of e-learning that can be developed to support environmental lessons is the Environmental Supplement Book of Recycling (ESBOR) learning media. This study analyzed the students' environmental attitudes on recycling in an effort to develop the ESBOR because attitude is very important to implement knowledge. The research method used was the descriptive survey technique. A total of 235 students was contacted randomly in various cities in Indonesia using Google Form. The results showed that the attitude of students was already in a very high category. This indicated that the ESBOR learning media may be developed to support e-learning amid the pandemic. ESBOR is an innovation of 21st century learning, which will be vital in the near future. The ESBOR learning media has great potential and may be developed as a supplemental method for students to gain knowledge. The suggestions can be used to develop ESBOR in future research. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/3-v15v7-210319051528-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Environmental learning about recycling focuses on the problem of waste accumulation and sustainable use of the earth&#39;s resources. The outbreak of the novel coronavirus disease (COVID-19) has made the adoption of e-learning the &quot;new normal&quot;. One method of e-learning that can be developed to support environmental lessons is the Environmental Supplement Book of Recycling (ESBOR) learning media. This study analyzed the students&#39; environmental attitudes on recycling in an effort to develop the ESBOR because attitude is very important to implement knowledge. The research method used was the descriptive survey technique. A total of 235 students was contacted randomly in various cities in Indonesia using Google Form. The results showed that the attitude of students was already in a very high category. This indicated that the ESBOR learning media may be developed to support e-learning amid the pandemic. ESBOR is an innovation of 21st century learning, which will be vital in the near future. The ESBOR learning media has great potential and may be developed as a supplemental method for students to gain knowledge. The suggestions can be used to develop ESBOR in future research.
ESBOR DURING COVID-19: ANALYSIS STUDENTS ATTITUDE FOR DEVELOP 21st CENTURY ENVIRONMENTAL LEARNING from Md. Mehadi Rahman
]]> 32 0 https://cdn.slidesharecdn.com/ss_thumbnails/3-v15v7-210319051528-thumbnail.jpg?width=120&height=120&fit=bounds document Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 COVID-19 Outbreak on Environment: Profile of Islamic University Students in HOTS-AEP-COVID-19 and PEB-COVID-19 /slideshow/covid19-outbreak-on-environment-profile-of-islamic-university-students-in-hotsaepcovid19-and-pebcovid19/244710704 izichsantadris512020-210319050946
COVID-19 harms the implementation of learning at various levels, including at Islamic universities. Students at Islamic universities must use e-learning for several months until the COVID-19 outbreak ends. Students are also required to have Higher-Order Thinking Skills (HOTS) to solve problems. They are also required to have Pro-Environmental Behavior (PEB) related to COVID-19. Previous research has developed a Higher-Order Thinking Skills Assessment based on Environmental Problem (HOTS-AEP). The purpose of this research was to describe an implementation of elearning, HOTS, and PEB on students during the COVID-19 outbreak. The method used was descriptive through the survey technique. This research was conducted in March 2020. The instruments used were questionnaires on e-learning and HOTS-AEP related to COVID-19 (HOTS-AEP-COVID-19). Meanwhile, to measure PEB, PEB-COVID-19 was used. All instruments were constructed using Google Form and were distributed to 137 respondents via social media. The results showed that the implementation of e-learning was generally effective (27.74%) and quite effective (43.07%) even though some problems were encountered. Other results showed that students HOTS were in the poor category (26.20) while the PEB was in the excellent category (84.82). it can be concluded that e-learning during the COVID 19outbreak has gone well although some innovations are needed. Besides that, HOTS needs to be improved while PEB needs to be maintained. ]]>
COVID-19 harms the implementation of learning at various levels, including at Islamic universities. Students at Islamic universities must use e-learning for several months until the COVID-19 outbreak ends. Students are also required to have Higher-Order Thinking Skills (HOTS) to solve problems. They are also required to have Pro-Environmental Behavior (PEB) related to COVID-19. Previous research has developed a Higher-Order Thinking Skills Assessment based on Environmental Problem (HOTS-AEP). The purpose of this research was to describe an implementation of elearning, HOTS, and PEB on students during the COVID-19 outbreak. The method used was descriptive through the survey technique. This research was conducted in March 2020. The instruments used were questionnaires on e-learning and HOTS-AEP related to COVID-19 (HOTS-AEP-COVID-19). Meanwhile, to measure PEB, PEB-COVID-19 was used. All instruments were constructed using Google Form and were distributed to 137 respondents via social media. The results showed that the implementation of e-learning was generally effective (27.74%) and quite effective (43.07%) even though some problems were encountered. Other results showed that students HOTS were in the poor category (26.20) while the PEB was in the excellent category (84.82). it can be concluded that e-learning during the COVID 19outbreak has gone well although some innovations are needed. Besides that, HOTS needs to be improved while PEB needs to be maintained. ]]> Fri, 19 Mar 2021 05:09:46 GMT /slideshow/covid19-outbreak-on-environment-profile-of-islamic-university-students-in-hotsaepcovid19-and-pebcovid19/244710704 mdmehadirahman@slideshare.net(mdmehadirahman) COVID-19 Outbreak on Environment: Profile of Islamic University Students in HOTS-AEP-COVID-19 and PEB-COVID-19 mdmehadirahman COVID-19 harms the implementation of learning at various levels, including at Islamic universities. Students at Islamic universities must use e-learning for several months until the COVID-19 outbreak ends. Students are also required to have Higher-Order Thinking Skills (HOTS) to solve problems. They are also required to have Pro-Environmental Behavior (PEB) related to COVID-19. Previous research has developed a Higher-Order Thinking Skills Assessment based on Environmental Problem (HOTS-AEP). The purpose of this research was to describe an implementation of elearning, HOTS, and PEB on students during the COVID-19 outbreak. The method used was descriptive through the survey technique. This research was conducted in March 2020. The instruments used were questionnaires on e-learning and HOTS-AEP related to COVID-19 (HOTS-AEP-COVID-19). Meanwhile, to measure PEB, PEB-COVID-19 was used. All instruments were constructed using Google Form and were distributed to 137 respondents via social media. The results showed that the implementation of e-learning was generally effective (27.74%) and quite effective (43.07%) even though some problems were encountered. Other results showed that students HOTS were in the poor category (26.20) while the PEB was in the excellent category (84.82). it can be concluded that e-learning during the COVID 19outbreak has gone well although some innovations are needed. Besides that, HOTS needs to be improved while PEB needs to be maintained. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/izichsantadris512020-210319050946-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> COVID-19 harms the implementation of learning at various levels, including at Islamic universities. Students at Islamic universities must use e-learning for several months until the COVID-19 outbreak ends. Students are also required to have Higher-Order Thinking Skills (HOTS) to solve problems. They are also required to have Pro-Environmental Behavior (PEB) related to COVID-19. Previous research has developed a Higher-Order Thinking Skills Assessment based on Environmental Problem (HOTS-AEP). The purpose of this research was to describe an implementation of elearning, HOTS, and PEB on students during the COVID-19 outbreak. The method used was descriptive through the survey technique. This research was conducted in March 2020. The instruments used were questionnaires on e-learning and HOTS-AEP related to COVID-19 (HOTS-AEP-COVID-19). Meanwhile, to measure PEB, PEB-COVID-19 was used. All instruments were constructed using Google Form and were distributed to 137 respondents via social media. The results showed that the implementation of e-learning was generally effective (27.74%) and quite effective (43.07%) even though some problems were encountered. Other results showed that students HOTS were in the poor category (26.20) while the PEB was in the excellent category (84.82). it can be concluded that e-learning during the COVID 19outbreak has gone well although some innovations are needed. Besides that, HOTS needs to be improved while PEB needs to be maintained.
