Journal articles on the topic 'Classroom-based instruction'
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Visperas, Julie Christie G. "Effectiveness of Combined Flipped and Classroom-based Instruction in Teaching Pulmonary Ultrasound to First-year Medical Students." Journal of Medicine, University of Santo Tomas 6, S1 (December 7, 2022): S90—S97. http://dx.doi.org/10.35460/2546-1621.2022-sp12.
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Background and Objectives of the Study The study aimed to determine the effectiveness of combining flipped classroom on pulmonary ultrasound instruction in first-year medical students with traditional classroom-based instruction and compared it to traditional classroom-based instruction alone. The insights of the teachers and the students on the implementation of both interventions were also evaluated. Research Methodology This is a mixed qualitative (concurrent triangulated) and quantitative research. Baseline procedural knowledge and skills of a total of 282 students on the lung ultrasound scanning using pre-test 20-item summative test, multiple-choice question type of examination, and a pre-test narrative test on lung ultrasound were obtained. A post-intervention summative assessment and narrative test were administered. Statistical analyses were done to compare the scores. A thematic analysis was done to evaluate the responses to the survey. Results 138 students were randomly assigned to the classroom-based instruction group, while 144 students in the combined flipped and classroom-based instruction group. The number of students who passed the summative (MCQ) test and were given flipped classroom and classroom-based instruction increased (6.3% to 79.9%; p<0.001) and the number of students given classroom-based instruction only, significantly increased (4.3% to 79.9%; p<0.001). The number of students who passed the narrative test and were given flipped classroom and classroom-based instructions increased (2.1% to 84.0%; p<0.001) and the number of students given the classroom-based instruction only, also significantly increased (3.6% to 84.2%; p<0.001). The students appreciated the classroom-based instruction because of the knowledgeable facilitators, the very concise approach, that is understandable and done in real-time. In addition, the flipped classroom was likewise helpful and a good introduction before the classroom-based instruction. The facilitators have noticed that the ease in instruction was influenced by the student’s enthusiasm and willingness to learn. Conclusion Flipped classroom in addition to classroom-based instruction, and classroom based instruction were effective in teaching pulmonary ultrasound to First-year medical students Key words: flipped classroom, lung ultrasound, pulmonary ultrasound, medical school, medical students, medical education, blended classroom, classroom-based instruction, ultrasound, ultrasound medical education, video-based instruction
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Giri, Putu Ayu Laras Pradnyani Nirmala. "Teachers’ Perception of HOTS-Based Learning in EFL Classroom." Art of Teaching English as a Foreign Language 2, no. 1 (November 2, 2021): 27–32. http://dx.doi.org/10.36663/tatefl.v2i1.122.
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This study examines the perception of English teachers towards HOTS-based Learning in EFL classroom. This study was a survey study with interview as the data collection technique. The participants of the study were five English teachers in senior high school in Singaraja, Buleleng, Bali. The result of data analysis found that teachers’ awareness of implementing HOTS-based instruction starting from lesson plan, teaching strategies that promote higher thinking and assessment. However, teachers also faced difficulties in developing HOTS-based Instructions such as limited knowledge and lack of training. It is suggested that English teachers broaden their knowledge on developing HOTS-based instruction and conduct a discussion with peers and experts. The role of principle is also essential in giving instructions and training towards HOTS-based learning instructions.
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Giri, Putu Ayu Laras Pradnyani Nirmala. "Teachers’ Perception of HOTS-Based Learning in EFL Classroom." Art of Teaching English as a Foreign Language 2, no. 2 (November 30, 2021): 103–8. http://dx.doi.org/10.36663/tatefl.v2i2.122.
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This study examines the perception of English teachers towards HOTS-based Learning in EFL classroom. This study was a survey study with interview as the data collection technique. The participants of the study were five English teachers in senior high school in Singaraja, Buleleng, Bali. The result of data analysis found that teachers’ awareness of implementing HOTS-based instruction starting from lesson plan, teaching strategies that promote higher thinking and assessment. However, teachers also faced difficulties in developing HOTS-based Instructions such as limited knowledge and lack of training. It is suggested that English teachers broaden their knowledge on developing HOTS-based instruction and conduct a discussion with peers and experts. The role of principle is also essential in giving instructions and training towards HOTS-based learning instructions.
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Goldberg, Harry R., Eileen Haase, Artin Shoukas, and Lawrence Schramm. "Redefining classroom instruction." Advances in Physiology Education 30, no. 3 (September 2006): 124–27. http://dx.doi.org/10.1152/advan.00017.2006.
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In this study, the role of the classroom instructor was redefined from a “lecturer” responsible for delivering the core curriculum to a “facilitator” at the center of an active learning environment. Web-based lectures were used to provide foundation content to students outside of the classroom, which made it possible to improve the quality of student-faculty contact time in the classroom. Students reported that this hybrid format of instruction afforded them a better understanding of the content, a higher probability of retaining the content, and the opportunity to spend more time thinking about the application of the content compared with more traditional lecture-based methods of instruction.
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Parlindungan, Firman, and Willy Prasetya. "Literature Review on Trends of Comprehension Instruction for Elementary School Students." Education and Human Development Journal 7, no. 01 (April 30, 2022): 42–54. http://dx.doi.org/10.33086/ehdj.v7i01.2589.
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Abstract: The objective of this article is to construct evidence-based arguments on what comprehension is and what are various instructional approaches to improve comprehension post the National Reading Panel’s (NRP) report (2000). The NRP (2000) reported seven text comprehension instructions that have scientific evidences in improving reading comprehension. Those instructions are: (1) comprehension monitoring, (2) cooperative learning, (3) graphic and semantic organizers, (4) question answering, (5) question generation, (6) summarization, and (7) multiple strategies. It has been more that 20 years since the NRP reviewed empirical evidences of those text comprehension instructions. What have we learnt since then? Having reviewed 29 studies on comprehension instruction published in the past twenty years, we found top three comprehension instructions that are used in elementary classroom. They are: (1) differentiated/individualized reading instruction, (2) vocabulary-based reading instruction, and (3) transactional approach. These findings informed us that further research on elementary reading comprehension instruction needed. Also, the NRP categorization of comprehension instruction (2000) needs modification.
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Fisk, Arthur D., and Joan K. Gallini. "Training Consistent Components of Tasks: Developing an Instructional System Based on Automatic/Controlled Processing Principles." Human Factors: The Journal of the Human Factors and Ergonomics Society 31, no. 4 (August 1989): 453–63. http://dx.doi.org/10.1177/001872088903100408.
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The research evaluated the effectiveness of rule-based versus single-step (non-rule-based) approaches to training skills in a classroom setting. Trainees received three days of either rule-based or single-step instruction on base-5 arithmetic skills. Achievement tests were administered after each instructional unit, and trainees' self-assessment of learning was also measured. The trainees' ability to transfer the classroom instruction to a speed-stressed verification task (determining the correctness of equations) was assessed. After rule-based instruction trainees were better able to assess their readiness for promotion to a higher level of instruction. The rule-based instruction also facilitated transfer to the verification task. The implications of automatic/controlled processing theory for providing theoretical and practical underpinnings for the development of instructional systems design are discussed.
