Artykuły w czasopismach na temat „Instruction and study”
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Paulsen, Kim J., Kyle Higgins, Susan Peterson Miller, Sherri Strawser i Randall Boone. "Delivering Instruction via Interactive Television and Videotape: Student Achievement and Satisfaction". Journal of Special Education Technology 13, nr 4 (marzec 1998): 59–77. http://dx.doi.org/10.1177/016264349801300401.
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Distance education in the form of Interactive Television (ITV) and videotape currently is being discussed as a method to provide instruction to students enrolled in education courses. In this study, the effect of traditional, ITV, and videotape lectures on student achievement and attendance was investigated. Student satisfaction with the course and student evaluations of the instructor were also analyzed. Sixty-seven preservice special education students were randomly assigned to one of three instructional methods. One group received instruction with the instructor present, one group received instruction via ITV and the third group received instruction by means of a videotape lecture. Results indicated that (a) students achieved equally well on quizzes and tests regardless of the instructional method, (b) students who received instruction in the traditional setting were satisfied with the instruction they received, (c) students who received instruction via ITV were satisfied with the instruction they received, (d) students who received instruction by means of videotape were not satisfied with the instruction they received, (e) students attended class regularly regardless of the instructional method, and (f) students who received instruction via ITV and videotape did not perceive the instructor as taking an active role in the course.
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Al-Shehri, Mohammad Salih. "Effect of Differentiated Instruction on the Achievement and Development of Critical Thinking Skills among Sixth-Grade Science Students". International Journal of Learning, Teaching and Educational Research 19, nr 10 (30.10.2020): 77–99. http://dx.doi.org/10.26803/ijlter.19.10.5.
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The objective of this study was to explore the effect of using a differentiated instruction method on the achievement and development of critical thinking skills among sixth-grade students in Abha, Saudi Arabia. The study used the experimental method through the application of the instructional program on a sample of 50 students, who were chosen purposefully from one school in Abha city. The sample was divided into an experimental group (n = 25), which received instructions using differentiated instruction, and a control group (n = 25), which received instructions using conventional methods. Two tests were developed, an academic achievement test and a critical thinking test, to measure the performance of students before and after using the instructional program. Findings showed an improvement in the academic performance of the experimental group, which were taught using the instructional program based on differentiated instruction. Participants were able to increase their level of critical thinking skills in science. The study recommends using this instructional strategy in different school subjects other than science. The study also recommends training teachers on its implementation in classrooms.
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Miguel, Elizandra, i William Carney. "Foreign Language Acquisition Anxiety and Project-Based Learning in Collaborative L2 Instruction: A Case Study". Theory and Practice in Language Studies 12, nr 1 (2.01.2022): 1–6. http://dx.doi.org/10.17507/tpls.1201.01.
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This article discusses the experiences of an instructor-student collaboration in combining English as a Second Language instruction with a project-based model. It provides information about a year-long period of instruction that made use of extensive collaboration in language instruction for the creation of business documents geared to a specific purpose. The article suggests that such a project-based and collaborative approach to Foreign Language Learning might be useful in alleviating foreign language learning anxiety for advanced speakers of a second language. Additionally, the article discusses instruction performed via the Zoom platform. The use of platforms such as Zoom, or Skype, are becoming more ubiquitous as an instructional trend that pre-dates recent public health concerns, and this technology is discussed here in terms of the opportunities for collaborative learning and feedback it offers in a discipline that is still favors traditional face-to-face instruction. Although the experiences described here occurred in a non-academic setting with an instructor-student dyad, we suggest that it may be useful in academic settings with additional students and fewer collaborative opportunities to create highly specific objectives.
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Bray, Laura E., Alicia A. Mrachko i Christopher J. Lemons. "Standardized Writing Opportunities: A Case Study of Writing Instruction in Inclusive Classrooms". Teachers College Record: The Voice of Scholarship in Education 116, nr 6 (czerwiec 2014): 1–40. http://dx.doi.org/10.1177/016146811411600606.
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Background/Context For an increasing percentage of students with disabilities, writing instruction is taking place in general education classrooms. The practice of instructing students with disabilities in general education classrooms is commonly referred to as inclusion. For elementary and middle school English teachers, inclusion requires that they teach students with varying instructional needs how to write. While numerous studies have examined writing instruction and interventions for students with disabilities, little research has closely examined the phenomenon and implications of providing writing instruction in inclusive classrooms. Focus of Study In this study, we examined the writing opportunities provided to students in four eighth-grade English classrooms at a full inclusion middle school. Research Design We employed a qualitative case study design to collect multiple sources of data, including writing tasks, grading requirements, prewriting activities, lesson plans, writing task information sheets, and interviews with teachers. Our analysis sought to triangulate findings from these multiple data sources to examine the types and quality of writing instruction provided in these inclusive English classrooms, along with the factors that influenced this instruction. Findings The findings from this study indicate the writing opportunities provided to students were of poor quality and were influenced by state standards and high-stakes accountability assessments. Furthermore, students with disabilities were provided with nearly the same writing opportunities as their nondisabled peers, with little differentiation, modifica-tion, or accommodation. The study also exposed organizational features and accountability policy pressures that promoted the instructional practice of standardization. Conclusions/Recommendations Our findings suggest that including students with disabilities into a general education English classroom does not necessarily lead to high-quality writing opportunities for those students. Current accountability policy emphasizes the standardization of learning goals and outcomes, with little focus on the actual types and quality of instruction provided to students. We argue that for students with disabilities, focusing solely on teaching grade-level learning standards and improving high-stakes accountability assessments is not the solution for improving instructional opportunities and outcomes. Our findings also revealed that, under certain conditions, standardization of instruction is a potential unintended consequence of inclusive education.
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Omoniyi, Tayo, i Gisanrin Gbenga. "The Effect of Three Instructional Elements on Achievement in Computer-Based Mathematics Instruction of Senior Secondary School Students in Nigeria". Journal of Education in Black Sea Region 4, nr 1 (9.12.2018): 164–72. http://dx.doi.org/10.31578/jebs.v4i1.163.
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This study investigated the effect of three instructional elements on achievement in computer-based mathematics instruction. The subjects were senior secondary school students who used four versions of computer-based instruction developed on compact disc to learn about the volume of solid shapes. The four versions of the programme were (1) a full version that had the three instructional elements (2) a version without objectives (3) a version without practice (4) a version without examples. The results indicated that the full package, which included objectives, practice and examples, had a significant effect on students’ achievement in the computer-based mathematics instruction. Furthermore, of the three elements, practice, had the most effect on the learners’ achievement. Implications of the findings on development of computer-based instructions are also discussed.
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Wahyumi, Maulidia, Wirdatul Aini i Irmawita Irmawita. "Tanggapan Warga Belajar terhadap Komunikasi Instruksional Instruktur Pelatihan Memasak Kue di SPNF SKB Kota Payakumbuh". Spektrum: Jurnal Pendidikan Luar Sekolah (PLS) 1, nr 1 (1.03.2018): 58. http://dx.doi.org/10.24036/spektrumpls.v1i1.9198.
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This research is motivated by the success of entrepreneurship cooking skill. The purpose of this study was to describe the responses of learners to instructional communication of cooking instructor in cooking instruction in the explanation of learning materials, initial ability assessment, strategy setting, and feedback. This type of research is descriptive quantitative. The population in the study amounted to 15 people. The sample in this study is the total number of respondents. Data collection techniques used were interviews, while data collection tools used interview guidelines. Data analysis techniques using the formula percentage. The result of the research showed that the respondent's response to instructional instruction of instructor in (1) explanation of learning material of cooking cake training is categorized very good, (2) assessment of early ability of learners of cake cooking training categorized very good, (3) instructional strategy stipulation cake cooking training categorized very good, (4) feedback cooking cake is categorized very well.
