Science Journal of Education

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Incorporating Interactive Teaching Approaches in the Tertiary Science Classroom; Benefits, Challenges and Deterrents to Use in a Jamaican University

Received: 22 September 2014    Accepted: 10 October 2014    Published: 20 October 2014
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Abstract

The extent to which lecturers utilise interactive teaching strategies in the tertiary science classrooms at a tertiary institution in Jamaica was investigated. Interactive strategies used, preferred strategy, frequency of use, perceived benefits to students, deterrents to use, and challenges faced with implementation were investigated. The sample comprised of 60 full-time science lecturers with a minimum undergraduate teaching load of 10 contact hours per week. The population comprised primarily of females (93.3%) with a mean age of 38.1 ± 3.67 years. The results show that teacher-led discussion (90%) and cooperative learning strategies (50%) were the most frequently used interactive teaching approaches employed by the lecturers while peer teaching was the least (8%). Further analysis of lecturers’ views of their teaching approach revealed that all lecturers facilitated in-class discussions, student-teacher interactions and questions from students at some point during their lectures. Preparation time (40%), increased workload (40%) and poor student participation (40%) were identified as the primary challenges faced while time restriction (90%) was the main deterrent to using interactive strategies by lecturers in the classroom. Despite this however, lecturers reported that interactive teaching strategies were explored and incorporated during their lectures in a bid to improve student comprehension, improve the learning environment, and build critical and lateral thinking skills. The results also suggest that curriculum scope and institutional policies did not impact negatively on the lecturers’ ability to incorporate interactive teaching strategies in their classroom.

DOI 10.11648/j.sjedu.20140205.12
Published in Science Journal of Education (Volume 2, Issue 5, October 2014)
Page(s) 146-151
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Interactive Teaching, Tertiary Science Classroom, Jamaican University, Benefits of Interactive Teaching

References
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[2] Lubienski, S. T. (2000). A clash of social cultures? Students’ experiences in a discussion-intensive seventh-grade mathematics classroom. The Elementary School Journal, 100,377-403.
[3] Deslauriers, L., Schelew, E., & Wieman, C. (2011). Improved Learning in a Large Enrollment Physics Class. Science, 332 (6031), 862-864.
[4] DfEE/QCA (Department for Education and Employment/Qualifications and Curriculum Authority). (1999). Science: The National Curriculum for England. London: DfEE.
[5] Myhill, D., & Warren, P. (2005). Scaffolds or straitjackets? Critical moments in classroom discourse. Educational Review, 57, 55 – 69.
[6] Smith, L. A. (2006). Think-aloud mysteries: Using structured, sentence-by-sentence text passages to teach comprehension strategies. Reading Teacher, 59, 764-773.
[7] Tough, A. M. (1979). The Adult's Learning Projects: A Fresh Approach to Theory and Practice in Adult Learning. Toronto: Ontario Institute for Studies in Education.
[8] Meyer, C., & Jones, T. B. (1993). Promoting active learn¬ing: Strategies for the college classroom. San Francisco: Jossey-Bass.
[9] Conway, D. (1994). Student response to hypermedia in the lecture theatre: A case study. World Conf. on Educational Hypermedia and Multimedia (ED-MEDIA '94), Vancouver, 141-146.
[10] Wilen, W. (2004). Refuting misconceptions about classroom discussion. Social Studies, 95, 33-39.
[11] Trigwell, K., Prosser, M., & Waterhouse, F. (1999). Relations between teachers’ approaches to teaching and students’ approaches to learning. Higher Education, 37, 57-70.
[12] Kuh, G., Pace, R., & Vesper, N. (1997). The development of process indicators to estimate student gains associated with good practices in undergraduate education. Research in Higher Education, 38, 435-454.
[13] Smith, P. (2000). Preparedness for flexible delivery among vocational learners. Distance Education,21, 29–48.
[14] Bland, J.M., & Altman, D.G. (1997). Statistics notes: Cronbach's alpha. BMJ, 314, 572
[15] Weimer, M. (2011). 10 Benefits of Getting Students to Participate in Classroom Discussions. Faculty Focus. http://www.facultyfocus.com/articles/teaching-and-learning/10-benefits-of-getting-students-to-participate-in-classroom-discussions/. Accessed February 12, 2014
[16] Larson, B. E. (2000). Classroom discussion: a method of instruction and a curriculum outcome.Teaching and Teacher Educations, 16, 661-667.
[17] Steinert, Y., & Snell, L.S. (1999). Interactive learning strategies for increasing participation in large group presentations. Medical Teacher, 21, 37-42.
[18] Gambrell, L. B. (2004). Shifts in the conversation: teacher-led, peer-led, and computer mediated discussions. The Reading Teacher, 58, 212-215.
[19] Wehrli, G., & Nyquist, J.G. (2003). Creating an Educational Curriculum for Learners at Any Level. AABB Conference.
Author Information
  • College of Health Sciences, University of Technology, Kingston, Jamaica; Faculty of Humanities and Education, University of the West Indies (Mona campus) Kingston, Jamaica

