8604 assignment 1 autumn 2021

Current Jobs
AIOU Solved Assignments
AIOU B.ED Desk
_Research Project 8613
_Teaching Practice I 8607
_Teaching Practice II 8608
_Solved Assignments
AIOU Soft Books
Our Profile
_Terms and Conditions
_Contact Us
_Disclaimer
_Privacy Policy
b.ed-research-project (29)
B.ED-teaching-practice-I (9)
B.ED-teaching-practice-II (9)
govt-jobs (6)
solved assignments (21)

Most Popular

Aiou research project (8613) autumn 2023 solved project theme: language development in classroom sub-theme: vocabulary expansion, aiou b-ed curriculum development 8603 autumn 2023 solved assignment no 1 what are the different characteristics of curriculums planning, aiou b.ed 8607 teaching practice 1 field notes 14 & observation report solved complete pdf., aiou b.ed research methods in education 8604 autumn, 2023 solved assignment no 1 define educational research and its usefulness in the field of education..

AIOU B.Ed Research Methods in Education (8604) Semester Autumn, 2023 Assignment 1

Q.1 Define Educational Research and its usefulness in the field of education. Also elaborate the steps involved in the process of scientific inquiry.

Answer: Educational research is a systematic study that uses empirical methods to solve educational problems. It applies rigorous scientific research to examine and analyze various aspects of the teaching and learning process. Educational research aims to improve educational practices, policies and outcomes by providing evidence-based knowledge.

Key features of educational research:

Systematic Research: Educational research involves a structured and organized approach to studying educational phenomena.

Empirical methods: The use of empirical methods such as data collection and analysis differentiates educational research. This ensures that the results are based on real observations [1] [4].

Scientific Research: Educational research uses the scientific method, which includes direct questions, manipulation of variables, and systematic investigations, to better understand the teaching and learning process.

Benefits in Education: Educational research provides teachers, policymakers, and administrators with evidence to make informed decisions about curriculum development, teaching practices, and resource allocation.

Continuous improvement : By identifying effective teaching strategies and addressing the challenges of the education system, educational research contributes to the continuous improvement of educational practices.

Policy development : Educational research influences the development of educational policies, ensuring that they are evidence-based and have a positive impact on students and educational outcomes.[1][4]

Stages of scientific research:

Ask the question: Scientific research begins by asking a clear and focused question about a natural or observed phenomenon.

Basic research: Before formulating hypotheses or conducting experiments, researchers examine existing literature to gather information relevant to the topic under study.

Formulate a Hypothesis: Based on basic research, researchers formulate a testable hypothesis, which is a clear and unambiguous statement that predicts the outcome of an experiment.

Test your hypothesis with an experiment: In this critical period, researchers design and conduct experiments to collect data that supports or refute the hypothesis. To obtain accurate and reliable results, the experiment must be carefully planned.

Analyze and Interpret: After data collection, researchers analyze and interpret the results, including statistical analysis and interpretation of the results. Researchers decide whether the data supports the hypothesis or whether further research is needed. The combination of educational research and the scientific method plays a central role in improving the quality of education, promoting evidence-based decision-making, and contributing to the overall development of the field.

8604 solved assignment

Q.2 Differentiate the following with the help of examples from the field of education:

(a). Pure and Applied research

(b). Evaluation and action research.

a) Pure and applied research:

Definition: Pure research or basic research aimed at developing knowledge and understanding of a subject without immediate practical application. Explores theoretical concepts and principles.

Example: research on neurological processes that play a role in the acquisition of language skills in children.

Applied research:

Applied research deals with specific practical problems and aims to develop solutions. The goal is to solve real problems and improve existing applications.

Example : Investigating the effectiveness of new teaching methods in improving mathematics learning outcomes.

(b) Evaluation and case studies:

Definition: Evaluation studies assess the effectiveness, efficiency, and impact of educational programs, interventions, or policies. The goal is to provide information for decision making.

Case Study: Evaluating the Impact of an Elementary School Literacy Program on Reading Skills.

Action research:

Action research is a reflective process undertaken by teachers to address specific issues in their teaching practice. The goal is to identify problems, implement changes and evaluate their impact.

Example : A teacher recognizes a drop in student engagement and conducts a case study introducing interactive teaching methods and assesses the impact on student engagement. In short, pure research focuses on theoretical knowledge, while applied research focuses on practical solutions. While evaluation research assesses the effectiveness of existing programs, action research actively involves teachers in improving their teaching practices.

Q.3 What is descriptive research? Write its five characteristics. Elaborate the steps involved in conducting a descriptive research (design).

Answer: Descriptive research is a form of research design that aims to describe the characteristics of a phenomenon or the relationship between variables. It provides a detailed description of the topic under study without manipulating variables or establishing cause-and-effect relationships. Descriptive research is often used in social sciences, marketing, psychology, and other fields that require a comprehensive understanding of a situation.

Five characteristics of descriptive research:

To observe:

Descriptive research relies on systematic observation to collect data. Researchers observe and record behaviors, events or phenomena without intervening or manipulating.

Natural environment:

Descriptive research is usually conducted in a natural environment where the subject is naturally found. This helps capture the true context of the phenomenon.

Non-experimental:

Unlike experimental research, descriptive research does not involve manipulation of variables. The goal is to explain what is already present without making changes.

Large sample size:

Descriptive studies often use large sample sizes to ensure that the results are representative of the population studied. This helps transfer the findings into a broader context.

Objective and systematic:

Data collection in descriptive research is done objectively and systematically. Researchers use standardized methods and tools to ensure consistency in data collection and make research more reliable.

Steps to conduct descriptive research:

Clarify what research question or problem you want to address. Define the scope and objectives of the study. Conduct a comprehensive review of existing literature to understand what is currently known about this topic. This helps identify gaps in knowledge and refine the research question.

Develop a search model:

Choose an appropriate research design for descriptive research. Common designs include surveys, case studies, content analyses, and observational studies.

Choose a template:

Identify the target group and select a representative sample. The sample should be large enough to ensure generalizability of the results.

Data collection:

Use selected data collection methods such as surveys, observations, interviews, or content analysis. Ensure that data is collected systematically and objectively.

Data analysis:

Analyze the collected data using appropriate statistical or qualitative methods. Summarize and present findings clearly and concisely.

Interpretation of results:

Interpret the results in the context of the research question. Discuss the implications of the findings and relate them to the current state of knowledge in the field.

To write a report:

Prepare a comprehensive research report that includes the research question, methodology, findings, discussion, and conclusions. Present results clearly and concisely.

Q.4. What is Experimental research? Write the steps involved in conducing experimental research. How many kinds of variables are involved in this research?

Experimental research is a scientific method in which an independent variable is manipulated to observe its effect on a dependent variable, allowing the researcher to establish cause-and-effect relationships.

The stages of experimental research include:

Identify the variables and their relationships. Clearly define independent and dependent variables and establish cause-and-effect relationships. Develop specific testable hypotheses. Form hypotheses based on identified variables and predict the expected results of experiments.

Experimental Design: Develop a detailed plan for conducting the experiment, defining procedures, materials, and conditions to ensure consistency. Randomly assign participants to experimental and control groups to control for confounding variables and ensure that the groups are comparable.

Data Collection : Conduct experiments and collect data according to established procedures to ensure objectivity and accuracy. Analyze collected data using appropriate statistical techniques to draw conclusions and test hypotheses.

Draw conclusions and communicate results: Interpret results, draw conclusions, and report results in a clear and organized manner.

Experimental studies involve two main types of variables:

Independent Variable: It is manipulated by the researcher to observe its effect on the dependent variable.

Dependent Variable : An outcome variable that is observed and measured in response to changes in the independent variable.

Q.5 Why research is needed in education Discuss its scope?

Answer: Educational research has multiple purposes and contributes to the improvement of educational practice, policy development and the overall quality of education. The main reasons for conducting research in the field of education are:

Expanding knowledge: Educational research expands existing knowledge by examining issues and challenges in pedagogy and thus contributes to the ongoing development of pedagogical theory and practice.