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Yaumi, Muhammad, Sitti Fatimah Sangkala Sirate i Andi Anto Patak. "Investigating Multiple Intelligence-Based Instructions Approach on Performance Improvement of Indonesian Elementary Madrasah Teachers". SAGE Open 8, nr 4 (październik 2018): 215824401880921. http://dx.doi.org/10.1177/2158244018809216.
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This study was designed to promote teachers’ understanding of the learner-centered approach through training the multiple intelligences-based instructions, improve teachers’ performance in designing learner-oriented instruction, and improve teachers’ performance in implementing instruction. This study used proactive action research involving 126 teachers (informants) as trainees and instructional design members, came from 10 elementary Madrasah in Indonesia, 36 of them were mentored, and 192 students participated in a focus group discussion. There were 10 principals and two supervisors to be research collaborators. Teachers’ understanding and performance improvement through training multiple intelligence-based instructions, designing student-centered approach, and mentoring the implementation of student-centered learning indicated significant contribution. The teachers’ understanding of multiple intelligence-based instruction was the majority in the good category. The activity of designing the student-centered approach gave a good contribution to the capability of designing every single one of the multiple intelligences-based strategies. The mentoring system improved teachers’ performance greater than those of training and instructional design. Implementation of training, instructional design, and the mentoring system implies improving learning processes and outcomes. Strengthening the recruitment system of teachers and performance improvement, capacity building of educators to design models, approaches, strategies, methods, and learning activities, as well as establishing togetherness on all lines; government, principals, supervisors, community, and teachers as the primary element.
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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, nr 1 (4.04.2018): 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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Levy, Shari, i Sharon Vaughn. "An Observational Study of Teachers’ Reading Instruction of Students with Emotional or Behavioral Disorders". Behavioral Disorders 27, nr 3 (maj 2002): 215–35. http://dx.doi.org/10.1177/019874290202700303.
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The authors documented reading instructional practices for students with emotional or behavioral disorders (E/BD) as well as strategies used by teachers to redirect behavior and provide positive support during reading. Six teachers of students with E/BD were observed during reading instruction and interviewed. Three of the six teachers provided some reading instruction that was documented as effective and designed to meet the instructional needs of students. Controlling student behavior through isolating students, providing extensive time for worksheets, and negative feedback dominated four teachers’ reading instruction. Teachers reported limited knowledge about how to teach reading.
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Roth, Wolff-Michael. "The gap between instruction (plan) and situated action: A challenge to semiotics?" Semiotica 2018, nr 221 (26.03.2018): 1–27. http://dx.doi.org/10.1515/sem-2016-0084.
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AbstractIn this study, I describe a potential challenge to semiotics, which exists in the fact that no interpretation of an instruction (text) can get us closer to doing what the instructional text describes. I provide a praxeological description of a situation in a software development firm where the instructions (rules) for a particular type of meeting are inscribed on the whiteboard in front of which the meetings were held. I discuss the gap between instructions and the behavior they describe and the moral order of praxis that is not inscribed in instructions.
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Risberg, Jonas, i Gustav Lymer. "Requests and know-how questions: Initiating instruction in workplace interaction". Discourse Studies 22, nr 6 (1.10.2020): 753–76. http://dx.doi.org/10.1177/1461445620928239.
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While it is recognized that instruction between co-workers is a central component of everyday workplace interaction and learning, this study investigates the ways in which such instructional events are practically initiated in interaction. We analyse recordings of everyday work at a radio station, where journalists prepare and broadcast local news. In our data, a distinction can be made between two interactional contexts from which instructional interactions emerge: searches, where one party is looking for a suitable helper; and established interactions, where the initiation of instruction is prefigured by immediate prior interaction. A further finding is that these two contexts are associated with two different ways of initiating instruction. Direct requests are used in established interactions. In searches, we instead find questions regarding the other person’s procedural knowledge – what we term know-how questions. We finally discuss the ways in which instructional configurations are assembled without reference to institutionally defined instructor/instructed roles.
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Forsyth, Katherine L., Bethany R. Lowndes, Erik Prytz, Carl-Oscar Jonson, Matthew D. Sztajnkrycer, Stephanie F. Heller, M. Susan Hallbeck i Renaldo C. Blocker. "Improving Instructions to Stop the Bleed". Proceedings of the Human Factors and Ergonomics Society Annual Meeting 61, nr 1 (wrzesień 2017): 588–92. http://dx.doi.org/10.1177/1541931213601631.
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The Stop The Bleed initiative was developed by the Department of Homeland Security to educate lay providers in bleeding reduction strategies. The current study evaluated: (1)three tourniquet instructions using a simulated tourniquet task and (2)participant confidence levels in tourniquet use and lay provider training. Thirty participants with limited clinical experience applied a tourniquet to a simulated limb using one of three instruction sets. Twelve of these participants (40%) participated in a tourniquet training session and focus group to discuss each instruction set. Participants preferred the most simple and pictoral instruction set, and identified opportunities for improvement in each set. Participant confidence in tourniquet use increased significantly following the task and the focus group. After the focus group, participant confidence in instructing lay providers on proper tourniquet use significantly increased. Adding key steps, contextual pictures, and indicators of success to instructions could support lay providers stop the bleed in life-threatening situations.
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Chen, Minjie, Hock Seng Goh, Ruey Shing Soo i Guojie Yin. "The effectiveness of an instructional guide on Chinese pre-service EFL teachers’ knowledge in teaching phonics". Studies in English Language and Education 9, nr 2 (23.05.2022): 554–73. http://dx.doi.org/10.24815/siele.v9i2.22780.
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In China, phonics instruction has been given substantial emphasis ever since the implementation of the 2011 National English Curriculum for Compulsory Education. However, many Chinese students’ learning outcome remains unsatisfactory due to EFL teachers’ insufficient knowledge to teach phonics and the absence of a phonics instructional guide. To address this gap, this study aims to investigate the effects of a newly developed phonics instructional guide on Chinese pre-service EFL teachers’ knowledge base to teach phonics. Adopting an experimental research design, the study was conducted at a teachers’ college in Sichuan Province, China. There were 172 pre-service EFL teachers assigned into two equivalent groups, namely the experimental group (N=86) and control group (N=86), who took a test respectively before and after the intervention. The measures of the test included seven dimensions aiming to elicit knowledge of general phonics, phonetic system, phonemic awareness, phonics decoding rules, phonics instructions, reinforcement methods, and sight word instructions. The experimental group participants undertook a 15-hour phonics training course using the newly developed Phonics Instructional Guide (PHOInG). The control group participants were taught using a conventional method involving the use of an English textbook prescribed by the college. Results revealed that the Chinese pre-service EFL teachers in the experimental group improved significantly in their overall knowledge base of English phonics and phonics instruction, except for phonemic awareness and knowledge of the phonetic system. These findings point to the importance of using a needs-based and theoretically informed instructional guide when providing phonics and phonics instruction training to Chinese EFL pre-service teachers.
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Sato, Junya, Hiroshi Ishikawa, Yoko Yasuda, Rei Tanaka, Yoshio Kiyohara, Yuki Yamawaki, Megumi Endo i Michihiro Shino. "Effectiveness of a pharmaceutical instruction video for adherence to dermatopathy treatment in patients with cancer receiving the anti-epidermal growth factor receptor antibody". Journal of Oncology Pharmacy Practice 26, nr 7 (18.02.2020): 1667–75. http://dx.doi.org/10.1177/1078155220904149.
