Effectiveness Of Instructional Approaches Research Articles

Between the Lines: Integrating the Science of Reading and the Science of Behavior to Improve Reading Outcomes for Australian Children

Many Australian students fail to meet an acceptable standard of reading proficiency. This can negatively impact their academic progress, social, and emotional well-being, and increase their risk of developing challenging behaviors. These risks and challenges have been found to compound over the lifetime of the learner. Unfortunately, the proportion of Australian students who fail to meet reading proficiency standards increases as they move through their years of schooling, and reading difficulties disproportionately affect historically marginalized groups. This has raised concerns about the effectiveness of instructional approaches used within the Australian education system, particularly in reading, and prompted discussions of reform. The purpose of this review paper was to examine the contributions of the science of reading and science of behavior to our collective knowledge regarding reading development and effective reading instruction, and how this knowledge is currently being used in the Australian context. We provide a discussion on the current state of reading instruction and achievement in Australia by considering national trends, inequities, and systemic challenges. Implications and recommendations to address inequities in reading outcomes, using both the science of reading and science of behavior, are discussed.

Self‐concept but not prior knowledge moderates effects of different implementations of computer‐assisted inquiry learning activities on students' learning

AbstractBackgroundEngaging students in computer‐assisted guided inquiry learning has great potential to scaffold their scientific understanding: Students are expected to improve their scientific problem‐solving skills, and at the same time gain a deep conceptual understanding of the subject‐matter. Additional generative activities such as creating video explanations subsequent to inquiry learning activities can also further deepen students' knowledge.ObjectivesIn this experiment, we therefore compared the effectiveness of computer‐based direct instruction (to mimic traditional classroom teaching) versus computer‐based inquiry learning.MethodsUniversity students (N = 118) either received video‐based direct instruction (direct instruction), including the demonstration of a virtual experiment, or conducted the virtual experiment themselves supported by prompts (inquiry learning). A third group of students additionally generated a video explanation as consolidation activity subsequent to conducting the virtual experiment (inquiry learning + generative activity).Results and ConclusionsContrarily to our hypotheses, the direct instruction condition outperformed the inquiry learning conditions. There were no significant differences between the inquiry learning and the inquiry learning + generative activity condition. Moderation analyses revealed that the effectiveness of direct instruction predominantly held true for students with low levels of domain‐specific self‐concept. All in all, our present study contributes to a better understanding of effects of direct instruction versus guided inquiry learning in computer‐based science education settings. Importantly, our findings show that the effectiveness of instructional approaches may depend on students' domain‐specific self‐concept as a motivational prerequisite. As such it is up for further research in science education to identify motivating instructional strategies to enhance students' learning.

A meta-analysis of teaching and learning computer programming: Effective instructional approaches and conditions

This meta-analysis maps the evidence on the effectiveness of instructional approaches and conditions for learning computer programming under three study conditions: (a) Studies focusing on the effectiveness of programming interventions per se, (b) studies focusing on the effectiveness of visualization and physicality, and (c) studies focusing on the effectiveness of dominant instructional approaches. Utilizing the data from 139 interventions and 375 effect sizes, we found (a) a strong effect of learning computer programming per se (Hedges’ g‾ = 0.81, 95% CI [0.42, 1.21]), (b) moderate to large effect sizes of visualization (g‾ = 0.44, 95% CI [0.29, 0.58]) and physicality interventions (g‾ = 0.72, 95% CI [0.23, 1.21]), and (c) moderate to large effect sizes for studies focusing on dominant instructional approaches (g‾s = 0.49–1.02). Moderator analyses indicated that the effect sizes differed only marginally between the instructional approaches and conditions—however, collaboration in metacognition instruction, problem solving instruction outside of regular lessons, short-term interventions focusing on physicality, and interventions focusing on visualization through Scratch were especially effective. Our meta-analysis synthesizes the existing research evidence on the effectiveness of computer programming instruction and, ultimately, provides references with which the effects of future studies could be compared.

The Effect of Instructional Approach on the Financial Accounting Achievement among Students

The study focused on the effect of an instructional approach on the financial accounting achievement of secondary school students in Gombe State, Nigeria. The present study used explanatory sequential mixed-method design; 120 students participated in the study. The students were selected at random from six secondary schools. They were equally and randomly divided into two groups, namely: cooperative and conventional approach. The interview was conducted with four students of the experimental group. Achievement Tests is used as data collection instrument. The study observed that at the stage of the pre-test, the achievement of cooperative and control group students did not differ significantly. This suggested that at the initial stage, the students were equal in their achievements. Nonetheless, at the stage of the post-test, it was proved that the financial accounting achievement of students who were taught using a cooperative approach was significantly better than that of their counterparts who were taught using and conventional approach. This suggested that a cooperative approach is the most effective approach for improving the financial accounting achievement of secondary school students. Consequently, the study recommended that curriculum planners, teachers in secondary schools should be encouraged to adopt a cooperative approach in teaching financial accounting to improve the achievement of students in the subject.

