Application Of Instruction Research Articles

A Case Study: Implementation of Innovative Educational Strategies on Teaching Nuclear Chemistry at the College of Engineering Laguna State Polytechnic University – Sta. Cruz Campus

The outcome of the evaluation shows the level of students’ consistency with the expected learning outcomes and identifies the weaknesses that are present in them for training rationale. As a result, the data highlight the necessity of the creation of certain instructional techniques that would help the students confront the challenges that arise due to nuclear chemistry. Probably this would improve the understanding p of nuclear structure and properties when jigsaw and practical strategies are used to teach. A noticeable growth of homogeneity between subjects around the engineering specialization spectrum provides an idea of what works best. High marks achieved early may indicate deficits within the domain while progressing uniformly points towards learning needs being unaddressed. Learners’ interests and the perception of their knowledge may be enhanced by employing diverse tasking and assessment strategies within the instructional applications. Nuclear chemistry may remain a challenging science that does not motivate students to learn or retain information if its delivery does not change. The action plan is part of follow-up activities like conducting active learning through group work and experiments. Such procedures are reasonable as they provide and support evidence of understanding through feedback. Adjust the existing curriculum as a pedagogical strategy for generating credible new information supported by practical benefits. Impart additional learning and teaching in a way that assists challenged or struggling learners in adapting. Be open and discuss positive outcomes so that students become more self-assured and confident. As the above recommendations and action plans were also suggested by them, it is expected that engineering students who adopt nuclear chemistry will have their education experiences enhanced. This strategic approach does more than solve the challenges noted but also employs the resources and opportunities available to promote understanding of the subject. It is also expected that these strategies will be subjected to constant evaluation to improve their effectiveness and the students’ addresses.

Teaching with ChatGPT as a linguistically responsive tool for multilingual learners

This study investigates the instructional applications of ChatGPT and other AI tools in the context of K-12 multilingual learner (ML) education in US public schools. Framed within a translanguaging lens, the research seeks to empirically document how these technologies are used by teachers to support language and literacy learning among MLs. Data was collected from two cohorts of in-service teachers enrolled in a professional development course focused on culturally and linguistically responsive pedagogy, with classroom observations and post-observation interviews conducted with 42 teachers across various grade levels and content areas. The findings reveal several key practices, including using ChatGPT to facilitate communication, differentiate content, provide structured support for prompting, and engage in multimodal literacy experimentation. These practices align with dimensions of translanguaging pedagogy, particularly in terms of affordances, production, and co-labor, although gaps remain in the areas of assessment and reflection. The study highlights the potential of AI tools to enhance MLs’ linguistic responsiveness and agency, while also emphasizing the need for critical engagement and explicit instruction to address the challenges and ethical considerations associated with AI integration in education.

Reevaluating student-centred education: uncovering learning difficulties stemming from empiricist epistemological assumptions

ABSTRACT This paper demonstrates that recurrent difficulties students encounter in learning subject-matter knowledge can be traced, in part, to assumptions about how students best learn knowledge that significantly shape instructional approaches. First, I review the significant influence of empiricist epistemological assumptions on education, covering student-centred pedagogical principles and instructional methods applied in progressive, constructivist, and conventional education. Empiricist epistemological assumptions presume that students learn best by relying primarily on and directly building upon their existing knowledge, experiences, and reasoning, particularly those familiar from everyday life. These assumptions have shaped pedagogical principles and methods such as relying on students' preinstructional knowledge and reasoning, concrete experiences, direct observations, or concrete visual images for learning. Next, I review evidence that empiricist-informed instructional applications often induce learning difficulties, such as erroneous inferences stemming from students' preinstructional knowledge, difficulty understanding content that diverges from students' prior knowledge, and confusion between concrete supports and abstract concepts. By tracing these difficulties to empiricist epistemological assumptions, this paper employs a genealogical epistemological analysis, which tracks the influence of epistemological assumptions on education across several levels, from pedagogical principles to instructional methods, down to students' learning. This analysis (a) explains the roots of certain learning difficulties and aids in anticipating them, (b) challenges pedagogical approaches by questioning their epistemological foundations, and (c) examines how the influence of problematic assumptions is connected to alignment with internationally promoted educational purposes. The influence of epistemological assumptions on education is significant yet understudied. Thus, the genealogical epistemological analysis proves crucial to critically analyze education.