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Background Dermatopathy develops as a side effect in patients receiving anti-epidermal growth factor receptor antibody treatment. Topical moisturizers are used for the prevention and treatment of this dermatopathy. Active participation of patients in their own treatment is important for the appropriate application of topical preparations. We prepared a pharmaceutical instructional video for adhering to the topical application protocol. In this study, we investigated the effectiveness of this pharmaceutical instructional video on treatment adherence. Methods Study participants were patients with cancer receiving the anti-epidermal growth factor receptor antibody for the first time. A pharmacist instructed the patients on how to use the pharmaceutical instruction video. Daily topical preparation use following the video demonstration was assessed. The effectiveness of the pharmaceutical instruction video was evaluated by assessing the adherence of patients who did not use the pharmaceutical instruction video for the past 2 periods (26 months; controls 1 and 2). The incidence of side effects was compared between the two control groups and the group of patients who received the pharmaceutical instruction video. Results The amount of topical preparation consumed (median, g/day) by patients who received patient compliance instructions using the pharmaceutical instruction video was 9.8 g/day, as compared with control group 1 (4.5 g/day) and control group 2 (5.5 g/day) ( p < 0.001). There was no difference in the incidence of side effects during the three periods. Conclusion The use of visual instructional media for patient compliance by pharmacists may be effective in maintaining and improving treatment adherence.
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Kraemer, Elizabeth W., Shawn V. Lombardo i Frank J. Lepkowski. "The Librarian, the Machine, or a Little of Both: A Comparative Study of Three Information Literacy Pedagogies at Oakland University". College & Research Libraries 68, nr 4 (1.07.2007): 330–42. http://dx.doi.org/10.5860/crl.68.4.330.
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Each year, Oakland library faculty provide information literacy instruction for Rhetoric 160, a first-year writing course, through a combination of WebCT-based online tutorials and in-class teaching. For this study, twelve sections of RHT 160 during the winter 2005 term were selected to compare three instructional methods: online instruction only, live instruction, and the current “hybrid” combination of live instruction and online tutorials. The sections were assigned to one of the instructional methods and, to assess student learning, all students (n=224) completed identical pre- and post-tests. Results of the study, including differences in student performance in relation to pedagogy, are discussed.
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Mundir, Alim Al Ayub Ahmed, Muhammed Salim Keezhatta, Bakhrul Khair Amal, Sandhir Sharma, Asaad Jassaim Shanan, Muneam Hussein Ali i Mir Mohammad Farooq Haidari. "The Comparative Effect of Online Instruction, Flipped Instruction, and Traditional Instruction on Developing Iranian EFL Learners’ Vocabulary Knowledge". Education Research International 2022 (10.02.2022): 1–9. http://dx.doi.org/10.1155/2022/6242062.
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During the COVID-19 pandemic, using online and flipped instruction is the best alternative for traditional instruction. Therefore, this study compared the effects of three instructions, including online, flipped, and traditional, on improving Iranian EFL learners’ vocabulary knowledge. To do so, 90 Iranian intermediate EFL learners were selected among 119 students as the participants of this study. The target participants were randomly divided into three equal groups (online, flipped, and traditional). After that, all groups were pretested by a vocabulary test. Then, the participants of one group received the treatment by using fully online instruction, and the other group participants received a flipped instruction. On the other hand, the participants of the third group received conventional vocabulary instruction. After teaching 100 new English words to all groups with three different instructions, a vocabulary posttest was administered to all participants. The paired samples t-test and one-way ANOVA results indicated that both online and flipped groups outperformed the control group in the vocabulary posttest. In addition, the findings revealed the flipped group outflanked the online group in the posttest of vocabulary. The implications of this study can encourage both EFL teachers and learners to integrate the flipped and online instructions into their teaching and learning processes.
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Nápoles, Jessica. "Teacher Talk and Perceived Teacher Effectiveness: An Exploratory Study". Update: Applications of Research in Music Education 35, nr 3 (8.01.2016): 5–10. http://dx.doi.org/10.1177/8755123315626228.
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The purpose of this study was to describe the perceptions of teachers, ensemble members, and outside observers when evaluating the effectiveness of rehearsals conducted with reduced amounts of verbal instruction. Preservice teachers led choral rehearsals employing Archibeque’s “rule of seven,” wherein instructions were delivered in seven words or fewer. Immediately following the teaching session, participants responded to the question: “What was your perception of this assignment and what did you notice about teaching effectiveness?” Outside observers responded to the same prompt. Findings indicated that choral members preferred rehearsals with reduced verbal instruction because they were able to perform more, with fewer interruptions. The preservice teachers favored the opportunity to organize their thoughts and focus instruction, but they expressed frustration with feeling stifled in leading rehearsal. The outside observers approved of the rehearsal pacing but were concerned by the lack of specificity in instruction and feedback.
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Saletin, Jared, Judith Owens, Kyla Wahlstrom, Sarah Honaker, Amy Wolfson, Azizi Seixas, Patricia Wong, Mary Carskadon i Lisa Meltzer. "237 Sleep disturbances, online instruction, and learning during COVID-19: evidence from 4148 adolescents in the NESTED study". Sleep 44, Supplement_2 (1.05.2021): A94—A95. http://dx.doi.org/10.1093/sleep/zsab072.236.
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Abstract Introduction COVID-19 fundamentally altered education in the United States. A variety of in-person, hybrid, and online instruction formats took hold in Fall 2020 as schools reopened. The Nationwide Education and School in TEens During COVID (NESTED) study assessed how these changes impacted sleep. Here we examined how instruction format was associated with sleep disruption and learning outcomes. Methods Data from 4148 grade 6-12 students were included in the current analyses (61% non-male; 34% non-white; 13% middle-school). Each student’s instructional format was categorized as: (i) in-person; (ii) hybrid [≥1 day/week in-person]; (iii) online/synchronous (scheduled classes); (iv) online/asynchronous (unscheduled classes); (v) online-mixed; or (vi) no-school. Sleep disturbances (i.e., difficulty falling/staying asleep) were measured with validated PROMIS t-scores. A bootstrapped structural equation model examined how instructional format and sleep disturbances predict school/learning success (SLS), a latent variable loading onto 3 outcomes: (i) school engagement (ii) likert-rated school stress; and (iii) cognitive function (PROMIS t-scores). The model covaried for gender, race-ethnicity, and school-level Results Our model fit well (RMSEA=.041). Examining total effects (direct + indirect), online and hybrid instruction were associated with lower SLS (b’s:-.06 to -.26; p’s<.01). The three online groups had the strongest effects (synchronous: b=-.15; 95%CI: [-.20, -.11]; asynchronous: b=-.17; [-.23, -.11]; mixed: b=-.14; [-.19, -.098]; p’s<.001). Sleep disturbance was also negatively associated with SLS (b=-.02; [-.02, -.02], p<.001). Monte-carlo simulations confirmed sleep disturbance mediated online instruction’s influence on SLS. The strongest effect was found for asynchronous instruction, with sleep disturbance mediating 24% of its effect (b = -.042; [-0.065, -.019]; p<.001). This sleep-mediated influence of asynchronous instruction propagated down to each SLS measure (p’s<.001), including a near 3-point difference on PROMIS cognitive scores (b = -2.86; [-3.73, -2.00]). Conclusion These analyses from the NESTED study indicate that sleep disruption may be one mechanism through which online instruction impacted learning during the pandemic. Sleep disturbances were unexpectedly influential for unscheduled instruction (i.e., asynchronous). Future analyses will examine specific sleep parameters (e.g., timing) and whether sleep’s influence differs in teens who self-report learning/behavior problems (e.g., ADHD). These nationwide data further underscore the importance of considering sleep as educators and policy makers determine school schedules. Support (if any):
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Melka, Yirgalem Girma, i Italo Beriso Jatta. "Study the Effects of Differentiated Instruction on English Grammar Teaching in Ethiopia". Development of education 5, nr 3 (27.09.2022): 19–31. http://dx.doi.org/10.31483/r-103546.