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Westby, Carol. "Classroom-Based Narrative and Vocabulary Instruction." Word of Mouth 26, no. 3 (December 9, 2014): 10–12. http://dx.doi.org/10.1177/1048395014558406b.
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Bajracharya, Jiwak Raj. "TPACK-integrated Worked Examples for Technology Integration." Journal of Training and Development 4 (December 24, 2019): 46–63. http://dx.doi.org/10.3126/jtd.v4i0.26837.
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The purpose of the study was to develop and validate the Worked Examples to enhance the instructors’ competencies in carrying out technology integration during teaching and learning. Worked Examples in the study was developed based on the Gagne’s Nine Event of Instruction, which is one of the classroom-oriented micro level Instructional Design Models. Technology integration in the study is defined as an implementation of technological resources and pedagogical strategies to deliver the required content knowledge during classroom instruction. Thus, Technological Pedagogical and Content Knowledge (TPACK) was integrated in the developed Worked Examples. Development and Design research design was implemented to develop and validate the Worked Examples, employing qualitative and quantitative data, where three instructors from Teacher Education Program utilized Worked Examples during their classroom instruction. Extraneous cognitive load of instructors found to be addressed because of employing Worked Examples. Furthermore, pre-service teachers learning outcomes was also significantly improved because of instructors’ instructions with Worked Examples.
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Ezza, El-Sadig Yahya, Eman Abdulrahman Alhuqail, and Summaya Wahab Elhussain. "Technology-based instructional intervention into an EFL writing classroom." Cypriot Journal of Educational Sciences 14, no. 4 (December 31, 2019): 507–19. http://dx.doi.org/10.18844/cjes.v11i4.3904.
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The aim of this study is to highlight the role of technology-based instructional intervention in enhancing the composing competence of struggling student writers at Majma’ah University (MU) in Saudi Arabia. Such instructional choice issues from the belief that the students have experiences and stories to share through writing. In the current intervention, a total of 26 participants enrolled in a short essay course offered by the Community College and the College of Education optionally participated in the study. They were equally divided into experimental and control groups, respectively. While the experimental group received both traditional and online instruction, using the MU Learning Management System, the control group received traditional instruction only. The experimental group outperformed the control group in the post-intervention test. Evidence from the quantitative and qualitative data attests to the assumption that instructional technology could significantly enhance learners’ composing skills. Thus, the English programme administrators are strongly recommended to post and conduct most writing classes online.
Keywords: Intervention, SRSD, rubrics, revision, drafting, self-revision.
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Keengwe, Jared, and Farhan Hussein. "Computer-Assisted Instruction." International Journal of Information and Communication Technology Education 9, no. 1 (January 2013): 70–79. http://dx.doi.org/10.4018/jicte.2013010107.
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The purpose of this study was to examine the relationship in achievement gap between English language learners (ELLs) utilizing computer-assisted instruction (CAI) in the classroom, and ELLs relying solely on traditional classroom instruction. The study findings showed that students using CAI to supplement traditional lectures performed better than the students relying solely on traditional classroom instruction. In addition, using CAI to supplement traditional lectures helped the charter schools to close the educational achievement gap of their students. Based on the findings, there is need for teachers to move past traditional learning, and learn new technology skills in order to incorporate sound technology-enhanced instructional strategies to support student learning.
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Gillam, Sandra Laing, Abbie Olszewski, Jamison Fargo, and Ronald B. Gillam. "Classroom-Based Narrative and Vocabulary Instruction: Results of an Early-Stage, Nonrandomized Comparison Study." Language, Speech, and Hearing Services in Schools 45, no. 3 (July 2014): 204–19. http://dx.doi.org/10.1044/2014_lshss-13-0008.
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PurposeThis nonrandomized feasibility study was designed to provide a preliminary assessment of the impact of a narrative and vocabulary instruction program provided by a speech-language pathologist (SLP) in a regular classroom setting.MethodForty-three children attending 2 first-grade classrooms participated in the study. Children in each classroom were divided into high- and low-risk subgroups on the basis of their performance on a narrative test. Narrative and vocabulary instruction was provided by an SLP in 1 classroom for three 30-min periods per week for 6 weeks.ResultsThe children in the experimental classroom made clinically significant improvements on narrative and vocabulary measures; children in the comparison classroom did not. Within the experimental classroom, children in the high-risk subgroup demonstrated greater gains in narration and fewer gains in vocabulary than children in the low-risk subgroup. There were no subgroup differences in the comparison classroom.ConclusionThese preliminary results provide early evidence of the feasibility of implementing a narrative instruction program in a classroom setting. Children at a high risk for language difficulties appeared to profit more from the narrative instruction than from the embedded vocabulary instruction. More extensive research on this instructional program is warranted.
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Edwards, Susan. "Managing a Standards-Based Classroom." Mathematics Teaching in the Middle School 17, no. 5 (December 2011): 282–86. http://dx.doi.org/10.5951/mathteacmiddscho.17.5.0282.
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Konrad, Moira, Shawnna Helf, and Laurice M. Joseph. "Evidence-Based Instruction Is Not Enough." Intervention in School and Clinic 47, no. 2 (August 12, 2011): 67–74. http://dx.doi.org/10.1177/1053451211414192.
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Even evidence-based instructional methods may not be sufficient for closing achievement gaps. If teachers are not maximizing instructional time, achievement gaps are likely to widen over time; therefore, instruction need not only be effective but efficient as well. The purposes of this article are to (a) provide practitioners with a broad definition of instructional efficiency and (b) describe several considerations for increasing efficiency in the classroom. Suggestions are made for planning, delivering, and evaluating instruction.
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Pan, Ying. "An Investigation into Objective-based English Listening and Speaking Instruction." Theory and Practice in Language Studies 7, no. 5 (May 1, 2017): 371. http://dx.doi.org/10.17507/tpls.0705.07.
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Based on the theories of instructional objectives, this research investigates the current situation of teachers’ attitude toward objectives, how English teachers design objectives and how they facilitate the attainment of objectives in College English listening and speaking class. This research aims to arouse teachers’ awareness of objectives in College English listening and speaking classroom instruction and restate the importance of objectives for effective instruction. Meanwhile, the investigation also aims to presents problems existing in teachers’ professional competence, especially in objective design before class and promotion in classroom instruction to provide clues for teachers’ professional development.
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Arisandi, Bobi. "Classroom Interaction Patterns in EFL Task- Based Classroom." Journal of ELT Research 3, no. 2 (July 23, 2018): 186. http://dx.doi.org/10.22236/jer_vol3issue2pp186-192.