COVID-19 Outbreak on Environment: Profile of Islamic University Students in HOTS-AEP-COVID-19 and PEB-COVID-19 from Md. Mehadi Rahman
]]> 55 0 https://cdn.slidesharecdn.com/ss_thumbnails/izichsantadris512020-210319050946-thumbnail.jpg?width=120&height=120&fit=bounds document Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 PEB-COVID-19: Analysis of Students Behavior and ILMIZI model in Environmental Learning /slideshow/pebcovid19-analysis-of-students-behavior-and-ilmizi-model-in-environmental-learning/244710631 901-articletext-4206-1-10-20200609-210319050723
Environmental learning during COVID-19 experienced a change to e learning. The use of learning models must be compatible; one model that can be chosen was the ILMIZI model. In addition to learning the concept of COVID-19, students must also be able to implement it in the form of Pro-Environmental Behavior (PEB) COVID-19. The purpose of this study was to analyze descriptively about PEB-COVID-19 and also analyze the potential of ILMIZI to be applied in e-learning. The research conducted using a descriptive method. The sample was 148 Junior High School students located in Bekasi City and Bandung city. The data was collected online using Google form. The results showed that the PEB-COVID-19 student score was already in the very high category. While the results of the analysis show that the ILMIZI model allows it to be used in elearning. This study concluded that the score of PEB-COVID-19 students was still in the very low category and the use of the ILMIZI model was one form of learning innovation.]]>
Environmental learning during COVID-19 experienced a change to e learning. The use of learning models must be compatible; one model that can be chosen was the ILMIZI model. In addition to learning the concept of COVID-19, students must also be able to implement it in the form of Pro-Environmental Behavior (PEB) COVID-19. The purpose of this study was to analyze descriptively about PEB-COVID-19 and also analyze the potential of ILMIZI to be applied in e-learning. The research conducted using a descriptive method. The sample was 148 Junior High School students located in Bekasi City and Bandung city. The data was collected online using Google form. The results showed that the PEB-COVID-19 student score was already in the very high category. While the results of the analysis show that the ILMIZI model allows it to be used in elearning. This study concluded that the score of PEB-COVID-19 students was still in the very low category and the use of the ILMIZI model was one form of learning innovation.]]> Fri, 19 Mar 2021 05:07:23 GMT /slideshow/pebcovid19-analysis-of-students-behavior-and-ilmizi-model-in-environmental-learning/244710631 mdmehadirahman@slideshare.net(mdmehadirahman) PEB-COVID-19: Analysis of Students Behavior and ILMIZI model in Environmental Learning mdmehadirahman Environmental learning during COVID-19 experienced a change to e learning. The use of learning models must be compatible; one model that can be chosen was the ILMIZI model. In addition to learning the concept of COVID-19, students must also be able to implement it in the form of Pro-Environmental Behavior (PEB) COVID-19. The purpose of this study was to analyze descriptively about PEB-COVID-19 and also analyze the potential of ILMIZI to be applied in e-learning. The research conducted using a descriptive method. The sample was 148 Junior High School students located in Bekasi City and Bandung city. The data was collected online using Google form. The results showed that the PEB-COVID-19 student score was already in the very high category. While the results of the analysis show that the ILMIZI model allows it to be used in elearning. This study concluded that the score of PEB-COVID-19 students was still in the very low category and the use of the ILMIZI model was one form of learning innovation. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/901-articletext-4206-1-10-20200609-210319050723-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Environmental learning during COVID-19 experienced a change to e learning. The use of learning models must be compatible; one model that can be chosen was the ILMIZI model. In addition to learning the concept of COVID-19, students must also be able to implement it in the form of Pro-Environmental Behavior (PEB) COVID-19. The purpose of this study was to analyze descriptively about PEB-COVID-19 and also analyze the potential of ILMIZI to be applied in e-learning. The research conducted using a descriptive method. The sample was 148 Junior High School students located in Bekasi City and Bandung city. The data was collected online using Google form. The results showed that the PEB-COVID-19 student score was already in the very high category. While the results of the analysis show that the ILMIZI model allows it to be used in elearning. This study concluded that the score of PEB-COVID-19 students was still in the very low category and the use of the ILMIZI model was one form of learning innovation.
