ARTICLE REVIEWS

Article Reviews

Article Reviews

Veselinovska, S., Gudeva, L. and Djokic, M. (2011), “The effect of teaching methods on cognitive achievement in biology studying”, Procedia Social and Behavioral Sciences, Vol. 15, pp. 2521-2527

The research was experimental in from research design perspective, and complemented using three groups of student. Every group comprises of 20 students from first years having Biology as their majors, from The University “Goce Delcev”, Faculty of Natural and Technical Sciences, Institute of Biology.

Validity

The study presents a comprehensive literature review from credible sources, and the results also shows similar pattern. This means that the research is valid internally, whereas, it's real world application can be make it valid externally.

Iurea, C., Neacsu, I., Safta, C. and Suditu, M. (2011), “The Study of the Relation between the Teaching Methods and the Learning Styles - The Impact upon the Students' Academic”, Procedia Social and Behavioral Sciences Vol. 11, pp. 256-260

Purpose of this Research

The purpose of this research is two folded: on the one hand, checking if there is a significant relation between the dominant learning style of a student and his/her academic results and, on the other hand, observing if the satisfaction for the teaching strategies and methods used by the teacher in the courses, seminars, and practical activities represents a condition or a factor of influence for the academic success of the students.

Aims of the Research

This research aims at verifying whether there is a significant relationship between the student's dominant learning styles and his or her results as well as whether the satisfaction obtained from the usability of the professor's teaching methods and strategies for lectures, seminars or other practical activities determines improved performances in students.

Sampling

For the study, the authors have used the simple sampling procedure as regards teachers and that of group sampling for students. The subjects of this study were selected from Titu Maiorescu University, Bucharest: The Law Faculty, the Faculty of Medicine and the Faculty of Psychology, as follows: 120 students from Faculty of Psychology, year II, 12 male and 108 female; 120 students from Faculty of Medicine, year II, 60 male and 60 female; 120 students from Law Faculty, year II, 52 male and 68 female; 30 teaching professionals from the Faculty of Psychology (6 male and 24 female); 30 teaching professionals from Faculty of Medicine (9 male and 21 female); 30 teaching professionals from Law Faculty (15 male and 15 female). In total, 360 students (with an average age between 20 and 35, 124 male and 236 female) participated in the study. The research methods that have been used were the following: observation; controlled interview; questionnaires to identify the learning styles; lists of learning styles; analysis; interpretation of the academic activity products.

Validity

After examining the literature review which adequately supports the findings of the study. This helps in drawing validating the findings of the study.

Conclusion

Identifying learning tendencies manifested by students exposed to various educational methods, this study helped teachers revise and change the way they design their activities (courses, seminars) in order to adapt to a variety ...