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The purpose of the current study was to explore the effects of differentiated instruction, a neglected instructional practice in the Ethiopia in the EFL class in the contemporary diverse classroom situations. To achieve this purpose, the study adopted the quasi-experimental study design and randomly selected two intact classes consisting of 84 grade 12 students (CG:43, EG:41) and pre-tested to prove the comparability of the students’ grammar learning achievement. Relevant quantitative data were gathered using an English grammar learning achievement test. The intervention lasted for 12 consecutive weeks from October 2022 through early January 2022. The experimental group was taught using flexible grouping, tiered instructions, scaffolding techniques, and anchored activities as differentiated instructional strategies while the control group was taught English grammar following the one-size-fits-all conventional approach that hardly addresses or neglects students’ diverse learning needs. This group was taught a similar language focus using only textbook-provided activities. The quantitative data were analyzed using SPSS, version 24 software. Confirming the normality of the quantitative data, the independent t-test and dependent t-test were used in analyzing the pre-test and post-test data, but the qualitative data were analyzed descriptively. The findings of the study indicated that the overall mean gains for the experimental group significantly differed from the corresponding comparison group’s post-test test mean gains. The within-group comparison also showed that the post-test results of the experimental group were significantly different from the pretest results. The calculated effect size for the dependent t-test and independent t-tests were found to be moderate and large. The effect size for the treatment group exposed to differentiated instructions revealed meaningful improvement in the students’ English grammar learning. In light of the main results, the study concluded that DI significantly improved students’ English grammar learning achievement. Accordingly, the study suggested that differentiated instruction should be integrated into the regular EFL class to promote students’ learning.
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Handayani, Trifita. "THE EFFECTS OF IMPLICIT VERSUS EXPLICIT INSTRUCTIONS TO TEACH REFUSAL STRATEGIES ON STUDENTS’ SOCIOPRAGMATIC AND PRAGMALINGUISTIC COMPETENCE". ENGLISH JOURNAL OF INDRAGIRI 4, nr 1 (16.01.2020): 195–210. http://dx.doi.org/10.32520/eji.v4i1.864.
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Abstract
The purposes of the study were to explain the effects of implicit instruction on student’s sociopragmatic competences, implicit instructions on students’ pragmalinguistic competences, explicit instructions on students’ sociopragmatic competences, explicit instructions on students’ pragmalinguistic competences, the differences between implicit and explicit instructions on students’ sociopragmatic competences, the differences between implicit and explicit instructions on student’s pragmalinguistic competences, and the interaction between instructions with the students’ sociopragmatic and pragmalinguistic competences. The study used a quantitative research by using experimental factorial design 2x2. The data were taken from 80 second semester students at English Language Education Study Program at STAIN. The result of the study revealed that the mean score of post-test in implicit instruction on students’ sociopragmatic was 80.000 while explicit 92.550. Meanwhile, the mean score of post-test in implicit instruction on students’ pragmalinguistic was 83.000 while explicit 95.5000. It could be concluded that explicit has better effect to teach refusal strategies than implicit instruction on students’ sociopragmatic and pragmalinguistic competence based on the difference between the means score on implicit and explicit.
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Bajracharya, Jiwak Raj. "TPACK-integrated Worked Examples for Technology Integration". Journal of Training and Development 4 (24.12.2019): 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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Amida, Ademola, Isaac Chang i David Yearwood. "Designing a practical lab-based assessment: a case study". Journal of Engineering, Design and Technology 18, nr 3 (16.11.2019): 567–81. http://dx.doi.org/10.1108/jedt-08-2019-0194.
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Purpose This paper aims to present the finding of a practical lab assessment used to evaluate students’ mastery of Ohm’s law. The researchers used an approach combining different instruction types and lab formats to examine whether this combination produced a unique effect on students’ performance. This multifaceted approach provided evidence about how assessment design could affect students’ lab performance. The study also discussed various strategies that could guide instructors and curriculum designers about how to incorporate lab tasks into their curriculum to facilitate students’ mastery of subject content. Design/methodology/approach This study was a quantitative experiment that used a factorial repeated measures design. The design allowed the researchers to measure participants’ task scores and time across different treatment conditions, hence enabling the effects of lab format and instructional type to be observed. All participants were recruited through the convenience sampling strategy. Findings The results suggested that there was a statistically significant difference in the time taken to complete the task. However, no statistically significant difference was recorded in the participants’ task scores. Overall, it appeared that participants performed better in the simulation-based labs with expository instructions. Originality/value The current study contributes to the body of knowledge on the effect of lab format and instructional type on students’ performance in lab-based assessments. The results presented here may also help instructors to determine the most appropriate form of lab formats and instruction types to be used in an electronics course.
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Piercey, C. Darren. "Emphasizing Nonword Decisions in Word-Decision Performance". Psychological Reports 103, nr 1 (sierpień 2008): 97–101. http://dx.doi.org/10.2466/pr0.103.1.97-101.
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A robust finding in the lexical decision literature is that decisions to words are made more quickly and accurately than decisions to nonwords. When instructions are presented to participants prior to an experiment, an emphasis is usually placed on identifying words. This study assessed whether instructing participants to emphasize nonword decisions would affect the performance of the speed and accuracy of identification. A total of 98 individuals took part, 49 in a Word Instruction condition and 49 in a Nonword Instruction condition. Analysis indicated changes in emphasis on words versus nonwords decreased the difference in mean reaction time between word and nonword decisions. An interesting finding is that the manipulation of instructions affected reaction times to words but not to nonwords. The analysis of accuracy yielded no significant comparisons. Further research is required to assess the importance of the finding that the manipulation of instructions affects only word decisions.
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Farahani, Samieh, Imaneh Farahani, Bjoern B. Burckhardt, Holger Schwender i Stephanie Laeer. "Self-Instruction Video Versus Face-to-Face Instruction of Pharmacy Students’ Skills in Blood Pressure Measurement". Pharmacy 8, nr 4 (16.11.2020): 217. http://dx.doi.org/10.3390/pharmacy8040217.
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A modern approach to clinical skill education is the use of educational videos, yet there is a shortage of literature investigating the effect of self-instruction videos (SIVs) in pharmacy students. Therefore, our objective was to investigate whether an SIV is non-inferior compared to face-to-face instruction (FTFI) in acquiring blood pressure measurement skills. The participants in this randomized controlled study were pharmacy students. The control group was taught by FTFI, while the intervention group watched an SIV. Before and after the instruction, the participants’ performance was assessed by an objective structured clinical examination (OSCE). The participants completed a self-assessment survey before each OSCE session. Moreover, the participants’ perception and satisfaction were assessed using another survey. The OSCE score and self-assessment score increased significantly from pre- to post-instruction in both groups. The SIV was non-inferior compared to FTFI in terms of the OSCE score, considering a predefined non-inferiority margin of −10%. The participants’ self-assessment yielded inconclusive results for non-inferiority. Both instructional approaches were well received. Considering our findings, SIVs might be a valuable option for teaching pharmacy students’ blood pressure measurement skills. However, depending on the skill intended to be taught, a combination of an instructional video with instructor-led teaching may be necessary.
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MacLeod, Rebecca B. "The Perceived Effectiveness of Nonverbal, Co-Verbal, and Verbal String Ensemble Instruction: Student, Teacher, and Observer Views". Journal of Music Teacher Education 27, nr 3 (28.10.2017): 65–79. http://dx.doi.org/10.1177/1057083717739790.
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The purpose of this study was to determine how students, teachers, and outside observers perceive teaching effectiveness within a university-level string ensemble rehearsal setting. Students, teachers, and observers reflected on six rehearsal segments that used primarily nonverbal, co-verbal, or verbal instruction as outlined by Bob Culver in the Master Teacher Profile. Overall, participants viewed the verbal teaching episodes as being most effective, and expressed a preference for several elements associated with the verbal instructional mode. Five common elements of effective rehearsals identified by participants were Specific Instructions and Feedback, Delivery Skills and Eye Contact, Audible and Focused Co-Verbal Instruction Prompts, Conducting Effectiveness, and Ensemble Progress. Effectiveness perceptions were colored by participants’ sense of each teacher’s comfort with the different instructional modes as well as the elements of rehearsal teaching they personally valued.