Informed Decision Making: Informing policy makers, administrators and educators and ensuring that decisions are based on evidence. Research findings guide the development and improvement of educational policies and systems.

Problem solving: The main purpose of educational research is to solve problems and issues in the field of education. It serves as an important tool to solve problems and improve the efficiency of the entire educational process.

Scientific Application: Educational research uses the scientific method to study educational problems with the aim of improving progress and quality of life through educational improvement.

Footer Menu Widget

Allama Iqbal Open University (AIOU)
University of the Punjab
Scholarships in USA
Scholarships in Canada
Scholarships in Belgium
Scholarships in Germany
Scholarships in Russia
Scholarships in Taiwan
Scholarships without English Proficiency
Online Courses
Privacy Policy
Terms of Services

AIOU Solved Assignments BEd [2021]

Allama Iqbal Open University has a system of Assignments. One must have to send Assignments the Hand-Written assignments to the AIOU Tutor assigned to him/her.

You can now download your AIOU Solved Assignments for BEd semester Spring and Autumn in PDF from below.

AIOU Solved Assignments of FA, ICom 2021
AIOU Solved Assignments of BA, BCom 2021
AIOU Solved Assignments of BS ODL 2021
AIOU Solved Assignments of Associate Degree Program ADP 2021
AIOU Solved Assignments of MA, MSc, MEd

Read Also: Check AIOU Tutor Address Online by Roll Number

Allama Iqbal Open University now providing the facility of PDF books in Soft Form for its students. If one has not received its books then he/she can download the AIOU books in PDF .

As we above mentioned that it is necessary to submit assignments because of AIOU count Assignments Marks in Final Result . Submission of Assignments is necessary and students do not have proper guides to solve the questions. That’s why they look for the pre-solved assignments of AIOU . Or, they contact in contact to get pre-hand-written assignments.

Let’s dive in the AIOU Solved Assignments Intermediate BEd PDF.

Upload your Assignments at LMS

AIOU provides the facility to its students to upload their assignments online. You can either write your Allama Iqbal Open University assignments in docs format and then convert them to PDF for uploading at AIOU Agahi Portal. You can also scan the handwritten assignments and convert them to PDF file and send it to your tutor at LMS Portal.

Download Free AIOU Solved Assignments BEd PDF

Deadline to submit bed assignments.

And, here are the complete details about the deadline of the submission of these assignments.

These all books are present in PDF, you can easily avail of these in any device which can open the PDF file.

Read Also: Download FREE AIOU Solved Assignments in PDF

Frequently Asked Questions (FAQ)

How can i check my b.ed tutor online.

Well, it is pretty much easy to check the AIOU tutor online. You just need your Roll Number to check your assigned tutor (Name, Address, Subjects, Contact Information) for B.Ed. Open this link and here enter your Roll Number to check your Tutor Information online.

Can B.Ed Students upload their assignments on AIOU LMS (Agahi Portal)?

Yes, all students can either submit their assignments by courier or hand to their respective tutor or upload them on LMS. Students have to scan hard pages of assignments and upload them on LMS. Only PDF or DOCX files are accepted.

Ask your Question

You can easily ask your questions in the comments below. Our team will try their best to promptly help you and will answer your questions as soon as possible

8604 AIOU Solved Assignment Autumn 2020 B.Ed | PK24JOBS

Aiou solved assignment autumn 2020 b.ed.

AIOU solved assignment Autumn 2020-2021 – Allama Iqbal Open University (AIOU) course code 8604 subject ( Research Method in Education) Assignments No 1-2 semester autumn 2020 B.Ed Level (1.5 Years, 2.5 Years and 4 Years) are available in soft copy (PDF file). All details related to AIOU Solved Assignments are as under:-

AIOU Assignment Autumn 2020 Free Download

Assignment 1, (adsbygoogle = window.adsbygoogle || []).push({});, assignment 2.

Download AIOU Solved Assignment Autumn 2020

Related Keywords

Contact Form

Menu Footer Widget

Solved Assignment 2024
AIOU Assignment Marks
AIOU Result 2024
Aiou Old Papers
Privacy Policy
Terms of Service

AIOU Solved Assignmment

Allama Iqbal Open University | Virtual University Assignments Solution

AIOU Solved Assignment 1 & 2 Code 8604 Autumn & Spring 2024

AIOU Solved Assignments 1 & 2 Code 8604 Autumn & Spring 2024. Solved Assignments code 8604 Research Methods in Education 2024. Allama iqbal open university old papers.

Course: Research Methods in Education (8604) dorado manana Level: B.Ed 1.5 Years Semester: Autumn & Spring 2024 ASSIGNMENT No. 1

Q.1. Discuss scientific method as a tool of acquiring knowledge. Compare it with various step in the research process.

Answer: Scientific Method Definition Scientific Method Steps Making an Observation Asking a Question Next, one must ask a question based on their observations, such as: why/how is this thing occurring? Why/how does it happen this way? Sometimes this step is listed first in the scientific method, with making an observation (and researching the phenomena in question) listed as second. In reality, both making observations and asking questions tend

The scientific method is a series of processes that people can use to gather knowledge about the world around them, improve that knowledge, and, through gaining knowledge, attempt to explain why and/or how things occur. This method involves making observations, forming questions, making hypotheses, doing an experiment, analyzing the data, and forming a conclusion. Every scientific experiment performed is an example of the scientific method in action, but it is also used by non-scientists in everyday situations. The exact steps of the scientific method vary from source to source, but the general procedure is the same: acquiring knowledge through observation and testing. The first step of the scientific method is to make an observation about the world around you. Before hypotheses can be made or experiments can be done, one must first notice and think about some sort of phenomena occurring. The scientific method is used when one does not know why/how something is occurring and wants to uncover the answer, but before one can even question an occurrence, they must notice something puzzling in the first place. to happen around the same time, as one can see a confusing occurrence and immediately think, “why is it occurring?” When observations are being made and questions are being formed, it is important to do research to see if others have already answered the question, or uncovered information that may help you shape your question. For example, if you find an answer to why something is occurring, you may want to go a step further and figure out how it occurs. Forming a Hypothesis In epistemology, a common concern with respect to knowledge is what sources of information are capable of giving knowledge. The following are some of the major sources of knowledge: 1. Perception — that which can be perceived through the experiences of the senses.The view that experience is the primary source of knowledge is called empiricism. 2. Reason — Reason can be considered a source of knowledge, either by deducingtruths from existing knowledge, or by learning things a priori , discovering necessarytruths (such as mathematical truths) through pure reason. The view that reason is theprimary source of knowledge is called rationalism 3. Introspection — knowledge of one’s self that can be found through internal self-evalution. This is generally considered to be a sort of perception. (For example, Iknow I am hungry or tired.) 4. Memory — Memory is the storage of knowledge that was learned in the past —whether it be past events or current information.

A hypothesis is an educated guess to explain the phenomena occurring based on prior observations. It answers the question posed in the previous step. Hypotheses can be specific or more general depending on the question being asked, but all hypotheses must be testable

by gathering evidence that can be measured. If a hypothesis is not testable, then it is impossible to perform an experiment to determine whether the hypothesis is supported by evidence. 5. Testimony — Testimony relies on others to acquire knowledge and communicate itto us. Some deny that testimony can be a source of knowledge, and insist that beliefsgained through testimony must be verified in order to be knowledge.

Scientific method and its types: The method is a continuous process that begins with observations about the natural world. People are naturally inquisitive, so they often come up with questions about things they see or hear, and they often develop ideas or hypotheses about why things are the way they are. The best hypotheses lead to predictions that can be tested in various ways. The strongest tests of hypotheses come from carefully controlled experiments that gather empirical data. Depending on how well additional tests match the predictions, the original hypothesis may require refinement, alteration, expansion or even rejection. If a particular hypothesis becomes very well supported, a general theory may be developed. Although procedures vary from one field of inquiry to another, they are frequently the same from one to another. The process of the scientific method involves making conjectures (hypotheses), deriving predictions from them as logical consequences, and then carrying out experiments or empirical observations based on those predictions. A hypothesis is a conjecture, based on knowledge obtained while seeking answers to the question. The hypothesis might be very specific, or it might be broad. Scientists then test hypotheses by conducting experiments or studies. A scientific hypothesis must be falsifiable, implying that it is possible to identify a possible outcome of an experiment or observation that conflicts with predictions deduced from the hypothesis; otherwise, the hypothesis cannot be meaningfully tested.