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The research was conducted to find out the interaction pattern that emerged when lecturer used Task-Based Instruction in EFL (English as a Foreign Language) classroom at the third semester of English Study Program of Sekolah Tinggi Keguruan and Ilmu Pendidikan Muhammadiyah Kotabumi-Lampung. Researcher used third semester of speaking class students as the participants. The data was taken by using three instruments which were classroom observation, questionnaire and interview. The research was qualitative research. The result of this study revealed a conclusion. There were two kinds of interaction in the classroom during the use of Task-Based Instruction. The interactions that emerged were student-lecturer interaction and student-student interaction. The finding of this research can be beneficial as suggestions in two following area; theoretical and practical. In the theoretical area, this research can be useful for enriching the existing theory of classroom interaction, especially for teaching English as Foreign Language in Indonesia. On practical area, this research can be useful for lecturer to broaden the understanding toward classroom interaction and researcher for further research on classroom interaction.
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Nurhalimah, Nunun, Muhammad Reza Pahlevi, and Acep Bahrum Kamil. "Vocational Students’ Cognitive Engagement in CALLA-Based Instruction in Reading Classroom." Jurnal Educatio FKIP UNMA 8, no. 3 (September 25, 2022): 1065–76. http://dx.doi.org/10.31949/educatio.v8i3.2871.
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Learning to read is one of the important factors in teaching English. Therefore, students need instructions and strategies that can help them carry out reading learning activities. It resulted several views regarding reading teaching learning instruction in the context of language learning. This study focused on how the students' cognitive engagement in reading narrative texts with the help of CALLA instructions. The participants of the study were five vocational students at one of vocational school in Karawang. This research was conducted using narrative inquiry design and the data were collected through interviews, observation and documentation. To conduct the analysis, this study employed thematic analysis suggested by Braun and Clarke. This study showed that (1) Students have attention on learning classroom, (2) Using dictionary builds students’ resource management learning, (3) Repetition strategy reinforce students’ reading comprehension, (4) Students’ self-elaboration creates them to connect the reading passage. It indicates that CALLA-based instruction engages students cognitively in reading teaching and learning classroom.
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Khusniyah, Nurul Lailatul, and Husnawadi Husnawadi. "Flipped Classroom-Based Corpus for EFL Grammar Instruction: Outcomes and Perceptions." World Journal of English Language 12, no. 8 (December 6, 2022): 461. http://dx.doi.org/10.5430/wjel.v12n8p461.
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Although a wide array of studies has sufficiently documented the use of Flipped and Corpus learning methods in ELT context respectively, marrying both in EFL grammar classes remains scanty. To fill this gap, this collaborative action research (CAR) jointly designed and implemented flipped classroom-based corpus instruction involving an English grammar instructor to promote the EFL students’ grammatical knowledge and documented their perceptions on how the learning model promoted their grammatical knowledge and the challenges they encountered at an Indonesian state Islamic University. Pre-, mid- and post-tests measuring the students’ grammatical knowledge were administered, and an open-ended questionnaire and focus group discussion were respectively distributed and conducted to garner the qualitative evidence. The statistical evidence showed that there were statistically and practically significant grammatical knowledge gains at the end of the term. The qualitative evidence suggested that it was due to the adequacy of English input and feedbacks from their peers and the grammar instructor. The students also perceived that low internet bandwidth and a lack of understanding on the use of the Coca database were their primary learning barriers, while the grammar instructor found it more daunting to cater the instruction. This is the first study marrying both the pedagogical methods and provides the empirical evidence of its efficacy and feasibility for EFL grammar instruction. Limitations and recommendations for further studies are discussed.
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Zhang, Qi, and Wei Li. "Construction of Teaching and Education Quality Improvement Model Based on Distributed Information Fusion." Mobile Information Systems 2022 (October 11, 2022): 1–16. http://dx.doi.org/10.1155/2022/3009708.
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Following the growth of educational informatization, the integrated adoption of the Internet in classroom teaching has facilitated the change of instructional pattern from the conventional instructional pattern to a novel information-based instructional pattern. Based on the background of “Internet+,” a variety of new information-based classroom teaching models have emerged. However, in practice, there are still many deficiencies due to the immature application of the model. This paper proposes to use the design-based research paradigm to construct and optimize the teaching mode, and to clarify the design principles of the teaching mode. This paper analyses and designs the English lesson instruction pattern in the distributed information convergence condition from five dimensions: theoretical foundation, online instructional setting, instructional targets, instructional events, and instructional assessment, which construct an instructional pattern. It adopts the method of combining quantitative research with qualitative research and combines the experimental method, questionnaire survey method, classroom observation method, and interview method to assist the research. Through the investigation of 122 valid data, it is shown that the overall amount of classroom codes before the experiment is 57, and the overall amount of classroom codes after the experiment is 150. There is a big difference between the two. It validates the effectiveness of the English lesson instruction pattern in distributed information integration terms in improving students’ English achievement, cooperative learning ability, information literacy, and problem-solving ability.
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Davidson, George. "Beyond Direct Instruction: Educational Leadership in the Elementary School Classroom." Journal of School Leadership 2, no. 3 (May 1992): 280–88. http://dx.doi.org/10.1177/105268469200200303.
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The instructional imperatives of the principalship demand a knowledge of more than the direct instruction model. Changing the role of the direct instruction model from an instructional methodology to a planning tool permits the principal to introduce additional instructional methods based upon the characteristics of the school and the classroom. The article presents a set of frames for the implementation of instructional methods and strategies.
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Lo, Chung Kwan. "Examining the Flipped Classroom through Action Research." Mathematics Teacher 110, no. 8 (April 2017): 624–27. http://dx.doi.org/10.5951/mathteacher.110.8.0624.
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There is a growing interest in using a flipped classroom format in day-to-day teaching. According to Bishop and Verleger (2013), direct computer-based individual instruction outside the classroom and interactive group learning activities inside the classroom are the two essential components of the flipped classroom model. By watching instructional videos, students can work through some materials before class. Therefore, the in-class time is no longer occupied by teachers' direct instruction. Teachers can provide more interactive learning activities to facilitate peer interactions.
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Wang, Ruili. "A Method of Monitoring and Evaluating the Quality of English Classroom Teaching Based on Big Data." Mobile Information Systems 2022 (April 11, 2022): 1–10. http://dx.doi.org/10.1155/2022/7957878.
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To improve the reliability and accuracy of quality of English instruction in the classroom monitoring and assessment, as well as to reduce the time spent monitoring and evaluating the quality of English instruction in the classroom, a big data-based approach to monitor and evaluate the quality of English instruction in the classroom is proposed. A frequent itemset mining technique for quality of English instruction in the classroom monitoring data is built based on a study of the theoretical basis of big data and the features of quality of English instruction in the classroom monitoring data. To complete the data transformation of quality of English instruction in the classroom monitoring, the multivalued continuous attribute is quantified and turned into a two-dimensional Boolean data matrix. To mine the frequent itemsets of quality of English instruction in the classroom monitoring data, a frequent itemset mining algorithm based on the compressed matrix is applied. This work creates a quality of English instruction in the classroom evaluation model using the gray correlation method of multiobjective decision-making and weighted gray correlation analysis to realize the monitoring and evaluation of quality of English instruction in the classroom. The experimental results suggest that the proposed method is highly reliable and accurate and that it can significantly reduce the time spent monitoring and evaluating the quality of English classroom instruction.