THE EFFECT OF INSTRUCTIONAL APPROACH AND VERBAL REASONING ON STUDENTS’ ENGLISH SPEAKING COMPETENCE, SMA NEGERI 14 AND 21 MEDAN

ABSTRACT The objective of this research was to know the effect of instructional approach and verbal reasoning on students’ English speaking competence SMA Negeri 14 and 21 Medan.The research was conducted at SMA Negeri 14 and 21 Medan, in the first semester 2012/2013 academic year. The experimental research is done by using 2 x 2. Treatment by level design, with 80 students as sample that were taken by random sampling. The instruments used were verbal reasoning test and English speaking competence observation. The result of the research shows that: 1) there is the difference of students’ speaking competence between students taught by Contextual Teaching and Learning and conventional instruction; 2) there is the interaction between instruction approach and verbal reasoning and speaking English competence of SMA Negeri 14 and 21 Medan ; 3 ) there is the difference of the students’ English speaking competence between students who have high verbal reasoning and low verbal reasoning; 4) t here is the difference of the studens’ English Speaking Competence who have low verbal reasoning taught by using Contextual Teaching and Learning compare with the students who taught by using conventional instruction. Keywords: C ontextual teaching and learning, verbal reasoning, English speaking competence.

The Effect of Instructional Approaches and Learning Styles on Students’ Achievement of Grammar

The objectives of this research are to investigate whether: (1) students’ achievement of grammar taught by applying inductive approach higher than taught by applying deductive approach, (2) achievement of grammar of visual learning style students higher than achievement of grammar of auditory learning style students, and (3) there is an interaction between instructional approaches and learning styles on the students’ achievement of grammar. The population was students of Grade X of Vocational High School 1 Beringin Deli Serdang. Based on Cluster Sampling technique, two classes were chosen, namely Grades X1 and X3. The data were analyzed using a two-way ANOVA with 2 × 2 factorial design. The result reveals that (1) Students` grammar achievement taught by using inductive instructional approach is higher than that taught by using deductive instructional Approach (81,20 > 72,10), (2) Students with visual learning style have higher achievement in grammar than students with auditory learning style (81,90 > 72) and (3) there is significant interaction between instructional approaches and learning styles on students` achievement of grammar (4.906 > 3.96). Thus, it can be concluded that the application of instructional approaches and learning styles can affect students` achievement in grammar. Keywords: Grammar; Instructional Approach; Learning Styles

Common Planning Time

All the key documents explicating the essential features of effective middle level schools highlight the importance of organizational structures that foster teaching, learning, and meaningful relationships. This We Believe: Keys to Educating Young Adolescents (National Middle School Association, 2010) identifies interdisciplinary teams as one of these organizational features and reminds us that these teams need daily or regular common planning so they plan ways to integrate the curriculum, analyze assessment data, examine student work, discuss current research, and reflect on the effectiveness of instructional approaches being used (p. 32). Teachers also use common planning time to address management issues related to individual student and parent concerns, the day-to-day management of the team, and scheduling of activities. Turning Points: Preparing American Youth for the 21st Century (Carnegie Council on Adolescent Development, 1989) also addressed the need for teachers to have greater authority to make decisions that affect the educational experiences of their students. The Carnegie Council on Adolescent Development noted, Teachers on teams should exercise creative control over how curricular goals are to be reached for their teams. Teachers should collectively allocate budget and space for their team, choose instructional methods and materials for classroom use, identify and develop interdisciplinary curricular themes, schedule classes, select field experiences including youth service opportunities, and evaluate students' performance in light of school-wide objectives. (p. 55) The Carnegie Council on Adolescent Development further stated, Teachers need time to form themselves into smoothly functioning teams. ... They need time to express ideas, talk about students for whom they share responsibility, describe their successes to other teachers, and seek counsel from colleagues on solving problems. (p. 55) Following the recommendations in these key reports, many middle level schools are organized into interdisciplinary teams that use a common planning time or a combination of both common planning time and individual planning for team members. While the intent of individual planning time may be obvious, it is important to have a clear definition of common planning time for the purpose of this column. Kellough and Kellough (2008) defined common planning time as A regularly scheduled time during the school day when teachers who teach the same students meet for joint planning, parent conferences, materials preparation, and student evaluation (p. 394). Also important is a common meaning for an interdisciplinary team. Again, from Kellough and Kellough, an interdisciplinary team is an organizational pattern of two or more teachers representing different core curriculum areas such as science, mathematics, language arts, and social studies. Frequently, teachers from the related arts and specialty areas like physical education and special education are included on such teams. Based on her review of four large-scale surveys (i.e., Alexander & McEwin, 1989; Epstein & Mac Iver, 1990; McEwin, Dickinson, & Jenkins, 1996; Valentine, Clark, Irvin, Keefe, & Melton, 1993), Arhar (1997) reported that the use of common planning time in middle level schools was increasing. However, more recent anecdotal evidence suggests that more and more middle grades teachers may be in danger of losing their common planning time or have already lost it. To that end, this column focuses on presenting the research that supports the use of common planning time. We first discuss what we know from existing research, and then address the current gaps in the literature. Finally, we make recommendations regarding future directions for research and steps for creating a shared vision that values common planning time. It is our hope that those who need this evidence can use it to advocate for this integral component of the middle school concept. …

