avendano tan

Chapter II (RRL)
Chapter II
REVIEW OF RELATED LITERATURE
The effects of students’ living environments have been studied for many years to analyze students living environment factors that influenced the students’ academic results which can either be positive or negative. Dakin’s (2008) study on College Success Among Students Who Reside in Different Environment is an example of a study about the student’s environment, which focused on academic study habits, and student satisfaction. His study attempts to uncover environmental influences on a college student’s ability to succeed. The environmental conditions that were found if duplicated to a larger student population could benefit future college students’ decisions about their living arrangements while attending college.
The researcher (Dakin, 2008) identified four environments, these environments were living off-campus in student parent’s residence, living off-campus not at the student’s parent’s residence, living in the hybrid environment at the Community Center Apartments, and living in student on-campus housing.
Dakin (2008) studies on the identification of the best environments for education, he stated that the two factors that influence student success the most are student characteristics and the characteristics of the environment. The living environment and behavior of both students and learning institutions have changed dramatically over the years. Nowadays, students have become more demanding and learning institutions and living environments have been over crowded and influential.
As soon as the child is born, his or her eyes are being opened to a particular environment, which can influence the child’s lifestyle. The surrounding environment that he or she interacts with creates a connection between the child and the environment. Through this connection, a child can develop relationships around his or her surroundings. His or her study habits, behavior, attitudes and way of living are influenced by his or her environment (Dinkmeyer and Dreikurs, 1963).
Learning goes on and on as a child grows up and there are conditions that affect it. According to Sawrey (1968) there are some changes regarding a person’s response, these changes are the result of growth. Other changes are caused by injuries or a person’s condition. These conditions also influence learning.
People accept that not all things work for all individuals. When it comes to fashion, music, or movies, we all have preferences or styles that appeal to us. Personal preference also plays a big role in what type of learning environment will work best for a student. Most books, videos, and educators promote an ideal work space that typically includes a desk, a chair, a desk lamp, and a room free from all distractions (Tobias, 1994).
DeNeui’s (2003) findings in his research entitled “An investigation of first-year college student’s psychological sense of community on campus,” focus on the psychological sense of community, which is a direct or indirect outcome of community environments, between an extrovert student and an introvert student. An extrovert student shows a decrease in psychological sense in community. This is probably because he or she has high expectations on their university’s community; however, his or her expectations fail him or her. His or her expectations would probably fail him or her because he or she lacks engagement in the campus activities. Because of his or her high expectations, his or her psychological sense of community decreases.(who says?)
While for an introvert student, his or her participation in the campus is just fair depending on his or her type of attitude. Some introvert students join activities; however, they are not really active in these activities. Students who participate more in university activities show a greater psychological sense of community than those who barely participate; as a result, participation and extroversion are related. This shows that an outgoing student and a shy student view the university differently. A student’s attitude can cause different views to the university. Their views of the university are different; their views might contribute to their learning.(always cite sources)
Overall, DeNeui’s results imply that the psychological sense of community in college students is related to both extroversion and participation. DeNeui said, his results support Lounsbury’s et. al (1995) “passive personological perspective", which says that psychological sense of community depends on the personality and the physical environment of a student.
Extrovert students may see the world as "more cohesive, close knit and fraught with sense of community” (Lounsbury et. al., 1996, p. 391). Extroverts maybe more interested in places that offer greater communities for interaction, friendship and social structure. Students are more attracted to places where it meets their needs. There are also some factors affect the student’s performances, not just their interest and their behavior.
Universities that aim for high quality students are increasing, people are curious on the factors that cause excellent students’ performances in college. There are some factors that affect the students’ outcomes and performances in their studies. These factors are their family’s background, student’s academic achievement, and the educational attainment of the parents. These factors might affect the students negatively or positively.(period should be after the parenthesis) (Karemera, et al., 2003)
Educational standards are changing, as a result, outstanding students can somewhat feel the competition going on. The students want to meet the standards of their school. Therefore, the students must have good learning environment.
Schools should attract, retain, and help students in their academic needs. The key to an effective learning is to create an environment the encourage students to do an excellent work in or out of the school. An individual should be encouraged to pursue learning especially at home. (Karemera, et al., 2003)
Dinkmeyer and Dreikurs (1963) said that the developments of a student are results of heredity, environmental influences, encouragements, concept of life and his of her life style. Therefore, it is important for the student to have a good relationship with his or her surroundings. The student’s attitude is affected by many things, not just by heredity and the environment. The very own self of the student, life style, plays a big role in his or her attitude. The student’s lifestyle determines the student’s decision. The student helps in creating his or her own environment. In this sense, the environment has a subjective value.
