Direct Teaching Method Research Articles

Titi Laras Damina Educational Learning for Senior High School Students as a Form of Cultural Preservation

This study aims to educate Titi Laras Damina's learning in Kartika Senior High School students. The research was conducted on representatives of 10 grade-11 social studies students through 3 stages, namely (i) pre-test; (ii) theoretical and practical education using the Direct Instruction method; and (iii) post-test. The results showed that the average pretest theoretical value was 71 and the posttest average was 96.5. The results of the comparison of the pretest and posttest did not significantly increase after the learning was carried out. The results of the N-Gain calculation show that the average N-Gain value is 34% (N-Gain 40%) indicating that Titi Laras Damina's learning is theoretically ineffective for Senior High School students in grade 11 social studies. This is due to the comparison of pre-test scores. and the post-test was not so high and the students' knowledge was sufficient of Titi Laras theory. Practically there is a significant improvement because before learning students have not been able to mention the notes in each barrel. However, after learning using the direct instruction method there is an increase in musicality in students. Students can now say the notes in each barrel after it has been held. From this research, it is hoped that students can master the knowledge of Titi Laras Damina in theory and practice.

THE EFFECTIVENESS OF CONCRETE-REPRESENTATIONAL-ABSTRACT INSTRUCTION STRATEGIES IN THE INSTRUCTION OF FRACTIONS TO STUDENTS WITH LEARNING DISABILITIES

The present study aimed to determine the effectiveness of the concrete-representational-abstract instruction strategies employed in the direct instruction of fractions to students with learning disabilities. Furthermore, the generalization of the instruction to different settings and tools, the follow-up data for one and three weeks after the instruction, and the social validity data based on the views of the mothers on concrete-representational-abstract instruction strategies were analyzed. In the study, the inter-behavioral multiple probe model with a probe stage, a single-subject research model, was employed. The dependent variable was the level of identification of proper, half and quarter fractions by the participating students in the study, while the independent variable was the concrete-representational-abstract introduction strategies implemented with the direct instruction method. The study was conducted with three male students with learning disabilities, who resided in Izmir and attended an inclusive primary school. The study findings demonstrated that the concrete-representational-abstract instruction strategies were effective in the instruction of proper, half and quarter fractions to the students with learning disabilities, these skills acquired by the students could be permanent for one to three weeks after the instruction, and all students could generalize these skills to various settings and instruments, and the views of the mothers on concrete-representational-abstract instruction strategies were positive.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0968/a.php" alt="Hit counter" /></p>

Contextualisation of Direct Instruction Method in Teaching Reading Comprehension Skills: The Literature Review

Direct Instruction is an approach where a teacher becomes the center of the teaching process. This teaching strategy is suitable to teach reading comprehension skills. In the process of using the Direct Instruction, a teacher needs to apply three basic concepts those are delivery, design, and documentation which means the teacher must prepare a creative lesson plan that can support students to adapt to a new concept during the ongoing process, the teacher must monitor students’ development using assessment. Some studies show that this method is effective by combining strategies or media and it can improve students’ skills. However, criticisms also hit this method. Some scholar proves from their study that this method is not always effective and is used only for students with low-level knowledge.
 Keywords: Direct Instruction, Reading Skills, Reading Comprehension

Mathematics teachers’ knowledge of indigenous games in teaching mathematics

We explored junior high school teachers' knowledge and the impact of indigenous games in teaching basic mathematical concepts. The researchers employed the qualitative phenomenological design to address the purpose, objectives and research questions. The accessible sampling was used to sample 70 teachers (65 males, 5 females) for phase one of the study. Out of 70 teachers, five (three males and two females) were purposively sampled for the study's second phase. Two instruments, a semi-structured interview guide and an observation checklist were used to collect data. The data was analyzed thematically to reflect the research questions. The findings of both phases revealed that most teachers had adequate knowledge of indigenous games and knew the impact of indigenous games on students’ learning of mathematics. In particular, the observation checklist showed that some teachers still adhered to the traditional approach (a direct teaching method) and required the knowledge of indigenous games to enhance their teaching skills and techniques. Therefore, in-service training, workshops and other continuous professional development should be organized to update teachers' knowledge on the effective use of indigenous games in the teaching and learning of mathematics.

