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Received 03.09.2023

Revised 14.11.2023

Accepted 24.12.2023

Retrieved from Vol. 26, No. 2, 2023

Pages 114 -121

  • 299 Views

Suggested citation

Vinogradov, S. (2023). Quality assessment of the discipline “fire and rescue equipment”. Pedagogical Sciences, 6(2), 114-121. https://doi.org/10.33989/2524-2474.2023.82.295113

Quality assessment of the discipline “fire and rescue equipment”

Stanislav Vinogradov

Abstract

This article is aimed at conducting a comprehensive analysis of the course “Fire and Rescue Equipment” taught in the 4th year (7th semester) at the National University of Civil Defence of Ukraine. The course is intended for students majoring in Fire Safety, Fire Safety and Fire Fighting and Rescue Operations. The discipline is worth 3 ECTS credits and has 40 classroom hours, including 14 hours of lectures and 26 hours of practical classes. The course covers a wide range of topics, including the operation of firefighting equipment, vehicle maintenance, road safety, and the operation of firefighting equipment. The anonymous survey of offline cadets, which involved 97 respondents out of a total of 105, included an assessment of such parameters as the usefulness of the course for future service, the adequacy of the number of classroom hours, the logical structure of the course, the quality of teaching, the availability of the instructor for consultations, the effectiveness of the assessment system, etc. The survey results indicate a high assessment of the course’s usefulness for future service in the units of the State Emergency Service of Ukraine (SESU), which was expressed by 79.4% of participants. However, problems were identified with the availability of the lecturer for consultations and the instability of the OpenTEST 2.3.0 testing system, which led to difficulties in assessing students’ knowledge. The findings indicate the need to focus on the practical component of learning, improve the material and technical base for learning the subject, and change the assessment system. The respondents also suggested increasing the number of practical classes and improving the assessment system. The main conclusion of the study is to emphasise the importance of improving the educational process based on the opinions of the student audience to increase the effectiveness of teaching the course “Fire and Rescue Equipment”

Keywords:

fire and rescue equipment; quality of teaching; evaluation system; survey

References

[1] Kachurivskyi, V., & Kachurivska, H. (2016). Using Google Forms to monitor students' academic achievements. In Information technologies and the internet in the educational process and scientific research (pp. 182-184). Vinnytsia.

[2] Kyrylov, M.A., Trofimuk-Kyrylova, T.M., & Chybyrak, S.V. (2018). Computer testing in the OpenTEST 2 system as a form of assessing knowledge and skills of students in “Information, Library, and Archival Studies”. Information Technologies and Learning Tools, 64(2), 138-151.

[3] Mykolaiv V.O. (2021). Report on the survey on teaching quality. Retrieved from https://mdu.in.ua/Dokumenty/jakist-osvity/monitoring/zvit_opit_shhodo_jakosti_vikladanja_2sem-2020-2021.pdf.  

[4] National University “Kyiv-Mohyla Academy”. (n.d.). Report on the survey on the quality of teaching disciplines. Retrieved from https://www.ukma.edu.ua/index.php/about-us/sogodennya/dokumenty-naukma/doc_download/569-zvit-pro-optyvuvannia-shchodo-iakosti-vykladannia-navchalnykh-dystsyplin-naukma.  

[5] National University of Civil Protection of Ukraine. (n.d.). Quality assurance system. Retrieved from https://nuczu.edu.ua/ukr/osvita/systema-zabezpechennia-iakosti-osvity.

[6] National University of Pharmacy. (2020). Information Note: Students' Assessment of the Quality of Teaching Disciplines. Retrieved from https://nuph.edu.ua/wp-content/uploads/2020/03/2.-%D0%86%D0%BD%D1%84%D0%B4%D0%BE%D0%B2%D1%96%D0%B4%D0%BA%D0%B0-%D0%9E%D1%86%D1%96%D0%BD%D0%BA%D0%B0-%D1%81%D1%82%D1%83%D0%B4%D0%B5%D0%BD%D1%82%D0%B0%D0%BC%D0%B8-%D1%8F%D0%BA%D0%BE%D1%81%D1%82%D1%96-%D0%B2%D0%B8%D0%BA%D0%BB%D0%B0%D0%B4%D0%B0%D0%BD%D0%BD%D1%8F-%D0%B4%D0%B8%D1%81%D1%86%D0%B8%D0%BF%D0%BB%D1%96%D0%BD.pdf.

[7] Nekhreshcheniuk, V.P., & Konstantynenko, L.A. (2019). Google Forms as a tool for monitoring biological knowledge in secondary education institutions. In Biological Research – 2019 (pp. 418-419).

[8] Shtempel, O. (2021). Possibilities of Google Forms for integration into the educational process. In Preparation of Future Teachers of Physics, Chemistry, Biology, and Natural Sciences in the Context of the Requirements of the New Ukrainian School: Materials of the III International Scientific and Practical Conference (pp. 205-209). Ternopil.

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https://doi.org/10.33989/2524-2474.2023.82.295113

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