Dinkmeyer and Dreikurs (1963) also said that all students need encouragement from his or her surroundings, without it, his or her growth would be slow and his or her abilities would go to waste. Encouragement is necessary, because the effect of it would determine a student; whether he or she is good or not.
The parents provide the environment as the child is born. He or she first experience connections through them. He or she develops socially through his or her family. The parents contribute a big part in influencing a child on how he or she interacts within a community. From this, a child learns how to deal with people. Families have different guides to a child. Either way, it still opens a child’s eyes to how he or she will develop interrelation with the things around him. The parents’ role is very relevant to a child’s development and how he or she pursues learning (Dinkmeyer and Dreikurs 1963).
A key environment for learning is the family. The family and the family’s encouragement have always been important in a student’s development. Most of the time, what a student becomes is because of the support and encouragement that he or she receives from his or her surroundings. Encouraging a student makes him or her do his or her best and could also lead to recognizing the student’s abilities. A student may not be perfect in his or her performances but the effort that he or she gives makes the student grow through believing in himself or herself and the abilities that he or she has (Dinkmeyer and Dreikurs, 1963).
According to an article in physorg.com(2010), researchers in University of Leicester and University of Leeds said that parents’ encouragement is more significant for a child’s educational needs than the schools’ encouragement. Their research regarding the parents' effort to child's educational performance found that the socio-economic background of a child’s family not only affects the child’s educational needs but also the school’s encouragement.
Professor De Fraja (as cited in physorg, 2010), who is Head of Economics at the University of Leicester, said, "The main channel through which parental socio-economic background affects achievement is via effort. Parents from a more advantaged environment exert more effort, and this influences positively the educational attainment of their children.” The parents' conditions also increase the school's effort, and thus increase the school’s success.
Although parents can contribute to their child’s learning, students still have different study habits. It is effective to study with a good study companions. According to Brewer, Klein and Mann (2003), in research entitled “Using Small Group Learning Strategies with Adult Re-entry Students”, there are important effects in studying with small groups. Regarding enjoyment, belief in the ability to learn, and in-class activities, there are students that like working in small groups with interactions. Their research reveals that more students liked it better if they study in groups; however, there are still students that like to work alone.
Students have different study habits which can cause them to do an excellent or poor work in school. Places for studying give big contributions for the study habits of a person. There are places that allows a person how or what to think depending on his or her choice of environment (Morgan, 1994). A study place can be everywhere as long as the student is comfortable with it. There are many study places in which the student can choose. Deciding where to study can be just as important as how much or how hard a student studies. The environment that a student chooses can determine the mood, comfort level, and the effectiveness of the place when it comes to the student’s study habits. Kelley (1997) cited that in order to decide on where to study, a student should ask one’s self whether the environment where he or she is studying matches his or her learning style and preferences. Based on the student’s preferences, he or she should schedule the most challenging classes and intense study sessions in the environments that best match his or her needs.
Kizlik (1997) stated that each student doesn’t have the same study needs. They study differently, and there are some study habits that works for one student but may not work for another. However, there are some general ways that seem to produce good results. No one would argue that every subject that the student have to take is going to be so interesting that studying it is not work but pleasure.
The Virgina Tech article entitled, “Control of the Study Environment” suggests that for the student to be successful in studying, he or she must set aside a fixed place for study and nothing else but to study. The student might as well choose the best possible environment that suits his or her study habits. A place where the student is used to study and does nothing else there is the best of all possible environments. After a while, study becomes the appropriate behavior in that particular environment. Then, whenever he or she sits down in that particular place, the student will feel like going right to work.
Keleey (1997) said that there are also factors that the student must consider in choosing his or her study place. One factor is the time of day. A bad study environment can distract a person. If the student is uncomfortable with his or her environment, due to some causes like the temperature is too hot or too cold, it might disturb the student in doing his or her works. Not a single person could focus twenty-four hours a day. Each person has his or her own time of day that he or she is most productive. Some students work best on their homework or any school work immediately after school while some need time to rest before they do their works. The student should know the exact time for him or her to get his or her works done. Another factor is the surrounding sound. In contrast to the popular idea about the sound of the environment, not everyone needs to study in a perfectly quiet environment. However, if students do choose to study with music, they should choose Baroque classical music because the tempo and instrumentation of this music seems to be most compatible with study and learning. The lighting of the place is also a factor to be considered when choosing the study place.
Tobias (1994) mentioned that reading ability can be affected by the light contrast between print and paper color. There is a high contrast between black letters printed on white paper. Some people find it easier to read black print on blue or gray paper which has less contrast and is easier on their eyes. Being aware that light does make a difference, a student should study in the environment that best matches his/her learning preferences. Moreover, the location of the study place is also one of the factors to be considered. It’s important when choosing a house and it’s important when choosing a room specially a student’s learning place. All other factors are also considered in choosing the location.