Experience on the Teaching of the Electronic Technology Foundation

This paper introduces the course of Electronic Technology Foundation, and expounds four teaching methods of this 
 course, which are direct teaching method, heuristic teaching method, project teaching method, discussion teaching method, etc., 
 this paper expounds their content and implementation process, and analyzes the teaching effectiveness.

Institutionalizing evidence-based STEM reform through faculty professional development and support structures

BackgroundEven though student-centered instruction leads to positive student outcomes, direct instruction methods are still prevalent. Multiple barriers prevent faculty from further adopting evidence-based student-centered practices and holistic approaches to faculty support are necessary to promote faculty change. The Collaborative for Institutionalizing Scientific Learning (CISL) is an HHMI-funded program to reform undergraduate science and mathematics education at a large Hispanic-Serving public research university. The program has established a Faculty Scholar support model to impact the number of science and mathematics faculty using evidence-based practices in their classrooms. Through this program, Scholars are selected to undertake a transformation of a course of their choice and conduct an assessment of the impact of the reform on students—while receiving multiple supports including summer salary, undergraduate Learning Assistants, professional development, course assessment and education research support, and opportunities to develop manuscripts on their course transformations.ResultsCISL has supported over 40 Faculty Scholars in the transformation of both introductory and upper division biology, chemistry, physics and mathematics courses. Faculty are motivated to transform a course due to factors related to their own experiences and beliefs, their students’ needs, the course structure, and/or departmental elements. Quantitative analysis of the impact of the project on student success show that, overall, students in CISL-supported courses have higher passing rates compared to students in traditional classrooms. Survey and interviews of Faculty Scholars identified that the most valuable elements of the program were the personnel support from undergraduate Learning Assistants during reform implementation and guidance from the program’s Assistant Director during design, implementation and evaluation.ConclusionsThe CISL program provides an example of significant effort sustained over several years to systematically improve the quality and culture of undergraduate education in a large research-intensive Hispanic Serving Institution. The program has had an overall positive impact on the professional development of Faculty Scholars and led to an increase in the number of STEM courses implementing evidence-based teaching practices, thus, taking a step towards solidifying a culture of evidence-based instructional strategies in STEM departments.

PENERAPAN METODE PEMBELAJARAN LANGSUNG TERHADAP TEKNIK DASAR PASSING BAWAH DALAM PERMAINAN BOLA VOLI

TheApplication of DirectInstruction Method on underhand Passing Basic Techniques in Volleyball toward the VIIth Grade Students of SMPN 20 Mataram”. The purpose of this research was to improve underhand Passing Basic Techniques in Volleyball toward VIII Grade Students of SMPN 20 Mataram through direct instruction method. This is a classroom action research (CAR). The study was conducted in two cycles, each cycle consisting of planning, implementation, observation, and reflection. The subjects research is 26 Students of VIII Grade SMPN 20 Mataram. Instruments used in this research were lesson plan, observation sheet toward students’ activity and students’ worksheet. The results of this research was obtained based on the assessment of three aspects that are psychomotor, affective, and cognitive. The result of assessment showed that learning achievement data obtained in cycle I Learning outcomes of underhand passing in volleyball obtained 8 students or completeness percentage of 30.77%. While on the second cycle increased 21 students or the percentage of completeness be 80.77% of the total number of students. So the increase from the first cycle to the second cycle were 50% or 13 students. Based on the data analysis, it could be concluded that the application of direct instruction method can improve underhand passing basic techniques in volleyball toward the VIIth Grade Students of SMPN 20 Mataram 2021/2022.

