Allama Iqbal Open University, Islamabad
Allama Iqbal Open University, Islamabad
Allama Iqbal Open University, Islamabad
Student Name
Father Name
Program
Registration / Student I.d
Assignment
Semester
Course
Examples
1. Information
a. The student will be able to list all the developing provinces of Piaget in the appropriate way
for the classroom assessment.
b. The student will remember four food groups without error.
c. From memory, with an 80 percent accuracy student will match each United
States General for his most famous war.
2. Understanding
a. The reader will be able to clearly explain the two parts of
purpose f or class tests.
b. At the end of the semester, the student will summarize the main events of the story in standard
English.
3. Application
a. Given the previously excluded fractions in the classroom, the student will be able to
distinguish themselves 85 percent with the accuracy of the class test.
b. When assigned uncomplicated fragments to the class, the student will repeat them on a piece
of paper with 85 percent accuracy.
4. Analysis
Given a presidential address, a student will be able to identify all positions that attack political
rivals rather than his rival's political agenda through homework.
a. In a presidential speech, a student will be able to identify positions that attack his or her
opponent in person rather than the political plans of the opponent.
b. The learner will explain the relationship between the actions in the game.
5. Integration
a. The student will be able to design a lesson outside the classroom that addresses a specific
problem. The test should consist of six given sections class.
b. If a short story is given, the reader will write a different but logical conclusion.
6. Testing
a. The learner will be able to judge the value of the role in terms of six terms for out-of-class
activity.
b. Given the definition of a national economic system, the student will defend it by supporting
arguments in the principles of socialism.
Question No. 5: What are the different factors that influence student motivation?
Many of the items tested in this study are easy to use or disable. Although the pre-clinical
curriculum is based on basic science, many students think that introducing other clinical
knowledge to subjects can improve motivation and make learning easier. Students thought that
inspiration could be enhanced by the provision of clinical knowledge to make basic science
subjects more realistic and therefore easier to learn.
Many members of the faculty use a general style of teaching when students do not simply accept
it. However, these students are clearly interested in student participation. They believed that
there was little excitement in many subjects, due to the lack of student participation. Indeed,
many researchers have reported that there is a great deal of motivation for student learning when
the focus of the classroom changes from teacher to student.2–5 There are many strategies for
changing traditional teaching to more. an interesting dialogue and great student participation.6
Most students look to the previous speech review as a learning facilitator. This is done to refresh
the memory of the students and to emphasize the basic principles and to make a link to the
following information, thus making it easier to understand. This, unfortunately, is lacking in
many of our subjects, but can be done by asking questions to create an effective learning
environment that compels and encourages students to learn past lectures.
Most of our students have language problems as teaching is another language.7 This may explain
why most students prefer to use Arabic phrases in lessons. Interestingly, the proportion of
women who preferred the use of Arabic phrases was less than that of men. However, the use of
Arabic phrases should be clearly limited in cases where the teacher feels that the students do not
understand what is being taught.
Of the three different audiovisual commonly used in teaching, students preferred the board.
Using the board gives students a good opportunity to take notes in lessons. As the use of slides
and overhead projectors is often rapid, the lack of English makes it difficult for students to write
the correct points when used. When these are used, students have less time to take notes, to
continue listening and to follow the information given in the talk.
The clear objectives of the courses have not been given to students by many of our departments.
Clear objectives that help guide the learning and learning materials that guide guide are
considered by most students as a motivational facilitator. Curriculum committees should ensure
that all subjects have specific goals, making them accessible to students. In addition to helping to
learn the attainment of specific goals it will make students aware of the scope of the lesson. The
objectives will serve as guidelines for educators to integrate the requirements and avoid
unnecessary details.
Distributing more than one reference text by departments has been seen as a barrier to motivating
the majority of secondary and tertiary students. Possible causes for this include lack of time. As
students take four different speeches a day, the shortcomings in their own language make reading
a tedious task.
Our students prefer simple references and most of them relied heavily on notes. The university
policy prohibits the provision of notes in courses and handouts for students. College
administrators believe that in addition to being good readers, reading books is an important way
to improve one's language. Although students who regularly read improve their language, many
complain that they spend more time and score fewer grades than those who only read points.
However, later in the clinic years many of them began to understand the importance of regular
reading.
While educators agree that teaching should be centered on the core, many are inclined to explain
unnecessary details. This may explain our students' feeling that our curriculum is too crowded.
Selection of basic scientific materials based on clinical relevance will help not only to identify
the core curriculum but also to avoid unnecessary overloading of the curriculum.
The curriculum in our curriculum is designed to give the teacher an opportunity to review the
material covered in previous lessons with the students. Various methods are used to achieve this
goal. Our students considered all types of teaching (distribution of written questions, teaching
questions and teacher review) as developers. However, they think that they get the most out of
the lessons when the materials are reviewed.
It is clear from our results that structured questions are seen as potential facilitators of learning.
This is in line with an earlier report that experiments had a profound effect on medical students'
learning.9 On the other hand, the majority of our students did not like random questions as most
of them did not practice regular reading. . It is better to study for exams in depth, a practice they
acquired in their pre-university days.
As an administrative goal, presence is a contentious issue. Our readers were optimistic about
taking the scroll. Interestingly, there was a gender gap in the view of the importance of presence.
As expected, a responsive response to the needs of students by departments and administrators
was considered a strong facilitator.
It is suggested that the teaching method in pre-clinical years should promote horizontal
integration and increase the number of studies based on clinical problems to facilitate direct
integration.
Conclusion
Our students think that a pre-clinical teacher can be very encouraging if: providing clinical
information, encouraging student participation, reviewing previous lectures, using the necessary
descriptive Arabic phrases, using chalkboard, providing a clear and concise lesson. objectives,
adopting one simple reference, focused on the core curriculum and avoided afternoon instruction.