Development Of Instructional Materials Research Articles

Cross-cultural instructional design: A framework for multilingual and interdisciplinary education

This review paper presents a comprehensive framework for cross-cultural instructional design, aiming to seamlessly integrate multilingual education with interdisciplinary teaching approaches. With globalization fostering diverse classroom demographics, educators face the challenge of creating inclusive learning environments that cater to students from various cultural and linguistic backgrounds. Recognizing the importance of addressing cultural and linguistic diversity in education, this framework explores strategies for curriculum designers to incorporate these elements into lesson plans and learning materials effectively. Drawing upon insights from both the humanities and STEM fields, the review elucidates how educators can harness cultural and linguistic diversity to enrich students' learning experiences. By infusing cross-cultural perspectives into educational content, curriculum designers can foster critical thinking, creativity, and global awareness among learners. The paper emphasizes the inherent benefits of exposing students to diverse cultural viewpoints, thereby promoting a more holistic understanding of the subject matter. Furthermore, the review discusses best practices for creating culturally responsive educational content that resonates with learners from diverse backgrounds. It advocates for the development of instructional materials that not only accommodate linguistic variations but also celebrate cultural nuances. Through the incorporation of authentic cultural artifacts, texts, and examples, educators can cultivate a deeper appreciation for cultural diversity while enhancing students' engagement and learning outcomes. Overall, this review underscores the significance of adopting a cross-cultural instructional design framework in contemporary education. By embracing cultural and linguistic diversity as integral components of the learning process, educators can empower students to navigate an increasingly interconnected world with sensitivity, empathy, and proficiency. This framework serves as a roadmap for educators seeking to create inclusive learning environments that foster cross-cultural understanding and collaboration. Keywords: Cross-Cultural, Instructional Design, Multilingual Education, Interdisciplinary Approaches, Cultural Diversity, Linguistic Diversity.

Cross-cultural instructional design: A framework for multilingual and interdisciplinary education

This review paper presents a comprehensive framework for cross-cultural instructional design, aiming to seamlessly integrate multilingual education with interdisciplinary teaching approaches. With globalization fostering diverse classroom demographics, educators face the challenge of creating inclusive learning environments that cater to students from various cultural and linguistic backgrounds. Recognizing the importance of addressing cultural and linguistic diversity in education, this framework explores strategies for curriculum designers to incorporate these elements into lesson plans and learning materials effectively. Drawing upon insights from both the humanities and STEM fields, the review elucidates how educators can harness cultural and linguistic diversity to enrich students' learning experiences. By infusing cross-cultural perspectives into educational content, curriculum designers can foster critical thinking, creativity, and global awareness among learners. The paper emphasizes the inherent benefits of exposing students to diverse cultural viewpoints, thereby promoting a more holistic understanding of the subject matter. Furthermore, the review discusses best practices for creating culturally responsive educational content that resonates with learners from diverse backgrounds. It advocates for the development of instructional materials that not only accommodate linguistic variations but also celebrate cultural nuances. Through the incorporation of authentic cultural artifacts, texts, and examples, educators can cultivate a deeper appreciation for cultural diversity while enhancing students' engagement and learning outcomes. Overall, this review underscores the significance of adopting a cross-cultural instructional design framework in contemporary education. By embracing cultural and linguistic diversity as integral components of the learning process, educators can empower students to navigate an increasingly interconnected world with sensitivity, empathy, and proficiency. This framework serves as a roadmap for educators seeking to create inclusive learning environments that foster cross-cultural understanding and collaboration.

Development of Canva-Based Interactive Teaching Materials to Enhance Students' Critical Thinking Skills in Fiqh Learning at Islamic High School

This project aims to promote critical thinking abilities among eleventh-grade students in the Social Sciences curriculum at MAN 1 Medan during Fiqh (Islamic Jurisprudence) studying, leveraging interactive teaching materials based on Canva that have been designed. This research uses Research and Development (R&D). The 4-D research design, which consists of four stages—define, design, develop, and disseminate—is used in this study's instructional material development. Thirty-three eleventh-grade Social Sciences students make up the research subjects. The interactive teaching materials based on Canva are highly valid based on the research and development findings. This is supported by the material validation score of 3.07, the subject matter expert assessment score of 3.23, and the language expert validation score of 3.30. The overall recapitulation score of 3.2 further confirms this conclusion. This suggests that the interactive educational resources created by Canva meet appropriate standards and can be utilized by educators and learners alike.

Mapping the media education approaches in instructional materials development: Conjunctions and disjunctions

Mapping the media education approaches in instructional materials development: Conjunctions and disjunctions

대학 수업의 생성형 AI 활용을 위한 교수의 교육요구 분석

Objectives The purpose of this study is to analyze the educational needs of professors for the educational use of generative AI in universities.
 Methods Data from 126 professors at K University in Seoul were collected online. The prioritization of educational needs in instructional design, teaching methods, and class evaluation areas was determined through reliability analysis, factor analysis, paired-sample T-tests, Borich's Needs Assessment, and The Locus for Focus Model.
 Results Among the areas of instructional design, teaching methods, and class evaluation, instructional design emerged as the highest in educational needs. Subfactors revealed that in instructional design, the ‘development of instructional materials’ and the ‘organization of instructional content’ were prioritized. In teaching methods, ‘project-based learning’ and ‘team-based learning’ took precedence. In class evaluation, ‘report assessment’ and ‘descriptive assessment’ rankings were high.
 Conclusions To enhance the integration of generative AI in university classes, prioritized support in the field of instructional design is essential. Specific support measures are proposed based on the research findings.

Awareness and Practices of Senior High School Students and Teachers on Environmental Education: Basis for Instructional Materials Development

Environmental education in the Philippines has been incorporated into different course curricula, including life and physical sciences. This study evaluated the awareness and practices of senior high school students and teachers in environmental education. The study included 125 senior high school students and 25 teachers from Montevista Stand Alone Senior High School.
 The study found that 44% of the teacher-respondents were between 41-50 years old, while 51.20% of the student-respondents were between 17-18 years old. The teacher-respondents demonstrated a high level of awareness in environmental concepts and the state of the environment, with an overall mean of 4.34. The student-respondents showed a moderate level of awareness, with an overall mean of 3.18. The teacher-respondents "always" practiced taking action to solve environmental problems, with an overall mean of 4.52, while the student-respondents "often" did so, with an overall mean of 3.80.
 No statistically significant difference was found in the level of awareness of environmental concepts and the state of the environment among teachers when grouped according to gender (p-value = 0.207) or grade level taught (p-value = 0.910). Similarly, for students, no statistically significant difference was found when grouped according to grade level (p-value = 0.162) or age (p-value = 0.213). The awareness of environmental concepts was significantly and positively related to the need for a high degree of commitment among both teachers (r=0.455; p=0.022) and students (r=0.885; p=0.000).
 Based on the findings, the researcher recommends developing instructional materials for environmental education that aim to maintain and increase students' understanding and capacities in relation to environmental problems and environmental sustainability principles.

Development of Augmented Reality Instructional Material for the Least Learned Topics for Grade 12 Students in Media and Information Literacy Subject

Development of Augmented Reality Instructional Material for the Least Learned Topics for Grade 12 Students in Media and Information Literacy Subject

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.