“The Answers Come from The People”: The Highlander Folk School and the Pedagogies of the Civil Rights Movement

AbstractScholars have demonstrated that a range of institutions, organizations, and “social movement schools” aimed to advance the civil rights movement through education. What remains unclear is how those institutions balanced conversation, direct instruction, role-play, and other pedagogical methods. This article focuses on the Highlander Folk School, a radical, racially integrated institution located in the hills of Tennessee. Drawing upon audio tapes of civil rights workshops at Highlander, I argue that the folk school's workshops blended a variety of pedagogical styles in a way that previous scholarship has failed to acknowledge, and that close attention to Highlander's varied pedagogies can help us rethink the relationship between education and the civil rights movement.

순환 모델(Rotation model) 간 혼합적 접근에 의한 다중모델(Multiple models) 기반의 블렌디드 중등 음악 교수⋅학습 설계 방안 탐색

Objectives The purpose of this study is to explore an application method of multi-models by a hybrid approach between rotation models with the purpose of preparing a plan for blended music teaching and learning for effective and systematic secondary music classes in the future digitized educational environment after COVID-19.
 Methods Based on the class design method for each type of rotation model, multiple models that are mixed by ‘station rotation’, ‘flipped classroom’, and ‘lab rotation’ are proposed, and based on this, for middle and high school music teaching and learning were designed, and digital devices such as AI, 3D printer, and VR were used as classroom tools.
 Results As a result of this study, the multi-model music class of ‘flipped classroom and station rotation’ was designed as a way to combine collaborative music activities and online music classes at school under the guidance of the teacher, based on the concept of music learned online at home. The multi-model music class of ‘station rotation and lab rotation’ is designed to circulate music cooperative learning, online music learning, and task activities under the guidance of the teacher by applying the integrated class taught by the teacher’s direct teaching method. The multi-model music class that mixes ‘lab rotation and flipped classroom’ is designed as an online music study at home and student-led music practice and project activities based on an integrated class.
 Conclusions The multi-model by mixing between rotation models can be flexibly applied according to various educational situations accompanying blended music teaching and learning, so it is expected to be utilized as a diverse and systematic method for future music class design.

EFFECT OF COMMUNITY –BASED PARTICIPATORY APPROACH ON RURAL COMMUNITIES ENVIRONMENTAL KNOWLEDGE, ATTITUDE AND PRACTICES IN OYO STATE, NIGERIA

Purpose: This study, examined the effect of a Community-Based Participatory Approach (CBPA) on environmental knowledge, attitude and practices of rural communities’ inhabitants in Oyo State, Nigeria. It was embarked upon to reveal the desirability of involving people at the community level in the environmental management as a means of enhancing their environmental knowledge, attitudes and practices. It is well documented that inhabitants of rural communities often exhibit low knowledge of and poor attitude towards the environment, a situation that diminishes quality of human life.
 Methodology: The pretest-posttest, control group, quasi-experimental design with 2x2x2 factorial matrix was adopted. Four local government areas were purposively selected. Two rural communities were then selected from each local government areas, using stratified random sampling technique. Forty (40) members of Community Development Associations (CDAs) who reside in selected rural communities and whose age ranges between 25-55years were purposively selected from designed rural communities in four (04) local government areas of Oyo State. The participants were randomly assigned to CBPA (experimental) and direct teaching method (control) groups. Treatment lasted eight weeks.
 Findings: Treatment had a significant main effect on participants’ environmental knowledge (F(1.126) = 88.04; ŋ2 = 0.98) but none on attitude and practices. Participants in the CBPA group had a higher posttest environmental score ( = 23.58) than their counterparts in the control group ( = 10.57). Participants with high level education had slightly higher environmental attitude ( = 60.48) than those with low-level education ( = 59.34). There was no significant main effect of gender on participants’ environmental knowledge, attitude and practices. Level of education was not significant on participants’ environmental knowledge, attitude and practices. The two-way interaction effects of treatment and gender on participants’ environmental knowledge, attitude and practices were not significant. The three-way interaction effect of treatment, gender and level of education was significant on participants’ environmental attitude (F(1.126) = 4.44; ŋ2 = 0.03). Higher attitude score was recorded for low-level education males ( = 62.72) compared with their high-level education counterparts ( = 62.00) while high-level education females had higher attitude ( = 65.09) than low-level education females ( = 64.73).
 Based on the findings of the study, it is recommended that more health personnel should be recruited in the rural communities to monitor environmental sanitation with an enhanced communal effort in solving environmental problems. 
 Unique Contribution to Theory, Practice and Policy: The sudy provides empirical evidence on the impact of the Community-Based Paricipatory Approach on the people of rural communities towards maintenance and sustainance of healthy environment.

