Development Of Instructional Materials Research Articles

Investigating the relationship between digital instructional material development self-efficacy, digital literacy and critical thinking disposition

The purpose of this study is to examine the relationship between pre-service teachers' digital instructional material development self-efficacy, digital literacy skills and critical thinking dispositions. The data were collected using the Digital Instructional Material Development Self-Efficacy Scale, Digital Literacy Scale and Critical Thinking Disposition Scale. Descriptive statistics, correlation analysis and regression analysis were used to analyze the data obtained from the study. According to the results of the study, digital literacy and critical thinking disposition are significant predictors of pre-service teachers' self-efficacy in developing digital teaching materials. In addition, the technical sub-dimension of digital literacy and the cognitive maturity sub-dimension of critical thinking disposition were found to be significant predictors of pre-service teachers' self-efficacy in developing digital teaching materials.

Friday Reading Habit as Strategy to Increase Reading Performance of Grade 7 Students of San Isidro National High School

The research was designed to determine the Friday reading habit as strategy to increase reading performance of G7 students of SINHS 2016 – 2017. This study adopted a qualitative data and quantitative collection approach to analyze Friday Reading Habit as an Evaluation Tool to Increase Reading Performance of G7 Students of San Isidro National High School (SINHS). Three research techniques of data collection were utilized in this study to ensure reliable data results and adequate descriptions of the phenomena: the pre -reading test and the post – reading test results, and observations. The researchers found out that the Friday reading habit as strategy has increased significantly the reading performance of the selected G7 students of SINHS. The target respondents for this study were the Selected G7 students of SINHS. 2 heterogeneous sections were utilized in conducting the pre – post reading test. , in practicing the Friday reading habit, it shows that it was evidently successful for there was a great increase with the performance of the selected grade 7 students of San Isidro National High School. The study shows that after having the treatment of the Friday reading habit as strategy, 2% was added to the independent reader, while 14 % was added in the instructional level and frustration level decreased 16%; (2) The majority of the respondents are experiencing the lack of parent’s assistance, their parents have no time for them to review and reinforce what they did not understand in school lessons and their laziness and lack of interest in reading; (3) The study shows a high difference on the performance of the students after having the treatment of a Friday Reading habit as strategy to increase reading performance of the selected G7 students of SINHS. It clearly shows that having this tool will successfully make students reading performance be enhanced. After a thorough analysis of data, the following recommendations are hereby made: (1) Development of more reading instructional materials which are validated by the Master Teacher to be more reliable; (2) Development of a Computer Language Learning Materials to improve learning attention and retention of the students; (3) Utilize the Friday Reading Habit as an evaluation tool to increase reading performance of the students; and (4) To validate the reliability of this study, more parallel studies in different learning competencies are encouraged.

Assessment of government interventions on the development of secondary school education in Malumfashi zonal education quality assurance, katsina state, Nigeria

The study assessed the government interventions in the development of secondary school education in Malumfashi Zonal Education Quality Assurance, Katsina state, Nigeria. The study was guided by two (2) objectives from which two (2)research questions and two (2)null hypotheses were generated and analysed. The study adopted a descriptive survey research design involving a total population of 42 principals and 641 teachers in the 28 Secondary schools in the study area. A multistage sampling technique was used to select 234 teachers and 12 principals from 12secondary schools in the zone. Government Intervention in the development of Secondary School Education Questionnaire (α = 0.973) was used to collect the data. The data were analysed using Descriptive Statistics (frequency count, mean and standard deviation) and Independent samples t-test. The result of the study revealed that the level of government intervention in the development of both infrastructural facilities and instructional materials in secondary schools in Malumfashi ZEQA is at satisfactory level. Also, it was found that there was no significant difference among respondents regarding the level of government intervention in the development of both infrastructural facilities and instructional materials in secondary schools in Malumfashi ZEQA. It was recommended among other things that; government should continue to provide enough teaching and non-teaching materials to cater for the increase in students and staff population.