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Rasinski, Timothy V., Randy Yates, Kelly Foerg, Kelly Greene, David Paige, Chase Young, and William Rupley. "Impact of Classroom-Based Fluency Instruction on Grade One Students in an Urban Elementary School." Education Sciences 10, no. 9 (August 31, 2020): 227. http://dx.doi.org/10.3390/educsci10090227.
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The present exploratory study examined the effect of the implementation of a reading fluency instruction protocol on the reading performance of early first grade students in an urban school. Previous research has tended to examine the effects of fluency instruction after students have achieved some degree of competency in word recognition, usually toward the end of first grade and beyond. The fluency instruction provided in this study included repeated and assisted reading and was delivered daily over a ten-week period in the first semester of the school year by classroom teachers. The reading performance of students in the fluency instruction group (n = 51) was compared with a comparable group of first grade students (n = 27) who did not receive the fluency instruction, though the total number of minutes devoted to daily reading instruction and home reading was equal between groups. Descriptive analyses of pre- and post-testing data suggest that the first grade students receiving the fluency instruction made substantive, but not statistically significant, gains in reading achievement over the comparison group of students not receiving fluency instruction. The results suggest that dedicated and systematic fluency instruction may be appropriate for students before high levels of word decoding are achieved and that fluency instruction may be an effective instructional protocol as early as the beginning of first grade. Given the acknowledged limitations, including small sample size, further research into fluency instruction in early first grade is recommended.
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Zhao, Ren. "A Study on the Design of High School English Writing Instruction Model Based on Flipped Classroom." Journal of Contemporary Educational Research 6, no. 4 (April 29, 2022): 87–93. http://dx.doi.org/10.26689/jcer.v6i4.3824.
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Flipped classroom has become a topic of interest in education. The question of whether high school English writing instruction can be integrated with flipped classroom is of utmost concern. In consideration of the characteristics of both elements based on the constructivist theory, and the integration of language knowledge, background knowledge, as well as discourse knowledge into English writing instruction, this study designs a high school English writing instruction model based on flipped classroom. Both the flipped classroom and English writing instruction focus on constructing meaning in learning, thus providing a flipped classroom model for English writing instruction in high schools.
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Stecher, Brian, Vi-Nhuan Le, Laura Hamilton, Gery Ryan, Abby Robyn, and J. R. Lockwood. "Using Structured Classroom Vignettes to Measure Instructional Practices in Mathematics." Educational Evaluation and Policy Analysis 28, no. 2 (June 2006): 101–30. http://dx.doi.org/10.3102/01623737028002101.
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Large-scale educational studies frequently require accurate descriptions of classroom practices to judge implementation and impact. However, it can be difficult to obtain these descriptions in a timely, efficient manner. To address this problem, the authors developed a vignette-based measure of one aspect of mathematics instructional practice, reform-oriented instruction. Teachers read contextualized descriptions of teaching practices that varied in terms of reform-oriented instruction, and rated the degree to which the options corresponded to their own likely behaviors. Responses from 80 fourth-grade teachers yielded fairly consistent responses across two parallel vignettes and moderate correlations with other scales of reform-oriented instruction derived from classroom observations, surveys, and logs. The results suggested that the vignettes measure important aspects of reform-oriented instruction that are not captured by other measurement methods. Based on this work, it appears that vignettes can be a useful tool for research on instructional practice, but cognitive interviews with participating teachers provided insight into possible improvements to the items.
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Thote, Prashant, and Gowri S. "EVIDENCE BASED LEARNING: AN ANALYSIS OF IMPACT ON RETENTION OF KNOWLEDGE." International Journal of Research -GRANTHAALAYAH 8, no. 10 (November 3, 2020): 224–35. http://dx.doi.org/10.29121/granthaalayah.v8.i10.2020.1883.
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Chemistry is a fundamental discipline of Science that accounts for day to day life at molecular level. The major challenge in the classroom instructions is to bridge the gap between high demand of learning and low efforts of learners due to lack of motivation. In this paper attempt is made to correlate the subject with day to day life. The objectives of the classroom instructions are to make effective and efficient delivery of instruction, knowledge, skill, attitude and competence. The aim of the present study is to make Chemistry subject vivid, joyful understanding of concept to stimulate learners intellectual curiosity to enhance the learning. In this study total 50 students participate. The students are categorized into two groups (study group and the control group). Each group consists of 25 students. Quasi experiment research design is applied. Data is collected by using question paper based on Revised Bloom’s Taxonomy (RBT) before and after the experiment. Result of the study reveals that the evidence-based learning approach is used for the classroom instructions and has positive impact on motivation, satisfaction and academic achievement. The present classroom instruction is beneficial because it correlates the subject with day today life and arouses the interest among the learners. Based on the findings of the study some suggestions are made.
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Marzuki, Dony. "Two Edges of Sword of Strategy-Based Instruction (SBI) and Implicit Task-Based Instruction (TBI) on EFL Oral Performance." VELES: Voices of English Language Education Society 6, no. 2 (October 30, 2022): 367–78. http://dx.doi.org/10.29408/veles.v6i2.6261.
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This pilot study aimed to investigate the effects of two classroom instructions on the complexity, accuracy, and fluency of EFL learners’ speaking. The first one involved implicit task-based instruction with meaning-focused pedagogic tasks. The second instruction reduced learners’ practice time but complemented it with explicit strategy-based instruction (SBI) to raise their metacognitive awareness in planning, monitoring, and evaluating their speech. Participants in the explicit instruction group learned to practice three specific strategies, while the first group had only more practice opportunities. The study involved 16 English students from a third-tier university in Indonesia. Audio recordings of each participant’s oral presentations during the pre-test and the post-test were transcribed and coded for non-parametric analysis. The findings revealed that both instructions had a comparable impact on EFL learners' oral performance by improving complexity but not accuracy and fluency. There was also a possible trade-off effect found in participants’ performance. The study findings could provide a basis for EFL teachers to use either explicit strategy instruction or implicit instruction for their speaking class.
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Mohamad, Faizah. "Internet-based Grammar Instruction in the ESL Classroom." International Journal of Pedagogies and Learning 5, no. 2 (January 2009): 34–48. http://dx.doi.org/10.5172/ijpl.5.2.34.
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Jimenez, Bree A., and Tammy Barron. "Specially Designed Instruction of Early Numeracy in the Inclusive Elementary Classroom for Students With Extensive Support Needs." Inclusion 10, no. 3 (September 1, 2022): 168–82. http://dx.doi.org/10.1352/2326-6988-10.3.168.