  • Faculty of Science and Sport, University of Technology, Kingston, Jamaica; Faculty of Humanities and Education, University of the West Indies (Mona campus) Kingston, Jamaica

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  • APA Style

    Cliff Kelvin Riley, Beverley Dawn Myers. (2014). Incorporating Interactive Teaching Approaches in the Tertiary Science Classroom; Benefits, Challenges and Deterrents to Use in a Jamaican University. Science Journal of Education, 2(5), 146-151. https://doi.org/10.11648/j.sjedu.20140205.12

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    Cliff Kelvin Riley; Beverley Dawn Myers. Incorporating Interactive Teaching Approaches in the Tertiary Science Classroom; Benefits, Challenges and Deterrents to Use in a Jamaican University. Sci. J. Educ. 2014, 2(5), 146-151. doi: 10.11648/j.sjedu.20140205.12

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    AMA Style

    Cliff Kelvin Riley, Beverley Dawn Myers. Incorporating Interactive Teaching Approaches in the Tertiary Science Classroom; Benefits, Challenges and Deterrents to Use in a Jamaican University. Sci J Educ. 2014;2(5):146-151. doi: 10.11648/j.sjedu.20140205.12

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  • @article{10.11648/j.sjedu.20140205.12,
      author = {Cliff Kelvin Riley and Beverley Dawn Myers},
      title = {Incorporating Interactive Teaching Approaches in the Tertiary Science Classroom; Benefits, Challenges and Deterrents to Use in a Jamaican University},
      journal = {Science Journal of Education},
      volume = {2},
      number = {5},
      pages = {146-151},
      doi = {10.11648/j.sjedu.20140205.12},
      url = {https://doi.org/10.11648/j.sjedu.20140205.12},
      eprint = {https://download.sciencepg.com/pdf/10.11648.j.sjedu.20140205.12},
      abstract = {The extent to which lecturers utilise interactive teaching strategies in the tertiary science classrooms at a tertiary institution in Jamaica was investigated. Interactive strategies used, preferred strategy, frequency of use, perceived benefits to students, deterrents to use, and challenges faced with implementation were investigated. The sample comprised of 60 full-time science lecturers with a minimum undergraduate teaching load of 10 contact hours per week. The population comprised primarily of females (93.3%) with a mean age of 38.1 ± 3.67 years. The results show that teacher-led discussion (90%) and cooperative learning strategies (50%) were the most frequently used interactive teaching approaches employed by the lecturers while peer teaching was the least (8%). Further analysis of lecturers’ views of their teaching approach revealed that all lecturers facilitated in-class discussions, student-teacher interactions and questions from students at some point during their lectures. Preparation time (40%), increased workload (40%) and poor student participation (40%) were identified as the primary challenges faced while time restriction (90%) was the main deterrent to using interactive strategies by lecturers in the classroom. Despite this however, lecturers reported that interactive teaching strategies were explored and incorporated during their lectures in a bid to improve student comprehension, improve the learning environment, and build critical and lateral thinking skills. The results also suggest that curriculum scope and institutional policies did not impact negatively on the lecturers’ ability to incorporate interactive teaching strategies in their classroom.},
     year = {2014}
    }
    

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