This paper presents a discussion on the advancement of transformative learning through formative assessment in higher education and why researchers believe this concept of formative assessment and transformative learning hold so much promise as an inclusive approach in higher education. The researchers of this study conducted a survey in a Malaysian public university to examine the perceptions of lecturers, undergraduates and postgraduates as on how formative assessment can enhance the development of transformative learning using a self-regulated and student-focused assessment model. In this study, researchers identified the impact of formative assessment on transformative learning in higher education. Based on the study conducted, the researchers also present a model of sustainable assessment that emphasizes how formative assessment can facilitate transformative learning in higher education. This formative oriented assessment model proposes a meaningful and student-oriented learning environment for effective self-regulatory learning among students. The researchers hope this study will fulfill a need in higher education for both practical and theoretical information for experts in a wide array of tertiary education settings.
This study attempts to examine the impact of reading literary texts on vocabulary retention of learners of English as a foreign language (EFL). Some Iranian undergraduate students (n=140) randomly selected from among senior students of English literature and English translation participated in this investigation. The results of one-way ANOVAs brought to light the fact that exposure to a plethora of literary material does not necessarily bring about any significant gain in literature majors’ comprehension of literary or nonliterary texts. Even so, as reading literary texts improves the retention of vocabulary items, a literature-based methodology for teaching vocabulary is recommended
The purpose of this paper is
to examine the perceptions of students involved in a mentoring program. The
approach involved the provision of supplemental instruction conducted in the
form of a mentoring program designed to address spreadsheet applications for
first year accounting tasks. Surveys were conducted over the semester and at
the conclusion of the semester to obtain the mentees and mentors satisfaction
with the mentoring program. Responses to surveys conducted during semester
showed a high level of satisfaction with the progress from the MAPS
intervention. Overall the mentees rated the MAPS intervention as being slightly
beneficial to their learning and knowledge regarding the use of spreadsheet
applications for accounting tasks. The practical implications from this study
are that the supplemental instruction conducted in the form of a student
mentoring program has the potential to influence student satisfaction with the
In recent times, there have been much hues and cries over the continuous poor standard of education in Nigeria. This has been blamed predominantly on the teachers, their teaching methods and techniques, attitude to work, competence and general behavior. This unpleasant development somewhat put to question the efficacy of teacher education content particularly micro-teaching which serves as the meeting point of both theory and practice in the pre-service training of teachers. The purpose of this study is to investigate the modes of improving the pre-service teacher competence and productivity based on the constructive reflection of student teaching, with a focus on micro-teaching which is adjudged as an avenue for acquiring pre-service pedagogical knowledge and field experiences. The study seeks to highlight the efficacy of micro-teaching in facilitating effective teacher preparation. It employs a combination of quantitative and qualitative research methods. In its quantitative dimension, the study features a descriptive survey design with research questionnaire administered on 500 respondents randomly sampled across five institutions. In its qualitative dimension, the study employs inductive and deductive research methods and analysis where data were collected and analysed based on existing framework and emerging themes on reflective effect of micro-teaching and field experiences, as decided in advance by the researchers. The study revealed that micro-teaching content, resources and material need to be reviewed for optimum result. Multi channel-viewing and other forms of Information Communication Technology (lCT) gadgets need to be introduced as a matter of urgency.