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Abstract Inclusive opportunities for students with extensive support needs are a predictor of both in school and post-school outcomes; however, successful inclusion must consider how student learning needs and evidence-based practices are incorporated. Potential exists to align evidence-based instruction for students with extensive support needs utilizing the Multi-tiered System of Support (MTSS) framework for all students within the inclusive math classroom across tier 2 and tier 3. Findings of this single-case, multiple probe, across student research study suggest that embedded instruction is an effective and feasible instructional practice to support specially designed instruction in early numeracy within a tiered support model for students with extensive support needs in the inclusive math classroom. Based upon our findings, we sought to develop a model of practice for specially designed instruction (SDI) within tiered systems of support for students with extensive support needs that educational teams, school administrators, and policymakers can use to design math instruction within inclusive settings.
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Rousse-Malpat, Audrey, Rasmus Steinkrauss, and Marjolijn Verspoor. "Structure-based or dynamic usage‑based instruction." Instructed Second Language Acquisition 3, no. 2 (November 1, 2019): 181–205. http://dx.doi.org/10.1558/isla.38054.
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This classroom study aims to explore the instructional effects of structure-based (SB) or dynamic usage-based (DUB) instruction with free response, communicative writing tasks after three years of L2-French instruction on linguistic complexity measures in (morpho)syntax and lexicon. We investigated data from forty-three young high school beginner learners of L2-French after three years of instruction with similar amounts of L2 exposure. The SB treatment included a traditional focus on explicit grammar; the DUB group was taught using the Accelerated Integrated Method, a highly communicative, meaningfocused method without explicit instruction, but with a great deal of exposure and repetition to induce frequency effects. Results after three years show that DUB instruction leads to more linguistic complexity in terms of various (morpho)syntactic and some lexical measures (multi-word sequences coverage). On other lexical measures (such as Guiraud index and average word length), no differences were found. The results are discussed using insights from the dynamic usage-based perspective.
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Book, Renz Jervy. "Flipped Classroom Instruction as a Teaching Tool for Meaningful Learning of the core Subjects in Junior High School: Basis for Instructional Development Plan." Journal of Social Sciences Advancement 2, no. 3 (September 30, 2021): 97–104. http://dx.doi.org/10.52223/jssa21-020305-21.
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This study aimed to determine the effects of two teaching methods namely, flipped classroom instruction and conventional instruction in teaching the least mastered competencies in the core subjects among Grade 8 students in one of the Junior High Schools in Zamboanga City who were purposively selected. A Quasi-Experimental Research using the non-randomized pre-test - post-test control group design and qualitative approach explored the effectiveness of the two teaching methods. The findings indicated that students in flipped classroom instruction and conventional instruction obtained higher scores in the post-test than the pre-test results in the core subjects. But, flipped classroom students got slightly higher mean scores as compared to those students who have been taught in the conventional instruction. However, statistically, no significant difference was found between the two methods in learning the least mastered competencies in Science, Mathematics and English. Further, results revealed that the students who were exposed to flipped classroom instruction and the conventional instruction improved in their level of knowledge in mastering the least learned concepts in the core subjects. The problems encountered in the flipped classroom model, however, were identified based on the interview conducted. It was found out that teachers were unfamiliar with the flipped classroom model and lack of time and resources hindered them to utilize the approach in their classes. Students were also challenged particularly on the availability of resources like gadgets and internet connection that resulted to disengagement of the students to watch the flipped videos at home. This study revealed that whatever method or approach used in teaching least mastered competencies would be considered effective in achieving life-long and meaningful learning. An instructional development program was developed to capacitate and elevate the performance of teachers in the implementation of the flipped classroom instruction to improve students’ performance.
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Dabiri, Asma. "Comparing Two Modes of Instruction in English Passive Structures (Processing and Meaning-Based Output Instruction)." JEES (Journal of English Educators Society) 3, no. 1 (April 4, 2018): 67. http://dx.doi.org/10.21070/jees.v3i1.1259.
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This research compared the effects of two types of instruction: Processing Instruction (PI) and Meaning-based Output Instruction (MOI) on the interpretation and production of English passive structures. Ninety EFL intermediate tertiary level female students (PI group= 30, MOI group= 30 and control group = 30) participated in this study. The instruments were a proficiency test, a test to assess English passive structures and two instructional materials (PI and MOI). The data were analyzed by running one-way analysis of variance (ANOVA) and mixed between-within ANOVA. The study indicated the effectiveness of PI and MOI on English passive structures. PI had considerable enhancement on interpretation tasks all the time. It supported the use of PI rather than the use of traditional instructions in which mechanical components were emphasized. Also, the PI and MOI had long term effects on the interpretation and production of English passive sentences. This study supported the use of PI and MOI rather than the use of traditional instruction (TI) in EFL settings. The implication for particularly classroom teaching is that successful grammar instruction has to related to ultimate learning outcomes. Also, creating communicative tasks to offer opportunities for teaching grammar can lead to long-lasting learning effects.
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Goldman, Susan R., and James W. Pellegrino. "Research on Learning and Instruction." Policy Insights from the Behavioral and Brain Sciences 2, no. 1 (October 2015): 33–41. http://dx.doi.org/10.1177/2372732215601866.
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There is considerable rhetoric about the need for our educational system to promote deeper learning and the development of 21st-century skills. Missing from the discourse is recognition that much of what we know from research on learning and instruction has yet to affect the design and enactment of everyday schooling in the form of curriculum, instruction, and assessment. This article considers some of the key research-based principles on learning and knowing and their implications for the design of instruction and assessment. Among these principles are differences in naïve and expert forms of knowing and how the latter develops through a variety of instructional methods and materials. Another is the social nature of learning and the classroom instructional and assessment practices that support students taking control of and monitoring their own learning. Incorporating many of the findings from research on learning and instruction into the materials, structures, and practices of everyday schooling involves addressing systemic challenges of practice and policy. These include the development and implementation of curricular and instructional resources that incorporate proven, research-based features, the design of assessment systems that balance and align classroom assessment and system monitoring needs, and more effective approaches to teacher preparation and professional development. The knowledge base to support such changes exists but for research-based educational interventions to move beyond isolated promising examples and to flourish more widely, these larger systemic issues, many of them policy driven, will need to be addressed.
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Scott, Catherine Elizabeth, Linda E. Green, and Debra Lynn Etheridge. "A comparison between flipped and lecture-based instruction in the calculus classroom." Journal of Applied Research in Higher Education 8, no. 2 (April 11, 2016): 252–64. http://dx.doi.org/10.1108/jarhe-04-2015-0024.