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Rau, Pei-Luen Patrick, i Sho-Hsen Chen. "A Study of Electronic Annotation on Web Documents". Proceedings of the Human Factors and Ergonomics Society Annual Meeting 46, nr 5 (wrzesień 2002): 680–84. http://dx.doi.org/10.1177/154193120204600517.
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This study develops an electronic annotation system, allowing users to annotate on hypertexts, to build up knowledge structure, and to browse instructions provided by the system administrator or the instructor electronically. The electronic annotation system is a distributed World Wide Web application based on HTTP access and allows annotations on HTML documents. The major functions of the electronic annotation system include highlighting texts, inserting and editing annotations, and organizing and presenting annotations hierarchically. The five interactive components of the electronic annotation system are Main Tool Bar, Hypertext, Annotation Editor, Hierarchy Viewer, and Instruction Viewer. A user test was conducted to investigate the effect of the location of electronic annotating (Annotation Editor) on reading performance in terms of recall and degree of satisfaction.
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Davie, Emily, Malissa Martin, Micki Cuppett i Denise Lebsack. "Effectiveness of Mobile Learning on Athletic Training Psychomotor Skill Acquisition". Athletic Training Education Journal 10, nr 4 (1.10.2015): 287–95. http://dx.doi.org/10.4085/1004287.
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Context Instruction of psychomotor skills is an important component of athletic training education. Accommodating the varied learning abilities and preferences of athletic training students can be challenging for an instructor initiating skill acquisition in a traditional face-to-face (F2F) environment. Video instruction available on mobile devices may offer an alternative teaching tool, allowing for student-initiated learning. Objective To compare outcomes of Quick Clips (QC) instruction with F2F instruction as measured by skill-examination scores. Design Quasi-experimental. Setting Five higher learning institutions with Commission on Accreditation of Athletic Training Education (CAATE) accredited athletic training education programs. Patients or Other Participants Seventy-four pre-athletic training students, average age 18.86 ± 1.0 years (49 women, 25 men), volunteered for this study. Participants were randomly assigned to 1 of 2 instructional groups (F2F or QC). Intervention(s) The principal investigator provided F2F instruction to 38 participants in 3 skills (knee valgus stress test, middle trapezius manual muscle test, and goniometric measurement of active ankle dorsiflexion). The remaining 36 participants watched 3 QC videos demonstrating the same skills. Main Outcome Measure(s) Three individual skill exam scores and the total score. Results A 1-way multivariate analysis of variance indicated a significant effect (P < .0001) of instructional method on exam scores. Follow-up univariate analysis of variance indicated knee valgus stress test exam scores were significantly higher after F2F instruction (P < .0001). Neither manual muscle test nor goniometric measurement exam scores were affected by instructional method. Conclusions The findings support the use of QC as an alternative to F2F instruction for 2 of the 3 skills. This finding is similar to studies reported in the nursing literature on computer-assisted learning, which found inconclusive evidence to support the superiority of one method over another. Mobile video instruction is an effective teaching strategy. It may be best utilized to supplement traditional F2F instruction.
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Kawashima, Michie. "Giving instruction on self-care during midwifery consultations in Japan". Journal of Asian Pacific Communication 20, nr 2 (15.07.2010): 207–25. http://dx.doi.org/10.1075/japc.20.2.03kaw.
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This study focuses on instructional talk during prenatal visits in Japan. In order to prepare an upcoming delivery, a midwife often engages in instructional talk about the patient’s self-care at home. Yet, giving instruction is an interactionally challenging task, even in the medical setting. For example, a recipient may not accept advice easily, since this may reveal a recipient’s lack of knowledge and incompetence. By using conversation analysis, I find some interactional steps through which a midwife establishes interactional relevance of instruction. These steps include (1) assuring readiness of a recipient, (2) unpacking instruction and (3) contextualizing the instruction to a recipient’s everyday life. In each step, a patient’s claim for her competency and concern is used as a resource for developing the instructions. For example, a midwife gives advice to a patient about self-care in order to address the patient concerns. Instead of simply teaching what is generally considered necessary to self-care for delivery, a midwife designs her advice according to what an individual patient has expressed as a concern and what can be anticipated for her situation given her social category. This allows a more individualized presentation manner, which may encourage a patient’s active participation in her self-care.
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Truong, Jasmine M., M. Elizabeth Barnes i Sara E. Brownell. "Can Six Minutes of Culturally Competent Evolution Education Reduce Students' Level of Perceived Conflict Between Evolution and Religion?" American Biology Teacher 80, nr 2 (1.02.2018): 106–15. http://dx.doi.org/10.1525/abt.2018.80.2.106.
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Evolution is foundational to biology but is controversial for many undergraduate students. Although evolution and religion are potentially compatible, students' perceived conflict between their religious beliefs and evolution can negatively affect their acceptance of evolution. In a previous study, we found that illustrating the potential compatibility of religion and evolution decreased the number of students who perceived a conflict between religion and evolution by 53 percent. However, in the previous study, the instruction on the potential compatibility of religion and evolution took a significant amount of instructional time, which could be a barrier for implementation. In this current study, we condensed the instruction illustrating the potential compatibility of religion and evolution to six minutes. By conducting qualitative analyses on data gathered from ten students who perceived a conflict before the evolution module, we found that eight of these students reduced their level of perceived conflict after the evolution module. We identified eight distinct aspects of the evolution instruction that students stated reduced their perceived conflict, including that the instructor did not force student acceptance of evolution, the instructor was respectful of students with multiple viewpoints on evolution, and students experienced a greater exposure to evolution content.
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Hill, Heather C., Erica Litke i Kathleen Lynch. "Learning Lessons from Instruction: Descriptive Results from an Observational Study of Urban Elementary Classrooms". Teachers College Record: The Voice of Scholarship in Education 120, nr 12 (grudzień 2018): 1–46. http://dx.doi.org/10.1177/016146811812001207.
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Background For nearly three decades, policy makers and researchers in the United States have promoted more intellectually rigorous standards for mathematics teaching and learning. Yet, to date, we have limited descriptive evidence on the extent to which reform-oriented instruction has been enacted at scale. Purpose The purpose of the study is to examine the prevalence of reform-aligned mathematics instructional practices in five U.S. school districts. We also seek to describe the range of instruction students experience by presenting case studies of teachers at high, medium, and low levels of reform alignment. Participants We draw on 1,735 video-recorded lessons from 329 elementary teachers in these five U.S. urban districts. Research Design We present descriptive analyses of lesson scores on a mathematics-focused classroom observation instrument. We also draw on interviews with district personnel, rater-written lesson summaries, and lesson video to develop case studies of instructional practice. Findings We find that teachers in our sample do use reform-aligned instructional practices, but they do so within the confines of traditional lesson formats. We also find that the implementation of these instructional practices varies in quality. Furthermore, the prevalence and strength of these practices corresponds to the coherence of district efforts at instructional reform. Conclusions Our findings suggest that, unlike other studies in which reform-oriented instruction rarely occurred, reform practices do appear to some degree in study classrooms. In addition, our analyses suggest that implementation of these reform practices corresponds to the strength and coherence of district efforts to change instruction.
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Springer, D. Gregory, Amanda L. Schlegel i Andrew J. Lewis. "Effects of Dark and Bright Timbral Instructions on the Production of Pitch and Timbre". Journal of Research in Music Education 68, nr 4 (6.08.2020): 482–98. http://dx.doi.org/10.1177/0022429420944347.