Development of instructional materials for enhancing object recognition among nursery and primary school pupils of kogi state polytechnic staff school, lokoja, kogi state

Development of instructional materials for enhancing object recognition among nursery and primary school pupils of kogi state polytechnic staff school, lokoja, kogi state

Development of Teachers' Digital Instructional Material Development Self-Efficacy Perceptions Scale

Bu çalışmanın amacı “Öğretmenlerin Dijital Öğretim Materyali Geliştirme ÖzYeterlik Algıları Ölçeği” geliştirmektir. 39 maddeden oluşan ölçeğin taslak formu 676 öğretmene uygulanmıştır. Elde edilen verilerin analizinde madde toplam korelasyonu, açımlayıcı ve doğrulayıcı faktör analizi ve güvenirlik analizleri gerçekleştirilmiştir. Faktör analizi sonucunda ölçeğin 34 madde ve dört faktörlü bir yapıda olduğu ve toplam varyansın %74.335’ini açıkladığı belirlenmiştir. Doğrulayıcı faktör analizi sonucunda elde edilen uyum indeksi değerleri model ve gözlenen veri arasında uyum olduğunu ve önerilen modelin kabul edilebilir olduğunu ortaya koymuştur. Ölçeğin Cronbach alfa iç tutarlılık güvenirlik katsayısı 0.935 iken boyutlar için sırasıyla .925, .971, .951 ve .969 olarak hesaplanmıştır. İstatistiksel analizler sonucunda beşli likert tipinde, toplam 34 maddelik öğretmenlerin dijital öğretim materyali geliştirme öz-yeterlik ölçeği geliştirilmiştir. Bu çalışmanın bulgularına göre öğretmenlerin dijital öğretim materyali geliştirme öz-yeterlik ölçeğinin geçerli ve güvenilir bir ölçme aracı olarak kullanılabileceği anlaşılmaktadır

Sosyal Bilgiler Öğretmen Adaylarının Öğretim Teknolojileri Dersine Yönelik Görüşleri

Instructional technologies and materials are the primary tools that support teachers in educational environments. In-service and preservice teachers must be able to use instructional technologies, develop and evaluate new materials, and have information about them. Therefore, there should be a course in which preservice teachers studying at the faculty of education can learn and apply instructional technologies in teacher training undergraduate programs. The Council of Higher Education (CoHE) has carried out studies within this framework. The council has included courses related to instructional technologies in the education faculty teacher training undergraduate programs that were developed. The "Instructional Technologies and Material Development" course, which was included in the teacher training undergraduate program of the faculty of education in 1998 for the first time, was named "Instructional Technologies and Material Design" in the new teacher training programs developed in 2007. In the revised teacher training programs dated 2018, it was named "Instructional Technologies". Today (2023), it continues under the name of "Instructional Technologies" in teacher training undergraduate programs. This study aims to examine the opinions of preservice teachers who are studying in the social studies education undergraduate program at a state university in Turkey in the 2021-2022 academic year about the "instructional technologies" course. The case study method, one of the qualitative research methods, was used in the research. To determine the opinions of the preservice social studies teachers selected by the convenience sampling method, a 7-question open-ended questionnaire developed by the researchers and prepared by taking the opinions of the experts in the field was used as a data collection tool. The data obtained in the research were interpreted using tables and direct quotations.

Pengembangan Bahan Ajar Berbasis Web untuk Meningkatkan Minat Belajar pada Mata Pelajaran Aqidah Akhlak

The purpose of this study is to create an online teaching resource for the course Aqidah Akhlak at MAN 1 Pamekasan and assess how students react to it. This study used the Research and Development (R&D) technique, with 30 students from MAN 1 Pamekasan in the eleventh grade serving as the research subjects. A student response survey serves as the study instrument, and descriptive qualitative analysis is used for data analysis. The findings of the study suggest that the generated web-based teaching materials have the ability to increase students' motivation for learning and improve their educational experiences. This is demonstrated by the favorable feedback that students have regarding the instructional materials, which feature adaptability, diverse subject matter, independence, social contact, and academic advantages. The development of online instructional materials for the topic of aqidah akhlak has shown to be a successful strategy for piqueing students' interest in the learning process. In addition to providing flexible access to the learning resources, this instructional material also gives students the tools they need to learn more independently. Additionally, a better overall learning experience is made possible by the social connections that the web platform fosters. The utilization of web-based teaching resources has enhanced Aqidah Akhlak learning at MAN 1 Pamekasan, according to the research findings.