PEB-COVID-19: Analysis of Students Behavior and ILMIZI model in Environmental Learning from Md. Mehadi Rahman
]]> 45 0 https://cdn.slidesharecdn.com/ss_thumbnails/901-articletext-4206-1-10-20200609-210319050723-thumbnail.jpg?width=120&height=120&fit=bounds document Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 The Effect of Teachers' Training in Secondary English Teachers' Practice of Communicative Language Teaching (CLT) in Bangladesh /slideshow/the-effect-of-teachers-training-in-secondary-english-teachers-practice-of-communicative-language-teaching-clt-in-bangladesh/244710546 8-210319050500
The study investigates the effectiveness of current teachers' training programs in secondary English teachers practising CLT in Bangladesh. The study follows a mixed design. Secondary trained English teachers were the main data source of the study. The study used an observation protocol for a training session; one questionnaire for teachers, and one FGD interview schedule for teachers as main sources of data collection. Qualitative data from the interview were used to triangulate the quantitative data from the questionnaire. One hundred teachers were chosen randomly from twenty secondary schools from Dhaka, Bogura and Rajshahi division. There were (25) English teachers from five schools who were chosen purposively for FGD. Result showed that teachers training has less positive effects on their CLT practice in the secondary classroom. Through training, teachers understood the importance of CLT, nevertheless they did not practice CLT properly in the classrooms. Results showed that teachers blamed the mismatch between the assessment system and the CLT approach for the inability to implement the CLT appropriately. Therefore, the study suggests changing the current assessment system and increasing support for the trained teachers to practise CLT in the classroom]]>
The study investigates the effectiveness of current teachers' training programs in secondary English teachers practising CLT in Bangladesh. The study follows a mixed design. Secondary trained English teachers were the main data source of the study. The study used an observation protocol for a training session; one questionnaire for teachers, and one FGD interview schedule for teachers as main sources of data collection. Qualitative data from the interview were used to triangulate the quantitative data from the questionnaire. One hundred teachers were chosen randomly from twenty secondary schools from Dhaka, Bogura and Rajshahi division. There were (25) English teachers from five schools who were chosen purposively for FGD. Result showed that teachers training has less positive effects on their CLT practice in the secondary classroom. Through training, teachers understood the importance of CLT, nevertheless they did not practice CLT properly in the classrooms. Results showed that teachers blamed the mismatch between the assessment system and the CLT approach for the inability to implement the CLT appropriately. Therefore, the study suggests changing the current assessment system and increasing support for the trained teachers to practise CLT in the classroom]]> Fri, 19 Mar 2021 05:05:00 GMT /slideshow/the-effect-of-teachers-training-in-secondary-english-teachers-practice-of-communicative-language-teaching-clt-in-bangladesh/244710546 mdmehadirahman@slideshare.net(mdmehadirahman) The Effect of Teachers' Training in Secondary English Teachers' Practice of Communicative Language Teaching (CLT) in Bangladesh mdmehadirahman The study investigates the effectiveness of current teachers' training programs in secondary English teachers practising CLT in Bangladesh. The study follows a mixed design. Secondary trained English teachers were the main data source of the study. The study used an observation protocol for a training session; one questionnaire for teachers, and one FGD interview schedule for teachers as main sources of data collection. Qualitative data from the interview were used to triangulate the quantitative data from the questionnaire. One hundred teachers were chosen randomly from twenty secondary schools from Dhaka, Bogura and Rajshahi division. There were (25) English teachers from five schools who were chosen purposively for FGD. Result showed that teachers training has less positive effects on their CLT practice in the secondary classroom. Through training, teachers understood the importance of CLT, nevertheless they did not practice CLT properly in the classrooms. Results showed that teachers blamed the mismatch between the assessment system and the CLT approach for the inability to implement the CLT appropriately. Therefore, the study suggests changing the current assessment system and increasing support for the trained teachers to practise CLT in the classroom <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/8-210319050500-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> The study investigates the effectiveness of current teachers&#39; training programs in secondary English teachers practising CLT in Bangladesh. The study follows a mixed design. Secondary trained English teachers were the main data source of the study. The study used an observation protocol for a training session; one questionnaire for teachers, and one FGD interview schedule for teachers as main sources of data collection. Qualitative data from the interview were used to triangulate the quantitative data from the questionnaire. One hundred teachers were chosen randomly from twenty secondary schools from Dhaka, Bogura and Rajshahi division. There were (25) English teachers from five schools who were chosen purposively for FGD. Result showed that teachers training has less positive effects on their CLT practice in the secondary classroom. Through training, teachers understood the importance of CLT, nevertheless they did not practice CLT properly in the classrooms. Results showed that teachers blamed the mismatch between the assessment system and the CLT approach for the inability to implement the CLT appropriately. Therefore, the study suggests changing the current assessment system and increasing support for the trained teachers to practise CLT in the classroom
The Effect of Teachers' Training in Secondary English Teachers' Practice of Communicative Language Teaching (CLT) in Bangladesh from Md. Mehadi Rahman
]]> 63 0 https://cdn.slidesharecdn.com/ss_thumbnails/8-210319050500-thumbnail.jpg?width=120&height=120&fit=bounds document Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Teachers Classroom Practice to develop students English Writing Skills at primary Level of Bangladesh /mdmehadirahman/teachers-classroom-practice-to-develop-students-english-writing-skills-at-primary-level-of-bangladesh 17449-41186-1-pb-210319045320
Objectives: The present qualitative study investigates teachers classroom practice to develop primary level students English writing skills in Bangladesh, India. Methods: Five-government primary school and five teachers were chosen conveniently from each school in Dhaka. Randomly three English classes of each teacher were chosen to observe their teaching-learning practice. The study used a lesson observation protocol and interview protocols as an instrument of data collection. Qualitative data were analyzed thematically. Findings:. Teachers used traditional teaching-learning methods emphasizing students rote learning and used Bangla as a medium of instruction. The study also found teachers challenges like large class size, extra workload, lack of teaching aids etc. in developing students writing skill at the elementary level. Conclusions: The study explored that teachers current practice in Bangladesh does not help students to develop their writing skill at all.]]>
Objectives: The present qualitative study investigates teachers classroom practice to develop primary level students English writing skills in Bangladesh, India. Methods: Five-government primary school and five teachers were chosen conveniently from each school in Dhaka. Randomly three English classes of each teacher were chosen to observe their teaching-learning practice. The study used a lesson observation protocol and interview protocols as an instrument of data collection. Qualitative data were analyzed thematically. Findings:. Teachers used traditional teaching-learning methods emphasizing students rote learning and used Bangla as a medium of instruction. The study also found teachers challenges like large class size, extra workload, lack of teaching aids etc. in developing students writing skill at the elementary level. Conclusions: The study explored that teachers current practice in Bangladesh does not help students to develop their writing skill at all.]]> Fri, 19 Mar 2021 04:53:19 GMT /mdmehadirahman/teachers-classroom-practice-to-develop-students-english-writing-skills-at-primary-level-of-bangladesh mdmehadirahman@slideshare.net(mdmehadirahman) Teachers Classroom Practice to develop students English Writing Skills at primary Level of Bangladesh mdmehadirahman Objectives: The present qualitative study investigates teachers classroom practice to develop primary level students English writing skills in Bangladesh, India. Methods: Five-government primary school and five teachers were chosen conveniently from each school in Dhaka. Randomly three English classes of each teacher were chosen to observe their teaching-learning practice. The study used a lesson observation protocol and interview protocols as an instrument of data collection. Qualitative data were analyzed thematically. Findings:. Teachers used traditional teaching-learning methods emphasizing students rote learning and used Bangla as a medium of instruction. The study also found teachers challenges like large class size, extra workload, lack of teaching aids etc. in developing students writing skill at the elementary level. Conclusions: The study explored that teachers current practice in Bangladesh does not help students to develop their writing skill at all. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/17449-41186-1-pb-210319045320-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Objectives: The present qualitative study investigates teachers classroom practice to develop primary level students English writing skills in Bangladesh, India. Methods: Five-government primary school and five teachers were chosen conveniently from each school in Dhaka. Randomly three English classes of each teacher were chosen to observe their teaching-learning practice. The study used a lesson observation protocol and interview protocols as an instrument of data collection. Qualitative data were analyzed thematically. Findings:. Teachers used traditional teaching-learning methods emphasizing students rote learning and used Bangla as a medium of instruction. The study also found teachers challenges like large class size, extra workload, lack of teaching aids etc. in developing students writing skill at the elementary level. Conclusions: The study explored that teachers current practice in Bangladesh does not help students to develop their writing skill at all.
