Effects Of Instruction Research Articles

Early life thermal conditioning alters heat-shock protein expression in response to an adult thermal stressor.

Developmental environmental stressors can have instructive effects on an organism's phenotype. This developmental plasticity can prepare organisms for potentially stressful future environments, circumventing detrimental effects on fitness. However, the physiological mechanisms underlying such adaptive plasticity are understudied, especially in vertebrates. We hypothesized that captive male zebra finches (Taeniopygia castanotis) exposed to a mild heat conditioning during development would acquire a persisting thermotolerance, and exhibit increased heat-shock protein (HSP) levels associated with a decrease in oxidative damage when exposed to a high-intensity stressor in adulthood. To test this, we exposed male finches to a prolonged mild heat conditioning (38°C) or control (22°C) treatment as juveniles. Then in a 2 × 2 factorial manner, these finches were exposed to a high heat stressor (42°C) or control (22°C) treatment as adults. Following the adult treatment, we collected testes and liver tissue and measured HSP70, HSP90, and HSP60 protein levels. In the testes, finches exhibited lower levels of HSP90 and HSP60 when exposed to the high heat stressor in adulthood if they were exposed to the mild heat conditioning as juveniles. In the liver, finches exposed to the high heat stressor in adulthood had reduced HSP90 and HSP60 levels, regardless of whether they were conditioned as juveniles. In some cases, elevated testes HSP60 levels were associated with increased liver oxidative damage and diminishment of a condition-dependent trait, indicating potential stress-induced tradeoffs. Our results indicate that a mild conditioning during development can have persisting effects on HSP expression and acquired thermotolerance.

Instructor presence in instructional videos in higher education: three field experiments in university courses

AbstractIn formal educational settings, such as online university lectures, instructional videos often consist of PowerPoint slides accompanied by a video or audio explanation from the instructor. It has been assumed that the social cues provided by the instructor’s video may facilitate affective processes and affect learning outcomes. Research on instructor presence in instructional videos has focused primarily on laboratory and online studies that are not embedded in the courses in which learners are enrolled. Therefore, we present three field studies examining instructor presence in instructional videos embedded in higher education courses to strengthen external validity (exam-relevant topic, > 30 min long, personally known instructor). The results of these studies show positive effects of a visible instructor compared to no visible instructor on some affective measures: social presence in Study 1 (n = 18, d = .85) and well-being in Study 3 (n = 38, d = 1.01), but not on others (well-being in Studies 1 & 2 (n = 53); motivation in Studies 1–3, social presence in Studies 2 & 3). They also show no effects on extraneous processing or learning outcomes (Studies 1–3). Thus, no general effect of instructor presence can be shown for instructional videos embedded in university courses in higher education, but there are also no detrimental effects. This leads to implications for future research, teaching, and design practice.

Instructor presence in instructional videos in higher education: three field experiments in university courses

AbstractIn formal educational settings, such as online university lectures, instructional videos often consist of PowerPoint slides accompanied by a video or audio explanation from the instructor. It has been assumed that the social cues provided by the instructor’s video may facilitate affective processes and affect learning outcomes. Research on instructor presence in instructional videos has focused primarily on laboratory and online studies that are not embedded in the courses in which learners are enrolled. Therefore, we present three field studies examining instructor presence in instructional videos embedded in higher education courses to strengthen external validity (exam-relevant topic, > 30 min long, personally known instructor). The results of these studies show positive effects of a visible instructor compared to no visible instructor on some affective measures: social presence in Study 1 (n = 18, d = .85) and well-being in Study 3 (n = 38, d = 1.01), but not on others (well-being in Studies 1 & 2 (n = 53); motivation in Studies 1–3, social presence in Studies 2 & 3). They also show no effects on extraneous processing or learning outcomes (Studies 1–3). Thus, no general effect of instructor presence can be shown for instructional videos embedded in university courses in higher education, but there are also no detrimental effects. This leads to implications for future research, teaching, and design practice.

