Direct Instruction Approach Research Articles

PROBLEM-BASED LEARNING MODEL: IMPLEMENTATION IN MATHEMATICS LEARNING FLAT BUILT MATERIALS

The objective of this research is to ascertain the disparity in the mean learning outcomes between students instructed through the Problem Based Learning (PBL) approach and those instructed through the Direct Instruction (DI) approach. This study used a quasi-experimental approach, specifically the Posttest-Only Control Group design. The research was conducted at SMP Negeri 4 West Siau during the second semester of the 2023/2024 academic year. The participants of this study were selected from two homogeneous and identical classes: class VIIA, consisting of 14 students who received the Problem Based Learning (PBL) model treatment, and class VIIB, consisting of 14 students who received the Direct Instruction (DI) model treatment. The mean posttest score for the experimental group was 82.64, while the mean posttest score for the control group was 68.85. Conducting a data analysis using the t-test, the calculated t-value is 6.599, which is greater than the critical t-value of 2.056. Therefore, the choice is made to reject the null hypothesis (H0). Therefore, the Problem Based Learning (PBL) paradigm has the potential to enhance the overall academic performance of students in the subject of Bangun Datar

Technical Guidance for Making Teaching Modules for Primary School Teachers in the Toho District

Education is an important factor in the development of the country, and the quality of education needs to be improved. One of the efforts to improve the quality of education is the development of teaching modules that are by the Merdeka Curriculum. However, the implementation of the Merdeka Curriculum in elementary schools in The Toho District is still experiencing obstacles. The lack of teachers' understanding and skills in making teaching modules is the main factor that hinders them. Therefore, this study conducted technical guidance on making teaching modules for the Merdeka Curriculum for elementary school teachers in Toho District. In this technical guidance, a Direct Instruction approach is used with four stages: socialization, discussion, practice making teaching modules in groups, and evaluation. The results show an increase in teachers' understanding of the Merdeka Curriculum, their confidence in implementing teaching modules, and the development of high-quality teaching modules. Despite the success, the evaluation identified some challenges, including the perception that some learning objectives should be taught in a single meeting.

An embodied, analogical and disruptive approach of AI pedagogy in upper elementary education: An experimental study

AbstractWhile AI has become more prevalent in our society than ever, many young learners are found holding various naive, erroneous conceptions of AI due to the influence of their technology and media environments. To address this issue, this study seeks to propose a novel pedagogical solution to improve upper‐elementary school students' scientific understanding of AI. Following a theory‐informed design convention, we propose an embodied, analogical and disruptive (EAD) approach which is centred on a human–AI comparison through analogical teaching and embodied interaction. To evaluate the impact of this approach, a matched‐group experimental study with pre‐ and posttest interviews was conducted among 77 Grade 6 elementary students in China. The statistical analysis showed that the experimental group, learning via the EAD approach, significantly outperformed their counterparts receiving direct instruction in terms of student growth in understanding. Qualitative analyses revealed the strengths of the EAD approach in supporting student engagement, abstract thinking and system thinking, and its limitations in cognitive overload and communication issues. Patterns of student learning were identified, including their mental schemas and strategies. The EAD approach, as an evidence‐based, age‐appropriate pedagogical solution, demonstrates the value of embodied cognition and human–AI analogy in AI education in elementary education. Practitioner notesWhat is already known about this topic Many young students hold naive, erroneous conceptions about AI. Pedagogical design has long been a critical challenge in teaching AI in K‐12 schools. Human–AI analogies are often used to teach AI, but with obvious pitfalls to be fixed. What this paper adds An embodied, analogical and disruptive (EAD) approach is proposed to improve students’ understandings of AI. An experimental study shows statistically significant greater gains in students’ understanding with the EAD approach than with the conventional AI‐only direct instruction approach. Qualitative analysis shows the strength of the EAD approach in supporting student engagement, abstract thinking and systems thinking, and its limitations in cognitive overload and communication issues. Implications for practice and/or policy The EAD approach offers a novel pedagogical solution to promote inclusive and quality AI education for young learners. The EAD approach highlights the pedagogical value of embodied cognition and human–AI analogy in AI education. The EAD approach can complement programming and other plugged activities in AI, and more broadly technology and engineering education.