AIOU Solved Assignment 1 & 2 Code 8604 Autumn & Spring 2024

{====================}

Q.2. Compare and contrast types of research. Why and where we use these types (basic, applied and action) researchers to discuss the educational phenomena? Answer: Research can be classified in many different ways on the basis of the methodology of research, the knowledge it creates, the user group, the research problem it investigates etc. Basic research This research is conducted largely for the enhancement of knowledge, and is research which does not have immediate commercial potential. The research which is done for human welfare, animal welfare and plant kingdom welfare. It is called basic, pure, fundamental research. The main motivation here is to expand man’s knowledge, not to create or invent something. According to Travers, “Basic Research is designed to add to an organized body of scientific knowledge and does not necessarily produce results of immediate practical value.” Such a research is time and cost intensive. (Example: A experimental research that may not be or will be helpful in the human progress.) Applied Research The purpose of an experiment is to determine whether observations agree with or conflict with the predictions derived from a hypothesis. Experiments can take place anywhere from a college lab to CERN’s Large Hadron Collider. There are difficulties in a formulaic statement of method, however. Though the scientific method is often presented as a fixed sequence of steps, it represents rather a set of general principles. Not all steps take place in every scientific inquiry (nor to the same degree), and they are not always in the same order. Some philosophers and scientists have argued that there is no scientific method; they include physicist Lee Smolin and philosopher Paul Feyerabend (in his Against Method). Nola and Sankey] remark that “For some, the whole idea of a theory of scientific method is yester- year’s debate”. 5

Problem oriented research Research is done by industry apex body for sorting out problems faced by all the companies. Eg:- WTO does problem oriented research for developing countries, in India agriculture and processed food export development authority (APEDA) conduct regular research for the benefit of agri-industry.

•As the name indicates, Problem identifying researches are undertaken to know the exactnature of problem that is required to be solved.

•Here, one clarification is needed when we use the term ‘Problem’, it is not a problem intrue sense. It is usually a decision making dilemma or it is a need to tackle a particular business situation.

•It could be a difficulty or an opportunity. For e.g.:-Revenue of Mobile company has decreased by 25% in the last year. The cause of the problem can be any one of the following:

•Poor quality of the product. • Lack of continuous availability. • Not so effective advertisingcampaign. • High price. • Poor calibre / lack of motivation in sales people/marketing team. • Tough competition from imported brands. • Depressed economic conditions

•In the same case, suppose the prime cause of problem is poor advertising campaign & Applied research is designed to solve practical problems of the modern world, rather than to acquire knowledge for knowledge’s sake. The goal of applied research is to improve the human condition. It focuses on analysis and solving social and real life problems. This research is generally conducted on a large scale basis and is expensive. As such, it is often conducted with the support of some financing agency like the national government, public corporation, world bank, UNICEF, UGC, Etc. According to Hunt, “applied research is an investigation for ways of using scientific knowledge to solve practical problems” for example:- improve agriculture crop production, treat or cure a specific disease, improve the energy efficiency of homes, offices, how can communication among workers in large companies be improved secondary cause is higher pricing. • To tackle the problem of poor advertising, we have to answer questions like, what can be the new advertising campaign, who can be the brand ambassador, which media, which channel, at what time & during which programme advertisements will be broadcast. Problem solving Quantitative Research This research is based on numeric figures or numbers. Quantitative research aim to measure the quantity or amount and compares it with past records and tries to project for future period. In social sciences, “quantitative research refers to the systematic empirical investigation of quantitative properties and phenomena and their relationships”. The objective of quantitative research is to develop and employ mathematical models, theories or hypothesis pertaining to phenomena. The process of measurement is central to quantitative research because it provides fundamental connection between empirical observation and mathematical expression of quantitative relationships. Statistics is the most widely used branch of mathematics in quantitative research. Statistical methods are used extensively with in fields such as economics and commerce. In sum, the research using the normative approach conducts why may be called quantative research as the inferences from it are largely based on quantative data. Moreover, objectivity is the primary guard so that the research may be replicated by others, if necessary. Qualitative Research Qualitative research presents non-quantitative type of analysis. Qualitative research is collecting, analyzing and interpreting data by observing what people do and say. Qualitative research refers to the meanings, definitions, characteristics, symbols, metaphors, and This type of research is done by an individual company for the problem faced by it. Marketing research and market research are the applied research. For eg:- videocon international conducts research to study customer satisfaction level, it will be problem solving research. In short, the main aim of problem solving research is to discover some solution for some pressing practical problem.

description of things. Qualitative research is much more subjective and uses very different methods of collecting information,mainly individual, in-depth interviews and focus groups. The nature of this type of research is exploratory and open ended. Small number of people are interviewed in depth and or a relatively small number of focus groups are conducted. Qualitative research can be further classified in the following type. II.Ethnography:- this type of research focuses on describing the culture of a group ofpeople. A culture is the shared attributes, values, norms, practices, language, and material things of a group of people. Eg:-the researcher might decide to go and live with the tribal in Andaman island and study the culture and the educational practices. III.Case study:-is a form of qualitative research that is focused on providing a detailedaccount of one or more cases. Eg:-we may study a classroom that was given a new curriculum for technology use. IV.Grounded theory:- it is an inductive type of research,based or grounded in theobservations of data from which it was developed; it uses a variety of data sources, including quantitative data, review of records, interviews, observation and surveys V. Historical research:-it allows one to discuss past and present events in the context of the present condition, and allows one to reflect and provide possible answers to current issues and problems. Eg:-the lending pattern of business in the 19th century. In addition to the above, we also have the descriptive research. Fundamental research, of which this is based on establishing various theories

Q.3. Define the concepts of history and historical research. What is the importance of internal and external criticism in historical research? Also distinguish primary source of data from secondary source of data with examples. Answer: I. Phenomenology:-a form of research in which the researcher attempts to understand how one or more individuals experience a phenomenon. Eg:-we might interview 20 victims of bhopal tragedy. “Historical method refers to the use of primary historical data to answer a question. Because the nature of the data depends on the question being asked, data may include demographic records, such as birth and death certificates; newspapers articles; letters and diaries; government records; or even architectural drawings. The use of historical data poses several broad questions: 1.Are the data appropriate to the theoretical question being posed? 2.How were these data originally collected, or what meanings were embedded in them atthe time of collection? 3.How should these data be interpreted, or what meanings do these data hold now?” So, Stan decides that he wants to figure out why the Nazis acted the way they did. He wants to do historical research , which involves interpreting past events to predict future ones. In Stan’s case, he’s interested in examining the reasons behind the Holocaust to try to prevent it from happening again. Historical research design involves synthesizing data from many different sources. Stan could interview former Nazis or read diaries from Nazi soldiers to try to figure out what motivated them. He could look at public records and archives, examine Nazi propaganda, or look at testimony in the trials of Nazi officers. There are several steps that someone like Stan has to go through to do historical research: 1.Formulate an idea: This is the first step of any research, to find the idea and figure out theresearch question. For Stan, this came from his mother, but it could come from anywhere. Many researchers find that ideas and questions arise when they read other people’s research. 2.Formulate a plan: This step involves figuring out where to find sources and how toapproach them. Stan could make a list of all the places he could find information (libraries, court archives, private collections) and then figure out where to start. 3.Gather data: This is when Stan will actually go to the library or courthouse or prison toread or interview or otherwise gather data. In this step, he’s not making any decisions or

trying to answer his question directly; he’s just trying to get everything he can that relates to the question. 4.Analyze data: This step is when Stan goes through the data he just collected and tries 5.Analyze the sources of data: Another thing that Stan has to do when he is analyzing data Once Stan has gone through all of these steps, he should have a good view of what he wants to know about his question. If he doesn’t, then he goes back to step two (formulating a plan) and starts again. He will keep doing steps two through five until he finds something that he can use. Concept of criticism: Criticism is the practice of judging the merits and faults of something. ·The judger is called a critic . ·To engage in criticism is to criticise (in British English) . ·One specific item of criticism is called a criticism or critique .

