For instance, someone seeking career advice could use the "act as" prompt to simulate a conversation with a successful entrepreneur or industry leader, gaining valuable insights and guidance on how to achieve their goals. By simulating conversations with successful or influential individuals, individuals can gain insights and perspectives they may not have considered before. The "act as" prompt can also be a powerful tool for personal development. This approach creates a personalized and engaging experience for the customer, increasing the likelihood of conversion and building brand loyalty., This feature can be used for a wide range of applications, from role-playing games to marketing campaigns, and in creating for real world scenarios and products.įor example, a marketer could use the "act as" prompt to simulate a conversation between a customer and their favorite celebrity endorsing a new product. By using this prompt, individuals can simulate a conversation with a historical figure, a fictional character, job role, professional, or even a celebrity. This command allows users to enter a persona or character they would like ChatGPT to adopt for a conversation, or towards a desired outcome. One of the most powerful features of ChatGPT is the "act as" prompt. Its ability to generate human-like responses to text prompts and commands is making it an increasingly invaluable resource for communication, marketing, personal development, and much more. The purpose of this research is to investigate teacher's roles which used by the English teacher in managing the class during the teaching and learning process at SMP Advent Samarinda.ChatGPT is becoming an increasingly popular tool for individuals, organizations, and businesses alike. The research methodology used is descriptive design with qualitative approach which is aimed to describe the real situation in the field. In collecting the data, the researcher used questionnaires, observation sheet, field note and interview guide as the instruments. Moreover, the research subject is an English teacher who teaches at seventh and eighth grades of SMP Advent Samarinda. The result of the research is the teacher runs nine roles in they are as a controller, an assessor, an organizer/manager, a prompter/motivator, participant, a resource/informer, a facilitator, a demonstrator, and as a guide. There are roles which are preeminent which most applied by the teacher such as teacher as a controller and teacher as an assessor. It is shown by the result of students' respond in the questionnaire, restrictive questions 77% and 68% and free answer 68% and 100%, which also found in the time the researcher did the observation. On the contrary, the teacher's roles as a prompter and as a resource have not been played maximally by the teacher. This study investigated the roles of teachers in managing teaching and learning situations in secondary schools in Esan West Local Government Area of Edo State. The study focused on public secondary schools in Esan West Local Government Area of Edo State and the study was guided by four research questions. The study employed the descriptive research design. The population of the study was made up of all the two hundred and seven (207) teachers in all the 16 public secondary schools in the study area. The simple random sampling technique was used to se-lect a sample size of 79 teachers which was 38% of the population. An adapted questionnaire titled Role of Teachers in Managing Teaching and Learning Situa-tions Questionnaire (RTMTLSQ) was used to elicit responses from the respondents and the data obtained were analyzed using mean, standard and deviation. Based on the findings, the study recommended among others that in playing the role of facilitators, the teachers should often times adopt active learning methodology to enhance effective teaching and learning situations The study found out among others that teachers played the role of a facilitator in managing teaching and learning situations in Esan West Local Government Area of Edo State. This study aims to analyze the effect of using autocad software to improve students' online learning outcomes of automotive engineering drawings. This quasi-experimental study used a pretest-posttest design and a control group. All class X students of the engineering and motorcycle business expertise program in two vocational schools became the population in this study.
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