Teachers Classroom Practice to develop students English Writing Skills at primary Level of Bangladesh from Md. Mehadi Rahman
]]> 163 0 https://cdn.slidesharecdn.com/ss_thumbnails/17449-41186-1-pb-210319045320-thumbnail.jpg?width=120&height=120&fit=bounds document Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Secondary School Students Attitude towards Junior School Certificate (JSC) Examination in Bangladesh /slideshow/secondary-school-students-attitude-towards-junior-school-certificate-jsc-examination-in-bangladesh/244709981 14746-34101-1-pb-210319045003
The study investigates secondary students attitude towards junior school certificate (JSC) examination in Bangladesh. The study is mainly quantitative and data was collected in a computable manner through questionnaires. Secondary students who would take the JSC examination were the main data source of the study. Two hundred fifty students (120 male and 130 female) were chosen randomly from ten secondary schools (five private and five government) in Dhaka. The study revealed that secondary students have a positive attitude towards JSC examination. There was no significant difference between male and female students attitude towards JSC examination. JSC exam had increased students both quality of study and study time, enhanced students creativity, and reduced the fear of examination. On the contrary, JSC examination had hampered students normal life by extra stress, reduced their playtime, and made them dependent on guidebooks for better grades. Therefore, the study suggests changing current JSC examination systems by creating test items focused on creativity and problem-solving tasks to ensure the quality of education in Bangladesh. These findings can inform the government as well as other relevant stakeholders in making necessary changes in the JSC examination in Bangladesh]]>
The study investigates secondary students attitude towards junior school certificate (JSC) examination in Bangladesh. The study is mainly quantitative and data was collected in a computable manner through questionnaires. Secondary students who would take the JSC examination were the main data source of the study. Two hundred fifty students (120 male and 130 female) were chosen randomly from ten secondary schools (five private and five government) in Dhaka. The study revealed that secondary students have a positive attitude towards JSC examination. There was no significant difference between male and female students attitude towards JSC examination. JSC exam had increased students both quality of study and study time, enhanced students creativity, and reduced the fear of examination. On the contrary, JSC examination had hampered students normal life by extra stress, reduced their playtime, and made them dependent on guidebooks for better grades. Therefore, the study suggests changing current JSC examination systems by creating test items focused on creativity and problem-solving tasks to ensure the quality of education in Bangladesh. These findings can inform the government as well as other relevant stakeholders in making necessary changes in the JSC examination in Bangladesh]]> Fri, 19 Mar 2021 04:50:03 GMT /slideshow/secondary-school-students-attitude-towards-junior-school-certificate-jsc-examination-in-bangladesh/244709981 mdmehadirahman@slideshare.net(mdmehadirahman) Secondary School Students Attitude towards Junior School Certificate (JSC) Examination in Bangladesh mdmehadirahman The study investigates secondary students attitude towards junior school certificate (JSC) examination in Bangladesh. The study is mainly quantitative and data was collected in a computable manner through questionnaires. Secondary students who would take the JSC examination were the main data source of the study. Two hundred fifty students (120 male and 130 female) were chosen randomly from ten secondary schools (five private and five government) in Dhaka. The study revealed that secondary students have a positive attitude towards JSC examination. There was no significant difference between male and female students attitude towards JSC examination. JSC exam had increased students both quality of study and study time, enhanced students creativity, and reduced the fear of examination. On the contrary, JSC examination had hampered students normal life by extra stress, reduced their playtime, and made them dependent on guidebooks for better grades. Therefore, the study suggests changing current JSC examination systems by creating test items focused on creativity and problem-solving tasks to ensure the quality of education in Bangladesh. These findings can inform the government as well as other relevant stakeholders in making necessary changes in the JSC examination in Bangladesh <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/14746-34101-1-pb-210319045003-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> The study investigates secondary students attitude towards junior school certificate (JSC) examination in Bangladesh. The study is mainly quantitative and data was collected in a computable manner through questionnaires. Secondary students who would take the JSC examination were the main data source of the study. Two hundred fifty students (120 male and 130 female) were chosen randomly from ten secondary schools (five private and five government) in Dhaka. The study revealed that secondary students have a positive attitude towards JSC examination. There was no significant difference between male and female students attitude towards JSC examination. JSC exam had increased students both quality of study and study time, enhanced students creativity, and reduced the fear of examination. On the contrary, JSC examination had hampered students normal life by extra stress, reduced their playtime, and made them dependent on guidebooks for better grades. Therefore, the study suggests changing current JSC examination systems by creating test items focused on creativity and problem-solving tasks to ensure the quality of education in Bangladesh. These findings can inform the government as well as other relevant stakeholders in making necessary changes in the JSC examination in Bangladesh
Secondary School Students Attitude towards Junior School Certificate (JSC) Examination in Bangladesh from Md. Mehadi Rahman
]]> 78 0 https://cdn.slidesharecdn.com/ss_thumbnails/14746-34101-1-pb-210319045003-thumbnail.jpg?width=120&height=120&fit=bounds document Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 21st Century Skill Problem Solving: Defining the Concept /slideshow/21st-century-skill-problem-solving-defining-the-concept/244709725 20-articletext-91-2-10-20190417-210319044339
Only knowledge is not sufficient to make students succeed in the world. Students need to attain 21st century skills like problem-solving, creativity, innovation, metacognition, communication etc. to endure in the modern world. Problem-solving skill is one of the fundamental human cognitive processes. Whenever students face a situation where they do not know the way to complete a task, the problem occurs. Problem-solving is a process, which involves systematic observation and critical thinking to find an appropriate solution or way to reach the desired goal. The framework of problem-solving consisted of two major skills: observation and critical thinking skill. Observation skill refers to collecting data, understanding and interpreting the meaning of the information using all the senses. Critical thinking involves the individuals ability to do the following: conceptualizing, logical reasoning, applying strategy, analytical thinking, decision making and synthesizing to solve any problem.]]>