Fostering Moderate Islamic Values: Implementing a Design Model for Counter-Radicalization in Higher Education

This study delves into the construction of a counter-radicalization model within Islamic higher education, specifically at Sunan Ampel State Islamic University in Surabaya. The imperative to curb the spread of radicalism within campus communities highlights the significance of cultivating a comprehensive grasp of moderate Islam among students. Central to this research is the examination of the Islamic Studies course within the Primary School Teacher Education Program. Employing a research and development methodology, the study employs pre-post test designs, including control groups, to discern the effectiveness of the proposed model. Notably, the course design departs from conventional non-religious subjects, incorporating both direct and indirect instructional approaches. Post-treatment results reveal a noteworthy enhancement in students' exhibition of moderate Islamic attitudes, with performance levels escalating from an initial 60.71% to a promising 70.00%. Statistical scrutiny underscores the model's efficacy, affirming its potency in fostering moderation-based insights among students. Ultimately, this investigation underscores the model's superiority in enhancing students' comprehension in contrast to conventional pedagogical strategies.

Direct Instruction Approach to Abulution Practice Learning

With this mini research, it aims to determine the effectiveness of the learning processes through a direct instruction approach in learning materials for ablution practices at SDN 040 Pasawahan, Bandung City. The lesson plans made by the SDN 040 Pasawahan teacher have used a scientific approach including the process of observing, asking questions, gathering information, associating and communicating. The method used in this mini-research is to use a qualitative approach by exploring document studies with descriptive analysis methods that aim to provide a quick and accurate description of the effect of the direct instruction learning model in the practice of ablution at SDN 040 Pasawahan. Bandung. The results of a mini research study on the direct instruction approach in learning the practice of ablution at SDN 040 Pasawahan resulted in a learning process that was able to liven up the classroom atmosphere and was able to provide changes in the implementation of ablution procedures for students. Dengan adanya mini riset ini bertujuan untuk mengetahui kefektifan proses pembelajaran melalui pendekatan direct instruction dalam materi pembelajaran praktik wudhu pada SDN 040 Pasawahan Kota Bandung. RPP yang dibuat oleh guru SDN 040 Pasawahan sudah menggunakan pendekatan saintifik diantaranya memuat proses Mengamati, Menanya, Mengumpulkan Informasi, Mengasosiasi Dan Mengkomunikasikan. Adapun metode yang digunakan dalam penelitian mini riset ini adalah menggunakan jenis pendekatan kualitatif dengan mengeksplorasikan studi dokumen/teks (document studies) dengan metode analisis deskriptif yang bertujuan untuk memberikan gambaran secara cepat dan tepat tentang pengaruh model pembelajaran direct instruction dalam praktik wudhu di SDN 040 Pasawahan kota Bandung. Hasil penelitian mini riset tentang pendekatan direct instruction dalam pembelajaran praktik wudhu pada SDN 040 Pasawahan menghasilkan sebuah proses pembelajaran yang mampu menghidupkan suasana kelas dan mampu memberikan perubahan dalam pelaksanaan tatacara berwudhu terhadap peserta didik.

Using authentic representations of practice in teacher education: Do direct instructional and problem-based approaches really produce different effects?

This paper investigates the effects of different instructional approaches (problem-based vs. direct instructional) on student teachers' analysis of practice when using authentic representations of practice in teacher education. We assigned 638 student teachers from 21 equivalent teacher education courses to one of the two conditions. Students' analyses of practice were evaluated on selective attention, reflective thought, and theory-practice integrations in a pre-post-design. In line with inconsistent findings from prior research, we were able to produce evidence for equivalent effects of the instructional approaches on all dependent variables using Bayesian data analyses. As called for in a review on the topic, we additionally explored the role of the instructors administering the field study interventions. Findings revealed that a positive attitude toward the instructional approach the instructors administered was related to more theory-practice integrations in the students' analyses.