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The purpose of this study was to examine the effects of timbral instructions on pitch and timbre production. High school ( n = 28) and collegiate ( n = 28) trumpeters played sustained tones at two octave levels (written C4 and C5) following three types of timbral instructions (dark-timbre, bright-timbre, or neutral instructions). Presentation orders were randomly assigned. Dependent variables included one acoustical measure of pitch (absolute cent deviation) and one acoustical measure of timbre (spectral centroid). Participants also reported which type of instruction they perceived to result in their “best sound” and their “most in-tune performance.” Results indicated a significant interaction between timbral instruction condition and octave. Post hoc testing revealed that timbral instructions affected participants’ absolute cent deviation, but different effects were observed in each octave. The effect of timbral instructions on participants’ spectral centroid was nonsignificant. Participants demonstrated a preference for the neutral instruction over the dark- and bright-timbre instructions, and their tuning accuracy varied by octave and instruction condition. These data suggest that music educators may need to use timbral instructions judiciously so that the instruction to play with a different timbre does not result in unintentional changes in pitch.
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Médici, Arthur Damião, i João Dos Santos Carmo. "Personalized System of Instruction (PSI) and Lesson Study (LS): a comparative analysis of two successful teaching methods". Science and Knowledge in Focus 1, nr 1 (26.01.2018): 05. http://dx.doi.org/10.18468/sc.knowl.focus.2018v1n1.p05-18.
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<p>Educational researchers are concerned with the investigation and improvement of teaching methods, and data obtained this study evidences their efficacy. The Personalized System of Instruction (PSI) and Lesson Study (LS) are two evidence-based effective teaching methods applied in varied disciplines in several countries with different theoretical backgrounds, procedures and evaluation strategies. In general, PSI research focuses on student development, lesson planning relies on an instructor, instructions are written, evaluation based on experimental manipulation, and shortcomings involve issues like student procrastination, excessive preparation and supervisor training time. LS research focuses on teacher and student development, instructions are varied, the assessment is based on a performance of the student, and teacher perception and shortcomings include excessive meeting time. This article suggests that both PSI and LS can benefit from the investigating implementation of each other’s features.</p>
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Matsuo, Tokuro, i Takayuki Fujimoto. "Analogical Thinking Based Instruction Method in IT Professional Education". International Journal of Human Capital and Information Technology Professionals 1, nr 3 (lipiec 2010): 1–14. http://dx.doi.org/10.4018/jhcitp.2010070101.
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In designing a new teaching system, a challenging issue is how the system intelligently supports learners. This paper describes a methodology and a system design on the intelligent instruction support for software engineering education. For information science courses at a university, software engineering subjects are usually compulsory and students study dominant conceptions of implementation like software architecture, and the methodology of software design in software engineering lectures. To enhance learners’ understanding, the authors design a novel instructional model based on the analogical thinking theory. The analogical thinking-based instruction consists of concrete teaching methods like analogy dropping method, self role-play method, and the anthropomorphic thinking method. Questionnaires for learners after the instructions give results of effective education in an actual trial. The contribution of this paper is to provide a new instruction theory, the way of educational practice method, and implementation of the system.
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Albinet, C., i K. Fezzani. "Instruction in Learning a Temporal Pattern on an Anticipation-Coincidence Task". Perceptual and Motor Skills 97, nr 1 (sierpień 2003): 71–79. http://dx.doi.org/10.2466/pms.2003.97.1.71.
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Using a computer-simulated anticipation-coincidence task, the main aim of the study was to examine the effect of the type of instruction on learning a temporal pattern. For this task, participants must learn to anticipate the appropriate time to launch a projectile to hit a moving target. The experiment involved three instructional conditions. In the Explicit-rule Discover Instruction Condition participants were informed that target speed could change from trial to trial and that change is controlled by a regular pattern. Their task was then to search, to identify, and to use such pattern to enhance their anticipation. In the Explicit-Informative Instruction Condition, participants were, however, allowed before practice to examine attentively the regular pattern. Participants were also explicitly urged to use the pattern they observed to ensure a better interception of the target. Finally, in the Implicit Instruction Condition, participants were only informed that their task was to hit, or at least, to place the projectile as near as possible to the target. No additional information was provided about the target's behaviour. Analysis indicated that learning the temporal pattern was more important in Implicit than in Explicit-rule Discover Instruction Condition. However, the Explicit-Informative Instruction Condition produced unambiguously the highest learning. Overall, the study highlights the role of information over guidance in the understanding of the effect of the instructions on learning. Finally, we discussed the implications of these results on the comprehension of the variability of the effects of the instruction on learning.
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Al-Jarf, Reima. "Role of Instructor Qualifications, Assessment and Pedagogical Practices in EFL Students’ Grammar and Writing Proficiency". Journal of World Englishes and Educational Practices 4, nr 2 (9.04.2022): 06–17. http://dx.doi.org/10.32996/jweep.2022.4.2.2.
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Three groups of EFL freshman students were concurrently enrolled in a grammar and a writing course. One group was taught the grammar and writing courses by the same instructor; the other two groups were taught grammar and writing by two different instructors using the same textbook but different instructional and assessment techniques. The study aims to find out which group made higher gains in grammatical knowledge and writing skill development. It also aimed to find out the effects of instructor qualifications, assessment, and pedagogical variables on students’ grammatical competence and writing skill development. Comparisons of the grammar and writing post-tests showed significant differences between the three groups in the writing and grammar post-test mean scores. There were strong correlations between the grammar and writing post-test scores. Performance of the Group that received a combination of writing and grammar instruction by the same instructor (Instructor A) was the highest. The relationship between grammar and writing instruction seems to be reciprocal: writing instruction affects grammatical competence and grammatical knowledge affects writing skill development. Better achievements were made when both courses were taught by the same instructor as she can make the right connections between what is taught in both courses, which specific structures and skills should be emphasized. The instructors’ qualifications, pedagogical system, educational and professional experience, the integration of online instruction, the type of error correction and instant feedback given to the students and the formative assessment technique used were significantly more effective than writing/grammar instruction that depended on the textbook alone. These variables proved to be important for enhancing the grammatical knowledge and writing quality of unskilled, low ability EFL students and resulted in a significant improvement in their grammar and writing post-test scores.
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Kelcey, Ben. "Measuring Teachers' Instruction with Multilevel Item Response Theory". INTERNATIONAL JOURNAL OF RESEARCH IN EDUCATION METHODOLOGY 7, nr 1 (30.03.2016): 1037–47. http://dx.doi.org/10.24297/ijrem.v7i1.3857.
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The purpose of this study was to describe an approach for measuring teachers' uses of instruction as it relates to students' achievement through classroom observations. Despite significant work on the substantive content of observation systems chronicling teachers' instruction, literature has largely relied on simple counts of instructional features or the average of quality indicators to describe teachers' instruction. However, such coarse summaries generally do not reflect current theories of instruction, prior empirical evidence, and the framework of most observation systems. The approach presented in this paper builds on evidence that teachers' instruction varies across lessons and that instructional features or quality indicators do not necessarily contribute equally to our understanding of effective instruction. To align theory, data and methods, this study applied multilevel item response theory to the study of early literacy instruction as it relates to students' achievement. This model provided a more complex, but more precise and theoretically grounded, view of instruction by linking components of instruction theory to model parameters. Empirical results suggested that multilevel item response models encouraged precision in the specification of theory, data collection, and models that is absent in simpler models.
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IK i Joseph Parker. "Students’ Perception on Web-Based Technology in Teaching Biology in College of Education". Science Education International 33, nr 2 (1.06.2022): 242–50. http://dx.doi.org/10.33828/sei.v33.i2.12.
