|
The Analysis of Problem-Based Learning for Adult Learners in Higher Institutions
|
səhifə | 4/4 | tarix | 30.12.2023 | ölçüsü | 54,44 Kb. | | #164174 |
| Research ENG-52E Qurbonova Iroda Data Analysis and Findings
The given table describes the comparison of effects between individual activities and group works in problem-based learning in terms of grammar, spelling mistakes, amd number of words that were utilized. Overall, using group works in Tourism classes showed a positive results on students' writing. Group is much more effective and important for working with students. Because they can discuss, exchange minds ,ask for help with their friends and correct their mistakes respectively. In group work ther is some mistakes in grammar and spelling mistakes, 8 mistakes and 10 mistakes are much more less than individual work 20 mistakes in grammar and 30 mistakes in spelling. In individual work they have really strong vocabulary skill with 225 words won individual work students , group work students' results on word count 68 times much more than individual work.
Group work Table 1
Numbers
|
Grammar mistakes
|
Spelling mistakes
|
Word count
|
1 th student
|
No mistakes
|
One mistake
|
33 words
|
2 nd student
|
No mistakes
|
2 mistakes
|
66 words
|
3 rd student
|
One mistake
|
One mistakes
|
45 words
|
Fourth student
|
Two mistake
|
Two mistakes
|
22 words
|
Fifth student
|
No mistakes
|
One mistake
|
11 words
|
Sixth student
|
1 mistake
|
One mistake
|
15 words
|
Seventh student
|
One mistake
|
No mistakes
|
12 words
|
Eighth student
|
3 mistake
|
No mistakes
|
10 words
|
Nineth student
|
No mistake
|
No mistakes
|
11 words
|
Overall
|
8 mistakes
|
10 mistakes
|
225 words
|
Group work Table 2
Numbers
|
Grammar mistakes
|
Spelling mistakes
|
Word count
|
1 th student
|
3mistakes
|
5 mistakes
|
10 words
|
2 nd student
|
Four mistakes
|
Four mistakes
|
15 words
|
3 rd student
|
Two mistakes
|
Three mistakes
|
20 words
|
4 th student
|
Three mistakes
|
Three mistakes
|
12 words
|
Fifth student
|
Two mistakes
|
Two mistakes
|
10 words
|
Sixth student
|
One mistake
|
Two mistake
|
30 words
|
Seventh student
|
Two mistake
|
Four mistakes
|
15 words
|
Eighth student
|
One mistake
|
Two mistakes
|
25 words
|
Nineth student
|
Two mistakes
|
Five mistakes
|
20 words
|
Overall
|
20 mistakes
|
30 mistakes
|
157 words
|
In individual work according to the table mistakes are much more than individual work. Because in individual work they can not ask help, they cannot do the task with discussion with their groupmates. In individual work overall 20 mistakes in grammar , it means 12 times much more than group work , and spelling mistakes 30 mistakes in individual work, namely 20 times more mistakes than group work. They also have problem with word count, with 157 words.
The given pie chart shows students' interest in writing activities . When they were asked about their feelings about the tasks , seventy percent of students responded that a group work was interesting and effective for them , while thirty percent of students answered that they prefer doing individual works they do not like to reveal information in group work.
70 percentage of group work, 30 percentage of individual work
Conclusion and Further Implications
To summarize, the results of this study revealed that utilizing group works positively effects students' writing skill, because according to the research that was carried out on Kimyo International university in Tashkent , the majority of learners were fascinated in a group work and this type of task showed positive results in students' writing work. In addition, in the future,if research is conducted on the connection of group works with knowing groupmates' personality , hobbies and other things, the affect of group tasks on other English language skills , it would be only useful and significant for EFL teachers to utilize during the lesson.
References
Barrell.(2007). Problem-Based Learning : An Inquiry approach.
Biggs J (2003). Teaching for Quality Learning at University: Second Edition, Maidenhead: The Society for Research into Higher Education and Open University Press.
Boud D (1985) Problem-Based Learning in Education for the Professionals. In Wittrock, M. C. (Ed.) Handbook on Research Teaching, 10-15, New York: Macmillan Publishing Company.
Duch, B. J., Groh, S. E, & Allen, D. E. (Eds.). (2001). The power of problem-based learning. Sterling, VA: Stylus.
Glaser, R. (1991). The Maturing of the relationship between the science of learning and Cognition and Educational Practice. Learning and Cognition and Educational practice. Learning and instruction, 991 (1), 129-144.
Harland T 2002. Zoology students’ experiences of collaborative enquiry in problem-based learning. Teaching in Higher education 7:3-15.
Moesby, E. (2002). The Process Towards Implementing Problem-Based Learning. Reflections on PBL. A Republic Polytechnic Publication Newsletter issue No.1. Republic Polytechnic, Singapore. Republic Polytechnic (Singapore); http://www.myrp.sg/ced/home/pbl.html. Retrieved 28 Sep 2008.)
Wilkerson, LuAnn (1996). Bridging Problem-based Learning to higher education : Theory and Practice : New Directions for Teaching and Learning, 68. San Francisco, Jossey-Bass Publishers.
Williams R, Macdermid J & Wessel J (2003). Student adaptation to problem-based learning in an entry-level master’s physical therapy program. Physiotherapy Theory and Practice, 19:199-212.
Dostları ilə paylaş: |
|
|