INFLUENCE OF EXPERIENTIAL LEARNING APPROACHES AND INTERPERSONAL INTELLIGENCE ON STUDENT PPKN LEARNING OUTCOMES

This study aims to: (1) analyze the differences in student KDP learning outcomes taught with an experiential learning approach compared to students taught with a direct instruction approach; (2) analyze the differences in KDP learning outcomes of students who have high interpersonal intelligence compared to students who have low interpersonal intelligence; and (3) analyze the interaction between experiential learning approaches and interpersonal intelligence in influencing student KDP learning outcomes in elementary schools. The sample in this study was 50 students of Class V of the State Elementary School 056587 Garbage Beach, Bahorok District. Data collection in this study through interpersonal intelligence questionnaires and ppkn learning outcomes tests. Hypothesis testing was carried out with the Two Way Anova test. The results showed that: (1) The learning outcomes of KDP students taught with an experiential learning approach were higher than those of the direct instruction approach (Fcount = 6,157 and sig. 0.017 < 0.05); (2) The learning outcomes of KDP students who have high interpersonal intelligence are higher than students who have low interpersonal intelligence (Fcount = 5.098 and sig. value 0.029 < 0.05); and (3) There is an interaction between learning approaches and interpersonal intelligence in influencing student KDP learning outcomes (Fcount = 4.285 and sig. 0.016 < 0.44).

Direct Instruction Aproach (DIA) Untuk Meningkatkan Kinerja Guru Dalam Pembelajaran

This research was carried out from July to December 2019 at SD Negeri 1 Sumbergirang with the source of the data being the review of informants and the results of observations. Data validation was carried out through data triangulation and review of informants with data analysis carried out on the results of observation data, data analysis and analysis of interview results. This study consisted of two cycles, each of which consisted of planning, implementing, observing and reflecting. The results showed that the teacher's ability to manage learning could be improved by applying a direct instruction approach. Principals in carrying out their duties have a direct interest in teachers, especially in fostering and developing teacher skills and knowledge related to the development of learning management. The application of the DIA approach is proven to be able to improve teacher performance, especially in managing learning, namely the level of professional ability of teachers in the pre-cycle from 63.95% to 82.99% at the end of the second cycle, meaning an increase of around 19.04%.

Applying the Global Change App in Different Instruction Settings to Foster Climate Change Knowledge among Student Teachers

This study focuses on learning with the Global Change app, an interactive tool for fostering climate change knowledge. Numerous studies have contributed to the question on what type of instruction is best to achieve learning gains. The findings are mixed. We applied the app in university courses and investigated which instructional setting a discovery learning approach (no supplementary guidance) or an approach that leans more toward direct instruction is more effective (+ supplementary guidance). Thus, we distinguished between conceptual and procedural guidance within our direct instruction approach. Our study was implemented in a digital learning environment with 110 students participating in the study. We applied a 2 × 2 experimental design with different types of guidance as treatment (conceptual and procedural). An online questionnaire was administered in pretest and posttest to measure climate change knowledge as well as different variables. Our results show that the app provided gains in climate change knowledge in a short period of time regardless of treatment. Further, students who received no supplementary guidance acquired more knowledge about climate change than the groups that received supplemental guidance (either conceptual, procedural, or both). Learning gain correlated significantly negatively with cognitive load across the whole sample, but there were no significant differences between groups. This finding might be interpreted in terms of the renowned expertise reversal effect.

Learning Basketball Using Direct Instruction and Tactical Game Approach Methodologies.

This study was to analyze and compare the learning acquired by the students in the sport of basketball in two different methodologies. The sample was composed of 40 students divided into two groups. The intervention programs had previously been validated. A descriptive analysis of the learning indicators, a t-test for independent samples to identify the differences between the methods, and a t-test for related samples to analyze the differences in each group were performed. There are differences between the performance profiles of students in the Direct Instruction in Basketball program and those in the Tactical Game in Basketball program in nine variables. Significant differences are found in the situations of dribbling, shooting, passing and movement, spacing, off-ball defense, and help and in the performance indicator for decision making, execution, and total, which are favorable to the Tactical Game in Basketball program. The students of the Direct Instruction in Basketball program only improved in three variables after the program, while the Tactical Game in Basketball students improved in thirteen variables. It is recommended that the teachers at the schools use the Tactical Game in Basketball methodology for their basketball teaching lessons, because student learning is better than in the Direct Instruction in Basketball program.