Only knowledge is not sufficient to make students succeed in the world. Students need to attain 21st century skills like problem-solving, creativity, innovation, metacognition, communication etc. to endure in the modern world. Problem-solving skill is one of the fundamental human cognitive processes. Whenever students face a situation where they do not know the way to complete a task, the problem occurs. Problem-solving is a process, which involves systematic observation and critical thinking to find an appropriate solution or way to reach the desired goal. The framework of problem-solving consisted of two major skills: observation and critical thinking skill. Observation skill refers to collecting data, understanding and interpreting the meaning of the information using all the senses. Critical thinking involves the individuals ability to do the following: conceptualizing, logical reasoning, applying strategy, analytical thinking, decision making and synthesizing to solve any problem.]]> Fri, 19 Mar 2021 04:43:39 GMT /slideshow/21st-century-skill-problem-solving-defining-the-concept/244709725 mdmehadirahman@slideshare.net(mdmehadirahman) 21st Century Skill Problem Solving: Defining the Concept mdmehadirahman Only knowledge is not sufficient to make students succeed in the world. Students need to attain 21st century skills like problem-solving, creativity, innovation, metacognition, communication etc. to endure in the modern world. Problem-solving skill is one of the fundamental human cognitive processes. Whenever students face a situation where they do not know the way to complete a task, the problem occurs. Problem-solving is a process, which involves systematic observation and critical thinking to find an appropriate solution or way to reach the desired goal. The framework of problem-solving consisted of two major skills: observation and critical thinking skill. Observation skill refers to collecting data, understanding and interpreting the meaning of the information using all the senses. Critical thinking involves the individuals ability to do the following: conceptualizing, logical reasoning, applying strategy, analytical thinking, decision making and synthesizing to solve any problem. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/20-articletext-91-2-10-20190417-210319044339-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Only knowledge is not sufficient to make students succeed in the world. Students need to attain 21st century skills like problem-solving, creativity, innovation, metacognition, communication etc. to endure in the modern world. Problem-solving skill is one of the fundamental human cognitive processes. Whenever students face a situation where they do not know the way to complete a task, the problem occurs. Problem-solving is a process, which involves systematic observation and critical thinking to find an appropriate solution or way to reach the desired goal. The framework of problem-solving consisted of two major skills: observation and critical thinking skill. Observation skill refers to collecting data, understanding and interpreting the meaning of the information using all the senses. Critical thinking involves the individuals ability to do the following: conceptualizing, logical reasoning, applying strategy, analytical thinking, decision making and synthesizing to solve any problem.
21st Century Skill Problem Solving: Defining the Concept from Md. Mehadi Rahman
]]> 253 0 https://cdn.slidesharecdn.com/ss_thumbnails/20-articletext-91-2-10-20190417-210319044339-thumbnail.jpg?width=120&height=120&fit=bounds document Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 INVESTIGATING THE EFFECTS OF BANGLADESH AND GLOBAL STUDIES (BGS) ASSESSMENT OF SECONDARY SCHOOL CERTIFICATE (SSC) EXAMINATION ON STUDENTS LEARNING /slideshow/investigating-the-effects-of-bangladesh-and-global-studies-bgs-assessment-of-secondary-school-certificate-ssc-examination-on-students-learning/244709558 investigating-the-effects-of-bangladesh-and-global-studies-bgs-assessment-of-secondary-school-certif-210319043921
The study determines to find out the present situation of Bangladesh and Global Studies test items/creative questions in Bangladesh. This descriptive study was conducted using a concurrent triangulation research design. To conduct this study both quantitative and qualitative data were collected. 16 test of Bangladesh and Global Studies test items/creative question papers of 2015 or 2016 were selected purposively as a sample from all educational boards. Bangladesh and Global Studies curriculum were analyzed to find out the major skills reflected through the curriculum. 48 students were selected conveniently for an interview from those who had been passed the SSC examination of 2015 or 2016. For collecting data from these sources, test analysis protocol, the curriculum content reading protocol and interview protocol were used as research tools. Test analysis protocol consisted of two criteria; wording criteria and practising criteria. Selected test items were analyzed based on these two criteria and Blooms cognitive domain. The study revealed that there was an imbalance in wording criteria and practising criteria of test items. SSC examination test items didnt reflect the major skills of the curriculum appropriately. Most of the test items promoted students lower level learning and ignored higher level learning]]>
The study determines to find out the present situation of Bangladesh and Global Studies test items/creative questions in Bangladesh. This descriptive study was conducted using a concurrent triangulation research design. To conduct this study both quantitative and qualitative data were collected. 16 test of Bangladesh and Global Studies test items/creative question papers of 2015 or 2016 were selected purposively as a sample from all educational boards. Bangladesh and Global Studies curriculum were analyzed to find out the major skills reflected through the curriculum. 48 students were selected conveniently for an interview from those who had been passed the SSC examination of 2015 or 2016. For collecting data from these sources, test analysis protocol, the curriculum content reading protocol and interview protocol were used as research tools. Test analysis protocol consisted of two criteria; wording criteria and practising criteria. Selected test items were analyzed based on these two criteria and Blooms cognitive domain. The study revealed that there was an imbalance in wording criteria and practising criteria of test items. SSC examination test items didnt reflect the major skills of the curriculum appropriately. Most of the test items promoted students lower level learning and ignored higher level learning]]> Fri, 19 Mar 2021 04:39:20 GMT /slideshow/investigating-the-effects-of-bangladesh-and-global-studies-bgs-assessment-of-secondary-school-certificate-ssc-examination-on-students-learning/244709558 mdmehadirahman@slideshare.net(mdmehadirahman) INVESTIGATING THE EFFECTS OF BANGLADESH AND GLOBAL STUDIES (BGS) ASSESSMENT OF SECONDARY SCHOOL CERTIFICATE (SSC) EXAMINATION ON STUDENTS LEARNING mdmehadirahman The study determines to find out the present situation of Bangladesh and Global Studies test items/creative questions in Bangladesh. This descriptive study was conducted using a concurrent triangulation research design. To conduct this study both quantitative and qualitative data were collected. 16 test of Bangladesh and Global Studies test items/creative question papers of 2015 or 2016 were selected purposively as a sample from all educational boards. Bangladesh and Global Studies curriculum were analyzed to find out the major skills reflected through the curriculum. 48 students were selected conveniently for an interview from those who had been passed the SSC examination of 2015 or 2016. For collecting data from these sources, test analysis protocol, the curriculum content reading protocol and interview protocol were used as research tools. Test analysis protocol consisted of two criteria; wording criteria and practising criteria. Selected test items were analyzed based on these two criteria and Blooms cognitive domain. The study revealed that there was an imbalance in wording criteria and practising criteria of test items. SSC examination test items didnt reflect the major skills of the curriculum appropriately. Most of the test items promoted students lower level learning and ignored higher level learning <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/investigating-the-effects-of-bangladesh-and-global-studies-bgs-assessment-of-secondary-school-certif-210319043921-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> The study determines to find out the present situation of Bangladesh and Global Studies test items/creative questions in Bangladesh. This descriptive study was conducted using a concurrent triangulation research design. To conduct this study both quantitative and qualitative data were collected. 