The Effect of Tax Advisor’s Interpersonal Communication Effectiveness on Taxpayer Satisfaction Levels

This research aims to analyze the influence of the effectiveness of tax instructor’s interpersonal communication on the level of taxpayer satisfaction at the North Makassar Primary Tax Service Office. Interpersonal communication is measured based on openness, empathy, supportiveness, positiveness, and equality, while taxpayer satisfaction is measured based on expectations, disconfirmation, and performance. The research method used was quantitative with a population of taxpayers who consulted at the North Makassar Pratama Tax Service Office helpdesk, with a sample of 100 respondents. Data analysis was carried out using validity, reliability, classical assumptions and simple linear regression tests. The research results show that tax instructor interpersonal communication has a positive and significant effect on taxpayer satisfaction with a significance value of 0.000 and a regression coefficient of 0.402. The conclusion of this research is that the effectiveness of tax instructors' interpersonal communication increases taxpayer satisfaction at the North Makassar Primary Tax Service Office.

Grammatical understanding predicts reading comprehension in secondary-level students: insights from a Finnish national survey

A lot of research into the relationship between explicit grammatical understanding and literacy development in L1 contexts has focused on writing. A lot less is known, however, about the interconnectedness of explicit grammatical understanding and reading. This study investigated the relationship between grammatical understanding and reading comprehension in Finnish 9th grade students. Using national assessment data (N = 6,044) and multilevel quantitative analyses, the study found that explicit grammatical understanding accounted for a significant portion of the variance in reading skills, even after controlling for various background factors such as school, family socioeconomic status, homework and book reading habits, attitudes towards studying L1, and writing ability. The findings suggest, without implying causality, that understanding language structure and making explicit metalinguistic observations are closely connected to reading comprehension. The study encourages further research on the benefits of explicit grammar teaching for reading comprehension using different study designs. Additionally, it highlights the need to investigate how grammar instruction can be linked to reading, as well as explore the effectiveness of such instruction in different educational and linguistic contexts.

The Effect of Blended Learning-Based Teaching Methods on Teaching Vocabulary to EFL Students

The study sought to demonstrate the effectiveness of blended learning-based instruction in teaching vocabulary to English as a foreign language student. The study used an experimental approach, and the research community included all intermediate-level English language students at Mu'tah University. The study sample consisted of 50 male and female students divided evenly into two experimental and control groups. A vocabulary test was developed, and the study's findings revealed a statistically significant difference at the significance level (0.05) between the responses of students in the experimental and control groups on the vocabulary test, choosing the experimental group that wasaught using blended learning.

Text-Based Inference Instruction for Elementary Grade Children with Reading Comprehension Difficulties: An Intervention Research

"The current study investigated the effects of inference instruction on text-based inferences by third graders who are below average in reading comprehension but average in reading fluency and cognitive abilities. Text-based inferences occur when the preceding text has an identifiable causal antecedent. Participants were randomly assigned and attended twelve 30-minute sessions of the inferences training intervention. We have included strategies for integrating information from the text to improve reading comprehension skills. We provide an overview of how specific text-based instruction influences reading comprehension processes and outcomes and can lead to increased reading comprehension. The comparison of pretest and posttest results in the experimental group showed a significant gain in the following variables: generating inferences and providing arguments for using rules and constraints. Finally, we discuss how consideration of these potential sources of instruction has practical implications for designing and selecting instructional materials. Key-words: reading comprehension, text-based inferences, reading comprehension instruction, inferences, inference instruction, reading comprehension difficulties"

The Effect of Schema-Based Instruction to Improve Mathematics Problem-Solving Ability of Elementry Students