Measuring the impact of productive failure on nursing students' learning in healthcare simulation: A quasi-experimental study

BackgroundPrevious research suggests that making errors in a non-threatening simulated environment can facilitate learning. Productive failure, which combines problem-solving tasks followed by instruction, enables students to learn from making mistakes. This teaching approach has demonstrated improved learning outcomes such as explanatory knowledge and transfer of knowledge compared to a direct instruction approach where students receive instruction prior to problem-solving tasks. However, no previous studies have examined the impact of productive failure on nursing students' learning in manikin-based simulation. ObjectiveTo measure the impact of productive failure on nursing students' declarative knowledge, explanatory knowledge, and transfer of knowledge compared to a direct instruction approach in a paediatric closed head injury simulation. MethodsSecond year undergraduate nursing students (n = 349) from one Australian university were invited to participate in the study. Consenting participants (n = 344) were randomised into two groups: productive failure and direct instruction. The intervention consisted of two paediatric closed head injury simulations separated by a simulation debrief. Knowledge tests were administered before and immediately after the simulation. ResultsData from 331 participants were analysed. The productive failure group outperformed the direct instruction group in the post-test (p < 0.001). Learning gains for participants in the productive failure group were significantly higher than the direct instruction group for both explanatory knowledge (p < 0.001) and the ability to apply learning to solve novel clinical problems (p < 0.001). The difference in the median scores for declarative knowledge was not significant (p = 0.096). ConclusionThis study demonstrated that a productive failure simulation that leads learners to make mistakes before receiving instruction can facilitate deeper levels of explanatory knowledge and enable the transfer of learning to new clinical situations. These results suggest the need for further exploration of pedagogies that foster learning from errors in simulation-based learning.

Teaching writing by formula: empowerment or exclusion?

ABSTRACT The teaching of writing in secondary English subjects in Australia, as in other countries including England and the United States, has become increasingly formulaic. Pedagogies including direct instruction, modelling, scaffolding, and genre-based approaches involve the implementation of formulas for writing sentences, paragraphs, and entire essays; this has taken place in the neoliberal context of tightly proscribed, high stakes testing regimes that often demand the reproduction of these formulas. This article considers affordances and constraints for inclusion of this process. It then presents findings of a small-scale qualitative study into the teaching of writing in Victoria that asked teachers about pedagogies for the teaching of writing, and how students were faring as a result. In conclusion, the article offers recommendations for inclusive practice in the teaching of writing.

A brainstorming flipped classroom approach for improving students’ learning performance, motivation, teacher-student interaction and creativity in a civics education class

A flipped classroom approach is a teaching/learning strategy and mode in which the inclass direct teacher instructing and the out-of-class students homework are switched. Previous studies have mostly used undergraduates as their participants, less of them used K-12 students; and used flipped classrooms in the teaching of core subjects, while studies of the flipped classroom for humanities cultivation are few. The present study has develop a brainstorming flipped classroom approach for civics education, in which the design was that the students read the course content before class and then the teacher guided the class discussions with the 635 brainstorming approach. The present study recruited 56 junior high school students and implemented a quasiexperiment for a civics course over a period of 6 weeks; the experimental group used the brainstorming flipped classroom approach, and the control group used the direct teaching instruction approach. The results show that the flipped classroom can effectively increase the students’ performance, learning motivation for civics, citizen participation, better teacher-student interactions, peer interactions, and creativity than the control group. While the students are still able to acquire the basic knowledge required for the civics course. The brain storming flipped classroom approach developed by present study is not only a help to teaching of civic education, but also provides a firm structure for course design and pre-class learning for the whole learning process. The 635 brainstorming flipped classroom approach has pedagogical use in teaching practice and can be applied in many subjects.

