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

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

Abstract

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.

Author Biographies

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.

References

bmbwf.gv.at. (2007). Initiative „25+“:Individualisierung des Unterrichts

Persönlichkeit und Lernvoraussetzungen der einzelnen Schülerinnen und Schüler in den Mittelpunkt stellen. [Initiative „25+“:Individualisation of teaching: focus on the personality and learning requirements of the individual pupils].Retrieved from: https://www.bmbwf.gv.at/Themen/schule/schulrecht/rs/1997-2017/2007_09.html

Bray, B., McClaskey, K. (n.d.). Personalization vs Differentiation vs Individualization Report (PDI) v3. Retrieved from: https://www.slideshare.net/bbray/personalization-vs-differentiation-vs-individualization.

dreambox.com. (2020). Individualized Learning. Retrieved from: https://www.dreambox.com/individualized-learning.

Honcharuk, P., A. (1985). Психология обучения [Psychology of teaching]. Kyiv: Вища школа.

Horonovska, V., T., & Samsonova, H., V. (1985). Уроки фiзики в 6 класi [Physics lessons in the 6th grade]. Kyiv: Рад.школа.

Karpeta-Peć, B. (2017). Indywidualizacja nauczania i uczenia się - otwarte formy pracy w gimnazjum oraz w kształceniu akademickim (action research) [Individualization of teaching and learning processes - open forms of work in the gymnasiums and academic setting]. The Central European Journal of Social Sciences and Humanities (CEJSH), 49(1), 95 – 114.

Karpińska, A. (2016). Indywidualizacja jako zasada i wartość w procesie kształcenia [Individualization as a principle and value in the learning process] (pp. 428-434). [In:] K. Chałas, & A. Maj (Eds.). Encyklopedia aksjologii pedagogicznej [Encyclopedia of Pedagogical Аxiology]. Radom: Polskie Wydawnictwo Encyklopedyczne.

Klus-Stańska, D. (2000). Konstruowanie wiedzy w szkole [Constructing knowledge in school]. Olsztyn: Wydawnictwo UWM.

Poveshchenko, H. P. (2014) Фрагменти суспільної самоорганізації [Fragments of social self-organization]. Kyiv: Спринт – Сервіс.

Rotenberg, V., O., & Bondarenko, S., М. (1989). Мозг, обучение, здоровье [Brain, Training, Health]. Moscow: Просвещение.

Sadovyi, М., І., Vovkotrub, V., P., & Tryfonova, О., М. (2013). Вибрані питання загальної методики навчання фізики: навчальний посібник [Selected issues of methodology of physics teaching]. Kirovohrad: Авангард.

Schmidt, S., J. (2010a). Rzeczywistość obserwatora. [The reality of the observer] (pp. 243 – 261). [In:] B. Balicki, D. Lewiński, B. Ryż, & E. Szczerbuk (Eds.). Radykalny konstruktywizm. Antologia. [Radical constructivism. Anthology] Wrocław: GAJT.

Schmidt, S., J. (2010b). Konstruktywizm w badaniach mediów: koncepcje, krytyka, konsekwencje [Constructivism in media studies: Concepts, criticism, implications] (pp. 243 – 261). [In:] B. Balicki, D. Lewiński, B. Ryż, & E. Szczerbuk (Eds.). Radykalny konstruktywizm. Antologia. [Radical constructivism. Anthology]. Wrocław: GAJT.

Shvay, R., І. (1999). Листок контролю виконання завдань - форма оцiнювання знань та дiагностика процесу iндивiдуального навчання (шкiльний досвiд) [Answer assessment sheet – the form of tasks grading and diagnostics of individual learning process (school experience)]. Materials of Ukrainian Scientific and Methodical Conference ‘Relevant problems of physics teaching and learning in higher education establishments’, 1. 169 – 170.

Shvay, R., I., Hirnyy, О., I. (1999). Фiзика 7. Робочий зошит [Physics 7. Woorkbook]. Lviv: ВНТЛ.

Shvay, R., I., Hirnyy, О., I (2000). Фізика 8. Робочий зошит [Physics 8. Woorkbook]. Lviv: ВНТЛ.

Shvay, R., I. (2002). Фізика в дослідах. Зошит для лабораторних та практичних робіт. 7 клас [Physics in experiments. Workbook for laboratory works and practical tasks]. Ternopil: Навчальна книга – Богдан.

Shvay, R., I., Hirnyy, О., I. (2003a). Фiзика. Навчальний комплекс “Три в одному”. 7 клас: Робочий зошит [Physics. Learning complex “Three in one”. 7th grade]. Kharkiv: ВКФ “Гриф”.

Shvay, R., I., Hirnyy, О., I. (2003b). Фізика. Навчальний комплекс “Три в одному”. 8 клас: Робочий зошит. [Physics. Learning complex “Three in one”. 8th grade]. Kharkiv: Харків: ВКФ “Гриф”.

Sukhodolskyi, H. V. (1972) Основи математичної статистики для психологів. [Basics of mathematical statistics for psychologists]. Lviv: ЛДУ.

Szwaj, R. (2016). Implementacja metod psychologii kreatywności do dydaktyki fizyki. [Implementation of psychology methods into physics didactics] (pp. 70 – 87). [In:] H. Rarot (Ed.), Humanistics and Science. Lublin: Politechnika Lubelska.

Published
2020-06-27
How to Cite
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