16 test of Bangladesh and Global Studies test items/creative question papers of 2015 or 2016 were selected purposively as a sample from all educational boards. Bangladesh and Global Studies curriculum were analyzed to find out the major skills reflected through the curriculum. 48 students were selected conveniently for an interview from those who had been passed the SSC examination of 2015 or 2016. For collecting data from these sources, test analysis protocol, the curriculum content reading protocol and interview protocol were used as research tools. Test analysis protocol consisted of two criteria; wording criteria and practising criteria. Selected test items were analyzed based on these two criteria and Blooms cognitive domain. The study revealed that there was an imbalance in wording criteria and practising criteria of test items. SSC examination test items didnt reflect the major skills of the curriculum appropriately. Most of the test items promoted students lower level learning and ignored higher level learning
INVESTIGATING THE EFFECTS OF BANGLADESH AND GLOBAL STUDIES (BGS) ASSESSMENT OF SECONDARY SCHOOL CERTIFICATE (SSC) EXAMINATION ON STUDENTS LEARNING from Md. Mehadi Rahman
]]> 248 0 https://cdn.slidesharecdn.com/ss_thumbnails/investigating-the-effects-of-bangladesh-and-global-studies-bgs-assessment-of-secondary-school-certif-210319043921-thumbnail.jpg?width=120&height=120&fit=bounds document Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Exploring General Science Questions of Secondary School Certificate (SSC) Examination: Assessment Effects on Students Learning /slideshow/exploring-general-science-questions-of-secondary-school-certificate-ssc-examination-assessment-effects-on-students-learning/125782975 exploringgeneralsciencequestionsofsscexamination-181213075817
Creative question is generally considered as a tool to measure students various levels of learning. The study focused on exploring the present situation of General Science test items/creative questions in Bangladesh. This descriptive study was conducted using a concurrent triangulation research design. To conduct this study both quantitative and qualitative data were collected. 16 test of General Science test items/creative question papers of 2015 or 2016 were selected purposively as sample from all educational boards. 48 students were selected conveniently for interview from those who had been passed the SSC examination of 2015 or 2016. For collecting data from these sources test analysis protocol and interview protocol were used as research tools. Test analysis protocol was consisted of two criteria; wording criteria and practicing criteria. Selected test items were analysed based on these two criteria and Blooms cognitive domain. The study revealed that major test items were developed in a way which direct students towards lower level learning. Few test items were focused to students understanding, application and higher order learning. In practice, students were engaged to only memorization and understanding through SSC examination assessment. Few test items were devoted to application level learning of students. Higher order learning was totally ignored in SSC examination questions. ]]>
Creative question is generally considered as a tool to measure students various levels of learning. The study focused on exploring the present situation of General Science test items/creative questions in Bangladesh. This descriptive study was conducted using a concurrent triangulation research design. To conduct this study both quantitative and qualitative data were collected. 16 test of General Science test items/creative question papers of 2015 or 2016 were selected purposively as sample from all educational boards. 48 students were selected conveniently for interview from those who had been passed the SSC examination of 2015 or 2016. For collecting data from these sources test analysis protocol and interview protocol were used as research tools. Test analysis protocol was consisted of two criteria; wording criteria and practicing criteria. Selected test items were analysed based on these two criteria and Blooms cognitive domain. The study revealed that major test items were developed in a way which direct students towards lower level learning. Few test items were focused to students understanding, application and higher order learning. In practice, students were engaged to only memorization and understanding through SSC examination assessment. Few test items were devoted to application level learning of students. Higher order learning was totally ignored in SSC examination questions. ]]> Thu, 13 Dec 2018 07:58:17 GMT /slideshow/exploring-general-science-questions-of-secondary-school-certificate-ssc-examination-assessment-effects-on-students-learning/125782975 mdmehadirahman@slideshare.net(mdmehadirahman) Exploring General Science Questions of Secondary School Certificate (SSC) Examination: Assessment Effects on Students Learning mdmehadirahman Creative question is generally considered as a tool to measure students various levels of learning. The study focused on exploring the present situation of General Science test items/creative questions in Bangladesh. This descriptive study was conducted using a concurrent triangulation research design. To conduct this study both quantitative and qualitative data were collected. 16 test of General Science test items/creative question papers of 2015 or 2016 were selected purposively as sample from all educational boards. 48 students were selected conveniently for interview from those who had been passed the SSC examination of 2015 or 2016. For collecting data from these sources test analysis protocol and interview protocol were used as research tools. Test analysis protocol was consisted of two criteria; wording criteria and practicing criteria. Selected test items were analysed based on these two criteria and Blooms cognitive domain. The study revealed that major test items were developed in a way which direct students towards lower level learning. Few test items were focused to students understanding, application and higher order learning. In practice, students were engaged to only memorization and understanding through SSC examination assessment. Few test items were devoted to application level learning of students. Higher order learning was totally ignored in SSC examination questions. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/exploringgeneralsciencequestionsofsscexamination-181213075817-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Creative question is generally considered as a tool to measure students various levels of learning. The study focused on exploring the present situation of General Science test items/creative questions in Bangladesh. This descriptive study was conducted using a concurrent triangulation research design. To conduct this study both quantitative and qualitative data were collected. 16 test of General Science test items/creative question papers of 2015 or 2016 were selected purposively as sample from all educational boards. 48 students were selected conveniently for interview from those who had been passed the SSC examination of 2015 or 2016. For collecting data from these sources test analysis protocol and interview protocol were used as research tools. Test analysis protocol was consisted of two criteria; wording criteria and practicing criteria. Selected test items were analysed based on these two criteria and Blooms cognitive domain. The study revealed that major test items were developed in a way which direct students towards lower level learning. Few test items were focused to students understanding, application and higher order learning. In practice, students were engaged to only memorization and understanding through SSC examination assessment. Few test items were devoted to application level learning of students. Higher order learning was totally ignored in SSC examination questions.