There are a lot of study places to choose from. From the most common places to the weirdest place a student could ever think of( fragment). Landsberger (1996) cited different possible study places for a student aside from their rooms like coffee shops, lounges, kitchens, basements, living rooms, and libraries.
A student can study anywhere. Study places can contribute to the student’s performance. Some places that are good and efficient for studying are coffee shops that can give a student a feeling of solemnity, a study lounge, your own room, kitchens that are will lit, basement, living room, and the best one, the library. Above all, the place the student chooses to study should not be distracting. Distractions can build up, and the first thing the student knows, he or she is out of time and out of luck. Choosing a good physical environment should be a part of the student’s study habits (Kizlik, 1997).
There are students who cannot study when it is really quiet because any sound can attract their attention. Some students need the quietness of the place because they cannot tolerate noises. Other students are very distracted by movement while others need a busy environment so that there are no isolated movements to attract their attention. Some people can have TV in the background but not directly in front of them and use the noise to cover up other noises, while others find the TV an attention grabber. Some students can study even though there’s a party going on but most of them need a good place to do their work. Living in a dormitory, boarding house, apartment, or even in their own house can contribute on a student’s study habits positively or negatively. People they live with could interrupt them and bring up exciting topics that would tempt them to talk instead of studying and others would listen to radios or watch television that can disturb them in a way. Morgan (1994) cited that “in the war against time dribbled away, our worst enemies can be our friends, family and roommates” (p. 36).
According to Hanna (in?) (2006), “Effective Study Environments,” quiet environments like the library or a classroom, can work for a student who can easily be distracted and those who needs the minimum amount of sound and visual motivation. In libraries, students can concentrate themselves on reading their book, in that way, they cannot hear the conversations and movements of others around them. Despite of the library’s advantages, some students still complain that the library is boring. Other students just need a noisier environment so that they can screen out other distractions.
Many students, however, find that they must leave their room in order to study effectively, because the students see their room as a place to sleep and play, and not a place to learn. These students get themselves out from the fun environment and goes to a quieter study environment (Hanna, 2006). On the other hand, the room can be an effective study place if the student knows that he or she has the ability to study in that room and if he or she can control himself or herself not to be distracted by the fun things they have around, such as computer games, e-mail, friends and roommates, parties, etc. Also, in addition, the student does not confuse himself or herself in the need for rest and the need to study (Hanna, 2006).
There are some advantages and disadvantages when a student studies in his or her room. When the student is in the room, all that he or she needs like books, notes, and other study materials are already there. The student could also study immediately as soon as he or she opens the book, and it is also an advantage when studying in the room because the student could easily ask for help just down the hall. But there are also some shortcomings studying in the room. The room can be also one of the most distracting environments in which a student can choose to study. Schoolmates may drop in to visit, or a friend down the hall asks you to come and check something out, or somebody cooks or orders something that smells really good that could tempt the student to go and have some. In short, the possibilities for tempting distractions are practically endless (Hanna, 2006).
The library offers professional services, a quiet environment, wifi, and even windows with a wonderful view. Public libraries are also great because they are a lot of it across all cities and towns, whether you live in a suburban or rural area, many are easy to go to. Inside the libraries, there are open, common spaces where you can read, study, or chat with a study partner. There are also many hidden spots in a library which a student can stay without ever being found and there, a student can make his or her own private space to read an entire novel or write a term paper or report (Landsberger, 1996).
Coffee shops have become the new library where students do their school works and study groups meet. A coffee shop can provide a motivating community, background noise, relaxed atmosphere, wifi, and great drinks. It can be convenient for small groups, studying with a partner or alone. You can also be unknown and unbothered, and easily turn off your cell phone to avoid that distraction (Landsberger, 1996). In today’s generation of students, many have adapted to the current digital age of iPods, wireless internet, and other electronic distractions that have essentially made people talk less. Today’s coffee shops and cafes are full with people connected to various devices, can actually be calming to learning if a student manages his or her time effectively (Money Instructor, 2002).
Landsberger (1996) stated that sometimes, students will find an area of the home which is perfect for them. A basement, a closet, the kitchen, outside on the deck, or the living room, students know what distracts them and what helps when studying. Kitchens are helpful to studying, with good lighting and open space for all of the student’s materials. A student can also easily grab snacks specially with fruits and vegetables to avoid heavy food. If a student can focus better in a basement, it is also a great place and music can be a good background noise. The living room is also a terrific place to study with comfortable seating and enough space, but students should avoid the distractions around the house. But if a student loves watching the television, it may not be the best option for a study space. Studying in a familiar environment allows for the comfort level as well as already knowing the times of the day it gets busy. Often, home is considered as the place with great distractions and people, but for some students who choose the right time of day to use their home as a place to study, it can be just the right place (Money Instructor, 2002).