Metacognitive instruction: central aspects of pre-service and novice in-service teachers’ knowledge and professional development

ABSTRACT This study addressed the challenges faced by pre- and novice in-service teachers coping with metacognition in the context of teaching higher order thinking (HOT). Our purpose was to reveal and characterize the participants’ metacognitive knowledge and pertinent pedagogical knowledge. We followed pre- and novice in-service teachers who participated in a preparation course for teaching HOT and metacognition, examining both their planning for and actual application of metacognitive instruction in the classroom. We used mainly qualitative research methods, including an open-ended questionnaire, and a thematic analysis of lesson plans, classroom observations, and interviews. we found that most of the participants were able to apply the knowledge studied in the course to develop new learning activities aimed at promoting students’ metacognitive thinking. Novice teachers were also able to apply metacognitive instruction in their classrooms. Participants tended to integrate metacognitive instruction in familiar, traditional teaching patterns rather than in more progressive ones and exhibited several additional challenges that are specific to metacognitive instruction. The implications for preparing and supporting prospective and beginning teachers for metacognitive instruction are discussed.

AI 디지털교과서 도입과 활용에 관한 중등수학교사의 인식 조사 연구: 학습자 맞춤 교육 실현을 위한 과제

This study explores mathematics teachers' perceptions of the adoption and utilization of AI digital mathematics textbooks and provides implications for both the development of AI digital textbooks and teacher education. A survey was conducted in November 2023 with 130 secondary school mathematics teachers to analyze their perceptions regarding (1) understanding and necessity of AI digital textbooks, (2) key features, (3) application in mathematics instruction, and (4) teacher professional development. The results reveal that while secondary mathematics teachers recognize the necessity of adopting AI digital textbooks, there is a significant gap in their understanding and experience with the core functionalities. There is a strong demand for features such as learning diagnostics and dashboard to support adaptive learning, along with expectations for student-centered adaptive learning and emotional support. However, concerns were also raised about decreased interactivity and challenges in lesson preparation due to changes in the educational environment. Based on these findings, the study suggests the need for enhanced teacher professional development to deepen teachers’ understanding and support practical implementation, as well as functional improvements to AI digital textbooks to ensure their effective and practical adoption in educational settings.

Introducing an Approach for Interdisciplinary Supervision in Vocational Rehabilitation Counseling

Effective clinical supervision is a key element of professional rehabilitation counseling. While there is much overlap, the provision of clinical supervision to those with master’s degrees in rehabilitation counseling is different from supervising individuals who do not have a master’s degree in rehabilitation counseling. The passage of the Workforce Innovation and Opportunity Act (WIOA) permits individuals to work in the position of rehabilitation counselor without a master’s degree, leaving supervisors to provide clinical supervision to those with and without master’s degrees in rehabilitation counseling. The purpose of this conceptual paper is to introduce an application of explicit instruction to the supervision of non-master’s-level supervisees. The principles of explicit instruction will be applied to the supervision process within the scope of practice for rehabilitation counselors. Implications for practice and research will be provided.

Augmentation of Receptive Skills and Integration of Technology: An Analytical Perspective of Faculty’s Perceptions and Observations in EFL Context

Focusing on the utilization and integration of technology in EFL classrooms to train learners and enrich language inputs. Augmenting receptive skills in the EFL contexts, this paper has repopulated faculty’s perceptions and observations respecting the integration of technology. The study discloses patricians’ thoughts regarding the significance of integrating technology in language classrooms in Saudi for the augmentation of professional strength and academic performance. Language has become more error-free during the practices through technological devices and applications of apps in sessions by language instructors. The study reveals that teachers have presented the effectiveness of the integration of technology for the elevation of de-codification and standardization of language receptions. To inculcate language materials enhances learners’ comprehension during discussions and participations. Instructors have concluded that the integration of technology assists students’ knowledge of language helping in the deconstruction of codification purportedly. Correspondingly, faculty have communicated their discernments of technology integration in EFL classrooms to capitalize on its substantial application for enhancing receptive domains. This research has clarified that integration of technology has become lucrative to instigate effectively learners to receive messages—minimizing misinterpretation of text. Obtaining the overall insights and observations of teachers have identified the optimistic implication of integrating technology for instructional applications and enhancement of receptive skills. They discussed and reflected on the constructive impacts of technology integration on EFL learners. Moreover, the researcher used two questionnaires to conduct the present study from faculty, whose perceptions and attitudes about technology integration inspiring and instigating factors influencing students in the EFL context. Data have been analyzed through SSP to know the differences between all participants’ selected options. Hence, it can be recapitulated that the augmentation of receptive skills has effectual acceleration after the integration of technology.

