Browsing by Author "Gamage, S."

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Everything in the universe has a rhythm, including learning and teaching
(Faculty of Graduate Studies, University of Kelaniya, 2013) Gamage, S.; Premarathne, K.
Today, most of the ESL (English as a Second Language) learners in Sri Lanka consider English language learning as anxiety packed, insipid and an unconquerable obstacle. If facilitators can integrate music into ELT (English Language Teaching), the ELT sessions can be converted into a stress free, learner friendly atmosphere. This study attempts to investigate whether music can be implemented in teaching English grammar and vocabulary. The sample of this study consists of 100 students from the Faculty of Humanities and Social Sciences of the University of Kelaniya. A pre-test was given to test 50 students’ prior knowledge of grammar and vocabulary, in a traditional classroom setting. The control group of another 50 students was exposed to a teaching session of grammar and vocabulary using music. Later on, their acquired knowledge was tested through a post-test. The results showcase that if used properly by the facilitator, English songs are an excellent means of cultivating interest and high motivation in language learning.
Everything in the Universe has a Rhythm, so has Learning and Teaching
(University of Kelaniya, 2012) Gamage, S.; Premarathne, K.
Today, most of the ESL (English as a Second Language) learners in Sri Lanka consider English language learning as anxiety packed, insipid and an unconquerable obstacle. If facilitators can integrate music into ELT (English Language Teaching), the ELT sessions can be converted into a stress free, learner friendly atmosphere. Music and songs can be incorporated in multifaceted ways in fostering brain stimulation, motivation and enthusiasm in ESL learners. Music is instrumental in creating a relaxing and comfortable environment, which can propel language learning, as stated by experienced applied linguists (Larsen-Freeman, 1985). In terms of hemisphere functioning in language learning, research on psycholinguistics reveals that songs can activate language acquisition and learning in both hemispheres of the human brain (Williams and Burden, 1997). Thus, facilitators can use music as an effective tool in teaching listening, writing, reading, speaking, grammar, and vocabulary development. This study attempts to investigate whether music can be implemented in teaching English grammar and vocabulary. The sample of this study consists of 100 students from the Faculty of Humanities and Social Sciences of the University of Kelaniya. A pre test was given to test their prior knowledge. A group of 50 students were taught a grammar lesson and vocabulary in a traditional classroom setting. The control group of another 50 students was exposed to a teaching session of grammar and vocabulary using music. Later on, their acquired knowledge was tested through a post test. The results showcase that, if used properly by the facilitator, English songs are an excellent means of cultivating interest and high motivation in the language learning classroom.
Transformation in teaching: A comparative analysis of online and face-to-face teaching
(University of Kelaniya, 2011) Premarathne, K.; Gamage, S.
This study is an attempt to investigate whether the transformation of a face to face classroom into an online (virtual) classroom brings better learning outcomes. Greenberg (1998)* defines contemporary distance learning as “a planned teaching/learning experience that uses a wide spectrum of technologies to reach learners at a distance and is designed to encourage learner interaction and certification of learning.” The concept of online education which has been recently introduced to enhance the English proficiency level of the undergraduates is a novel experience for undergraduates and lecturers. Since there is a dearth of research work pertaining to the online education in Sri Lanka, the paramount importance of this study is to fill that void. The objective of this interdisciplinary study is to find out whether the online classroom or the face to face classroom brings better learning outcomes. This research compromises 180 undergraduates of the Faculty of Humanities. The sample was divided into three proficiency levels (Elementary, Intermediate, High) based on the GNST marks. Each proficiency level was divided into two sub groups (E1, E2, /I1, I2./H1/H2,) and these sub groups were exposed to each of the aforesaid learning environments separately. A well designed questionnaire was used to gather information from the sample. The results of the study highlight that the face to face classroom provides the best learning outcomes in all three proficiency levels. Nevertheless, the high proficiency level learners could improve their knowledge relying on online education, whereas the low proficiency level learners highly depend on the face to face classroom.
Translational research for diabetes self-management in Sri Lanka: A randomized controlled trial
(Elsevier, 2015) Jayasuriya, R.; Pinidiyapathirage, M.J.; Jayawardena, R.; Kasturiratne, A.; de Zoysa, P.; Godamunne, P.; Gamage, S.; Wickremasinghe, A.R.
AIMS: The study tested the hypothesis that a theory driven Diabetes Self-Management (DSM) intervention delivered by trained nurses would result in a clinically significant improvement in glycaemic control. METHODS: Patients with an HbA1c >7.5% (58mmol/mol) and free of diabetes complications were enrolled into a randomized controlled trial (n=85). Intervention consisted of four sessions and monthly follow up for 6 months. Biochemical tests, and diet and physical activity assessments were done in both groups. Analysis of covariance was used to test the effectiveness of the intervention. RESULTS: At 6 months, there was a significant difference (P=0.001) in HbA1c between the groups controlling for baseline values and other variables. Based on the primary outcome, 28% in the intervention group achieved the target value of 6.5% HbA1c, compared to 8% in the "usual care" group (P<0.001; η2=0.65). The reduction in total energy intake and increase in physical activity was significant in the intervention group between baseline and follow up. CONCLUSIONS: The DSM intervention has resulted in a clinically significant impact on glycaemia, change in diet and physical activity, and has demonstrated the feasibility of using it within existing care arrangements in a developing country setting. Copyright © 2015 Primary Care Diabetes Europe. Published by Elsevier Ltd. All rights reserved.