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The perception of students in six (6) Southern Colleges of Education in Ghana on the use of web-based technology software for teaching and learning of biology was studied using 120 students. A questionnaire was used to collect data from the students on the perception they have about the use of web-based technology. The data from the questionnaire were analysed using descriptive statistics. The findings revealed that the use of web-based technology instructional approach during lessons delivery and accessing the internet to search for information during instructional hours provided opportunities for students to access internet information at their own pace. It also came to light that the use of web-based instruction improved students’ understanding in biology concepts, stimulated students’ interest and thinking, and was not a waste of instructional time. The study revealed that students could use web-based software without any difficulties, the use of web-based instruction was not boring, the use of web-based instructions individualised learning and finally, the use of web-based technology for biology instruction was not time-consuming. Therefore, science tutors especially biology tutors should use web-based technology software for teaching and learning of biology concepts to make learning meaningful to students.
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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, nr 2 (30.10.2022): 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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Skylar, Ashley Ann, Kyle Higgins, Randall Boone, Paul Jones, Tom Pierce i Jeff Gelfer. "Distance Education: An Exploration of Alternative Methods and Types of Instructional Media in Teacher Education". Journal of Special Education Technology 20, nr 3 (czerwiec 2005): 25–33. http://dx.doi.org/10.1177/016264340502000303.
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Universities currently are exploring an array of instructional media to facilitate the delivery of instruction. Consensus from the studies indicates that there is no significant difference in the achievement of students who participate in traditional or online coursework. However, little research has compared traditional learning with the new multimedia online technologies that are becoming more prevalent in distance education. This study investigated the achievement, student satisfaction, and instructor course evaluations of pre-service general education students who participated in three special education courses in which a variety of instructional media and methods were used. The media used were: (a) a traditional classroom, (b) an online classroom (WebCT), and a (c) class-in-a-box via multimedia CD-ROMs. The various methods used to deliver the instructional content included PowerPoint notes, lecture notes, digital videos, and the textbook. Results of the study revealed that there were no significant differences found between the achievement of the students and the three conditions (e.g., traditional classroom, the online classroom, or the class-in-a-box via multimedia CD-ROMs). Also, no significant differences were found in the student satisfaction of the three groups. All were satisfied with the type of media of instruction in which they participated. Finally, the instructor course evaluation results completed by the three groups were not significantly different, indicating that the three groups evaluated the instructor and the instructional media similarly. The implications of these results for delivering courses via distance education are discussed.
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Latham, Don, i Melissa Gross. "Instructional Preferences of First-Year College Students with Below-Proficient Information Literacy Skills: A Focus Group Study". College & Research Libraries 74, nr 5 (1.09.2013): 430–49. http://dx.doi.org/10.5860/crl-343.
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The Attaining Information Literacy Project has focused on identifying first-year college students with below-proficient information literacy skills, gaining an understanding of those students’ self-views and perceptions of information literacy, gaining an understanding of their instructional experiences and preferences, and developing an intervention that will address their instructional needs. Focus groups were conducted with students with below-proficient skills to determine their instructional preferences. The findings from the focus groups indicate that students place a high value on personal relevance in the knowledge and skills they are learning, and they prefer a combination of demonstration and hands-on activities, interaction with the instructor and other students, and the availability of supplemental instructional materials in the form of handouts. In addition, they feel that incentives to participate in instruction are crucial and that a number of communication strategies are needed to advertise effectively the availability of instructional sessions.
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Tan, Vivian Z., Meredith Q. Lee, Daryl L. Wong, Katherin S. Huang, Melissa Y. Chan, Clement C. Yan i Meredith T. Yeung. "The Chinese (Mandarin) instructions of the 6-minute walk test: A validation study". Hong Kong Physiotherapy Journal 41, nr 01 (13.01.2021): 45–53. http://dx.doi.org/10.1142/s1013702521500049.
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Background/Objective: To date, a validated Chinese (Mandarin) six-minute walk test (6MWT) translated instruction is not available. Translation of the Chinese 6MWT instruction is done in an ad hoc manner within the Chinese-speaking populations. This study aimed to develop a set of valid and reliable Chinese (Mandarin) instructions of the 6MWT. Methods: Translation was performed from the original English instruction via the recommended “Process of translation and adaptation of instruments” by the World Health Organization to generate the Chinese instructions. The Chinese instructions were tested with 52 healthy adult participants for its validity. Each participant underwent three 6MWTs and a cardiopulmonary exercise test. Randomization allowed participants to undergo the walk test in both the original English and the new Chinese instructions. Face and content validity, intra-rater and inter-rater reliability of the Chinese instructions of the 6MWT were established through the translation process. Criterion validity was established by analyzing the results of the 6MWT and cardiopulmonary exercise test. Results: Intraclass correlation coefficient for inter-rater reliability was excellent ([Formula: see text], 95% confidence [Formula: see text]–1.000). Similarly, the intra-rater reliability across the three raters was high (R1: [Formula: see text], 95% confidence interval [Formula: see text]–1.000; R2: [Formula: see text], 95% [Formula: see text]–1.000; R3: [Formula: see text], 95% [Formula: see text]–1.000). The 6-min walk distances collected from the Chinese and English instructed trials correlated positively with the maximal oxygen consumption ([Formula: see text], [Formula: see text]; [Formula: see text], [Formula: see text]). Conclusion: This is the first study to develop and validate the Chinese (Mandarin) instructions of the 6MWT, and the translation is as reliable and valid as the original English instructions.
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Braly, Adam M., Benjamin Nuernberger i So Young Kim. "Augmented Reality Improves Procedural Work on an International Space Station Science Instrument". Human Factors: The Journal of the Human Factors and Ergonomics Society 61, nr 6 (29.01.2019): 866–78. http://dx.doi.org/10.1177/0018720818824464.
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Objective: The purpose of the current study was to determine whether an augmented reality instruction method would result in faster task completion times, lower mental workload, and fewer errors for simple tasks in an operational setting. Background: Prior research on procedural work that directly compared augmented reality instructions to traditional instruction methods (e.g., paper) showed that augmented reality instructions can enhance procedural work, but this was not true for simple tasks in an operational setting. Method: Participants completed simple procedural tasks on spaceflight hardware using an augmented reality instruction method and a paper instruction method. Results: Our results showed that the augmented reality instruction method resulted in faster task completion times and lower levels of mental and temporal demand compared with paper instructions. When participants used the augmented reality instruction method before the paper instruction method, there was a transfer of training that improved a subsequent procedure using the paper instruction method. Conclusion: An off-the-shelf augmented reality head-mounted display (HoloLens) can enhance procedural work for simple tasks in an operational setting. Application: The ability of augmented reality to enhance procedural work for simple tasks in an operational setting can help in reducing costs and mitigating risks that could ultimately lead to accidents and critical failures.
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Shofiyah, Noly, Z. A. Imam Supardi i Budi Jatmiko. "FOSTERING STUDENT’S SCIENTIFIC REASONING THROUGH 5E MODEL OF INSTRUCTION ON TENTH GRADE STUDENT OF PHYSICS CLASS IN SMAN 15 SURABAYA". JPPS (Jurnal Penelitian Pendidikan Sains) 2, nr 1 (23.01.2017): 142. http://dx.doi.org/10.26740/jpps.v2n1.p142-146.