STATUS OF THE TEACHING AND LEARNING OF JAPANESE LANGUAGE IN TERTIARY INSTITUTIONS IN KENYA

Japanese language is one of the major languages and the eighth most powerful language in the world. In Kenya, the Japanese language is taught in some universities and middle-level tertiary institutions. However, a large number of learners study the language at the basic level, and only a few of them progress to the advanced levels of the language. There is a need to establish the cause of the high rate of attrition with a view to propose remedial measures necessary for the enhancement of progression rates. In this paper, the status of the teaching and learning of the Japanese language in tertiary institutions in Kenya is investigated. The study focused mainly on instructional methods and instructional resources employed in the teaching of the language. Data was collected through questionnaires, interviews and classroom observations. The study revealed that teachers blend Grammar Translation, Direct and Communicative Language Teaching methods during instructions. It was further seen that Kanji script is not taught in some of the institutions and that though learners are exposed to authentic listening resources, they are not exposed to authentic reading resources. In addition, the instructional resources employed in the learning of the language do not contain local cultural content and therefore, the learners are not adequately exposed to aspects of local context during instructions. Lack of emphasis on Kanji in the language curricula was identified as the main factor contributing to high dropout rates and hampering the progression of learners of the Japanese language to advanced levels.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0927/a.php" alt="Hit counter" /></p>

The Needs of Gifted Middle School Students for Developing an Effective Mathematics Program

This study aims to determine the needs of gifted middle school students for developing an effective mathematics program. In particular, this needs assessment study was conducted to reveal the gap between practice and expected situation in the implementation of the Turkish middle school mathematics program. The data were gathered from 60 gifted students and two mathematics teachers. Mixed methods research was used in this study. According to the results, the primary needs were determined as developing an enriched mathematics program. This program should include a more comprehensive and deep knowledge of content, interesting topics, and mastery of arithmetic skills. Also, the effective use of information and communication technologies should be supported by the program. Instead of the direct teaching method, inquiry-based learning should be applied in the classrooms. In addition, real-life applications outside the classroom should be embedded in the program. Mathematical tools and materials should be provided to create a mathematics laboratory environment. On the other hand, mathematically gifted students should be identified and some workshops should be prepared for supporting their special needs. The accelerated mathematics program can be used for mathematically gifted students. Basic proof methods and abstract thinking skills can be included in the program designed for mathematically gifted students.

Physical Literacy in Elementary Physical Education: A Survey of Fundamental Movement Skill Practice Patterns.

To describe fundamental movement skill (FMS) practice patterns in the elementary physical education (PE) curriculum. A cross-sectional survey was sent to PE teachers of grades 1 through 6. Sixty-eight responses were included for analysis. Only 38.2% of teachers taught all 12 FMS components. Compared with PE teachers for grades 4 to 6, a significantly higher proportion of PE teachers for grades 1 to 3 taught all 12 FMS and used direct instruction methods. For children falling behind, only 8.8% reported referring to an exercise program and no PE teacher sought a health care referral. A video abstract can be found in Supplemental Digital Content 1 (available at: http://links.lww.com/PPT/A342).