NEEDS ANALYSIS FOR DEVELOPMENT OF DIGITAL TEACHING MATERIALS WITH AUGMENTED REALITY FOR OPTICAL INSTRUMENTS MATERIALS

The use of instructional materials in education is highly crucial to achieve the success of a quality learning process. This study aims to analyze the need for the development of digital instructional materials using Augmented Reality (AR) for the topic of optical instruments. The study investigates five main aspects: physics learning issues, student learning results, student characteristics, learning objectives, and challenges related to the optical instruments topic. The research subjects include three physics teachers and eleventh-grade students from MAN 1 Kota Padang. Data collection techniques used in this study comprise interviews, questionnaires, documentation, and literature review. The collected data, analyzed with appropriate instruments, are subjected to descriptive statistical analysis techniques. Based on the data analysis, the following results are obtained: 1) students are no longer interested in using printed instructional materials, and the existing teaching materials do not align with the school's context, 2) student physics learning results are categorized as low, 3) internal factors such as interest, motivation, and learning styles among students are still underdeveloped, 4)the learning objectives designed by teachers inadequately consider appropriate learning behaviors for the competency levels of eleventh-grade students in fundamental knowledge and skills, 5) the average scores in the physics National Examination (UN) for the optical instruments topic have been consistently decreasing each year, falling below the standard passing grade, 6) in conclusion, it can be inferred that the development of digital instructional materials using AR for the optical instruments topic is highly necessary for both teachers and students.

Science for some: examining representations of relevancy and multiculturalism in Texas biology standards and textbooks

Curriculum standards play an important role in the development of instructional materials considering they are used as a framework by publishing companies to outline textbooks. Therefore, it is imperative that standards and instructional materials integrate relevant interdisciplinary content that fosters the development of scientific literacy, health literacy, environmental literacy, and multicultural awareness. This qualitative research critically examines the Texas Essential Knowledge & Skills (TEKS) biology standards and three commonly adopted biology textbooks to determine the degree of relevancy and inclusion of multicultural content using James A. Banks’ Levels of Integration of Multicultural Content. The researchers found that the inclusion of concepts of relevancy and multiculturalism are absent or minimal from the standards and textbooks and conclude that curricular transformation is needed to prioritize and support relevancy and multicultural teaching and learning in biology classrooms. Opportunities to enrich biology standards and textbooks that fall within the transformative approach and social action approach of Banks’ Levels of Integration of Multicultural Content to promote relevancy and multiculturalism are presented.

Exploring TESOL graduate students’ perceptions towards Global Englishes in Nepal

ABSTRACT With the global spread of English, an entrenched native speakerism ideology is problematized by the Global Englishes (GE) paradigm. GE scholars have called for actions to implement Global Englishes language teaching (GELT) to prepare learners to use English with diverse English users. Before implementing any classroom innovation like GELT, exploring learners’ perceptions of GE and GELT is essential since they provide valuable insights for instructional planning and material development tailored to learners’ needs. The present study examined the perceptions of 10 TESOL graduate students in Nepal, an under-researched population and context, toward standard English, regional South Asian English varieties, GE, and GELT. Using a volunteer sampling technique, the participants were recruited from two universities in Kathmandu, the capital city of Nepal. The interview data revealed that the participants repudiated a standard language ideology associated with the Inner Circle contexts and opted to learn English to communicate with diverse English users. The participants also reported that South Asian Englishes have distinct features influenced by South Asian values, cultures, and traditions. Although participants acknowledged the affordances of implementing the GE paradigm, they were reluctant to use English varieties in their classrooms due to inadequate GE learning materials.