Mathematical problem-solving ability is one of the skills that need to be taught to students since learning in elementary school. Mathematical problem-solving ability can be known from students' understanding of the information known and asked in the problem. They are also expected to be able to plan problem-solving strategies and perform appropriate calculation operations. Fifth-grade students of public elementary schools in Kupang City, East Nusa Tenggara still have difficulty solving problem solving problems. For this reason, the Schema Based Instruction (SBI) method was applied to improve students' mathematics problem-solving skills. This study aims to determine the effect of the SBI method on the mathematical problem-solving ability of fifth-grade elementary school students. This research used an experimental method with research design is posttest-only control group design. The research was conducted in class V in one of the public schools in Kelapa Lima District, Kupang City, NTT. The research instrument was a post-test question in the form of an essay of six numbers. The post-test results were tested using the T-test and post-hock to determine whether there was an effect of the SBI method on mathematical problem-solving skills. The calculation results show that the learning outcomes of students who learn using the SBI method are higher than students who learn using the expository method. It can be concluded that the SBI method can be used as one of the references for learning methods that can be used in learning mathematics in elementary schools to improve mathematical problem-solving skills. Keywords: Schema Based Instruction, Mathematics Problem-Solving Ability, Elementry School

A Quasi-experimental Research on the Effects of Explicit Grammar Instructions on English Performance of Chinese University Students

A Quasi-experimental Research on the Effects of Explicit Grammar Instructions on English Performance of Chinese University Students

The effect of instruction for second graders emphasizing the structure of patterns in the finding rules unit

The effect of instruction for second graders emphasizing the structure of patterns in the finding rules unit

Language Learning Outcomes in on Ground Vs. Online Settings: Comparison and Correlation

Language Learning Outcomes in on Ground Vs. Online Settings: Comparison and Correlation

The Development and Evaluation of Alternative Communication Strategies to Facilitate Interactions with Refugees in Obstetric Triage: A Preliminary Study

Purpose: In this pilot study, we investigate the potential of pictographs to facilitate communication and accelerate care for non-English speaking birthing people in triage. The immigrant and refugee populations have been steadily increasing in the United States; reproductive age women are a large percentage of those who seek medical care. Barriers to care include timely access to interpreters, which can delay treatment. Pictographs have been used successfully in medicine in various situations such as pharmaceutical instruction and symptom description. We searched extensively for obstetric triage pictographs with little success. To address this, we created a pictograph sheet specifically for common obstetrical complaints. Methods: The most common reasons for visiting triage were ascertained. From these, key topics were identified for drawings. For each topic, the authors drafted scripts for a list of relevant actions. The actions for each topic were then represented by a professional illustrator in pictographs. Pictographs were developed using the following guidelines: focus on actions people should take, include prompts within pictures such as labels or arrows and exclude nonessential details such as room background and elaborate borders. After the pictographs were developed, its appropriateness, accuracy and relevance were reviewed and validated by two experts with experience in women’ care. The experts perceived that the drawings represented the actions well in a simple and clean manner. The following concerns were depicted: decreased fetal movement, abnormal vaginal discharge, rupture of membranes, vaginal bleeding, vision changes, shortness of breath, nausea, contractions, headaches, and overall assessment of wellbeing. Focus groups were developed collaboratively with Della Lamb, a resettlement agency. Inclusion criteria included women of reproductive age who are non-English speaking and currently pregnant. These focus groups were held at the University Health. Two focus groups were created: one with refugees from Afghanistan and one with refugees from the Congo. Each focus group was guided by a licensed medical interpreter of their native language: Dari and Swahili, respectively, and ranged from 3 to 4 participants. One by one the pictograms were introduced to the group. Each participant was asked what they think the illustration represents. For participants’ comfort, groups were not recorded; instead, notes were taken by observers during and after the discussion. The participants read the text and pictographs and were asked to identify if pictographs were clear, understandable, and acceptable. Results: Congolese Focus Group: Participants’ ages varied in their 30s. All had recently immigrated to the United States and lived in Missouri for less than 6 months. They were in the second trimester of their pregnancy and had at least one prenatal visit in the United States. They were all multiparous women with previous uncomplicated vaginal deliveries in their native country. All could read and write in Swahili but spoke no English. They all had no previous experience with the medical health system in the United States. Afghani Focus Group: Participants’ ages varied in their 20-30s. All had recently immigrated to the United States and lived in Missouri for less than 3 months. 3 women were in their second trimester, 1 was in her third trimester. Aside from 1, the rest (3) were multiparous women with previous uncomplicated vaginal deliveries in their native country. 3 of them could read and write in Dari but spoke no English. They all had no previous experience with the medical health system in the United States. Comprehension was significantly different between the two groups. Overall, the Congolese group of women misunderstood the purpose of the pictographs. No picture was understandable to the patients. It was also apparent that the patients did not realize these were issues for which to come to triage. There was also ambiguity regarding the color, i.e. they did not correlate green with nausea. The general prohibition sign was also absent in meaning for them. However, all of the patients expressed interest in learning what each picture meant and would like to have that option there if they came to triage and could not get an interpreter. The Dari group did not understand shortness of breath or nausea. However, they were familiar with the other symptoms and able to identify those as reasons to come to triage. The patients were also familiar with colors and scales. Conclusion: The pictograph-based approach might be an effective tool in developing health-care instructions for immigrant women with limited literacy skills. However, research is needed regarding limitations due to cultural backgrounds. Future research is also needed to compare the effect of pictograph-enhanced instructions with written text-based instructions on adherence to instructions and health outcomes.