Pragmatic Instructions in Oral Communication in Context

There is a need to revisit and recalibrate pragmatic instructions of English teachers in the Philippines to adequately communicate the competencies required of students. Consequently, the primary purpose of this research was to look into the pragmatic instructions utilized by senior high school English teachers and whether there was a difference in the use of their pragmatic instructions when grouped according to years of service and educational attainment in one leading private senior high school in Baguio City, Philippines. By employing a survey questionnaire and a series of classroom observations of all senior high school English teachers, the researcher found that they sometimes integrated at least one from instructional pragmatic approaches and at least one from interlanguage pragmatic awareness-raising techniques, interlanguage pragmatic communicative practice techniques, interlanguage pragmatic corrective feedback techniques, and culture teaching techniques in every lesson in their Oral Communication in Context classes. Meanwhile, there was a discrepancy between the perceptions of English teachers as expressed in the questionnaire and their performance in the classroom. Although there were generally no significant differences in the application of pragmatic instructions by English teachers when grouped according to years of service and educational attainment, there is sufficient evidence to suggest that they incorporate more approaches and more techniques as they amass more years in the English teaching profession as well as when they obtain more advanced degrees in the graduate school. Besides adding to the body of literature regarding pragmatic instructions, this research endeavor also puts forward recommendations for future study.

Cultural Historical Activity Theory: A Conceptual Framework for Analysing Post- Method Pedagogy

Cultural Historical Activity Theory (CHAT) serves as an effective theoretical framework for analysing post-method pedagogy, providing valuable insights into the complexities of educational practices. This framework integrates social, cultural, and historical contexts, allowing for a comprehensive perspective that examines patterns influencing educational processes, cognitive development, and equitable education. At the heart of CHAT is the concept of expansive learning, which emphasises the continuous improvement and evolution of teaching methods over time. This approach advocates for adaptive and innovative practices that respond to the dynamic needs of learners and the ever-changing educational environment. By incorporating CHAT into post-method pedagogy, educators can significantly enhance their teaching practices, fostering more democratic, versatile, and effective methods that engage all students. This paper delves into the impact of CHAT on education, tracing the foundational narrative of its development through the contributions of three generations of influential scholars, from Lev Vygotsky to Yrjö Engeström. CHAT distinguishes itself by moving beyond mere rote cognitive accumulation, offering a conceptual toolkit for refining, and leveling pedagogical practices. Key elements of CHAT include the division of labour, which defines roles within the teaching and learning process, and mediating means, which involves the tools and resources utilised in learning. The central theme of expansive learning underscores the ongoing improvement of teaching methods, illustrating CHAT's practical application in English language instruction. By fostering inclusive learning environments, CHAT effectively addresses real challenges faced today in education. For educators seeking to strengthen their teaching methods, adopting CHAT offers a transformative pathway which is accessible to everyday teachers striving for positive change in their instructional practices. Integrating CHAT dynamics into teaching holds significant promise for those committed to continuous improvement in the field of education.

Teachers' Utilization of Mobile Learning Applications for Instruction and The Students’ Classroom Performance Towards Strategic Guidelines in The Classroom