IMPROVING THE ABILITY OF JOB INTERVIEWS IN ENGLISH FOR VOCATIONAL SCHOOL CADETS USING THE DEMONSTRATION METHOD

This study discusses the readiness of cadets in facing the job interview process in English where the demands from companies or agencies are that they have reliable and professional personnel. In the initial activity of recruiting employees, there are several stages that must be met in addition to the administrative requirements, the HR is also required to be able to carry out the interview process well, especially in English. The research method used in this research is classroom action research which is carried out in two cycles in the first cycle, the researcher uses the direct instruction method and in the second cycle uses the demonstration method. The results of this study arebased on the achievement of the success criteria at the end of cycle 2 where the average value of the cadets reached 80.13. In addition, the percentage of the number of cadets who got a score of 71 reached 100%.

PENGGUNAAN METODE DIRECT INSTRUCTION PELAJARAN AGAMA ISLAM DALAM MENINGKATKAN KEMAMPUAN BERSOSIALISASI DI SLB CG YPPCG BINA SEJAHTERA MANDIRI

This study aims to determine the use of direct instruction method. This research is a qualitativeresearch. The subject of the study was SLB CG-YPPCG Bina Sejahtera Surakarta. In this study using data collection methods through observation, interviews, and documentation. Meanwhile, data analysis uses data reduction, data presentation, and data verification. The results show that the characteristics of students at SLB CG-YPPCG Bina Sejahtera Surakarta are experiencing slowness in doing something or difficulty in understanding and learning new things. Then the direct instruction method used in learning is that the teacher provides learning with a simple and sequential arrangement of steps. So with this model direct instruction learning can improve social skills for mentally retarded children at SLB CG-YPPCG Bina Sejahtera Surakarta.

Positioning Error Calibration of Industrial Robots Based on Random Forest

Because most industrial robots are taught using the direct teaching and playback method, they are unsuitable for variable production systems. Alternatively, the offline teaching method has limited applications because of the low accuracy of the position and posture of the end-effector. Therefore, many studies have been conducted to calibrate the position and posture. Positioning errors of robots can be divided into kinematic and non-kinematic errors. In some studies, kinematic errors are calibrated by kinematic models, and non-kinematic errors are calibrated by neural networks. However, the factor of the positioning errors has not been identified because the neural network is a black box. In another machine learning method, a random forest is constructed from decision trees, and its structure can be visualized. Therefore, we used a random forest method to construct a calibration model for the positioning errors and to identify the positioning error factors. The proposed calibration method is based on a simulation of many candidate points centered on the target point. A large industrial robot was used, and the 3D coordinates of the end-effector were obtained using a laser tracker. The model predicted the positioning error from end-effector coordinates, joint angles, and joint torques using the random forest method. As a result, the positioning error was predicted with a high accuracy. The random forest analysis showed that joint 2 was the primary factor of the X- and Z-axis errors. This suggests that the air cylinder used as an auxiliary to the servo motor of joint 2, which is unique to large industrial robots, is the error factor. With the proposed calibration, the positioning error norm was reduced at all points.

A Study on Financial Literacy and Need for Financial Education

Fillecya (Financial Literacy) Boards adopts the idea of financial literacy education for the community, where the need for people to have better knowledge, confidence, and skills in financial management, where experts believe that financial literacy knowledge is significantly related to individual financial behavior of consumers. The important point in this research is how to teach financial literacy early on to children as the pillars of national development. One reliable alternative strategy in teaching children is through games, where children learn while playing and education will enter naturally. This research emphasizes the Fillecya Board as a medium for early financial literacy education. Scientifically, the Fillecya Board will have a positive contribution to scientific development in the field of financial literacy which is in line with the times. On the other hand, Fillecya also acts as a place for learning while playing for children and a means to train decision making. From the social aspect, fillecya will be able to increase solidarity between children and train healthy competition. By using the Research and Development research approach by using the Four-D model, namely define, design, develop and disseminate. For the first year, the results of this study show that all teachers which is this research respondent felt the need to develop financial literacy learning media. This is considered necessary because so far, the direct instruction method has not been able to make students understand about the material and need more time to achieve this learning goal. The results of this study indicate that more interactive media are needed in this study, one of which is fillecya.