THE INFLUENCE OF STUDENTS’ PERSONALITY TRAITS ON LEARNING ENGLISH

Relevance. There are a number of factors that affect students' performance in learning English. These can be both internal and external factors. The present study focuses on the internal factors that influence students' success in learning English. Theories have been put forward and research has been conducted to identify the influence of students' mental attitudes and personality characteristics. According to these theories, mental attitudes shape a person's behaviour and attitudes. Students' personality characteristics are also believed to influence their academic performance. A questionnaire covering the personality characteristics of English language learners was used for the study. The traits analysed were extraversion, introversion, openness to experience and conscientiousness. It was also investigated how these characteristics influence the level of motivation and choice of English language learning methods. Students with pronounced extraversion prefer to interact with native speakers and work in groups, while introverts prefer individual methods such as reading and writing. The results indicate a significant influence of students' attitudes and personality traits on their success. Taking into account students' personality traits can significantly improve the effectiveness of instruction by allowing it to be tailored to the needs of each learner.

Joyful Learning Model for Javanese Speech Levels Course

As one of Indonesia’s cultural heritages, regional languages, including Javanese, need to be preserved. The cultural richness of Javanese includes the politeness and manners values, as reflected in the so-called unggah-ungguh (speech levels). While it is taught as a course in the country’s 12-year mandatory education, the teaching and learning process still follows the traditional, less appealing model. This research aims to create a Javanese speech levels learning model based on joyful learning. The model was both innovative and entertaining. The research used R&D ADDIE design with the following steps: analysis, designing, development, implementation, and evaluation. The model was developed based on two philosophies: progressivism and analytic philosophy. Syntagmatic, social system, support system, reaction principle, instructional impact, and accompaniment impact served as the model's components. Orientation, presentation of material, explanation of how to play, playing vocabulary, playing sentences, dialogue, assessment, and reflection comprised the syntagmatic model. The principles of joyful learning and the norms of honing, loving, and nurturing are included in the model social system. The model reaction principle included the teacher serving as a facilitator, planner, and assessor. Tools, media, and learning resources are all part of the model support system. Some of the instructional effects were increased Javanese vocabulary, fun learning activities, and some impacts of model accompaniment, including increased emotional sharpness, imagination, and cooperation.