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Purpose – The purpose of this paper is to enhance students’ mastery of course material in a second semester calculus course and assess the effectiveness of a traditional “lecture-based” instructional model compared to a modified “flipped classroom” model using a mixed method research design. Design/methodology/approach – Evaluation of effectiveness was measured by having students in all four courses take the same pre-post exams and participate in a survey to assess their opinion of each instructional model. Undergraduate students covered the same content using two different modes of instruction. Findings – Within a comparable group of students, participants in the flipped course had similar content knowledge gains as the lecture-based course. Based on responses obtained in blinded student surveys, the authors found that the use of an online homework system (WebAssign) and in-class quizzes were critical motivating factors that likely contributed to the increase in student performance. The flipped classroom instruction was more effective at increasing interest in the subject and promoting student discourse around problem solving. Taken together, the findings support the flipped classroom model as an equally effective means in which to disseminate key calculus concepts to undergraduate students. Research limitations/implications – Findings from this study are limited to content knowledge gains in calculus over a 14-week time period, and student attitudes toward the mode of instruction they received. More research is needed to study the depth of learning that occurs in small group problem solving and interactions between faculty-and-student and student-to-student. Originality/value – While many course redesigns focus on incorporating more project-based or laboratory-based learning opportunities, the redesign used in this study was focussed on different ways to deliver the same content. Results from this study suggest that a blended type of learning would be optimal for learning calculus concepts with a strategic use of video content concepts.
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Malapad, Lee P., and Maria Anna T. Quimbo. "Designing an Instructional Module for Classroom Teaching Based on the Multiple Intelligences Theory." Philippine Social Science Journal 4, no. 3 (October 25, 2021): 9–18. http://dx.doi.org/10.52006/main.v4i3.372.
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Lesson content needs active engagement to excite student interest. Teachers face challenges on student engagement in classroom teaching where learning has become procedural. This field study developed an instructional module integrating the 5Es method of instruction anchored on Howard Gardner’s Theory of Multiple Intelligences. Chislett’s multiple intelligence (MI) test was administered to Grade 7 students and the Science teacher for learning needs assessment determining their dominant multiple intelligences. The dominant MI of the students determined the enrichment activities incorporated in the 5E-MI instructional module and teaching method. During implementation, the teacher and the students were observed to assess the perceived usefulness of the module. The study established that the 5E-MI instruction module was a useful lesson planning method to increase students' engagement, who were observed to be attentive and participative during the implementation. Lesson planning was easier for the teacher since enrichment activities incorporated were guided by the dominant MI of the students. Through this study, educators are provided direction in incorporating MI in lesson planning and curriculum integration.
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Mottarella, Karen, Barbara Fritzsche, and Tiffany Parrish. "Who Learns More? Achievement Scores following Web-Based versus Classroom Instruction in Psychology Courses." Psychology Learning & Teaching 4, no. 1 (March 2005): 51–54. http://dx.doi.org/10.2304/plat.2004.4.1.51.
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This study examined 145 students' course grades and scores on a standardised achievement test (the Area Concentration Achievement Test [ACAT] in Psychology) following completion of web-based, web-enhanced or classroom courses in basic learning. We found that students in web-based courses had lower course grades than those in either classroom-based or web-enhanced courses. Moreover, students in web-based or web-enhanced courses scored lower on the ACAT Human Learning subtest than did students in classroom-based instruction. Thus we found poorer outcomes associated with web-based rather than classroom-based instruction. Perhaps neither standardised tests nor grades capture the strengths of web-based pedagogy. More research is needed to assess learning outcomes across various modes of instruction in order to identify variables that can maximise success of web-based instruction and perhaps also to better capture the strengths of web-based pedagogy.
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McCulloch, Ryan Sterling. "Learning Outcomes in a Laboratory Environment vs. Classroom for Statistics Instruction: An Alternative Approach Using Statistical Software." International Journal of Higher Education 6, no. 5 (October 16, 2017): 131. http://dx.doi.org/10.5430/ijhe.v6n5p131.
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The role of any statistics course is to increase the understanding and comprehension of statistical concepts and those goals can be achieved via both theoretical instruction and statistical software training. However, many introductory courses either forego advanced software usage, or leave its use to the student as a peripheral activity. The purpose of this study was to determine if there was instructional value in replacing classroom time with laboratory time dedicated to statistical software usage. The first approach used classroom lecture presentations, while the second replaced one classroom period per week with statistical software laboratories. It was hypothesized that replacing classroom time with software based laboratories would increase the level of statistics knowledge as compared to an otherwise identical class with no lab based component. Both pre-course and end-of course surveys were used, as well as identical examination questions. Comparisons within a time point, and longitudinal performance over the course were both evaluated. Survey results indicated that students would recommend lab based instruction significantly more than a primarily lecture based instruction (32% more, p=.020). Additionally, the performance improvement over the course of the semester was significantly higher for those students participating in laboratories (19.2% increase, p=.011). These findings indicate that sacrificing classroom time for a laboratory period improves the educational experience in an introductory statistics course and may help with the understanding and retention of difficult topics.
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Ellis, Rod. "INPUT-BASED APPROACHES TO TEACHING GRAMMAR: A REVIEW OF CLASSROOM-ORIENTED RESEARCH." Annual Review of Applied Linguistics 19 (January 1999): 64–80. http://dx.doi.org/10.1017/s0267190599190044.
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There is now a substantial body of research that has investigated the role of form-focused instruction in assisting learners to learn the grammar of a second language (L2). Recent comprehensive surveys of this research have been provided by N. Ellis (1995), R. Ellis (1990; 1994; 1997), Larsen-Freeman and Long (1991), Long (1988), Spada (1997), and Williams (1995a). However, it is becoming increasingly difficult to draw clear conclusions given the sheer amount of research now available, the problems of comparing results across studies, and the interactivity of the variables involved. Spada, for example, identifies seven questions that the research has addressed but acknowledges that “we do not yet have clear answers to any of these questions” (p. 74). One way of achieving a clearer understanding of how form-focused instruction contributes to acquisition might be to examine in detail studies that have investigated the effect of specific instructional options. This article will follow such an approach by examining one particular option–input–based grammar teaching.
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Lo, Ya-Yu, Scott A. Loe, and Gwendolyn Cartledge. "The Effects of Social Skills Instruction on the Social Behaviors of Students at Risk for Emotional or Behavioral Disorders." Behavioral Disorders 27, no. 4 (August 2002): 371–85. http://dx.doi.org/10.1177/019874290202700409.
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The authors examined the effects of pullout small-group and teacher-directed classroom-based social skills instruction on the social behaviors of five third- and fourth-grade students at risk for emotional or behavioral disorders. A multiple-baseline across-subjects design was conducted to determine whether the combination of small-group and classroom-based social skills instruction would reduce the frequency of antisocial behaviors across two settings (i.e., classroom, lunchroom). Results of the study indicated moderate reductions in antisocial behaviors during small-group social skills instruction. The positive changes either further declined or were maintained after classroom social skills instruction commenced. Training variables are discussed.