Comparing the Solitary and Tablet Assisted Presentations of Direct Instruction Method in Teaching Science Topics to Students with Intellectual Disabilities

The purpose of the study is to determine whether the solitary and tablet assisted presentations of direct instruction method differed in terms of efficiency and effectiveness in teaching science topics to students with intellectual disabilities and to obtain the opinions of participating students and their real-time teachers about two different instructions. The participants were four male students who had been diagnosed with intellectual disability. Adapted alternating treatments model, among single-subject research designs, was used in the study. The research findings indicated that the solitary and tablet assisted presentations of direct instruction method were both effective in teaching respiratory system and digestive system topics to students with mental disabilities, the participants could generalize what they had acquired to different settings and people, and they preserved what they had learnt 10, 20, and 35 days after the instruction was over. The productivity findings of the study implied that the tablet assisted presentation of the direct instruction method was more efficient. Social validity findings uncovered that students and teachers had positive opinions about the study.

The Influence of Flipped Learning Methods on High School Learners’ Biology Attainment and Social Intelligence in Kuwait

The present study aims to discuss the influence of the flipped learning method (FLM)—on high school biology learners to improve the results of their biology attainment tests along with their use of social interactions while learning. By applying quasi-experimental study, 37 female high school biology learners in 2 intact grade 10 classes in Kuwait were selected as the study objects. A class was randomly chosen as the experimental group and another class as the control group. The students in the experimental group applied flipped learning strategy while the control group applied the traditional direct method. The teaching experiment for both classes lasted for 5 weeks (10 sessions). Using an attainment test administered by the teacher as a pretest and a post-test, the attainment of the biology students was measured. The researchers also conducted a survey to examine their social intelligence and it was given along with the pretest and the post-test. The breakdown of the attainment test results showed that flipped learning methods actually have (p > .05) more positive influence on the students’ attainment than the direct methods. The learners under the flipped teaching methods outperformed the learners under the direct methods on their attainment learning. However, as for the results of their social intelligence, the ANCOVA test revealed a non-significant difference between the two classes whether they were under the influence of flipped learning methods or the direct teaching methods due to some reasons mentioned later in this paper. Still, flipped learning method effect on the student’ learning attainment led to positive results and would lead other teachers to implement FLM in Kuwaiti classrooms. The researchers also suggest that the College of Education at Kuwait University train pre-service teachers to apply modern teaching strategies, such as FLM. This paper presents an important topic. It summaries primary literature concerning flipped classrooms compared to direct teaching methods, discusses limitations of both methods, clarifies benefits of flipped learning methods, and offers recommendations for teachers to implement flipped learning methods.

The effects of drama method on the academic achievement in ninth graders history course

This research aimed to present how using the drama method in high school history courses affected student achievement. The descriptive study utilized data collected with quasi-experimental design in quantitative method and made use of data based on content analysis in qualitative method. The study group of the research consisted of 59 students in 9/K (experimental) and 9/G (control) classes, selected through simple non-random sampling method from a state high school in Çankaya District of Ankara Province in the 2017-2018 academic year. The research was limited to the unit of “Eurasia in the First and Middle Ages” in the 9th grade History Course. The data obtained at the end of the eight-week implementation process were collected with pre and post academic achievement tests, focus group interviews and researcher observations. Quantitative data on academic achievement were analyzed with the SPSS 15.00 (Statistical Package for the Social Sciences) Package Program, focus group interview data were analyzed with content analysis and researcher observations were analyzed with descriptive analysis. The study concluded that history lessons taught with the drama method were more effective and efficient compared to history lessons taught with direct instruction method and that there was a significant difference in favor of the experimental group students in regards to academic achievement. The findings of focus group interviews and researcher observations demonstrated that use of drama in education was effective on student learning, it developed positive affect and it informed students about drama.