This paper is in order to determine the situation of teachers' utilization of mobile learning applications for instruction and the students’ classroom performance on classroom strategy, this paper investigates the strategies of students in Yulin University of Shaanxi Province for teachers' use of mobile learning applications in teaching evaluation. The interviewed students' assessment of the relationship between their teachers' use of mobile learning applications in teaching and classroom performance was identified. In this study, structured survey and quantitative analysis were used to collect and compare data. At least 375 students were randomly selected as the study sample. The results are as follows: 1). Majority of the student respondents are male of not more than nineteen years of age representing Grade 1. 2). Students believe that their teachers frequently use the mobile learning applications in the classroom resulting to an effective utilization of the application in the teaching-learning process.3). Female students have better assessed the utilization of mobile learning applications in their classrooms than the male students. On the other hand, students’ age and grade level did not make significant differences in their perceptions on how their teachers utilized the applications. 4). Students generally exhibited fair to good classroom performance based on their recent evaluation. 5). The use of mobile learning applications in the teaching-learning process did not make significant impact on the classroom performance of the students. This paper is of great significance in improve teaching practices, improve learning outcomes, and promote responsible and effective technology integration. It empowers educators, provides information to administrators, addresses data privacy concerns, and promotes the overall advancement of educational technology and its impact on society.

Genre-Based Instruction of English Reading in a Polytechnic University

The goal of genre-based instruction is to prepare students for success by continuously developing their English reading proficiency and expertise, allowing them to excel at a higher level. Genre-Based instruction "GBI" refers to teaching language based on the results of genre analysis in written and spoken form. This study examined the application of genre-based instruction in reading and comprehension classes in polytechnic universities in China. A mixed approach was adopted to fulfil the aim of this study, including different data collection approaches, such as questionnaires, quizzes, and semi-structured interviews. The quantitative study involved 100 students (control group: n = 50, experimental group: n = 50). Meanwhile, interviews were conducted with ten students from the experimental group in the qualitative study. The study findings demonstrate that genre-based instruction could improve students' reading proficiency and support the reading lessons in particular genres, contributing to significant practical implications. Students in the experimental group used headings, diagrams, and other information to predict the text content before reading, identified detailed information through scanning and searching, and summarised the main idea of passages and articles through genre teaching. Resultantly, students' reading efficiency improved, allowing them to quickly grasp the main idea of the text and correctly answer different questions, such as reasoning, judgment, and main idea.

Adoption of immersive-virtual reality as an intrinsically motivating learning tool in parasitology

Veterinary parasitology is study of parasitic diseases, treatment and prevention. It is a major component of animal health courses due to impacts parasites have on production and companion animals. Extant tertiary education in parasitology typically involves theory sessions coupled with practical experience. In this study we propose tertiary parasitology teaching would be enhanced through adoption of immersive Virtual Reality (I-VR) as an intrinsically motivating learning tool to complement their studies. To evaluate this adoption, a custom I-VR parasitology game was developed that tertiary veterinary science students experienced (n = 109), with feedback assessed using the Hedonic-Motivation System Adoption Model (HMSAM). HMSAM proved appropriate for measuring student’s hedonistic and utilitarian perspectives of I-VR experience with perceived ease of use, perceived usefulness, joy, ability to control, immersion levels and intention to use displaying significant positive relationships in derived model. However, in a departure from similar studies, the curiosity construct was not a useful predictor of intention to use in this context of a scaffolded, instructional application. This study highlights suitability of I-VR and provides a statistically robust evaluation method using a modified HMSAM to evaluate acceptance, usefulness, and ease of use of I-VR in tertiary education.

Teaching Science Education in an Era of Artificial Intelligence

School science instruction builds the groundwork for a generation of scientifically literate people who are equipped to handle and navigate the complex issues of the twenty-first century. If artificial intelligence (AI) is included into science courses, it could have a profound impact on how science education is provided. Teachers may develop more dynamic and interesting lessons that are tailored to the needs of each individual student by utilising artificial intelligence (AI) solutions like intelligent tutoring systems, virtual reality simulations, and personalised learning platforms. The main goal of the study is to establish a framework for investigating the possibilities of science education in the age of artificial intelligence (AI). This paper aims to examine the history of artificial intelligence (AI) and its application in science education, curriculum development, and classroom instruction in the current day. Furthermore, it will expand on the current corpus of information and offer insights into the possible advantages of integrating artificial intelligence (AI) into science education to improve teaching methods and speed up student learning.