An Examination of Students’ Perspectives of Medical English Course Quality in Guangdong Medical Universities

Phenomenon: In China, medical English courses are critical to medical education, equipping Chinese students with the linguistic tools necessary for international medical practice and collaboration. However, a disconnect persists between the pedagogical approaches of medical practitioners and language educators, leading to a curriculum that emphasizes grammatical accuracy over practical communication skills. This misalignment results in student disengagement and falls short of addressing the real-world demands of the medical profession. With the growing importance of English proficiency in the global health sector, the need for significant improvements in medical English education is evident. This study delves into the underlying causes of student demotivation and aims to reconcile educational delivery with the evolving expectations of the medical field. Insights gained from this research will inform targeted interventions, promising to enhance medical English courses and support improved educational experiences for Chinese medical undergraduates. Approach: This cross-sectional quantitative study surveyed 3,046 second-year medical students from four medical universities in Guangdong Province, China, leveraging means-analysis and Expectancy-Disconfirmation Theory (EDT) as its foundation. The research was conducted at the end of the 2022–2023 academic year, utilizing a questionnaire to assess students’ perceptions of their medical English courses. Importance-Performance Analysis (IPA) was the primary analytical tool to discern discrepancies between students’ expectations and experiences. Findings: The IPA revealed that course content, classroom environment, and instructor effectiveness were pivotal factors influencing the perceived quality of the medical English courses. Students expressed a need for practical and relevant course material, with current content and textbooks falling short of preparing them for future medical communication demands. Additionally, while learning technologies were acknowledged, there was a discernible preference against their excessive application, suggesting a misalignment between student satisfaction and learning outcomes. Insights: This study highlights the need for innovative staffing models, refined qualifications for part-time instructors, development of collaborative and practical teaching materials, and focused training for medical English instructors. It also emphasizes the judicious integration of e-learning to enhance the learning experience. These insights aim to improve instruction quality by informing potential pedagogical adjustments and resource allocations in medical English education.

Reduced vacuolar ATPase protects mice from Friend virus infection - an unintended but instructive effect in Hif-2afl mice.

During acute viral infections, innate immune cells invade inflamed tissues and face hypoxic areas. Hypoxia-inducible factors (HIFs) adapt cellular responses towards these conditions. We wanted to investigate the effects of a loss of HIF-2α in macrophages during acute Friend murine leukemia retrovirus (FV) infection in C57BL/6 mice using a Cre/loxP system. Remarkably, mice with floxed Hif-2a (Hif-2afl; Hif-2a is also known as Epas1) did not show any signs of FV infection independent of Cre activity. This prevented a detailed analysis of the role of macrophage HIF-2α for FV infection but allowed us to study a model of unexpected FV resistance. Hif-2afl mice showed a significant decrease in the expression of the Atp6v1e2 gene encoding for the E2 subunit of the vacuolar H+-ATPase, which resulted in a decreased acidification of lysosomes and limited virus entry into the cell. These findings highlight that the insertion of loxP sites is not always without functional consequences and has established a phenotype in the floxed Hif-2a mouse, which is not only unexpected, but unwanted and is of relevance for the use of this mouse strain in (at least virus) experiments.

Is Phonological-Only Instruction Helpful for Reading?: A Meta-Analysis

ABSTRACT Purpose Phonological awareness (PA), the awareness of sounds in spoken words, is strongly linked to reading outcomes. However, there is an ongoing debate regarding the effectiveness of PA instruction without including print (i.e. PA without exposure to words or letters). Specifically, is PA-only instruction just as effective in improving reading outcomes when compared to print-based instruction (e.g. phonics)? Method Robust variance estimation was used to examine the effectiveness of PA-only instruction across 38 independent studies and 293 effect sizes. The sample consisted of 3,880 participants in preschool through first grade. The average age of participants was 5 years 7 months. Moderator analysis were conducted to examine differences in effect across outcomes, comparison conditions and participant characteristics. Results PA-only instruction had a moderate overall effect (g = 0.57, 95% CI [0.40, 0.74], p < .001) on reading-related outcomes. PA-only instruction was less effective when compared to print-based instruction (g = −0.54, 95% CI [−0.80, −0.27], p < .001) and less effective for word reading outcomes (g = -0.33, 95% CI [−0.66, −0.01], p = .05) than for PA outcomes (g = 0.64, 95% CI [0.44, 0.84], p < .001). Conclusion PA-only instruction can be beneficial for reading-related outcomes, but the effect varies depending on two important contextual factors: 1) the reading outcome type and 2) the comparison condition. Specifically, PA-only instruction might be less effective in improving word reading outcomes than PA outcomes. In addition, it has less of an effect on reading-related outcomes when compared to print-based instruction like phonics.