Challenges and interventions in developing instructional materials: Perspectives of public school teachers in basic education

This study aimed to explore the challenges faced by public school teachers in Bauko District II in developing instructional materials. The researchers used a quantitative method and distributed questionnaires to 150 teachers across the district as their primary means of data collection. This method allowed the researchers to gain insights from a substantial number of teachers, facilitating a comprehensive understanding of the challenges they faced. The results of the study highlighted two primary critical issues faced by teachers: the scarcity of time due to heavy workloads and the difficulty of keeping pace with technological advancements. Additionally, teachers reported significant challenges related to insufficient skills, knowledge and understanding of instructional materials, limited policy support and inadequate administrative assistance. In accordance with these findings, the study demonstrated some significant ways to improve the creation of instructional materials in rural communities with limited resources. The study emphasised the need for computer literacy training as a result of the expanding digitalization of instructional content. A functional instructional material development committee should be established to improve the process as well as organizing training workshops for instructional material development and encouraging partnerships with higher education institutions (HEIs) to gain access to specialized expertise. The study strongly advocates for the implementation of sustainable capacity-building mechanisms by the department of education such as regular workshops and follow-up sessions to provide continuous support to teachers in material development. Moreover, the study proposed fostering collaboration with other institutions and inviting experts as resource persons to seminars and workshops to enhance teachers' proficiency in crafting effective instructional materials.

Utilize Fuzzy Delphi Method to Design and Develop T2IG Application for Primary Schools

Education has encountered multiple transformations in tandem with the globalisation of society. Technology is an essential tool for conducting teaching and learning activities. COVID-19 pre- and post-education also emphasize the importance of technology in accessing education. This study aims to develop a Text to Infographic (T2IG) application. T2IG is an application that developed on two platforms, namely in the form of a website and a smartphone application. Users (students) upload text, and the Google Cloud Platform Artificial Intelligence components will translate it into a graphical form containing information. In addition, Google Cloud Platform Artificial Intelligence will quote actual contents from the entire text uploaded by the user. In this study, the process of gathering experts' consensus to identify the application's elements and components that should be used as the application's primary function. The Fuzzy Delphi Method was used to identify the consensus of the experts through a questionnaire. Using the Fuzzy Delphi technique is to get concessions from experts on the development of instructional materials. This method involves the use of fuzzy set theory which has been integrated with the classic Delphi method. The use of this technique helps in determining the requirements of the elements that are important in the development of instructional materials in detail. A total of 12 experts were identified using the expert sampling method. These 12 experts are among lecturers and officials from the fields of education, technology and language who are currently working at the University, Teaching Institutions and the Department of Education. The study identified seven key components and 25 sub-constructs that should be used in the development of the T2IG application. The findings highlight the importance of using technology to enhance teaching and learning activities and the significance of experts' opinions in the development of instructional materials. Twelve study experts accepted a total of six components. The findings of this study have implications for the development of instructional applications that will be developed. This study's findings also emphasise the appropriate components for developing T2IG applications as proposed.

예비과학교사의 온라인 기반 실천적 교수역량의 향상을 위한 학습조력 프로그램의 개발과 적용

Objectives Learning Assistant (LA) program was developed for pre-service science teachers to improve their online-based practical teaching competency to conduct online science classes.
 Methods The online-based teaching competency is defined as instructional design, material development, instructional execution and instructional reflection competency, in order to improve it, LA training course consists of four stages: PCK, planning, practice, and reflection. LA supported course is a science liberal arts class in which learning assistants practice teaching, and consists of the stages of concept introduction, concept understanding, and concept development. The ‘practice’ stage of the LA training course and the ‘concept development’ stage of the LA supported course intersect. 13 students from 2nd-4th grades majoring in physics education and environment education participated as learning assistants, and 24 students from 1st-3rd graders from various majors participated as learners. LA conducted a modified RTOP test based on online. After that, the change in online- based practical teaching capabilities before and after application of the program was analyzed through the corresponding sample t-test.
 Results Since both courses were conducted online for one semester, learning assistants can increase the effectiveness of learning at online teaching context such as online experiment, online evaluation, and online discussion guidance, after learning about PCK and making plans to apply them, they actually helped with learning. As a result of evaluation of the learning assistant's performance using RTOP, it was confirmed that the online-based practical teaching competency improved as the learning assistance experience was accumulated.
 Conclusions This result is significant in that it suggests a new direction in the way of nurturing online teaching competency in the college curriculum for teacher training.