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Lipman, Andrew J., Robert M. Sade, Angela L. Glotzbach, Carol J. Lancaster, and Mary Faith Marshall. "The Incremental Value of Internet-based Instruction as an Adjunct to Classroom Instruction." Academic Medicine 76, no. 10 (October 2001): 1060–64. http://dx.doi.org/10.1097/00001888-200110000-00018.
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Lam, Siew Hong. "Classroom Observation for the Professional Development of Myanmar University Lecturers in a Singapore Cross-Cultural Context: Perception of Abilities and Learning Based on ‘Nine Events of Instruction’." European Journal of Social Science Education and Research 5, no. 2 (August 1, 2018): 40–49. http://dx.doi.org/10.2478/ejser-2018-0032.
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Abstract Continuing professional development is important for improving and reforming teaching.Classroom observation of others’ teaching has been used for the professional development of eight lecturers from three Myanmar universities who visited the Department of Biological Sciences, National University of Singapore over a period of three weeks.To bridge the socio-cultural and educational background differences, Gagné’s ‘Nine events of instruction’ was used as a pedagogical framework to guide and evaluate the classroom observation and learning as it is well-established for instructional design and resonate well with educators.This study aimed to evaluate the participants’ abilities and their learning through classroom observation based on their perceptions of the ‘nine events of instruction’.The study found that most of the participants have positive views of their abilities in relation to the ‘nine events’, especially in practicing the early events of instruction. The classroom observation has benefitted them with respect to the ‘nine events’, particularly ‘Informing the Students of the Objective/Outcome’, ‘Stimulating Recall of the Prior Knowledge’ and ‘Presenting Information/Content/Stimulus’.Notably, ‘Assessing Performance’ was the most perceived ‘event of instruction’ that the participants wanted to improve on and that the participants perceived will benefit Myanmar lecturers the most.Qualitative feedbacks by the participants revealed lessons learned, their potential applicability and desires to reform and share.The study further demonstrated that the ‘nine events of instruction’ is a useful pedagogical framework for guiding and evaluating perception of abilities and learning in classroom instruction and observation for continuing professional development in a cross-cultural context.
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Gordon, Joshua. "Pronunciation and Task-Based Instruction: Effects of a Classroom Intervention." RELC Journal 52, no. 1 (February 26, 2021): 94–109. http://dx.doi.org/10.1177/0033688220986919.
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Explicit pronunciation instruction enhances production of intelligible, comprehensible, and fluent second language (L2) speech. Additionally, task-based instruction (TBI) enhances the production of segmentals and suprasegmentals, and promotes awareness of L2 forms in pronunciation. Since most previous research on TBI in L2 pronunciation learning has been carried out in laboratory settings, it is necessary to investigate how the implementation of tasks that differ in complexity in actual classroom settings could benefit L2 pronunciation learners. This classroom-based study investigated the effects of combining focus on form and TBI in L2 pronunciation instruction in the production of comprehensible, fluent, and L2-accented speech in English-as-a-foreign-language learners. Although the results of the study present modest gains, they make a case for the inclusion of explicit pronunciation instruction and tasks that differ in complexity to help learners develop pronunciation skills. Responding to recent calls for more classroom-based research that demonstrates how pronunciation can be implemented in systematic and principled ways, the results of this study are discussed in terms of implications and pedagogical recommendations for L2 pronunciation teaching and learning.
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Diningrat, Syaiputra Wahyuda Meisa, Punaji Setyosari, Saida Ulfa, and Utami Widiati. "Integrating PBI in the flipped classroom: A framework for effective instruction." World Journal on Educational Technology: Current Issues 12, no. 2 (April 30, 2020): 117–27. http://dx.doi.org/10.18844/wjet.v12i2.4662.
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The existence of the flipped classroom has gained attention among scholars and teachers, particularly in higher education. This instructional model appeals much concern due to its capability not only to shift the instructional process from teacher-centered to student-centered but also to transform university classrooms into an active learning environment where students have the opportunity to apply concepts to solve the problems. However, the current pieces of evidence showed that teachers implementing the flipped classroom instructional model still encounter issues that raise additional concerns, such as technical difficulty, design gaps between pre-class and in-class learning activity, and little study on robust frameworks have been developed for this instructional. Consequently, teachers generate an inadequate learning activity design in the flipped classroom. Therefore, this study aims to develop a vigorous framework for the flipped classroom model by integrating problem-based instructional strategy. After reviewing relevant theories and empirical findings, the result of the study provides a foundation framework for the flipped classroom design. This framework consists of two circles of learning activity design that coherence between pre-class and in-class. The theoretical framework provided in this study is considered as initial study, thus, further researches are highly suggested for future scholars to explore its effectiveness.
Keywords: flipped classroom, instructional framework, effective instruction;
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Anglum, J. Cameron, Laura M. Desimone, and Kirsten Lee Hill. "Integrating Computer-Based Curricula in the Classroom: Lessons from a Blended Learning Intervention." Teachers College Record: The Voice of Scholarship in Education 122, no. 1 (January 2020): 1–50. http://dx.doi.org/10.1177/016146812012200104.
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Context This study analyzes the implementation of a blended learning middle school mathematics intervention in a large urban school district in the northeastern United States. Blended learning models integrate online instructional tools within traditional methods of classroom instruction. Focus of Study As their use increases in classrooms across the country, there remains much unknown about how teachers integrate blended learning strategies into their pedagogical practices and what factors, including school, teacher, and student attributes, facilitate or hinder these approaches. Our findings provide insight into how teachers integrate computer-based curricula in their classrooms, findings particularly instructive for under-resourced urban school districts. Research Design The study is designed as part of a within-teacher randomized controlled field trial, a design which enables direct comparisons of teacher practices between each of his or her two mathematics classrooms. To draw these comparisons, we utilize a range of detailed teacher survey data as well as rich teacher interview data. Conclusions We believe our findings about the choices teachers make in using software in the classroom and the barriers they face in doing so are applicable to the implementation of a wide variety of computer-based interventions in urban environments, whether they are part of curricular innovations, blended learning instructional strategies, or targeted academic interventions.
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Skehan, Peter. "Task-Based Instruction." Annual Review of Applied Linguistics 18 (March 1998): 268–86. http://dx.doi.org/10.1017/s0267190500003585.
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In the last twenty years or so, language teaching has changed to incorporate a higher proportion of meaning-based activities, in contrast to the era in which form was primary and a concern for meaning only followed the establishment of control over specific forms. Now, a wide range of classroom options are available for participant organization, content incorporation, and the units by which teaching is organized. In order to locate task-based work within such a range of options, it is necessary to address definitional issues at the outset, since many different contemporary options give task a central role. For the purposes of this chapter, a task is regarded as an activity which satisfies the following criteria:
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Akiba, Motoko, Ya-Fang Chiu, Yue-Lin Zhuang, and Heather E. Mueller. "Standards-based mathematics reforms and mathematics achievement of American Indian/Alaska Native eighth graders." education policy analysis archives 16 (October 30, 2008): 20. http://dx.doi.org/10.14507/epaa.v16n20.2008.