Criticism is an evaluative or corrective exercise that can occur in any area of human life. Criticism can therefore take many different forms (see below). How exactly people go about criticizing, can vary a great deal. In specific areas of human endeavour, the form of criticism can be highly specialized and technical; it often requires professional knowledge to more directly to answer his question. He’ll look for patterns in the data. Perhaps he reads in the diary of the daughter of a Nazi that her father didn’t believe in the Nazi party beliefs but was scared to stand up for his values. Then he hears the same thing from a Nazi soldier he interviews. A pattern is starting to emerge. is to also analyze the veracity of his data. The daughter’s diary is a secondary source, so it might not be as true as a primary source, like the diary of her father. Likewise, people have biases and motivations that might cloud their account of things; perhaps the Nazi soldier Stan interviews is up for parole, and he thinks that if he says he was scared and not a true Nazi believer, he might get out of jail. Understand the criticism. This article provides only general information about criticism. For subject-specific information, see the Varieties of criticism page. To criticize does not necessarily imply “to find fault”, but the word is often taken to mean the simple expression of an object against prejudice, no matter positive or negative. Often criticism involves active disagreement, but it may only mean “taking sides”. It could just be an exploration of the different sides of an issue. Fighting is not necessarily involved. Normally criticism involves a dialogue of some kind, direct or indirect, and in that sense criticism is an intrinsically social activity. Even if one is only criticizing a book or an idea in private, it is usually assumed there is someone who will be made aware of the criticism being expressed at some point, although who exactly will hear it, may also remain unknown. One is still engaging with the ideas of others, even if only indirectly. One can of course also keep a criticism to oneself, rather than express or communicate it, but in general the intention is, that someone else ought to be aware of it, however that may occur. Self-criticism, even if wholly private, still mentally takes the concerns of others into account. Distinguish primary source of data from secondary source of data: Definition of Primary Data Primary data is data originated for the first time by the researcher through direct efforts and experience, specifically for the purpose of addressing his research problem. Also known as the first hand or raw data. Primary data collection is quite expensive, as the research is conducted by the organisation or agency itself, which requires resources like investment and manpower. The data collection is under direct control and supervision of the investigator. Dear Students! For more AIOU Solved Assignments, Criticism is often presented as something unpleasant, but sometimes, that may not be the case. There are also friendly criticisms, amicably discussed, and some people find great pleasure in criticism (“keeping people sharp”, “providing the critical edge”). The Pulitzer Prize for Criticism has been presented since 1970 to a newspaper writer who has demonstrated ‘distinguished criticism’. The data can be collected through various methods like surveys, observations, physical testing, mailed questionnaires,questionnaire filled and sent by enumerators, personal interviews, telephonic interviews, focus groups, case studies, etc. Definition of Secondary Data Secondary data offer several advantages as it is easily available, saves time and cost of the researcher. But there are some disadvantages associated with this, as the data is gathered for the purposes other than the problem in mind, so the usefulness of the data may be limited in a number of ways like relevance and accuracy. Moreover, the objective and the method adopted for acquiring data may not be suitable to the current situation. Therefore, before using secondary data, these factors should be kept in mind. Key Differences between Primary and Secondary Data The fundamental differences between primary and secondary data are discussed in the following points: 1.The term primary data refers to the data originated by the researcher for the first time.Secondary data is the already existing data, collected by the investigator agencies andorganisations earlier.

2.Primary data is a real-time data whereas secondary data is one which relates to the past.

3.Primary data is collected for addressing the problem at hand while secondary data iscollected for purposes other than the problem at hand.

4.Primary data collection is a very involved process. On the other hand, secondary datacollection process is rapid and easy.

Secondary data implies second-hand information which is already collected and recorded by any person other than the user for a purpose, not relating to the current research problem. It is the readily available form of data collected from various sources like censuses, government publications, internal records of the organisation, reports, books, journal articles, websites and so on. 5.Primary data collection sources include surveys, observations, experiments,questionnaire, personal interview, etc. On the contrary, secondary data collectionsources are government publications, websites, books, journal articles, internal recordsetc.

6.Primary data collection requires a large amount of resources like time, cost andmanpower. Conversely, secondary data is relatively inexpensive and quickly available.

7. 8.Primary data is available in the raw form whereas secondary data is the refined form ofprimary data. It can also be said that secondary data is obtained when statisticalmethods are applied to the primary data.

9.Data collected through primary sources are more reliable and accurate as compared tothe secondary sources.

Conclusion As can be seen from the above discussion that primary data is an original and unique data, which is directly collected by the researcher from a source according to his requirements. As opposed to secondary data which is easily accessible but are not pure as they have undergone through many statistical treatments.

AIOU Solved Assignment 1 & 2 Autumn & Spring 2024 Code 8604

{====================}

Q.4. Distinguish experimental research from non-experimental research studies. How an experimental research is conducted? And why we use experimental studies to address the social issues? Answer: How is a non-experimental design scientific? We will look at what it means to use experimental and non-experimental designs in the course of psychological research. We will also look at some classic examples of different types of research. Dear Students! For more AIOU Solved Assignments, Primary data is always specific to the researcher’s needs, and he controls the quality of research. In contrast, secondary data is neither specific to the researcher’s need, nor he has control over the data quality. Non-Experimental & Experimental Research Alright! It’s time to learn something using research by … performing a non-experimental study? Experimental research is when a researcher is able to manipulate the predictor variable and subjects to identify a cause-and-effect relationship. This typically requires the research to be conducted in a lab, with one group being placed in an experimental group, or the ones being manipulated, while the other is placed in a placebo group, or inert condition or non- manipulated group. A laboratory-based experiment gives a high level of control and reliability. Non-experimental research is the label given to a study when a researcher cannot control, manipulate or alter the predictor variable or subjects, but instead, relies on interpretation, observation or interactions to come to a conclusion. Typically, this means the non-experimental researcher must rely on correlations, surveys or case studies, and cannot demonstrate a true cause-and-effect relationship. Non-experimental research tends to have a high level of external validity, meaning it can be generalized to a larger population. Differences So, now that we have the basics of what they are, we can see some of the differences between them. Obviously, the first thing is the very basis of what they are looking at: their methodology. Experimental researchers are capable of performing experiments on people Wait, wait, wait! Is it possible to have a non-experimental study? Is that sort of like sugar free candy? Is it something that you’re supposed to have that is replaced by something that makes you scratch your head? Before we discuss research designs, though, you need a brief walkthrough of some of the terms I am going to throw at you. Dear Students! For more AIOU Solved Assignments, A predictor variable is the portion of the experiment that is being manipulated to see if it has an effect on the dependent variable. For example, do people eat more Gouda or cheddar cheese? The predictor variable in this is the type of cheese. Now, every time you eat cheese, you’ll think about predictor variables. When I say subjects, I just mean the people in the experiment or the people being studied and manipulating the predictor variables. Non-experimental researchers are forced to observe and interpret what they are looking at. Being able to manipulate and control something leads to the next big difference. Experimental research is conducted: The following list of steps explains the process of conducting experimental research in more detail. Researchers should follow these steps in order to ensure the integrity of the process. 1. Select a topic . This involves simply identifying an area of interest or general subject. 2. Identify the research problem . Given the topic or subject, the researcher must now identify specific problems or questions that relate to the subject. The researcher may be familiar with subject and may already know the problem they want to research. If the researcher is new to the topic, it may be helpful to examine literature and previous studies, as well as talk to other researchers. The problem selected should be important to the field and be of significance to others in the discipline. 3. Conduct a literature search . Once the research problem is identified, a literature search should be conducted before proceeding to design the experiment. It is helpful to know what studies have been performed, the designs, the instruments used, the procedures and the findings. This information will guide the researcher and helpthem create a project that extends or compliments existing research.