Money Instructor (2002) pointed out that being comfortable and calm are two main concerns when it comes to learning. Not feeling comfortable can be a distraction in itself. If the environment a student chooses does not seem to be working after a couple of attempts, it is best to find another place to study. Students could ask friends and fellow students about the good spots in town within walking distance which have worked for them because this might also work for the student.
There are many environments where students live and some of these are school dormitories, apartments, and their homes. A student’s living environment is more than just a place to live, it is a society in which a student is a member (Dakin, 2008).
A dormitory is a place where students could meet various people and develop friendships and it could also develop self-independence (Moffat, 1970). For some, living in a dorm is the typical college option. Dorm life means living on campus and not having to deal with the hassles of commuting and the need to cook for meals. On the other hand, living in a dorm means limited space. It also means dealing with a dorm roommate. Dorms also are not open all year long, so students have to find other accommodations on vacations. And dorm life usually means eating fixed meals. Living in a dorm can also affect the study habits of a student. Students who stay in on-campus dorms perform better academically than those in off-campus living arrangements. The main benefit to living on-campus is that a student is a short walk from the campus library, which can help a student succeed in his or her research papers. Closeness to the library contributes to students using their study time wisely. Though most students perform better academically, some students have their grades suffer because they are unable to focus on their studies with everything that’s going on around them because dorms are rarely solemn (Tsavo Media Canada Inc., 2010).(again,citing of sources always forgotten, one reference is valid in one sentence only)
Davis (1998) said that for many college students, an apartment is a serious step towards adulthood and freedom. Compared to a dorm, an apartment means space, a living area. A bathroom that only needs to be shared between a few people and students no longer have to rely on the campus dining hall, and can prepare their food from their own refrigerators in their own kitchen. On the other hand, the responsibilities of apartment life really can be a hassle. Suddenly students need to worry about monthly bills, furniture, and cooking. Depending on where the apartment is, students may also have to deal with the expenses and hassles of commuting. It could also affect the time the student spends for school works and might result to decrease in grades (Gladen, 2010).
Gladen (2010) mentioned that some students are not yet ready to leave their home but it is also an advantage living with parents because it could save a lot of money instead of spending it to pay apartment bills. For some students, the thought of continuing to live with parents after high school graduation is a huge disadvantage because then, students wouldn’t learn how to be independent. It also means commuting everyday and this could make students feel disconnected from the campus which can contribute to the student’s lowering of grades (Tsavo Media Canada Inc., 2010).
Dinkmeyer and Dreikurs (1963) said that learning environments focus on the characteristics of classroom environments that affect learning, the teacher’s environment for learning, and the range of learning environment in which students participate, both in and out of the school. Classroom environments are positively influenced by opportunities with others who affect learners. Technologies also influence learning which can help teachers incorporate the tools in classroom activities.
Effective learning environments consider the goals for learning and the goals for students especially that the goals for learning and students can change as time pass by. Student populations, tools for technology, society’s requirements, and educational standards also change. Another factor that contributes to the learning environment’s effectiveness are the students’ flexibility and adaptation to the changes that happens around them (Dinkmeyer and Dreikurs, 1963).
According to Blair et. al. (1975, p23), “an individual at any stage of his development is the product of organic and environmental factors working hand in hand. What the student is, what the student does, what the student becomes. In short, how a student reacts and behaves in all life situations can be explained in terms of these two interacting forces.”
The purpose of this study is to know the effect of the residence and other factors that affect the students’ study habits. This study attempts to relate Dakin’s (2008) research entitled “College Success Among Students Who Reside in Different Environment” by examining the relationship between the student and his or her environment.(not a synthesis.too brief.relation to the reviewed studies not well established)

ornopia almendras

CHAPTER II
REVIEW OF RELATED LITERATURE
Teaching techniques of biology teachers may and can affect the grades of the students. This chapter tells us about the proper teaching techniques for the teachers that make the grades of the students be fulfilling. This chapter reveals written data or form of literature about teaching techniques, biology, grades of the students and the teachers. Effective teaching, effectiveness of a teacher and teacher-student relationship are also cited in this chapter. This chapter also differentiates and discusses method from techniques and the purposes of teaching. Teaching science is also mentioned with laboratory techniques for both the students and teachers. And lastly, the types of examination for students are also cited in this chapter.
