LEARNING MODEL FOR IMPROVING THE EFFECTIVENESS OF STUDENTS’ LEARNING PERFORMANCE IN LESSONS

Autor

  • Anna Shayner Department of Foreign Languages, Institute of Humanities and Social Sciences, Lviv Polytechnic National University 12 Bandera Street, Lviv, Ukraine
  • Roksolyana Shvay Department of Pedagogy and Innovative Education, Institute of Law, Psychology and Innovative Education, Lviv Polytechnic National University 12 Bandera Street, Lviv, Ukraine
  • Halina Rarot the Faculty of Fundamentals of Technology, Lublin University of Technology Nadbystrzycka 38, 20-618, Lublin, Poland

DOI:

https://doi.org/10.15503/jecs2020.1.225.238

Słowa kluczowe:

“parallel” learning model, content units, duration of the teaching and learning process.

Abstrakt

Purpose. The objective of this study is to suggest and demonstrate the feasibility of a new learning model and compare learning outcomes due to the traditional and developed learning models.

Methods. The advantages of the developed model are proved in accordance with  statistical processing of the pedagogical experiment results using Statistica. The experiment involves 786 students who are aged 13-14 and study in grades 7-8. The time parameters of the duration of individual elements of the lesson in the traditional learning model are consistent with the methodological literature (Horonovska & Samsonova, 1985; Sadovyi, Vovkotrub, & Tryfonova, 2013).

Results. The methodology of selecting generic content units (GCUs) from the subject content and their division into theoretical (TCUs) and experimental (ECUs) content units is elaborated. The total time of all TCUs gives the duration of the teaching process while the time of all ECUs is the duration of the knowledge process acquisition, and the time of GCUs is the duration of the learning process. The result of the GCUs presentation offers two learning models: traditional (sequential) and developed (parallel) ones.

Conclusions.    The broad implication of the present research is that the developed "parallel" model allows using the time effectively for practical students’ research work at physics lessons, and enables to give better learning outcomes, use individual and group forms of learning with observance of individualization and differentiation learning principle. This model assists in building pedagogical teaching technologies for different subjects.

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Biogramy autorów

Anna Shayner - Department of Foreign Languages, Institute of Humanities and Social Sciences, Lviv Polytechnic National University 12 Bandera Street, Lviv, Ukraine

Associate Professor of the Department of Foreign Languages, PhD in Pedagogical Sciences is interested in the history of pedagogy, the methodology of teaching ESP, peculiarities of foreign languages teaching in vocational and higher education establishments.

Roksolyana Shvay - Department of Pedagogy and Innovative Education, Institute of Law, Psychology and Innovative Education, Lviv Polytechnic National University 12 Bandera Street, Lviv, Ukraine

Doctor of Pedagogical Sciences, Full Professor of the Department of Pedagogy and Innovative Education is interested in teaching methods and basics of pedagogical skills, psychology and methods of teaching professional disciplines in higher education establishments, psychology of creativity, computerization in education, psychology and pedagogy.

Halina Rarot - the Faculty of Fundamentals of Technology, Lublin University of Technology Nadbystrzycka 38, 20-618, Lublin, Poland

Habilitated Doctor of Humanities, Associate Professor at the Faculty of Fundamentals of Technology at Lublin University of Technology, research and didactic worker at the Department of Methods and Teaching Techniques. The scientific interests are the following: teaching methods, social psychology and philosophy of culture.

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Pobrania

Opublikowane

2020-06-27

Jak cytować

Shayner, A. ., Shvay, R. ., & Rarot, H. (2020). LEARNING MODEL FOR IMPROVING THE EFFECTIVENESS OF STUDENTS’ LEARNING PERFORMANCE IN LESSONS. Journal of Education Culture and Society, 11(1), 225–238. https://doi.org/10.15503/jecs2020.1.225.238

Numer

Tom 11 Nr 1 (2020): Journal of Education Culture and Society

Dział

DYNAMICS

Licencja

CC-BY

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