The ability to find a cause-and-effect relationship is kind of a big deal in the world of science! Being able to say X causes Y is something that has a lot of power. While non- experimental research can come close, non-experimental researchers cannot say with absolute certainty that X leads to Y . This is because there may be something it did not observe, and it must rely on less direct ways to measure. For example, let’s say we’re curious about how violent men and women are. We cannot have a true experimental study because our predictor variable for violence is gender. To have a true experimental study we would need to be able to manipulate the predictor variable. If we had a way to switch men into women and women into men, back and forth, so that we could see which gender is more violent, then we could run a true experimental study. But, we can’t do that. So, our little experiment becomes a non-experimental study because we cannot manipulate our predictor variable. 4. Construct a hypothesis. In this step, the researcher states the research question as ahypothesis. This provides the basis for all other decisions in the process andtherefore, it is a critical step. 5. Determine the design of the research. The researcher should review the hypothesisand verify that an experimental design is the appropriate research design needed toanswer the question. Additional information regarding different types ofexperimental research design will be covered in the next module. 6. 7. Conduct the research and test the hypothesis. The experimental procedures willbe carried out in this phase. 8. Analyze the data . Experimental research data lends itself to a variety of potentialstatistical analyses. The appropriate analysis is determined by the research questionand the type of data. 9. Formulate conclusions. Review the data and determine if it confirms or disprovesthe hypothesis.

This is a basic outline of the steps involved in conduction experimental. Additional modules in this series will address these steps in more detail.

AIOU Solved Assignment Autumn & Spring 2024 Code 8604

Q.5. Define descriptive research, what are its major forms? Strengthen your answer with the example of case studies, causal comparative and correlation studies. Answer: Descriptive research is used to describe characteristics of a population or phenomenon being studied. It does not answer questions about how/when/why the characteristics occurred. Rather it addresses the “what” question (what are the characteristics of Minnesota state population or situation being studied?) The characteristics used to describe the situation or population are usually some kind of categorical scheme also known as descriptive categories. For example, the periodic table categorizes the elements. Scientists use knowledge about the nature of electrons, protons and neutrons to devise this categorical scheme. We now take for granted the periodic table, yet it took descriptive research to devise it. Descriptive research generally precedes explanatory research. For

Determine the research methods. In this step, the researcher will identify and plan the details necessary to conduct the research. This includes identifying the test subjects, materials, data collection instruments and methods, and the procedures for the conducting the experiment.

example, over time the periodic table’s description of the elements allowed scientists to explain chemical reaction and make sound prediction when elements were combined. Hence, descriptive research cannot describe what caused a situation. Thus, descriptive research cannot be used as the basis of a causal relationship, where one variable affects another. In other words, descriptive research can be said to have a low requirement for internal validity. The description is used for frequencies, averages and other statistical calculations. Often the best approach, prior to writing descriptive research, is to conduct a survey investigation. Qualitative research often has the aim of description and researchers may follow-up with examinations of why the observations exist and what the implications of the findings are. Descriptive science is a category of science that involves descriptive research; that is, observing, recording, describing, and classifying phenomena. Descriptive research is sometimes contrasted with hypothesis-driven research, which is focused on testing a particular hypothesis by means of experimentation. David A. Grimaldi and Michael S. Engel suggest that descriptive science in biology is currently undervalued and misunderstood: “Descriptive” in science is a pejorative, almost always preceded by “merely,” and typically applied to the array of classical -ologies and -omies: anatomy, archaeology, astronomy, embryology, morphology, paleontology, taxonomy, botany, cartography, stratigraphy, and the various disciplines of zoology, to name a few. […] First, an organism, object, or substance is not described in a vacuum, but rather in comparison with other organisms, objects, and substances. […] Second, descriptive science is not necessarily low-tech science, and high tech is not necessarily better. […] Finally, a theory is only as good as what it explains and the evidence (i.e., descriptions) that supports it. A negative attitude by scientists toward descriptive science is not limited to biological disciplines: Lord Rutherford’s notorious quote, “All science is either physics or stamp collecting,” displays a clear negative attitude about descriptive science, and it is known that he was dismissive of astronomy, which at the beginning of the 20th century was still gathering largely descriptive data about stars, nebulae, and galaxies, and was only beginning to develop a satisfactory integration of these observations within the framework of physical law, a cornerstone of the philosophy of physics.

About Error

AIOU Research Methods in Education Code 8604 Assignments of B.Ed And BS Class Autumn 2021

Assignments of research methods in education code 8604 aiou, there are 2 assignments for this course. you will find all the assignments below., اس کورس کی 2 اسائنمنٹ ہیں آپ کو سب اسائنمنٹ نیچے مل جائے گی۔.

Ethics code 5437 assignments of spring 2023, pakistan studies code 5465 assignments of spring 2023, english-v code 6472 assignments of spring 2023, sociology code 9432 assignments of spring 2023, leave a reply cancel reply.

Your email address will not be published. Required fields are marked *

Save my name, email, and website in this browser for the next time I comment.

General Methods of Teaching Code 8601 Assignments of Spring 2022 19/06/2022

LearningKiDunya

Arts Subject
Science Subjects
Pair of Words
Arts Subjects
Applications
English Book II Q/A
Aiou Autumn 2020 Paper
Guess Paper
PAST PAPERS
Exercise Tips
Weight loss Products
2000 Calories Formula
Books On Weight loss
RELATIONSHIP
MARRIGE COUNCLING
FAMILY COUNCLING
Private Jobs
Cookies Policy
Terms & Conditions
Privacy Policy

Header$type=social_icons

Aiou solved assignments 1 code 8604 spring 2022 | learning ki duanya.

Do you want aiou assignments 2022 or autumn assignments matric, aiou past papers 2021 ba, aiou past papers solved, assignment course code 8604-1

Footer Social$type=social_icons

AIOU Course Code 8601-1 Solved Assignment Autumn 2021

Student Name:

Role number:

Registration number:

Father name:

Assignment code:

Assignment Title:

Intellectual property statement

By submitting this assignment, I certify that this is my own work and is free from plagiarism. I understand that the assignment may be checked for plagiarism by electronic or other means and may be transferred and stored in a database for the purposes of data-matching to help detect plagiarism. The assignment has not previously been submitted for assessment in any other unit or to any other institution. I have read and understood AIOU Academic Integrity Policy.

Allama Iqbal Open University, Islamabad

Question No. 1: Give answer to the following short questions.

The personal and professional qualities of teachers.
What is a case method?
Define and compare active learning and cooperative learning.

(iv) What is lesson planning? Write down the five merits of lesson planning for the teachers.

The personal and professional qualities of teachers

Personal qualities are what make a person unique, allow them to navigate a new situation, make new friends and connections, or work through conflict or tensions. Important personal qualities for English teachers include listening and being a good listener, thoughtfulness, being personable, timeliness, and adaptability.An ideal teacher is someone who has a combination of qualities, such as being very knowledgeable on his subject, able to effectively manage his classroom, genuinely enjoys teaching and dealing with students, has high expectations for his students, good communication skills and an engaging teaching style.If a candidate has good interpersonal skills, he or she is likely to be a better fit for an organization. And when two candidates with similar professional qualities interview for a job, the one with a more fitting personality is likely to get the job.

Some qualities of a good teacher include skills in communication, listening, collaboration, adaptability, empathy and patience. Other characteristics of effective teaching include an engaging classroom presence, value in real-world learning, exchange of best practices and a lifelong love of learning.

I feel that to be a professional teacher it is necessary that you have patience. Some children may take longer to understand certain subjects or pieces of information and it is vital that you are patient and take the time to fully explain so that they understand and learn from your teaching. During school, I found that in particular subjects I would require the teacher to explain things in a little more depth before I fully understood, and this would only help my learning if the teacher had the patience to spend extra time on the same thing. Many teachers wouldn’t do this and I would therefore struggle in their subjects. I feel that it is unacceptable for a teacher to act this way. As a teacher it is your job to make sure that all pupils can work and learn to the best of their ability, and without the patience to do so you are not fulfilling your role as a professional teacher. In my opinion, a professional teacher would consider their teaching style to make sure that it is meeting the needs of all learners, remembering that everyone learns in different ways – visually, orally and kinesthetically.