STAD Cooperative Pedagogy in Teaching English First Additional Language in KwaZulu-Natal Secondary Schools

This article explores the training that English First Additional Language (EFAL) teachers have received on Student Teams Achievement Divisions (STAD) and how they employ it to teach in Kwazulu-Natal secondary schools. Twelve EFAL teachers voluntarily participated in three focus group discussions in this qualitative phenomenological study. An examination of the results showed that while some teachers had received training in the STAD cooperative learning strategy from established institutions, others had to learn it on their own. The findings further established that the teachers were using the active and participative, communicative, and direct instructional approaches to implement the strategy. It was interesting to note that the training received by the EFAL teachers on the use of STAD affected its implementation positively. It was also evident that the core concepts of the strategy and its underlying model resonated in the way the EFAL teachers applied it in their classrooms.

Peer-Mediated Augmentative and Alternative Communication Interventions for Young Children With Autism Spectrum Disorder and Limited to No Spoken Communication

Purpose Increasingly, research has identified effective approaches to improve communication and social engagement of preschool-age children with autism spectrum disorder (ASD) with limited spoken communication during interactions with peer partners. These include teaching peers to use the same augmentative and alternative communication (AAC) system, along with direct instruction (Thiemann-Bourque et al., 2018 ). The purpose of this research note is to summarize the author's contributions to this literature and provide clinicians with evidence-based strategies to support communicative interactions between children with ASD and peers without disabilities. Method This research note describes a series of studies conducted by the author and her colleagues with a focus on peer-mediated and direct AAC instructional approaches, defining target skills and how to measure effects on children's social communication competence, and the potential benefits of integrating approaches for preschool children with ASD who have significant social and communication needs. Results Outcomes summarized include fidelity of treatment implementation, improved rates of augmented and spoken communication, increased functional communication using different modalities, and enhanced reciprocal communication between children with ASD and peers during routine activities. Study limitations and directions for future intervention research are also discussed. Conclusions Together, the research reviewed shows that peers can be taught to be responsive AAC communication partners at a young age, with high fidelity of strategy implementation by peers and by speech-language pathologists or other early intervention staff. Providing children with increased social learning opportunities within the context of shared AAC activities allows both partners to become more competent in their social communicative interactions.

VALIDACIÓN DE DOS PROGRAMAS DE INTERVENCIÓN PARA LA ENSEÑANZA DEL FÚTBOL ESCOLAR

El propósito del estudio fue validar dos programas de intervención, correspondientes a dos unidades didácticas realizadas cada una en base a dos metodologías diferentes: Direct Instruction (ID) y Tactical Games Approach (TGA), para la enseñanza del fútbol escolar. Se diseñaron dos programas de intervención semejantes con el mismo número de tareas, sesiones, fases de juego, contenidos y objetivos. En el proceso de validación participaron 13 jueces expertos. La validez de contenido se calculó mediante el coeficiente de V de Aiken y sus intervalos de confianza. Para la consistencia interna se empleó el coeficiente de ? de Cronbach. Ninguna de las tareas que componen los programas de intervención fue eliminada al superar el valor crítico exacto (V ? .69). La consistencia interna de las tareas fue excelente (? = .97). Por tanto, ambos programas de intervención son válidos y fiables para la enseñanza del fútbol escolar, así como para comparar los efectos de ambas metodologías.

Impact of a Sustained TPSR Program on Students’ Responsibility, Motivation, Sportsmanship, and Intention To Be Physically Active

Purpose: To assess the impact of a sustained Teaching for Personal and Social Responsibility program in Physical Education.Method: There were 72 primary and secondary education students (11–13 years), enrolled in two different schools, and their four teachers were randomly distributed into an experimental group (n = 35) and a nonequivalent group (n = 37) by their schools’ administration. A pre-/posttest, repeated-measures nonequivalent group design was used. The two teachers of the experimental group implemented a Teaching for Personal and Social Responsibility program, whereas the two teachers of the nonequivalent group used Direct Instruction in their classes over four consecutive learning units (29 sessions, 5 months).Results: Students in the experimental group significantly increased their personal and social responsibility (p &lt; .01), self-determined motivation (p &lt; .01), basic psychological needs satisfaction (competence, autonomy, and relatedness;p &lt; .01), sportsmanship (p &lt; .05), and intention to be physically active outside school (p &lt; .05).Conclusion: The Teaching for Personal and Social Responsibility program was more able to increase students’ self-determined motivation and to generate positive psychosocial consequences than the Direct Instruction approach.