Hough and Duncan (1970) once said that the performances of the students are the basis of the output of teaching. One of the purpose of teaching is to help students “behave in new ways” but still maintaining their personal distinctiveness and individuality. Another purpose is, relating the distinctiveness and individuality of the students to the ones of the society.(who says?) And lastly, it is to help students achieve understanding, awareness, abilities, and sensitivity that must work efficiently. These (what?) can function effectively if the teacher willingly accepts his role that is “an agent of change”. Even if teaching may alter conduct, teachers should know that they should accept it and use it to brace up past learnings. Therefore, teachers frequently reinforce and incorporate the past learnings of the students and construct on them to increase new behaviors. (who says?) Nonetheless, the main purpose of teaching is to alter the students’ behaviors and to assist them in recognizing the possibilities and significance of their behavior. (Hough and Duncan, 1970, p.4)

The purpose of teaching is useless unless the teacher applies effective teaching skills. Joseph Lowman (1990), in his article entitled “Professors as Performers and Motivators”, came up with the elements that make up “effective teaching”. Teachers who help students in learning and understanding their lessons in a clear and orderly way are more effective than those who are unclear and perplexing. Some studies (generalization, who says?)illustrate that “interest and clarity” of the teacher are the major influences on the rating of the students. A factor was a result in the combination of techniques, and that factor is “interpersonal rapport”. The studies (whose studies?)pointed out that positive communications of the teacher are more preferred than negative. Additional studies about teaching technique have also shown that democracy in class is better than authoritarian style. Overall, Lowman suggests that excellent college teaching is results of performance and interactive ability. The teachers must behave as both executer and inspiration for their students. (Lowman, 1990)

In addition to Lowman’s article (idea? rephrase the phrase), the study of Osunde (1996) entitled “The effect on student teachers of the teaching behaviors of cooperating teachers” discussed that the growth of “professional rapport or a positive relationship with students” is a feature that gives student teachers the confidence to expand. (Osunde, 1996) (check period and where to properly place it. this was pointed in the first draft, but never corrected in this 2nd draft)

An important role of a teacher is what Barnes, Christensen and Hansen (1994) discussed in their book. It (again, not addressed.got tired of pointing this. who mentioned?) was mentioned that skilled teachers are scarce resources. As long as these teachers exert effort to a big group of students, “instructional efficiency increases”. Barnes, Christensen and Hansen also added some important point that in a large section, the instructor can draw on a wider range of student interest and experience. The necessity to limit the students’ time helps the teacher persuade to make the class practice listening, observing, synthesizing and summarizing skills. (Barnes, Christensen and Hansen, 1994)

Burnette (1999) said that certain behaviors like acting as a good teacher and educational strategies like giving some fun games during discussion allow teachers to construct a powerful learning and teaching relationship with their students who are cultural diverse. (Burnette, 1990)

The necessities in order to be effective in teaching were discussed by Highet (1968). The primary necessity of excellent teaching is the knowledge of the teacher on the subject. This means that a teacher continually learns his/her subject he/she is about to teach. The subsequent necessity is the fondness of the teacher to his subject. The two necessities are interdependent, for teaching is about learning and through time, learning comes to liking. (Highet, 1968, p. 19)

Garcia (1989) differentiated teaching method from technique. He wrote (comma) “a teaching method is an organized and systematic procedure employed by a teacher in making students learn” (Garcia, 1989, p. 21).