Personally, I feel that empathy is a very important quality in being a professional teacher. Being empathetic allows teachers to understand their pupils’ emotions and gives them the ability to relate to them. Pupils will originate from various cultures and backgrounds and so teachers need to be able to understand each individual’s situation as this will help the children to feel more comfortable to discuss any problems which they might be having at home. I feel that integrity is an important characteristic for a professional teacher to have. Integrity is the quality of honesty and having strong moral principles and so it is necessary for the teacher to have these so that the pupils can be educated to act in the same way. Pupils should see their teachers as a figure to look up to and so integrity allows teachers to be a role model for their pupils.

I have chosen these five qualities to be the most important from the list, however I believe that all of the qualities listed are important and that they should come naturally to a professional teacher.

Case method

Cases are narratives, situations, select data samplings, or statements that present unresolved and provocative issues, situations, or questions (Indiana University Teaching Handbook, 2005). The case method is a participatory, discussion-based way of learning where students gain skills in critical thinking, communication, and group dynamics. It is a type of problem-based learning . Often seen in the professional schools of medicine, law, and business, the case method is now used successfully in disciplines such as engineering, chemistry, education, and journalism. Students can work through a case during class as a whole or in small groups.

In addition to the definition above, the case method of teaching (or learning):

Is a partnership between students and teacher as well as among students.Promotes more effective contextual learning and long-term retention.Involves trust that students will find the answers.Answers questions not only of “how” but “why.”Provides students the opportunity to “walk around the problem” and to see varied perspectives.

Bruner (1991) states that the case method:

Is effective: It employs active learning, involves self-discovery where the teacher serves as facilitator.

Builds the capacity for critical thinking: It uses questioning skills as modeled by the teacher and employs discussion and debates.

Exercises an administrative point of view: Students must develop a framework for making decisions.

Models a learning environment: It offers an exchange and flow of ideas from one person to another and achieves trust, respect, and risk-taking.

Models the process of inductive learning-from-experience: It is valuable in promoting life-long learning. It also promotes more effective contextual learning and long-term retention.

Mimics the real world: Decisions are sometimes based not on absolute values of right and wrong, but on relative values and uncertainty.

Comparison of active learning and cooperative learning

Cooperative learning

Cooperative learning is a technique that allows students to learn from each other and gain important interpersonal skills. Learn the definition of cooperative learning and the benefits of this teaching technique in the classroom, explore how to group students when using this technique, and discover strategies for developing assignments using cooperative learning.

Cooperative learning is fun, so students enjoy it and are more motivated.
Cooperative learning is interactive, so students are engaged, active participants in the learning.
Cooperative learning allows discussion and critical thinking, so students learn more and remember what they’ve learned for a longer period of time.
Cooperative learning requires students to learn to work together, which is an important skill for their futures.

Active learning

Active learning methods ask students to engage in their learning by thinking, discussing, investigating, and creating. In class, students practice skills, solve problems, struggle with complex questions, make decisions, propose solutions, and explain ideas in their own words through writing and discussion. Timely feedback is critical to this learning process either from the instructor or peer feedback from fellow students. Education research shows that incorporating active learning strategies into university courses significantly enhances student learning experiences.

Benefits of active learning

Opportunities to process course material through thinking, writing, talking, and problem solving give students multiple avenues for learning.Applying new knowledge helps students encode information, concepts, and skills in their memories by connecting it with prior information, organizing knowledge, and strengthening neural pathwaysReceiving frequent and immediate feedback helps students correct misconceptions and develop a deeper understanding of course material. Working on activities helps create personal connections with the material, which increases students’ motivation to learn. Regular interaction with the instructor and peers around shared activities and goals helps create a sense of community in the classroom. Instructors may gain more insight into student thinking by observing and talking with students as they work. Knowing how students understand the material helps instructors target their teaching in future lessons.

A lesson plan is the instructor’s road map of what students need to learn and how it will be done effectively during the class time. Then, you can design appropriate learning activities and develop strategies to obtain feedback on student learning. Having a carefully constructed lesson plan for each 3-hour lesson allows you to enter the classroom with more confidence and maximizes your chance of having a meaningful learning experience with your students.

A successful lesson plan addresses and integrates three key components:

Learning Objectives
Learning activities
Assessment to check for student understanding

A lesson plan provides you with a general outline of your teaching goals, learning objectives, and means to accomplish them, and is by no means exhaustive. A productive lesson is not one in which everything goes exactly as planned, but one in which both students and instructor learn from each other.

Question No. 2: Explain the factors of effective teaching

Students are the future of the nation and then stand at one pole of the education system in which teachers are at the other pole. The process of learning-teaching runs smoothly with the help of both of these poles. These two poles of the education system make a perfect balance and take the system to another height. Teachers work hard, collect information, and impart knowledge to students in the process of teaching. There are certain direct and indirect factors that affect the learning process or teaching. In the article, we will learn about the factors affecting teaching.

The teaching process gets affected by various parameters such as teachers, learners, and the environmental factors. These three factors make the whole process of learning easy and smooth. Learning in a student’s life is very important as it builds the base of their career professionally and personally.

The three factors affecting teaching are as:

Learners Psychological /Individual Characteristic
Teachers and Classroom supports
Environment and other surrounding factors

Factors affecting teaching

Teachers are the pillars for their students. They play the most important role in their students’ life by providing support, boosting their confidence, guiding them in the right direction, and of course teaching them. They are the facilitator of learning in the learning-teaching process. The best teacher is one who is able to apply the best teaching method to teach students and guide them towards a quality learning process.

The quality of a teacher derives from the various factors such as:

Educational Qualification

Educational qualification of a teacher decides their knowledge. By getting a higher degree in the teaching, a teacher will be able to impart knowledge to the students in depth and of quality. On comparing the teachers who have M.ED or PhD degrees with others who do not have, you will be able to differentiate the different ways of their thinking and the ways of imparting knowledge to students.

Skills matter a lot. Sometimes a teacher with a lower degree of teaching has better skills of teaching than a teacher with a higher degree of teaching. It is not sure that teachers with higher degrees have the right instincts and can teach in a better way than teachers with lower degrees. Teaching skills are decided on how teachers connect to students, what teaching methods apply on students, how they explain the concepts to students, and what their attitude towards students.

Their communication skills should be effective and engaging.
Selection of suitable teaching method
Applying the right teaching aids.
Their approach towards teaching students

Experience

Graduating in a degree of teaching is not that much tough as getting mastery in experience. Experience holds an important place when you are teaching students. Some aspirants acquire high qualifications which can make them qualified for teaching but lacking in experience hamper their progress.

With high qualifications, teachers can get a better understanding of the different topics or complex formulas but experience helps teachers to deal with the students and prepare them for how to teach students.

Subject matter

There comes a time when teachers who do not have knowledge of a particular subject are assigned to teach that subject. In such a situation, passion and motivation to research about the topic and teach students help them. Subject matter does really matter. However, the chances of assigning subjects which are not the forte of a teacher are very rare.

The syllabus of the subject is formed by educationists and psychologists keeping the mental and physical capabilities of students in mind. The important subject matter related factors which influence teaching are the difficulty of the task, length of the task, meaningfulness of the task, similarity of the task, organized material, and life learning.

Physiological and psychological factors of learners are the factors affecting teaching. Every individual studying in a class possesses different qualities and require different teaching methods. It is necessary to take note of the intelligence of students, ethnic groups of students, race, belief and socioeconomic status of the learners when teaching in the classroom.

The interest of each student in the class is also different which depends on aptitude, attitude, motivation, mental health and aspiration towards the goals of their life.The maturity, age, motivation, previous learning, intelligence, mental health, physical need, diet and nutrition, attention and interest, goal-setting and level of aspiration are the factors affecting teaching related to learners.

Environment

The factors affecting the environment of the teaching are as follows.