Making computing visible & tangible: A paper-based computing toolkit for codesigning inclusive computing education activities

MCVT (Making Computing Visible and Tangible) Cards are a toolkit of paper-based computing cards intended for use in the codesign of inclusive computing education. Working with groups of teachers and students over multiple design sessions, we share our toolkit, design drivers and material considerations; and use cases drawn from a week-long codesign workshop where seven teachers made and adapted cards for their future classroom facilitation. Our findings suggest that teachers valued the MCVT toolkit as a resource for their own learning and perceived the cards to be useful for supporting new computational practices, specifically for learning through making and connecting to examples of everyday computing. Critically reviewed by teachers during codesign workshops, the toolkit however posed some implementation challenges and constraints for learning through making and troubleshooting circuitry. From teacher surveys, interviews, workshop video recordings, and teacher-constructed projects, we show how teachers codesigned new design prototypes and pedagogical activities while also adapting and extending paper-based computing materials so their students could take advantage of the unique technical and expressive affordances of MCVT Cards. Our design research contributes a new perspective on using interactive paper computing cards as a medium for instructional materials development to support more inclusive computing education.

The Effectiveness of Applying Teaching Skills of Teachers on Students' Learning Motivation

Critical thinking is necessary to search for new ideas and discoveries to address the complexities of life in the 21st century. One effort to meet this need is the implementation of a team-based project-based learning model. This model aims to influence students' critical thinking skills. However, the implementation of this learning approach is not yet supported by well-developed instructional materials. The existing modules still have some limitations as they were created at the beginning of the program implementation, and certain field conditions require adjustments and improvements to align with the encountered problem contexts. This research follows the Research and Development approach, using the development steps proposed by Borg and Gall, which include: 1) Needs analysis; 2) Planning instructional material development; 3) Design validation; 4) Small group product testing; 5) Product revision; and 6) Large group product testing. The data sources for this study consist of: (1) Expert assessment data, (2) Small group testing results, and (3) Large group testing results. The research was conducted in the Elementary School Teacher Education Program at Tadulako University, with the subjects being students from the 2019/2020 cohort. The results of the study indicate that the Team-Based Project-based Learning Module for Elementary School Number Operations is considered valid and practical based on the validation results from subject matter experts, media experts, initial field testing, and main field testing. Therefore, the module is deemed suitable for use.

Development of Mathematics Teaching Materials Using Didactical Design Research: A Study on Enhancing Pedagogical Content Knowledge in Quadratic Inequalities

This study presents the development of mathematics instructional materials using the Didactical Design Research (DDR) framework, aiming to enhance the Pedagogical Content Knowledge (PCK) of prospective mathematics teachers in fractional number operations. The research adopted the ADDIE model and encompassed Analysis, Design, Development, Implementation, and Evaluation phases. The evaluation involved expert validators specializing in Didactical Design Research (DDR), subject matter, media, and educators. The resulting Semester Lesson Plan (RPS) assessment scores and teaching materials demonstrated a "Very Good" categorization, indicating their validity and suitability for field testing. Notable findings highlight epistemological, ontogenetic, and didactic obstacles in students' understanding of quadratic inequalities. The instructional materials showed incremental effectiveness during classroom implementation, as evidenced by increasing percentages of successful sessions. This research's implications for the future include the potential adaptation of the DDR framework across diverse educational contexts, exploring technological integration, and enhancing educators' proficiency in implementing DDR-based pedagogies. By bridging theoretical foundations with practical application, this study contributes to advancing mathematics education by fostering innovative instructional materials grounded in Didactical Design Research.

Development of Instructional Materials for Introduction to Algebraic Structures: Ring Theory with Guided Discovery

This study presents the development of Teaching Materials for Introduction to Algebraic Structures: Ring Theory with Guided Discovery, addressing the need for comprehensive instructional resources in abstract algebra courses. Following the ADDIE development model (Analysis, Design, Development, Implementation, Evaluation), the research systematically creates and refines the Teaching Materials. The resulting resource includes a title page, carefully crafted learning objectives aligned with the desired Student Learning Outcomes (SLP), and well-organized content arranged into 12 chapters. Each chapter incorporates student learning guides and engaging activities, encouraging active participation and independent exploration. The Teaching Materials undergo rigorous validation, with results indicating a validity level of 88%, meeting the necessary criteria for instructional effectiveness. Based on the evaluation conducted at the final stage of the study, the Teaching Materials demonstrate high practicality, scoring 87%, and are deemed effective with a quality rating of 66%. This study contributes significantly to the field of mathematics education by addressing the need for effective lecture companions in introductory algebraic structures courses. By incorporating guided discovery techniques, the developed Teaching Materials foster increased student activity and knowledge construction. The utilization of the ADDIE development model ensures a systematic and well-structured approach to material creation. The comprehensive organization of content, along with the inclusion of student learning guides and activities, provides a cohesive and interactive learning experience for students. The validation and evaluation results further underscore the efficacy of the Teaching Materials, affirming their validity and practicality in promoting enhanced student learning outcomes. These findings highlight the potential of the Teaching Materials for Introduction to Algebraic Structures: Ring Theory with Guided Discovery to positively impact algebraic structures education and contribute to the pedagogical advancement in mathematics instruction.
 Keywords: guided discovery, teaching material development, ring theory.