Lowman (1984) stated that there is a discussion technique to motivate the students to form related networks and thereby expanding and developing their knowledge and possession of their studies. This discussion technique is, questioning students to make comparisons and to differentiate concepts, theories, and individuals orally in discussion assists and supports to explain the relation in a certain area. (Lowman, 1984)Lowman mentioned “Lecturing” during every class, is not the ideal technique to educate students because it contributes students not to sharpen their learnings about facts and rationale and it would lessen their spur and contentment. Aside from this, giving an activity around groupings (i.e. group discussion) encourage students to think independently and great sensitiveness, but it gives miscarriage to the dependent students and the teacher or professor could not be sure that best details would be mastered. (Lowman, 1984, p. 131)
Lowman also mention that beginning discussion is easy when an instructor applies an essential technique and prepares his or her self to discuss from the previous section in general ways. (Lowman, 1984, p. 134)
Lowman also discussed that college teachers must control group discussion to make it easy as possible for the students to be active in class. When the students were not listening, college teachers should utilize their management to mold and lead every student’s suggestions and reactions with regards to “common intellectual conclusions”. (Lowman, 1984, p.139)
College teachers have the knowledge where and when to end the discussion. When college teacher do this, it affects the learning of the students in sharing what they have learned and the motivation with which they discuss or the next lesson. Some of them find it difficult to close the discussion when their students are extremely participating. If a college teacher has a skill to end the discussion, he or she finds it very simple. (Lowman, 1984, p. 141)
According to the study of Balce (2010), it is nice to start the class with the student’s idea by asking him or her about the experiences and knowledge they know. Balce added that in teaching science theory and model, it is good that the teacher uses the science process skills in monitoring, connecting, through art (sketch, picture or diagram), gathering and creating a representation about what he or she discusses. The author noted that:
Constant feedback was obtained as the teaching progressed because there were embedded assessment questions in the activity sheets. In addition, these were answered by solving a jigsaw puzzle, writing sentences, observing and interpreting illustrations. There was constant teacher-student interaction; thus, quick checkups of conceptual understanding were possible. (Balce, 2010)only page here.i mentioned this already but not addressed.year and author should be in the introductory line, replace the author said that:
In discussing teaching methods, Borich (1996) notes (tense consistency) two aspect of knowledge of teaching methods: selection and use of teaching materials. He also states that the decisions about textbooks and curriculum materials, workbooks, films, tests and reference works are crucial to planning. As a result, “a teacher will want to keep a record of the materials and media that may be useful in meeting instructional goals in his/her subject matter and level.” (p. 108)
Borich also explains the decisions of the teachers in teaching method. The decisions are:
· Appropriate pacing or tempo (eg. the speed at which you introduce new material)
· Mode of presentation (eg. lectures vs. group discussions)
· Class arrangement (eg. small groups, fuel class, independent study)
· Classroom arrangement (eg. raise hand, speak out) (Borich, 1996, p. 108)

Teaching methods does not only affect the students’ interest and participation but also their grades. Davis (1999) stated that teachers must “design tests that encourage the kind of learning you want students to achieve”. A lot of students learn whatever is needed for them to get the grades they want. If teachers base exams on memorizing, then memorization is the center of attention of students when studying. If examinations are on synthesis and evaluation of facts, then the students will be encouraged to practice these skills when studying. (Davis, 1999)
Davis also stated that teachers must “avoid using grades as threats”. If students are in threat of low grades, others may take it as a challenge and work hard for it. However, others may consider it as a form of discouragement that may lead them to do academic dishonesty, excuses and the like. (Davis, 1999)
On the other hand, another writer discussed and showed some teaching methods. Tiwari (2010) mentioned some effective teaching methods for the teachers to attain the aim of teaching.
Tiwari clearly noted that a teacher must first have a “writing lesson plans” before starting teaching strategy in class. The teacher must use the teaching methods, which are within the capabilities of the students, the environment and the academic curriculum. (Tiwari, 2010)
On the other hand, students act in response differently from each other. They have different ways of understanding and demonstrating the knowledge they have learned. Therefore, the teacher must have a technique to let his/ her students retain the knowledge they have learned. One technique is questioning which is very interactive. In this technique, teachers ask questions to know what the students understood and to decide what to teach further. Another technique is explaining in which teachers introduce facts in a direct and rational manner. A different but effective technique is modelling. This technique works through observation, replication and retention. Demonstrating is also a technique. This technique improves students’ knowledge by application and hones their skills thus being capable of systematizing and recognizing the lessons in an effective way. And the last echnique that Tiwari mentioned in Collaborating. This technique enables student to interact with fellow students and promotes joint responsibility. (Tiwari, 2010)
Talking about teaching techniques, there are factors to be considered regarding on the learning of the students. A study of Wright, Sandra and Sanders (1997) mentioned that the teacher makes most of the learnings clear. Also, there is a significant dispute on the judgement that the results of the students must serve as the source of the evaluation of a teacher. (Wright, Sandra and Sanders, 1997)
Evaluation of the teacher’s way of teaching is a good way to discover negative and positive results in teaching. Hough and Duncan (1970) then again mentioned, “Teachers should use objective evidence about their teaching and its effects on student learning to evaluate their own teaching”. (Hough an Duncan, 1970, p.7)