Support materials

Teachers have their support system which consists of tools that helps them to improve their capacity of teaching. The different teaching aids help to analyze the area in which students are not taking interest or under performing. This also helps them to adopt effective strategies that teach students. Support materials in teaching are effective tools for:

Assessments and scores of students
Teaching Strategies and lesson plans
Standards and benchmark
Effective use of traditional and modern tools

Instructional facilities

With the available teaching aids, teachers can cover a wide area of learning. It has many benefits such as differentiating instruction, relieving anxiety, helping learners to improve reading comprehension skills, illustrating or reinforcing a skill, presenting information in an effective way.

Learning environment

Learning environment is where a student learns and a teacher teaches. The classroom environment is the learning environment for students which plays an important role in the learning process. Both students and teachers get affected by the classroom environment. The environment for the learning is well maintained by active participation in education, concentration of students, teachers’ focus on behavior of students etc. The environment of learning must be positive.

Socio-economic factor

The socio-economic background of students and teachers affect the learning process in an indirect way. It shows differences in the thinking level of students and teachers towards others. The economic factor of students sometimes gets dominated by teachers and its impact on the teaching quality of the teachers.

Expectations

Expectation is a very common factor affecting teaching. It affects learners and teachers as well. Every parent has some sort of expectation with their children as they want their children to get quality education and they learn maximum when they go to schools.

This puts a psychological impact on students and sometimes it results in stress and impairments.

So, the parents should involve the students in the process of learning in such a way that they ease their process instead of putting a burden on them. Also, teachers should not be put under pressure of expectations.

The National Council of Educational Research and Training published the Core Teaching Skills in 1982 which laid stress on the following teaching skills.

Writing instructional objectives
Organizing the content
Creating set for introducing the lesson
Introducing a lesson
Structuring classroom questions
Question delivery and its distribution
Response management
Illustrating with examples
Using teaching aids
Stimulus variation
The pacing of the lesson
Promoting pupil participation
Use of blackboard
Achieving closure of the lesson
Giving assignments
Evaluating the pupil’s progress
Diagnosing pupil learning difficulties and taking remedial measures
Management of the class

Micro Teaching

Micro-teaching implies micro-element which simplifies the complexities of the teaching process. It concentrates on using specific teaching methods and offers opportunities for practicing teaching under controlled conditions.

There are many factors affecting teaching which are based on teacher-student relationship, socioeconomic conditions, policy and motivation of schools etc.

Question No. 3: What is Gagne’s frame work for instructional development?

Gagne’s Nine Events of Instruction

Robert Gagne was an educational psychologist who created a nine step process called the Events of Instruction. Gagne’s Nine Events of Instruction model helps trainers, educators, and instructional designers structure their training sessions. The model is a systematic process that helps them develop strategies and create activities for instructional classes. The nine events provide a framework for an effective learning process. Each step addresses a form of communication that supports the learning process. When each step is completed, learners are much more likely to be engaged and to retain the information or skills that they are being taught. The steps essentially give designers an outline or prototype to use prior to performing teaching or training activities.

Gagne’s Nine Events of Instruction

Gaining attention (reception)
Informing learners of the objective (expectancy)
Stimulating recall of prior learning (retrieval)
Presenting the stimulus (selective perception)
Providing learning guidance (semantic encoding)
Eliciting performance (responding)
Providing feedback (reinforcement)
Assessing performance (retrieval)
Enhancing retention and transfer (generalization)

The Conditions of Learning

The Conditions of Learning, Gagne identified the mental conditions for learning. These were based on the information processing model that focuses on the cognitive events that occur when learners are presented with a stimulus. Gagne Nine Events of Instruction are connected to and address the Conditions of Learning. Gagne divides the conditions into two groups; internal and external. Internal conditions are the already established learned capabilities of the learner. Basically, what the learner knows prior to the instruction. External conditions deal with the stimuli that is presented externally to the learner (e.g. instruction provided to the learner). These Conditions of Learning are essential to Gagne’s Events of Instruction. Gagne’s model allows instructional designers to consider the possible internal and external conditions that have an effect on the learning process.

Gaining Attention (Reception)

Begin the learning session by gaining the attention of the learners. Ensure the learners are motivated to learn and participate in activities by presenting a stimulus to gain their attention. This can be accomplished by presenting the learners with an introductory activity that engages the learner.

Techniques for gaining learner’s attention include:

Stimulate learners with novelty or surprise
Pose thought-provoking questions
Have learners pose questions to be answered by other learners
Present an intriguing problem
Present a new and interesting situation that provokes curiosity
Present meaningful and relevant challenge
Informing Learners of the Objective (Expectancy)

After gaining their attention, inform the learners of the learning objectives to help them understand what they will be learning during the session. State what the learners will be able to accomplish during the session and how they will be able to use the knowledge in the future. This allows the learners to organize their thoughts on what they will learn and help place them in the proper mind set.

Techniques for stating the objectives include:

Describe what they will be able to do at the completion of the session
Describe required performance
Describe criteria for standard performance
Explain how their learning will benefit them
Stimulating Recall of Prior Learning (Retrieval)

Help the learners make sense of new information by relating it to something they already know or something they have already experienced. To accomplish this present the learner with an experience or cue that stimulates their prior knowledge. Make connections between what they are learning, and their previous learning. When people learn something new, it is best to correlate the new information with related information or topics they have learned in the past.

Methods for stimulating recall include:

Ask if they have any previous experiences with the topic
Ask questions about previous experiences
Ask about their understanding of previous concepts
Give them an example of an experience similar to what they are learning
Presenting the Stimulus (Selective Perception)

Present the learner with the new information using learning strategies to provide effective and efficient instruction. Organize and chunk content in a meaningful way. Provide explanations after demonstrations.

Ways to present session content include:
Organize your information in a logical and easy-to-understand manner.
Chunk information
Provide examples
Utilize multiple delivery methods (e.g., video, demonstration, lecture, podcast, group work)
Use a variety of text, graphics, figures, pictures, sounds, simulations, etc. to stimulate the senses
Use a variety of approaches (such as visual cues, verbal instruction, and active learning) to suit people with different learning styles / preferences.
Providing Learning Guidance (Semantic Encoding)

Offer the learner guidance by providing coaching on how to learn the skill. Give examples and advise of strategies to aid them in the learning content and of resources available to them. Also, provide guidance using cues, hints, and/or prompts to help them understand and remember what they are learning.

Ways to provide learning guidance include:

Concept mapping for associations
Mnemonics to cue and prompt learning
Role playing for visualization of application
Case studies for real world application
Analogies to help knowledge construction
Graphics to make visual associations
Eliciting Performance (Responding)

Let the learner do something with the newly acquired behavior, skills, or knowledge. Provide them with practice activities to activate the learning process. This activity allows the learner to internalize the new information (skills and knowledge) and to ensure correct understanding and application of the knowledge/concepts.

Ways to activate learner processing include:

Have the learner do something with the newly acquired behavior
Have the learn demonstrate practicing skills
Have the learner apply knowledge to a scenario or case study
Ask questions so that they can show their knowledge
Ask the learner to demonstrate how to use it
Have them complete a role playing exercise
Providing Feedback (Reinforcement)

After the learner attempts to demonstrate their knowledge, provide immediate feedback of learner’s performance to assess and facilitate learning. This is also a good time to reinforce any important points.This stage helps reinforcement of a correct answer, gives guidance as to the degree of correctness of the task, and/or provides corrective feedback if the response or behavior is incorrect.

Tips on providing feedback:

Be positive
Be objective
Use first-hand observation
Deliver focused and concise feedback
Focus on areas the student can control
Assessing Performance (Retrieval)

In order to evaluate the effectiveness of the instructional events, administer a test the learner to determine if the expected learning outcomes have been achieved. Performance should be based on previously stated objectives.

Methods for assessing performance learning include:

Written test
Short questionnaires
Short essays
Oral questioning
Other measurement tool to show that they’ve learned the material or skill effectively
Enhancing Retention and Transfer (Generalization)

Give the learner resources that enhance retention and transfer of knowledge so that they are able to internalize the new knowledge and enhance his or her expertise. Repeated practice with effective feedback is the best way to ensure that people retain information and use it effectively.

Methods for helping learners internalize new knowledge include:
Having them summarize content
Having them generate examples
Having them create mind maps / concept maps
Having them create outlines
Having them create job-aids
Having them create other types of reference material

Question No. 4: How are objectives stated in behavioral terms?