Exploring General Science Questions of Secondary School Certificate (SSC) Examination: Assessment Effects on Students Learning from Md. Mehadi Rahman
]]> 831 7 https://cdn.slidesharecdn.com/ss_thumbnails/exploringgeneralsciencequestionsofsscexamination-181213075817-thumbnail.jpg?width=120&height=120&fit=bounds document Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Exploring Teachers Practices of Classroom Assessment in Secondary Science Classes in Bangladesh /slideshow/exploring-teachers-practices-of-classroom-assessment-in-secondary-science-classes-in-bangladesh/125779362 73873-287733-1-pb-181213065553
The study investigates teachers classroom assessment practices of secondary schools in Bangladesh. The study is mainly quantitative with some integration of qualitative approach. Secondary science teachers and their science classrooms were main data source of the study, which were selected randomly. Data sources were secondary science teachers and their science classrooms. The study used a lesson observation protocol to understand their classroom assessment practice, and pre-lesson and post-lesson observation interview protocols as main sources of data collection. Qualitative data from interview were used to triangulate the quantitative data from observation. A total of thirty teachers (twenty male and ten female) were chosen randomly from six secondary schools in Dhaka. The study explored that teachers current practice of classroom assessment was to only assess students learning achievement and they followed traditional methods to assess students. The dominated assessment activity was oral questioning and very few students take part in the assessment activities by answering the questions. The classroom questions are basically focused very specific responses and encouraged rote learning; even students didnt get enough time for thinking and answering the questions. Therefore the study suggests changing current practices by using different assessment strategies like self and peer assessment and focus on assessment for learning to ensure effective teaching-learning and quality education. These findings can inform the classroom teachers as well as o relevant stakeholders in making necessary changes in the present classroom assessment practices in Bangladesh. ]]>
The study investigates teachers classroom assessment practices of secondary schools in Bangladesh. The study is mainly quantitative with some integration of qualitative approach. Secondary science teachers and their science classrooms were main data source of the study, which were selected randomly. Data sources were secondary science teachers and their science classrooms. The study used a lesson observation protocol to understand their classroom assessment practice, and pre-lesson and post-lesson observation interview protocols as main sources of data collection. Qualitative data from interview were used to triangulate the quantitative data from observation. A total of thirty teachers (twenty male and ten female) were chosen randomly from six secondary schools in Dhaka. The study explored that teachers current practice of classroom assessment was to only assess students learning achievement and they followed traditional methods to assess students. The dominated assessment activity was oral questioning and very few students take part in the assessment activities by answering the questions. The classroom questions are basically focused very specific responses and encouraged rote learning; even students didnt get enough time for thinking and answering the questions. Therefore the study suggests changing current practices by using different assessment strategies like self and peer assessment and focus on assessment for learning to ensure effective teaching-learning and quality education. These findings can inform the classroom teachers as well as o relevant stakeholders in making necessary changes in the present classroom assessment practices in Bangladesh. ]]> Thu, 13 Dec 2018 06:55:53 GMT /slideshow/exploring-teachers-practices-of-classroom-assessment-in-secondary-science-classes-in-bangladesh/125779362 mdmehadirahman@slideshare.net(mdmehadirahman) Exploring Teachers Practices of Classroom Assessment in Secondary Science Classes in Bangladesh mdmehadirahman The study investigates teachers classroom assessment practices of secondary schools in Bangladesh. The study is mainly quantitative with some integration of qualitative approach. Secondary science teachers and their science classrooms were main data source of the study, which were selected randomly. Data sources were secondary science teachers and their science classrooms. The study used a lesson observation protocol to understand their classroom assessment practice, and pre-lesson and post-lesson observation interview protocols as main sources of data collection. Qualitative data from interview were used to triangulate the quantitative data from observation. A total of thirty teachers (twenty male and ten female) were chosen randomly from six secondary schools in Dhaka. The study explored that teachers current practice of classroom assessment was to only assess students learning achievement and they followed traditional methods to assess students. The dominated assessment activity was oral questioning and very few students take part in the assessment activities by answering the questions. The classroom questions are basically focused very specific responses and encouraged rote learning; even students didnt get enough time for thinking and answering the questions. Therefore the study suggests changing current practices by using different assessment strategies like self and peer assessment and focus on assessment for learning to ensure effective teaching-learning and quality education. These findings can inform the classroom teachers as well as o relevant stakeholders in making necessary changes in the present classroom assessment practices in Bangladesh. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/73873-287733-1-pb-181213065553-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> The study investigates teachers classroom assessment practices of secondary schools in Bangladesh. The study is mainly quantitative with some integration of qualitative approach. Secondary science teachers and their science classrooms were main data source of the study, which were selected randomly. Data sources were secondary science teachers and their science classrooms. The study used a lesson observation protocol to understand their classroom assessment practice, and pre-lesson and post-lesson observation interview protocols as main sources of data collection. Qualitative data from interview were used to triangulate the quantitative data from observation. A total of thirty teachers (twenty male and ten female) were chosen randomly from six secondary schools in Dhaka. The study explored that teachers current practice of classroom assessment was to only assess students learning achievement and they followed traditional methods to assess students. The dominated assessment activity was oral questioning and very few students take part in the assessment activities by answering the questions. The classroom questions are basically focused very specific responses and encouraged rote learning; even students didnt get enough time for thinking and answering the questions. Therefore the study suggests changing current practices by using different assessment strategies like self and peer assessment and focus on assessment for learning to ensure effective teaching-learning and quality education. These findings can inform the classroom teachers as well as o relevant stakeholders in making necessary changes in the present classroom assessment practices in Bangladesh.