Enhancement of Study Skills for the Subject Career 3 (3D Drawing) for Mathayomsuksa 2 Students using the Canva Application

The objectives of this research were (1) to enhance study skills for the subject career 3 (3D Drawing) for Mathayomsuksa 2 students, (2) to develop teaching materials using the Canva application, and (3) to study the satisfaction of students in studying the subject career 3 (3D Drawing). The samples used in the research were grade 2/10 students, semester 1, academic year 2022, Sanpatong Wittayakhom School, Sanpatong District, Chiang Mai Province, total 36 people. Research tools included the Canva application, skill building guides, video clips of 3D drawing using the Canva application, and lesson plans. However, data analysis uses statistics of percentage, mean and standard deviation. The results of the study found that the enhancement of learning skills was at a high level = 4.43, the development of instructional materials using Canvas Image application was at a high level = 4.48, and overall student satisfaction was at a high level = 4.47. While educating students utilizing innovative teaching medium and analyzing student behavior in class, it was discovered that students paid attention and participated in class activities quite well.

WATERFALL-ADDIE MODEL: AN INTEGRATION OF SOFTWARE DEVELOPMENT MODEL AND INSTRUCTIONAL SYSTEMS DESIGN IN DEVELOPING A DIGITAL VIDEO LEARNING APPLICATION

To date, researchers are still debating the poor instructional design for certain developed learning applications or courseware in supporting the flexibility to the student. The instructional design is vital in ensuring that learners obtain effective and meaningful to them for a better subject understanding. However, ignoring the functionality and bugs issues in a courseware development should not be practiced. The courseware developer should acknowledge the importance of instructional design and system development model to meet the user and system requirements. Given the resemblances between software development and instructional design phases, researchers could integrate certain importance techniques in software development model’s phases into the ISD model to enhance the design solutions as well as the application technical parts. This paper highlights the integration of Waterfall model as the software development model with ADDIE model which is one of the established ISD models. The integration of Waterfall-ADDIE model was adopted to develop the digital video learning application for university students. A system testing and user acceptance testing were conducted to validate the courseware can meet the system and user requirements. This paper demonstrates all the phases involved in Waterfall model and ADDIE model are interrelated and practically being integrated to propose high-quality development of instructional design learning material.

Amplifying the Impact of Extension Programs: Empowering Teachers in the Development of Research-Based Instructional Materials

The training of teachers plays a crucial role in ensuring the provision of quality education. This study aimed to assess the impact of training quality on teachers' capabilities in developing research-based instructional materials (RB-IMD). Specifically, it examined the relationship between the content, nature, and scope of the training attended, as well as the design of learning and assessment within the training, and teachers' proficiency in RB-IMD. The research employed a mixed-methods approach, incorporating qualitative and quantitative methods, to analyze the capabilities of 115 participants in RB-IMD. The findings revealed that the majority of the attended trainings focused on instructional materials and were conducted locally at the participants' school, district, or College of Education. The quality of the training, including its content, nature, and scope, as well as the design of learning and assessment, exhibited a significant positive correlation with teachers' proficiency in RB-IMD. Furthermore, the teachers' capabilities in RB-IMD, including needs analysis, development process, research production fund sourcing, collaboration with users and other experts, research dissemination, and research utilization, showed a significant positive correlation with the quality of training attended across different scopes. These results indicate that the extension program plays a significant role in enhancing teachers' research-based capabilities in developing instructional materials.