The Application of Scaffolding Instruction in English Writing Class in Senior High School

English writing teaching in senior high school is an irreplaceable way to improve students’ language literacy and expressive ability. The traditional English writing teaching model neglects students’ cognitive activities in the writing process, and the application of scaffolding instruction in actual contexts of English writing teaching in senior high school makes up for this deficiency. Scaffolding instruction is based on constructivism and the zone of proximal development theory, which advocates that teachers or adults with solid professional ability should participate in learning activities with students and provide external support to help them complete tasks. The application of scaffolding instruction in English writing teaching in senior high school emphasizes students’ initiative in mastering writing knowledge and skills, significantly improving students’ ability to construct knowledge and write independently. This paper analyzes the practical problems and reasons for implementing scaffolding instruction in English writing teaching in senior high schools and puts forward relevant solution strategies to provide valuable references for the current practice of English writing teaching in senior high schools in China.

Artificial intelligence and medical education: application in classroom instruction and student assessment using a pharmacology & therapeutics case study

BackgroundArtificial intelligence (AI) tools are designed to create or generate content from their trained parameters using an online conversational interface. AI has opened new avenues in redefining the role boundaries of teachers and learners and has the potential to impact the teaching-learning process.MethodsIn this descriptive proof-of- concept cross-sectional study we have explored the application of three generative AI tools on drug treatment of hypertension theme to generate: (1) specific learning outcomes (SLOs); (2) test items (MCQs- A type and case cluster; SAQs; OSPE); (3) test standard-setting parameters for medical students.ResultsAnalysis of AI-generated output showed profound homology but divergence in quality and responsiveness to refining search queries. The SLOs identified key domains of antihypertensive pharmacology and therapeutics relevant to stages of the medical program, stated with appropriate action verbs as per Bloom’s taxonomy. Test items often had clinical vignettes aligned with the key domain stated in search queries. Some test items related to A-type MCQs had construction defects, multiple correct answers, and dubious appropriateness to the learner’s stage. ChatGPT generated explanations for test items, this enhancing usefulness to support self-study by learners. Integrated case-cluster items had focused clinical case description vignettes, integration across disciplines, and targeted higher levels of competencies. The response of AI tools on standard-setting varied. Individual questions for each SAQ clinical scenario were mostly open-ended. The AI-generated OSPE test items were appropriate for the learner’s stage and identified relevant pharmacotherapeutic issues. The model answers supplied for both SAQs and OSPEs can aid course instructors in planning classroom lessons, identifying suitable instructional methods, establishing rubrics for grading, and for learners as a study guide. Key lessons learnt for improving AI-generated test item quality are outlined.ConclusionsAI tools are useful adjuncts to plan instructional methods, identify themes for test blueprinting, generate test items, and guide test standard-setting appropriate to learners’ stage in the medical program. However, experts need to review the content validity of AI-generated output. We expect AIs to influence the medical education landscape to empower learners, and to align competencies with curriculum implementation. AI literacy is an essential competency for health professionals.

The Use of Smartphone and Tablet Applications for Early Reading and Writing Skills

The aim of this study is to reveal teachers' views on smartphone and tablet applications for teaching reading and writing skills. The study was designed and conducted in the context of the phenomenology method, one of the qualitative research methods. The study group consisted of 15 volunteer primary school teachers who worked in Köşk district of Aydın province in the 2022-2023 academic year. The data were collected through semi-structured interviews. The data obtained from the interviews were analyzed using the "Nvivo for Windows" software and content analysis method. In this study, teachers found the reading and writing instruction applications designed for tablets and smartphones to be supportive and facilitative. Additionally, it was found that the applications contributed to capturing students' attention, provided opportunities for students to review what they learned, increased students' motivation, and shortened the learning process. Moreover, teachers were observed to use such applications at every stage, emphasizing the importance of auditory stimulation.

Improvement in simultaneous processing through metacognitive instruction

This study presents the improvement generated in simultaneous processing by the application of metacognitive instruction to 3rd grade primary education students. A pre-post-follow-up test design was used. The sample consisted of 30 students from one classroom. Two groups were formed; an intervention group comprising students in the classroom who presented difficulties in simultaneous processing, showing a cognitive weakness that compromises reading comprehension, and a comparison group comprising the rest of the students in the class. The instruments used were the Das-Naglieri Cognitive Assessment System (DN CAS), Assessment of Reading Comprehension (ACL) test and the Reading Awareness Scale (ESCOLA). The groups were equivalent in socioeconomic and cultural status and in successive processing. Reading and study variables were used as differentiators: simultaneous processing and reading awareness. A metacognitive training program based on the Planning Facilitation method was applied to the intervention group. The comparison group followed the usual curricular activities of the classroom and for the education level, according to the traditional teaching model. The program was implemented in 48 sessions over 12 weeks. After the intervention, the group with weakness improved significantly in simultaneous processing and reading awareness; the comparison group did not show any change in their initial scores. The metacognitive instruction that facilitates discussion between students and reflective verbalization about reading tasks promotes improvement in reading awareness and in the simultaneous processing necessary for reading comprehension.