Comparing the 5E Method of Inquiry-based Instruction and the Four-Stage Model of Direct Instruction on Students’ Content Knowledge Achievement in an ENR Curriculum

The purpose of this study was to compare the 5E method of inquiry-based instruction (IBI) and the four-stage model of direct instruction (DI) on students’ content knowledge achievement. The population for this study was all secondary high school students enrolled in the CASE® Natural Resources and Ecology course and whose teachers completed the CASE® Institute for Natural Resources and Ecology certification between the years 2013 and 2017. This study was quasi-experimental and used a nonequivalent control group, pretest-posttest design. A convenient sample of 13 teachers and 222 students was collected. Each teacher was randomly assigned to deliver a set of 16 lesson plans that utilized either the IBI or DI approach. Lesson plans were grouped into four modules, each lasting approximately two weeks. Prior to the delivery of each module, teachers administered content knowledge pretests. Posttests were administered at the completion of each 2-week module. Students in both groups demonstrated significant gains in content knowledge achievement. ANCOVA statistical procedures were used to compare student achievement for both instructional methods. Results of the ANCOVA indicated that the 5E method of IBI and the four- stage model of DI are equally effective on students’ content knowledge achievement.

Comparative Study of Two Intervention Programmes for Teaching Soccer to School-Age Students.

The objective of this study was to design and analyse the differences and/or similarities of two homogeneous intervention programmes (didactic units) based on two different teaching methods, Direct Instruction (DI) and Tactical Games Approach (TGA), for teaching school-age soccer. The sample was composed of 58 tasks, 29 for each intervention programme. The pedagogical and external Training Load (eTL) variables recorded in the Integral System for Training Tasks Analysis (SIATE) were studied. The two intervention programmes were compared using Chi-Square, Mann-Whitney U and the Adjusted Standardized Residuals statistical tests. Likewise, the strength of association of the variables under study was calculated using Cramer’s Phi and Cramer’s V coefficients. Both intervention programmes had the same number of tasks (n = 29), sessions (n = 12), game phases (x2= 0.000; p = 1.000), specific contents (x2 = 5.311; p = 0.968) and didactic objectives, as well as different levels of eTL (U = 145.000; p = 0.000; d = 1.357); which are necessary requirements to be considered similar. The differences and/or similarities between both intervention programmes will offer teachers guidelines to develop different didactic units using the specific DI and TGA methodologies.

Academic Vocabulary Knowledge and Reading Comprehension Skills Among Seventh-Graders in Arabic as L1.

The current study attempted to investigate the contribution of an intervention program to fostering Arabic academic vocabulary knowledge and reading comprehension skills among seventh grade Arabic native speaking pupils. For this purpose, 247 pupils from four schools in northern Israel have participated in the study. Arabic literacy units that targeted academic vocabulary and reading comprehension skills were administrated for a period of 5months. To assess the efficacy of the intervention program, academic vocabulary tests (receptive and productive) as well as reading comprehension test were administrated. As indicated by the results, the interventional group showed significantly higher performance in reading comprehension and productive academic vocabulary when compared to the control group. In contrast, no significant improvement was noted in receptive academic vocabulary knowledge. Taken together, the study results point to the contribution of comprehensive and direct academic vocabulary instructional approaches to promoting academic vocabulary knowledge and reading comprehension of academic texts. Moreover, it stresses the need for policy change and curricular adjustments in Arabic language instruction, acknowledging the importance of fostering academic language skills in the road to academic success.