Exploring Teachers Practices of Classroom Assessment in Secondary Science Classes in Bangladesh from Md. Mehadi Rahman
]]> 505 6 https://cdn.slidesharecdn.com/ss_thumbnails/73873-287733-1-pb-181213065553-thumbnail.jpg?width=120&height=120&fit=bounds document Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Teachers Perceptions and Practices of Classroom Assessment in Secondary School Science Classes in Bangladesh /mdmehadirahman/teachers-perceptions-and-practices-of-classroom-assessment-in-secondary-school-science-classes-in-bangladesh art20183034-180625143706
Classroom assessment is an essential part of education. The study investigated teachers perceptions of classroom assessment and their current classroom assessments practices in secondary science in Bangladesh. Specifically, the study sought to gain an understanding of to what extent teachers use different classroom assessment strategies to understand and to support both teaching and learning processes and how their perception is related with their classroom assessment practice. The study was mainly quantitative with some integration of qualitative approach. Data sources were secondary science teachers and their science classrooms. The study used a questionnaire to establish the teachers perceptions of classroom assessment in science, a lesson observation protocol, and pre-lesson and post-lesson observation interview protocols as main sources of data collection. A total of thirty teachers (twenty male and ten female) were chosen randomly from six secondary schools in Dhaka city. The findings suggest that teachers perceive classroom assessment as summative assessment. What teachers said about their classroom assessment practice was not reflected during their teaching. Therefore, the teachers perceptions of classroom assessment have no significant relation with their classroom assessment practices.]]>
Classroom assessment is an essential part of education. The study investigated teachers perceptions of classroom assessment and their current classroom assessments practices in secondary science in Bangladesh. Specifically, the study sought to gain an understanding of to what extent teachers use different classroom assessment strategies to understand and to support both teaching and learning processes and how their perception is related with their classroom assessment practice. The study was mainly quantitative with some integration of qualitative approach. Data sources were secondary science teachers and their science classrooms. The study used a questionnaire to establish the teachers perceptions of classroom assessment in science, a lesson observation protocol, and pre-lesson and post-lesson observation interview protocols as main sources of data collection. A total of thirty teachers (twenty male and ten female) were chosen randomly from six secondary schools in Dhaka city. The findings suggest that teachers perceive classroom assessment as summative assessment. What teachers said about their classroom assessment practice was not reflected during their teaching. Therefore, the teachers perceptions of classroom assessment have no significant relation with their classroom assessment practices.]]> Mon, 25 Jun 2018 14:37:06 GMT /mdmehadirahman/teachers-perceptions-and-practices-of-classroom-assessment-in-secondary-school-science-classes-in-bangladesh mdmehadirahman@slideshare.net(mdmehadirahman) Teachers Perceptions and Practices of Classroom Assessment in Secondary School Science Classes in Bangladesh mdmehadirahman Classroom assessment is an essential part of education. The study investigated teachers perceptions of classroom assessment and their current classroom assessments practices in secondary science in Bangladesh. Specifically, the study sought to gain an understanding of to what extent teachers use different classroom assessment strategies to understand and to support both teaching and learning processes and how their perception is related with their classroom assessment practice. The study was mainly quantitative with some integration of qualitative approach. Data sources were secondary science teachers and their science classrooms. The study used a questionnaire to establish the teachers perceptions of classroom assessment in science, a lesson observation protocol, and pre-lesson and post-lesson observation interview protocols as main sources of data collection. A total of thirty teachers (twenty male and ten female) were chosen randomly from six secondary schools in Dhaka city. The findings suggest that teachers perceive classroom assessment as summative assessment. What teachers said about their classroom assessment practice was not reflected during their teaching. Therefore, the teachers perceptions of classroom assessment have no significant relation with their classroom assessment practices. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/art20183034-180625143706-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Classroom assessment is an essential part of education. The study investigated teachers perceptions of classroom assessment and their current classroom assessments practices in secondary science in Bangladesh. Specifically, the study sought to gain an understanding of to what extent teachers use different classroom assessment strategies to understand and to support both teaching and learning processes and how their perception is related with their classroom assessment practice. The study was mainly quantitative with some integration of qualitative approach. Data sources were secondary science teachers and their science classrooms. The study used a questionnaire to establish the teachers perceptions of classroom assessment in science, a lesson observation protocol, and pre-lesson and post-lesson observation interview protocols as main sources of data collection. A total of thirty teachers (twenty male and ten female) were chosen randomly from six secondary schools in Dhaka city. The findings suggest that teachers perceive classroom assessment as summative assessment. What teachers said about their classroom assessment practice was not reflected during their teaching. Therefore, the teachers perceptions of classroom assessment have no significant relation with their classroom assessment practices.
Teachers Perceptions and Practices of Classroom Assessment in Secondary School Science Classes in Bangladesh from Md. Mehadi Rahman
]]> 1028 6 https://cdn.slidesharecdn.com/ss_thumbnails/art20183034-180625143706-thumbnail.jpg?width=120&height=120&fit=bounds document Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Constructivism /slideshow/constructivism-74186737/74186737 constructivism-170402155927
Constructivism theory ]]>
Constructivism theory ]]> Sun, 02 Apr 2017 15:59:27 GMT /slideshow/constructivism-74186737/74186737 mdmehadirahman@slideshare.net(mdmehadirahman) Constructivism mdmehadirahman Constructivism theory <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/constructivism-170402155927-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Constructivism theory
Constructivism from Md. Mehadi Rahman
]]> 50339 7 https://cdn.slidesharecdn.com/ss_thumbnails/constructivism-170402155927-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Attitude measurement /slideshow/attitude-measurement-74186700/74186700 attitudemeasurement-170402155737
How to make scale for measuring attitude. ]]>
How to make scale for measuring attitude. ]]> Sun, 02 Apr 2017 15:57:37 GMT /slideshow/attitude-measurement-74186700/74186700 mdmehadirahman@slideshare.net(mdmehadirahman) Attitude measurement mdmehadirahman How to make scale for measuring attitude. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/attitudemeasurement-170402155737-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> How to make scale for measuring attitude.
Attitude measurement from Md. Mehadi Rahman
]]> 19102 7 https://cdn.slidesharecdn.com/ss_thumbnails/attitudemeasurement-170402155737-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Goal free model /slideshow/goal-free-model/74185705 goalfreemodel-170402145840
Its a type of evaluation model in which we won't set any goal. ]]>
Its a type of evaluation model in which we won't set any goal. ]]> Sun, 02 Apr 2017 14:58:40 GMT /slideshow/goal-free-model/74185705 mdmehadirahman@slideshare.net(mdmehadirahman) Goal free model mdmehadirahman Its a type of evaluation model in which we won't set any goal. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/goalfreemodel-170402145840-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Its a type of evaluation model in which we won&#39;t set any goal.
Goal free model from Md. Mehadi Rahman
]]> 26304 9 https://cdn.slidesharecdn.com/ss_thumbnails/goalfreemodel-170402145840-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 https://cdn.slidesharecdn.com/profile-photo-mdmehadirahman-48x48.jpg?cb=1631202989 I am currently working as Officer (General) in Bangladesh Bank-Central Bank of Bangladesh. I am a Certified Digital Finance Practitioner (CDFP) graduate from Flecher School, Tufts University, USA. I have completed M. Ed in Educational Evaluation and Research by Institute of Education and Research (IER), University of Dhaka, Bangladesh. I have achieved CGPA 3.99 out of 4 (1st position) in B. Ed (Honors) in Science Education from IER, University of Dhaka. My research interests include Digital Finance, classroom assessment, secondary education, science teaching-learning and different conflicting issues of education https://cdn.slidesharecdn.com/ss_thumbnails/ilovepdfmerged-210319054522-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/exploring-science-teachers-perception-of-classroom-assessment-in-secondary-schools-of-bangladesh/244712065 EXPLORING SCIENCE TEAC... https://cdn.slidesharecdn.com/ss_thumbnails/ujer54-19521651-210319053134-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/hots-analysis-to-develop-esupplement-book-based-on-plant-physiology-research/244711527 HOTS Analysis to Devel... https://cdn.slidesharecdn.com/ss_thumbnails/4765-24317-9-pb-210319052730-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/designing-an-innovative-assessment-of-hots-in-the-science-learning-for-the-21st-century/244711372 Designing an Innovativ...