대학교육에서 ChatGPT 활용에 대한 교원 인식조사

Objectives The purpose of this study is to present the direction of ChatGPT introduction and teaching and learning plans of universities by analyzing how ChatGPT perception and use behavior differ according to the characteristics of the faculty group in general situations and teaching and learning.
 Methods For this purpose, 341 faculty at K University were analyzed for their general perception of ChatGPT and perception of educational use according to their major field, digital literacy competency, and experience.
 Results First, in general, faculty' experience in using ChatGPT is high, and they use it for daily purposes such as searching for information and curiosity, and less for teaching. The reason why chat was not used was because they did not know how to use it and did not feel the need for it. Second, in terms of teaching and learning applications, the translation and summarization function was viewed most positively, and the spread of disinformation was viewed most negatively. ChatGPT utilization capabilities were high in the order of media exploration, research utilization, instructional design, and instructional application. Third, in the field of university support, ethics education for AI use and ChatGPT case sharing were the most important.
 Conclusions In order to raise faculty' perception of ChatGPT and spread the right culture, it is necessary to establish an ethical foundation at the university, support digital education, and develop and present new technology convergence classes.

Effect of computer simulation and animation-integrated instruction on pre-service science teacher trainees conceptual understanding and retention of Acid-Base Chemistry and Stoichiometry

The study aimed to investigate the effect of computer simulation and animation-integrated instruction on pre-service science teacher trainees' conceptual understanding and retention of acid-base chemistry and stoichiometry. A quantitative approach with a pretest–posttest-delayed test quasi-experimental design was used. In the study area, there were only two sections of first-year trainees in the natural science department. So a comprehensive sampling technique of the two intact sections was employed. The two intact classes were randomly assigned to an intervention group (IG) and a comparison group (CG). Data was collected using Acid-Base Chemistry and Stoichiometry Conceptual Understanding of a two-tier multiple-choice Test (ABSCUT). Parametric statistics (independent sample t-test and ANCOVA) were used for the data analysis. The independent sample t-test was used for the pre-test analysis to examine the prerequisite experiences of trainees in the two groups and male and female trainees in the IG before the intervention. The result showed no significant difference between the mean score of the CG and IG. The result also showed no significant difference in the mean score of male and female trainees in the IG. The ANCOVA was used for post-test and delayed test analysis after the intervention. The result indicated that there was a statistically significant difference between the two groups on conceptual understanding, F (1, 49) =5.07, p=.029, partial eta squared=0.094, in favor of IG. This tends to imply the concepts of the trainees who received the intervention outperformed the comparison group. The ANCOVA result also indicated that gender difference has no statistically significant difference in the IG, F(1,24)=3.68, p=.067. The delayed-test analysis showed that the IG has higher retention than the CG. Based on the results, this study recommended that policymakers, chemistry curriculum experts, chemistry curricular material developers, and practitioners alike consider the application of computer simulation-integrated chemistry instruction to enhance learners’ conceptual understanding and retention.

Impact of Practical Applications on Undergraduate English Language Instruction

This article aims to share insights into the challenges faced by learners in acquiring English language skills at various stages of their academic journey, spanning from the early school years to the Undergraduate level. Drawing on two decades of teaching experience, particularly with students from rural areas in Andhra Pradesh, the author highlights difficulties encountered and proposes potential solutions. The article emphasizes the importance of incorporating practical applications in English language instruction at the Undergraduate level to debunk the misconception that learning English is insurmountable, even for those raised in challenging environments. The goal is to convey that English proficiency can be achieved comfortably, fostering a more inclusive and accessible approach to language education.