Effect of Medium Instruction on Academic Performance of The Students at Secondary Schools in Hargeisa Somaliland

The study investigated the effect of medium of instruction on performance of students in secondary schools in Hargeisa district in Somaliland. The study arose from the fact that the quality of education in Somaliland had dropped and this had been blamed on medium of instruction among other factors. The study specifically investigated the effect of medium of instruction on knowledge acquisition, on skill acquisition and attitude development by students in secondary schools in Hargeisa District. Data was collected from 342 students of form two classes in Secondary schools in Hargeisa using questionnaire and analyzed by t-test analysis method. The study found that medium of instruction does not affect the knowledge acquisition of the student, t (250) = 1.618, p = .107. But medium of instruction affects the skill acquisition of the students, t (250) = 3.977, p = .000, and attitude development of the students, t (250) = 2.047, p = .042. The study concludes that medium of instruction affects the performance of the students in secondary school in Hargeisa district.

Students’ voices—the dynamic interactions between learning preferences, gender, learning disabilities, and achievements in science studies

AbstractStudents’ individual characteristics influence the effectiveness of instruction and learning and, therefore, the depth of learning. This study brings forth the voices of middle school students regarding their science learning preferences through four modalities: visual, auditory, sensorimotor, and agency support. We examined the relationship between the students’ science learning preferences and three of their personal characteristics (gender, having or not having a learning disability, and level of scientific knowledge and skills). The study encompassed 305 students (166 girls) and applied a quantitative methodology employing two questionnaires: Scientific Knowledge and Skills and Learning Preferences. Analysis of variance and multiple regressions revealed that the participants favored all four learning modalities, with a significant preference for learning via visual and sensorimotor means. Girls significantly preferred learning preferences via visuals and agency support. A significant correlation was found between the level of preference for learning science via auditory means and the students’ level of scientific knowledge and skills. Hierarchical regression analysis showed a significant positive contribution of gender and preference for learning science via auditory means but no contribution of having a learning disability to the students’ level of scientific knowledge and skills. The study results show the importance of implementing multi-faceted instructional strategies to address students’ diversity and learning preferences. Our findings underscore the need for educators and policymakers to be attentive to the students’ voices when striving to narrow gaps, achieve equality among students, and elevate students’ knowledge and skills in science studies.

Investigating the Influence of Simulation-Based Instruction on Advancing Nursing Proficiency: A Rapid Review.

Nursing practice is continuously evolving, requiring nurses to update their knowledge and skills. A common approach in nursing education is simulation-based training. Although its effectiveness was studied in a sample of undergraduate students, evidence of its effectiveness in nursing continuing education is lacking. This review examined the effectiveness of simulation-based instruction in advancing nursing proficiency in lifelong or continuing learning. Searches of EMBASE, MEDLINE via PubMed, Web of Science, and Google Scholar were performed. Studies conducted between 2000 and 2023, focusing on postregistration or postlicensure nurses undergoing simulation-based training to improve their nursing proficiency, were considered for review. The quality of the studies was assessed using the transparency, accuracy, purpose, utility, propriety, accessibility, and specificity (TAPUPAS) criteria. Data were synthesized with narrative summaries. A total of 14 studies with a total sample size of 1,204 nurses met the eligibility criteria. Studies showed that simulation-based instruction in nursing continuing education improves knowledge and skills. Some studies showed disagreements on the effectiveness of simulation-based training on other factors. Embracing high-fidelity simulation in continuing education is crucial for advancing proficiency. Tailoring simulation scenarios to specific competency domains is recommended to address variations in outcomes. Policymakers are encouraged to integrate simulation into education policies and support ongoing research to refine best practices and align policies with evolving nursing needs. [J Contin Educ Nurs. 202x;5x(x):xx-xx.].