A behavioral objective is a learning outcome stated in measurable terms, which gives direction to the learner’s experience and becomes the basis for student evaluation.Objectives may vary in several respects. They may be general or specific, concrete or abstract, cognitive, affective, or psychomotor. Cognitive objectives emphasize intellectual outcomes, such as knowledge, understanding, and thinking skills. Affective objectives emphasize feeling and emotion, such as interests, values, attitudes, appreciation, and methods of adjustment. Psychomotor objectives emphasize motor skills, such as physical assessment skills and administration of chemotherapy.

Points in writing behavioral objectives:

Begin each behavioral objective with a verb. The critical aspect of any behavioral objective is the verb selected to indicate expected behavior from learning activities.
State each objective in terms of learner performance. A behavioral objective is one that is considered to be observable and measurable. Behavior is generally construed to be an action of an individual that can be seen, felt, or heard by another person.
State each objective so that it includes only one general learning outcome.

Examples of objectives

At the graduate level of nursing education, it is expected that learning objectives will be general, abstract, and cognitive or affective. Examples of appropriate objectives for graduate students are as follows:

Cognitive: Create an assessment tool based on a nursing theory for patients experiencing pain.
Cognitive : Evaluate the usefulness of nursing research in clinical practice.
Affective: Accept professional responsibility for change in problem clinical situations.

The levels are listed in increasing order of complexity, followed by verbs that represent each level.

Knowledge : remembering previously learned facts.

Cite List Reproduce

Define Match Select

Identify Name State

Label Recognize

Comprehension : ability to understand or grasp the meaning of material.

Convert Extend Paraphrase

Describe Give examples Summarize

Estimate Illustrate Translate

Explain Interpret

Application : ability to use previously learned material in new and concrete situations.

Apply Modify Relate

Computer Operate Show

Construct Predict Solve

Demonstrate Prepare Use

Discover Produce

Analysis : ability to break down material into its component parts so that its organizational structure may be understood.

Analyze Differentiate Infer

Associate Discriminate Outline

Determine Distinguish Point out

Synthesis : ability to put parts together to form a new whole.

Combine Develop Plan

Rewrite Compile Devise

Propose Tell Compose

Integrate Rearrange Write

Create Modify Reorganize

Design Organize Revise

Evaluation : ability to judge the value of material for a given purpose; also, the ability to make decisions.

Appraise Conclude Judge

Assess Contrast Weigh

Compare Evaluate

The student will be able to list all of Piaget’s developmental states in the correct order for an in-class exam.
The student will recall the four major food groups without error.
From memory, with 80 percent accuracy the student will match each United States General with his most famous battle.
Comprehension
The student will be able to correctly describe the two components of objectivity f or an in-class exam.
By the end of the semester, the student will summarize the main events of a story in grammatically correct English.
Application
Given fractions not previously covered in class, the student will be able to divide them with 85 percent accuracy for an in-class exam.
Given fractions not covered in class, the student will multiply them on paper with 85 percent accuracy.

Given a presidential speech, the student will be able to point out all of the positions that attack a political opponent rather than the opponent’s political program for a homework assignment.

In a presidential speech, the student will be able to point out the positions that attack a political opponent personally rather than the opponent’s political programs.
The student will describe the interrelationships among acts in a play.
The student will be able to design a study outside of class that addresses a given problem. The experiment should contain the six components given in class.
Given a short story, the student will write a different but plausible ending.
The student will be able to judge a paragraph’s value according to the six criteria for an out-of-class assignment.
Given a description of a country’s economic system, the student will defend it by basing arguments on principles of socialism.

Question No. 5: What are the different factors that influence student motivation?

Most of the factors evaluated in this study are easy to adopt or abandon. Although the curriculum in the pre-clinical years is concerned with basic sciences, most students thought that the introduction of some clinical information into lectures would improve motivation and facilitate learning. The students thought that motivation could be improved with the provision of clinical information to make the basic science subjects more realistic and consequently facilitate learning.

Many faculty members use the conventional style of lecturing where students are passive recipients. However, these students clearly favored student participation. They believed that there was little enjoyment in the majority of lectures, partly because of the lack of student participation. Indeed, many investigators have reported that there is greater enthusiasm for learning on the part of students when the focus in the classroom is changed from teacher-centered to student-centered – There are many techniques of changing the traditional lecture into a more enjoyable interactive lecture with greater student participation.

The majority of students considered the revision of a previous lecture a promoter of learning. This is done to refresh students’ memory and stress basic principles as well as forge a link to subsequent information, thereby facilitating comprehension. This is, unfortunately, lacking in many of our lectures, but can be done by asking questions to create an active learning environment which compels and encourages students to read previous lectures.

A lot of our students have problems with the language as the teaching is in a foreign language. 7 This might explain why most of the students preferred the use of some Arabic phrases in lectures. Interestingly, the frequency of females who favored the use of Arabic phrases was less than males. However, the use of Arabic phrases should clearly be limited to situations in which the tutor feels that the students are unable to comprehend what is being taught.

Out of the three different audiovisuals usually used in teaching, the students preferred the chalkboard. Using the chalkboard gave the students a good opportunity to write lecture notes. Since the use of slides and overhead projectors tended to be fast, the deficiency in English made it difficult for the students to take proper notes when they were used. When these are used, students have little time to take notes, continue to listen and keep pace with the information being delivered in the lecture.

Clear course objectives were not provided to the students by many of our departments. Clear objectives that help to identify the course material and guide learning were considered by the majority of students as motivation promoter. Curriculum committees should ensure that every course has specific objectives, which are made accessible to students. In addition to facilitating learning the availability of specific objectives would make students aware of the scope of the course. The objectives would also act as guidelines for tutors to cover the required material and avoid unnecessary detail.

Assigning more than one reference text by the departments was seen as motivation inhibitor by majority of second and third level students. Possible causes of this include the lack of time. As students take four different lectures per day, the deficiencies in their language makes reading a very time-consuming activity.

Our students preferred easy references and most of them depended mainly on notes.The university policy prohibits the provision of lecture notes and handouts to the students. The college administration believes that in addition to being good for self-learning, reading textbooks is an important means of improving one’s language. Although students who regularly read improved their language, many complained that they wasted a lot of time and got fewer marks than those who only read notes. However, later in the clinical years many of them came to appreciate the worth of the habit of regular reading.

Although tutors agree that teaching should be concentrated on core material, many have the tendency to go into unnecessary detail. This could explain the feeling of our students that our curriculum is overloaded. Selection of basic science material based on clinical relevance would help not only in identifying the core curriculum but also in avoiding unnecessary detail that overloads the curriculum.

Tutorials in our curriculum are designed to offer the tutor the opportunity to revise the material covered in previous lectures with the students. Different methods are used to achieve this objective. Our students considered all forms of tutorials (distribution of written questions, posing questions in tutorial and revision of topics by tutor) as promoters. However, they thought they derived the greatest benefit from the tutorials when lecture material was reviewed.

It is obvious from our results that scheduled quizzes are perceived as strong promoters of learning. This is in agreement with a previous report that stated that assessment had a marked effect on medical students’ learning. 9 On the other hand, a majority of our students did not like unscheduled quizzes as many of them had not developed the habit of studying regularly. They rather read intensively for examinations, a habit acquired from their pre-university days.

As an administrative policy, taking attendance is a debatable issue. Our students were positive about taking the roll. Interestingly, there was a gender difference in the perception of the importance of attendance. As expected, the sympathetic response to the needs of students by departments and the administration was considered a strong promoter.

It is suggested that the teaching approach in the pre-clinical years should foster horizontal integration and increase the number of tutorials based on clinical problems in order to facilitate vertical integration.

Our students think that the tutor in the pre-clinical phase, could motivate them more if he/she: provided clinical information, encouraged students participation, revised previous lectures, used the necessary explanatory Arabic phrases, used the chalk board, provided clear specific course objectives, adopted one easy reference, concentrated on the core curriculum and avoided lecturing in the afternoon.