Although the idea of evaluating the work of the teacher on its efficiency and effectiveness on teaching may be known as a form of judgment on the teacher, the idea about evaluation is that it is the responsibility of the teacher to assess his/her own effectiveness. Hough and Duncan said that the main reason for teaching evaluation should be inherent on the teacher himself. When teachers truthfully and sincerely accept this act, they (who? teachers or authors?? believe that the teachers are more sensitive to react more on important issues related to their job. Through this, they tend to improve on their performance, which is constantly connected to his personal beliefs and potentials and not of the others. This response must be applied on helping the learning of the students. Part of their responsibility as teachers is to continually make progress in teaching the students. Evaluation of their teaching is very necessary to put effect on the responsibility as a teacher. (Hough and Duncan, 1970, p.7)
An example of teaching methods is the study (awkward) of Mohidin, Jaidi, Sang and Osman (2009) which attempts to clarify the perspective of the accounting students on the methods and characteristics of the teacher that are effective in learning process. They used five independent variables to test their study and these variables are learning-centered approach, teaching-centered approach, knowledge, attitude and personality of the teacher. From their bipartite analysis, they found out that the five independent variables have a positive effect in effective teaching recognized by the students in particular when single regression is in use. However, when multiply regression is used, only two of the independent variables, which are teacher characteristics and teaching centered approach, have a positive relationship with effective teaching. The results entail that teacher characteristics play a very important role in knowing the effective teaching especially in accounting subjects. ,(Jaidi, Sang and Osman , 2009)
Students’ reactions are very important in evaluating the teacher. According to Daughtry (2010), occasionally, “feedback” is the hardest effective educational strategy. To provide suitable feedback, teachers must be firm, but inspiring by commending the success of the student and giving direct and specific information the error of students. The teacher must encourage the students to check and observe each effort and learn to assess both themselves and their colleagues. (Daughtry, 2010)
Teaching science is not easy. Staver (n.d), noted teaching science efficiently is not easy but a fulfilling work. Knowing that students are learning, the teachers treat it as a reward because it is the product of their effectiveness in teaching. The first key principle in teaching is that teaching is a firm means in helping the students learn. It is the responsibility of the teacher whenever a student works hard but fails to learn. Teachers must accept the fact that effective teaching means frequently being conscious and look after the struggles of the students to learn science and constantly regulate their strategies and techniques to help students in difficulties. Through this, teachers must lay down high learning expectations, concentrate on essential ideas, and aspire for deep, integrated knowledge of scientific queries and the core body of scientific understanding. (cite always who says the idea)The latter must know how the former actively make new knowledge, as well as the difficulty of the learning process, the significance of the interest of the students, and the potential worries and disagreement with science concepts. Another reward for the teachers is being aware that their students are encountering a sound in education in science, one that trains them for further studies and for their works and professions, and that also assists students indentify the meaning, worth, value, and significance of science in their own lives. (Staver, p.8)

Wetzel (2009) noted that teaching technique that promotes curiosity to the students inspires to learn science. He said that when a student has questions on his or her minds because of the new idea, teachers are push to learn new discoveries. Teachers are very conscious of this unexpected change in students; a curios appearance of their eyes and face. The students are full of curiosity resulting to ask questions about the new information, and it needs concentrated research for the hard science questions. (Wetzel, 2009)
The following strategies mentioned involve distinguished rules and direction to meet the requirements of the students in a science class. The appropriate techniques for the perceptible learners involve listening and watching films that tells the current issues and happenings and hands-on approach. The author who? also stated, “Curiosity is also an essential component that leads to creativity and a heightened state of exploration, excitement, and interest surrounding science issues.” (Wetzel, 2009)
According to Study Up (2010), the foremost technique to be followed in teaching science is to gradually move and progress. The teacher must be clear and elucidate? with the lessons before proceeding to the next. Students must be well guided by the teachers through a systematic and identified process. The teacher should plan first and then expressively carrying it out so that the students can take hold of the content of the lesson. The teacher must first know the background information of the group, which allows them to choose the way of informing the students and implementing the information. Consequently, the teacher must establish and arrange the environment and the content for teaching the students. It would be much simpler and helpful if the teacher can incorporate the concepts of science and technology being learned in everyday lives through examples and ideas. (cite always the source.do not use their ideas if you would not cite them) This can guarantee realistic learning as well and help students to recognize how theories are practiced every day. (Study Up, 2010)
Teachers need help in teaching science. Science Impact (2010) discussed teaching techniques which can help the teachers. Whenever a teacher is having a problem in approaching the students, asking fellow teachers is a very good thing to do. In asking fellow teachers, it is also a way for them to learn from each other. Other suggestions of techniques are, “to keep your teaching methodologies up-to-date and fresh. Attend a workshop or seminar on teaching.” Teachers should also read books about teaching techniques and ask students through survey what kind of techniques is comfortable for them. With this, the student can apply it in his/ her teaching. Another is for the teacher to level the discussion with the capability of the students to grasp the lessons in class. It would be much easier for the students and for the teacher as well. Integrate various teaching methods in class so that the class will not be bored. (Science Impact, 2010)
If we talk about science teaching, it is always associated with laboratory works. Ozay, I. Ocak and G. Ocak (2009) discussed in their study that laboratory experiment or slide demonstration attracts the minds of the students in science teaching. On the other hand, oral-only lectures are tiresome for the students and cause them to lose their interest in the subject. Ozay, I. Ocak and G. Ocak added that visual material provides understanding that words cannot express alone and it makes it easier for a student to put into memory the learnings he/she have. (Ozay, I. Ocak and G. Ocak, 2009)(no need,you mentioned them already in the beginning of the sentence.)