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The aim of this study was to develop instructional package using 5E model of instruction to foster student’s scientific reasoning. The instructional package consisting of lesson plan, handout, student’s worksheet, and scientific reasoning test was developed by using the four-D model. Subject of research in this study was instructional package using 5E model of instruction which was tried out on tenth grade students of SMAN 15 Surabaya. The tryout was conducted by using the one-group pre-test post- test design. This study used three techniques for collecting data, namely observation, test, and questionnaire. The obtained data were processed with descriptive qualitative analysis. The findings revealed that the developed instructional package reflecting th e 5E model was valid to be implemented in classroom, the completion of the lesson plan was categorized excellent, and students were engaged actively in the instruction of the 5E model as shown by their dominant activities namely performing experiment and discussion. The other findings showed that the 5E model of instruction is effective to foster student’s scientific reasoning skills and students gave positive responses to the implementation of the developed instructional package. However, there were obstacles that teacher and students faced during instructional process. Regarding to the findings, then it can be concluded that the developed instructional package reflecting 5E model of instruction is effective to be implemented to foster student’s scientific reasoning.
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PILLAI, ABHISHEK, i WEI ZHANG. "EXPLOITING INSTRUCTION REUSE TO IMPROVE THE PERFORMANCE OF DUAL INSTRUCTION EXECUTION". Journal of Circuits, Systems and Computers 20, nr 05 (sierpień 2011): 899–913. http://dx.doi.org/10.1142/s0218126611007670.
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Dual instruction execution (DIE) is an effective instruction-level temporal redundancy technique to improve the datapath reliability against transient errors for superscalar microprocessors. However, previous study shows that the performance overhead of dual instruction execution on an out-of-order core is substantial, primarily due to the serious resource contention problems such as the ALU bandwidth. In this paper, we propose a novel approach to reducing the performance overhead of DIE without compromising the datapath reliability. In the proposed scheme, both the primary and the duplicate instructions of DIE can exploit the ECC-protected instruction reuse buffer (IRB) for mitigating the resource contention of DIE by minimizing the number of dynamic instructions executed, leading to better performance without impacting the reliability of DIE. Our experiments indicate that the proposed approach can reduce the performance loss of dual instruction execution by up to 70.8%, with 51.1% on average, and can reduce the performance loss of DIE–IRB by up to 17.2%, with 7.1% on average, while providing reliability comparable to DIE or DIE–IRB.
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Ing, Marsha. "What About the “Instruction” in Instructional Sensitivity? Raising a Validity Issue in Research on Instructional Sensitivity". Educational and Psychological Measurement 78, nr 4 (23.06.2017): 635–52. http://dx.doi.org/10.1177/0013164417714846.
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In instructional sensitivity research, it is important to evaluate the validity argument about the extent to which student performance on the assessment can be used to infer differences in instructional experiences. This study examines whether three different measures of mathematics instruction consistently identify mathematics assessments as being sensitive to instruction. Mixed findings across fourth-grade ( n = 8,298) and fifth-grade ( n = 9,336) students and their teachers across three school districts raise questions as to whether different ways of measuring instruction provide similar inferences about the instructional sensitivity of assessments. This raises validity concerns about the quality of inferences based on different measures of instruction.
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Ciullo, Stephen, Emily Ely, John William McKenna, Kat D. Alves i Michael J. Kennedy. "Reading Instruction for Students With Learning Disabilities in Grades 4 and 5: An Observation Study". Learning Disability Quarterly 42, nr 2 (14.11.2018): 67–79. http://dx.doi.org/10.1177/0731948718806654.
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Researchers conducted an observation study to explore the instructional practices of special education teachers ( N = 20) responsible for teaching reading to students with learning disabilities in Grades 4 and 5. With this study, researchers addressed gaps in previous related literature and improved understanding of how teachers spend their time teaching reading. Researchers observed 80 lessons and found that special educators addressed a wide range of instructional skills. The majority of teachers provided targeted phonics instruction, and overall, minimal instructional time was lost due to off-task behavior. Consistent with previous studies, teachers predominantly monitored reading comprehension by asking questions after reading, while reading comprehension strategy instruction accounted for a smaller proportion of instructional time. Researchers conducted focus groups to explore teachers’ perceptions of professional development and determine needs for future teacher training and research.
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Chen, Zhiying. "A Case Study on the Conceptualization and Teaching Practice of L2 Argumentative Writing Instruction". English Language Teaching 13, nr 11 (16.10.2020): 30. http://dx.doi.org/10.5539/elt.v13n11p30.
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Argumentative writing is one of the main writing types in Second Language Writing (SLW) instruction, as it links with the assessment of language capacity in tests. It is a common course for students of tertiary education, but few instructors have a clear comprehension of it. With the goal of giving circumspect teaching implications, this study serves as an illustration for argumentative writing lecturers in higher education. In this study, semi-structured interview, classroom observation and collected written drafts are used as research tools to discover the conceptualization and teaching practice of two lecturers who are instructing English-major sophomores. The findings show that different teaching beliefs (human-oriented and task-oriented) lead to different teaching process in argumentative writing class. Besides, the assessment criteria and students’ response are revealed to understand the effects of those instructions accordingly.
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Chinthammit, Winyu, Troy Merritt, Scott Pedersen, Andrew Williams, Denis Visentin, Robert Rowe i Thomas Furness. "Ghostman: Augmented Reality Application for Telerehabilitation and Remote Instruction of a Novel Motor Skill". BioMed Research International 2014 (2014): 1–7. http://dx.doi.org/10.1155/2014/646347.
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This paper describes a pilot study using a prototype telerehabilitation system (Ghostman). Ghostman is a visual augmentation system designed to allow a physical therapist and patient to inhabit each other’s viewpoint in an augmented real-world environment. This allows the therapist to deliver instruction remotely and observe performance of a motor skill through the patient’s point of view. In a pilot study, we investigated the efficacy of Ghostman by using it to teach participants to use chopsticks. Participants were randomized to a single training session, receiving either Ghostman or face-to-face instructions by the same skilled instructor. Learning was assessed by measuring retention of skills at 24-hour and 7-day post instruction. As hypothesised, there were no differences in reduction of error or time to completion between participants using Ghostman compared to those receiving face-to-face instruction. These initial results in a healthy population are promising and demonstrate the potential application of this technology to patients requiring learning or relearning of motor skills as may be required following a stroke or brain injury.
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Liao, Hung-Chang, i Ya-huei Wang. "Applying The ARCS Motivation Model In Technological And Vocational Education". Contemporary Issues in Education Research (CIER) 1, nr 2 (11.01.2011): 53. http://dx.doi.org/10.19030/cier.v1i2.1202.
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This paper describes the incorporation of Keller’s ARCS (Attention, Relevance, Confidence, and Satisfaction) motivation model into traditional classroom instruction-learning process. Viewing that technological and vocational students have low confidence and motivation in learning, the authors applied the ARCS motivation model not only in the instructional design phase but also in the classroom instruction process of technological and vocational education. The purpose of the study is to demonstrate whether the application of ARCS motivation model to instructional design and classroom instruction of technological and vocational education could bring positive effects on students’ satisfaction in terms of instruction objective, instruction material/method, teacher’s qualities, class climate/environment, assessment, and overall satisfaction.
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Zhang, Xian. "Testing the Topic Hypothesis". Language and Sociocultural Theory 7, nr 1 (24.02.2021): 87–122. http://dx.doi.org/10.1558/lst.37716.
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The Topic Hypothesis (Pienemann, Di Biase, and Kawaguchi, 2005) predicts that L2 Chinese learners must go through three stages in the processing of L2 syntax (Stage 1: SVO; Stage 2: ADJ+SVO; Stage 3: OSV). The current study investigated whether properly organized instruction (Concept-based Instruction/Systemic Theoretical Instruction) could allow learners to process and produce two stages of grammar structures at the same time. Two beginning Chinese learners at Stage 1 received concept-based instruction that taught both OSV and ADJ+SVO structures in the same instructional session. Learners’ spontaneous speech indicate that both learners were capable to process and produce the two newly taught grammar structures after one instructional session. Post-test and delayed post-test show that both grammar structures were processable by the two learners. This study highlights the importance of instruction to shape cognitive development, which echoes Vygotsky’s (1986) notion that good instruction shall lead development.