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Using the NAEP nationally-representative data collected from eighth-graders, we investigated the relative exposure of American Indian/Alaska Native (AIAN) students to mathematics teachers who are knowledgeable about standards, participate in standards-based professional development, and practice standards-based instruction; American Indian/Alaska Native student reports of standards-based classroom activities; and how student reports of classroom activities and teacher reports of their knowledge, professional development, and practices are associated with mathematics achievement of American Indian/Alaska Native students. We found that AIAN students had among the lowest exposure to teachers who reported they were knowledgeable about standards, who participated in standards-based professional development, and who practiced standards-based instruction. In addition, AIAN students were less likely than African American and Latino students to report that they experienced standards-based classroom activities. Our data showed that teacher reports of standards-based knowledge and practice of standards-based instruction were not significantly associated with mathematics achievement of AIAN students. However, student reports of classroom activities characterizing standards-based instruction was associated with higher mathematics achievement of AIAN students.
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Kim, Choi, and Lee. "Teacher Experience of Integrating Tablets in One-to-One Environments: Implications for Orchestrating Learning." Education Sciences 9, no. 2 (April 23, 2019): 87. http://dx.doi.org/10.3390/educsci9020087.
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We investigated teachers’ perceptions and behaviors regarding the integration of tablets into their activities in the one-to-one classroom. The use of tablets in classroom instruction can enrich the pedagogical quality of students’ collaborative activities, enhance classroom engagement, and facilitate various classroom activities. Seven focus group interviews were conducted with 37 teachers from seven rural public schools in Korea. Data were mostly generated using semi-structured interviews and were then analyzed using content analysis. Our results show that teachers made efforts to incorporate various interactive activities into the classroom using tablets. With technology tailored to one-to-one environments, interactive instruction was based on teachers’ perceptions of the unique advantages of the tablets and relevant technologies. The teachers reported that instruction using one-to-one technology could enhance each student’s engagement. However, the teachers faced multiple challenges in using tablets in terms of meeting their instructional objectives or teaching goals in the context of classroom teaching. In tablet-integrated classes, the teachers reported curriculum completion issues and the need for a longer period of teacher training before tablet integration. This study is valuable because few studies discuss the role of teachers with regard to their pedagogical experiences with tablet-integrated classrooms in the context of one-to-one computing activities.
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D. Olea, Marites. "Application of Web 2.0 Tools in Teaching 21st – Century Students in Higher Education Institutions in CALABARZON, Philippines." International Multidisciplinary Research Journal 1, no. 1 (March 27, 2019): 1–8. http://dx.doi.org/10.54476/iimrj405.
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Quality education considered as a crucial factor to produce a competent professional to build a strong nation and to bring out the best way to get along with global competition. Thus, this study aimed to determine the current practices in using Web 2.0 tools in 15 selected Higher Education Institutions in CALABARZON, Philippines concerning communication and collaboration, creativity and innovation, and instructional design. It also considered its level of acceptability for classroom instruction as assessed by administrators, teachers, and students. The level of seriousness of the problems met in the integration relative to teachers’ preparation, curriculum content and administrative support also evaluated. The research design was descriptive survey method with the use of a researcherconstructed questionnaire as the data gathering instrument. The method and instrument employed were deemed appropriate to determine the viability of providing the students with an alternative delivery of learning through Web 2.0 tools for instruction. Weighted mean, T-test and Probability values, Percentage and Standard Deviation, were the statistical tools used to test the hypothesis posited in this study. The hypothesis tested the significant differences between two groups of respondents regarding the extent of use of Web 2.0 tools in classroom instruction. Results revealed that to a very great extent, integration of Web 2.0 tools in the classroom promotes learner to interact, build a learning community and promotes active student participation in the classroom and increases student’s productivity. Based on the findings and conclusions, the researcher developed an offline game-based interactive instructional material that supports instruction and collaboration and could be used to enhance students’ critical thinking and problem-solving skills to achieve better learning outcomes.
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Mastropieri, Margo A., Thomas E. Scruggs, and Craig Whedon. "Using Mnemonic Strategies to Teach Information about U.S. Presidents: A Classroom-Based Investigation." Learning Disability Quarterly 20, no. 1 (February 1997): 13–21. http://dx.doi.org/10.2307/1511089.
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Over a six-week period, students with learning disabilities in an inner-city middle school were taught the chronological orders of 32 U.S. presidents. For three weeks, they were taught using a modified mnemonic keyword-pegword strategy. For the next three weeks, they were taught using rehearsal and representational pictures. Two weeks subsequent to the six-week instructional period, students were given a delayed posttest in which they were asked to provide the numerical order of the president, given a president name; and the president's name, given the numerical order. Results revealed a significant main effect for instructional condition and a significant condition-by-response interaction, suggesting that information was processed differently, depending on instructional condition. Implications for classroom instruction are provided.
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Amedu, Jerome, and Karen Hollebrands. "Teachers' perceptions of using technology to teach mathematics during COVID-19 remote learning." Journal of Research in Mathematics Education 11, no. 1 (February 24, 2022): 71–85. http://dx.doi.org/10.17583/redimat.8872.
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There are concerns that current remote learning efforts in response to COVID-19 may not be measuring up to the quality of classroom-based instruction. This study investigated two high school teachers’ perceptions of the issues surrounding teaching mathematics remotely and factors that contributed to their use of technology while teaching online. The results show that both teachers found teaching mathematics online more difficult compared to classroom-based instruction. The main concerns expressed by these teachers focused on the difficulty to receive feedback from students and limited student interaction. This made it difficult to assess students’ understanding during lessons. They also expressed concerns about the difficulty in implementing aspects of a task-based curriculum that relies heavily on classroom discourse and interaction; and the challenge of finding quality and usable resources for online instruction. This study also identified several factors that influenced teachers’ use of technology during COVID-19 remote learning. Implications for teacher professional development, online instruction, and policy are discussed.
Keywords COVID-19 pandemic, remote learning, technology, perception, MVP curriculum, classroom-based instruction.
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Baska, Ariel, and Joyce VanTassel-Baska. "Portraits of High Potential-High Need Students: The Role of Teacher Inquiry." LEARNing Landscapes 9, no. 2 (April 1, 2016): 69–85. http://dx.doi.org/10.36510/learnland.v9i2.764.
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This article examines inquiry-based instructional approaches to working with students who have high potential, but also special needs. The article focuses on inquiry as the thread that weaves together a plan of instruction that has been successful for these students across the high school years in one teacher’s classroom. Pro les of students are described with commentary as to the approaches employed with positive results. Commonalities of instruction, such as the use of metacognition, the use of acceleration, and the use of career counseling, are provided alongside student commentary where appropriate. A plan for the use of inquiry techniques in the classroom concludes the article.