In addition, Ozay, I. Ocak and G. Ocak said that the laboratory setting is more favourable environment for learning than lecture rooms because it makes the student witness real life situations and it is a chance for them to train their skills in problem solving. Moreover, laboratory setting gives the students the chance to do hands-on experiments and to think actively and reflect on the knowledge they have learned. Moreover, laboratory setting helps the student to exercise their teamwork skills and inspires them to train their interpersonal skills as well as raise their spirit of teamwork and leadership. Lastly, oral presentations give a chance for students to hone their mental and presentation abilities. (Ozay, I. Ocak and G. Ocak, 2009)
In the study of Lord, Travis, Magill and King (n.d) entitled “Comparing Student-Centered and Teacher-Centered Instruction in College Biology Labs” which compares undergraduate non-majors biology lab section that were taught in a teacher-centered style.(not a sentence; fragment) This style is traditional where classes are mainly lectures and direct instruction. The students in this class are usually passive and they accept whatever information they learn from the teacher without any questioning. The other style introduced by the study is the constructivist style or student-centered learning which makes the students more active for they are formed in groups in which they discuss ideas and discover one or more solutions. Teacher supports the students in discovering new ideas and relates them to the previous lessons. In the study of Lord, Travis, Magill and King, they used results in weekly lab quizzes, attendance, science attitude test and analysis of videotapes to know if the student interest and performance are affected by how the teacher uses style in the classroom. The groups showed several noteworthy differences in the statistical tests and the tests demonstrated that the constructivist class got higher scores, more interest in science, better attendance and higher participation in the laboratory activities than the traditional group. (Lord, Travis, Magill and King, n.d)
From the laboratory setting, we must also mention the laboratory teacher. In the article of Williams (2001), she shared how she works as a science laboratory teacher saying that it “does not end once they master lab techniques”. Even though the students have learned laboratory techniques, it is not a guarantee that they can make good written reports. She said that:
This is a critical consideration for me as an educator for two main reasons: first, the assessment of my students comes primarily from their written reports; and second, the future success of my students largely depends on their written skills, both academically (applying for research grants) and beyond. (William, 2001)
For William, she help her students with their writing skills, she asked herself what she can do. She discovered that “clearly explaining the instructions and learning objectives for each lab experiment” assists her students to write good reports. She “explicitly state the purpose of the lab and the learning objectives of the written report” in her pre-lab instructions. Brought in and gave details he important notes, draw out why and how the steps are to be done, and give them the idea of what the results will be in the experiment. (William, 2001)
In addition, Lowman (1984) also speaks tense consistency on how the college teachers should take consideration the significance of the grades of the students and the seriousness of it without unnecessary worry and angst. Moreover, the author said:
Giving a student a grade significantly higher than he or she deserves may provide momentary pleasure or relief to the student but is unlikely to engender respect for educational institution or to help him or her accept the responsibility or appreciate learning. (p.206)
Lowman mentioned that the teachers show the same series of views concerning the grading responsibility. The old teachers are more responsible and can handle discussion properly. Unlike them, new teachers have a little fear to face this challenge. Others appreciate and adore assessment and consider hard examinations as miserly. (Lowman, 1984, p.185)
Lowman also added that the types of examinations are usually based on the preference of the teacher, beliefs, availability, and habit. In picking the format of the examination, it is better to choose what is closely related to the objectives of the subject. Many teachers have different objectives and use different methods like multiple-choice for details and essays for understanding and assessment. Factors may influence the format of the examinations. (Lowman, 1984, p.204)
Furthermore, Lowman emphasized that if we talk about types of examinations, objective and subjective are usually used. Multiple-choice type of exam is objective because it is graded using pattern or high technology (i.e. computer scanning device). On the other hand, subjective type of examinations may vary about the points given and criteria of it. (Lowman, 1984, p.195)
To sum it up, Study Up mentioned that the foremost technique in teaching is to gradually move and progress. In teaching science, students want to be more active. Therefore, students want to be more involved in laboratory experiments and practical experience (Ozay, I. Ocak and G. Ocak). In giving examinations, it is in the preference of the teacher. It was suggested by Lowman to choose format of the examination related to the objectives of the study. Lowman also mentioned that the teachers should take consideration on the significance of the grades of the students.

dear students,
my setting did not follow the proper bibliography format. for your reference to correct bibliographic format, please visit orquillas blog under mth 1-2:30 link.thanks