MEDIA TERPADU DALAM PEMBELAJARAN BAHASA INDONESIA DI SEKOLAH DASAR

The aim of this research is to fmd out the effect of instructional approach toward the result of narrative writing of fifth grade elementary school student. The research compared two approaches: Process Skill Approach (PSA) and Goal Oriented Approach (GOA) group of students who study. The result of the research are. (1) There is a significant difference between group of students who study with RA by F o = 9.8401>Ft = 4.20. (2) There is a significant difference between the result of narrative writing by group of student who has high interest in reading and study with Goal Oriented Approach (GOA) and the group of student who has high interest in reading and study with Process Skill Approach by Fo 6.3161>Ft 0.643. (3) There is a significant difference between the result of writing by group of student who has low interest in reading and study with Process Skill Approach and the result of writing by group of student who has low interest and study with Goal Oriented Approach by F o 12.2084>Ft 0.0643. (4) There is and interaction between the learning approach and reading interest toward writing of fifth grade elementary school student by Fo 84.6164>Ft 4.20. Based on that analysis, we can see that the skill process approach is more effective, entirely and for the student who has low reading interest in reading GOA is more effective.

PENDEKATAN KETERAMPILAN PROSES DALAM PEMBELAJARAN MENULIS KARANGAN NARASI

The aim of this research is to fmd out the effect of instructional approach toward the result of narrative writing of fifth grade elementary school student. The research compared two approaches: Process Skill Approach (PSA) and Goal Oriented Approach (GOA) group of students who study. The result of the research are. (1) There is a significant difference between group of students who study with RA by F o = 9.8401>Ft = 4.20. (2) There is a significant difference between the result of narrative writing by group of student who has high interest in reading and study with Goal Oriented Approach (GOA) and the group of student who has high interest in reading and study with Process Skill Approach by Fo 6.3161>F t 0.643. (3) There is a significant difference between the result of writing by group of student who has low interest in reading and study with Process Skill Approach and the result of writing by group of student who has low interest and study with Goal Oriented Approach by F o 12.2084>Ft 0.0643. (4) There is and interaction between the learning approach and reading interest toward writing of fifth grade elementary school student by Fo 84.6164>Ft 4.20.Based on that analysis, we can see that the skill process approach is more effective, entirely and for the student who has low reading interest in reading GOA is more effective.

Defining and Assessing Medical Informatics Competencies

As academic health sciences libraries assume larger roles in informatics instruction within medical school curricula, librarians are challenged to develop useful and accurate measures for assessing the effectiveness of instructional approaches. The need for this evaluation has intensified as medical schools increase their emphasis on integration of curriculum content and shift to competency-based education and assessment of medical students. This paper reports on a pilot project developed at Dahlgren Memorial Library, Georgetown University Medical Center, for two courses using an instructional intervention and tailored assignment for assessing student competencies.

The Effect of Instructional Approach on Mathematics Anxiety and Achievement

Two different instructional approaches were used in six sections of a developmental arithmetic course at a community college. The instrumental approach emphasized the memorization of rules and formulas. The relational approach was concept oriented, and presented mathematics as a cluster of related concepts. Anxiety was measured using the Fennema‐Sherman Math Anxiety Scale (MAS). The instrument used to measure achievement was the Arithmetic Skills Test (AS) of the Descriptive Tests of Mathematics Skills of the College Boards. The pre‐ and posttest scores of the same versions of the MAS and the AS were analyzed using analysis of covariance (ANCOVA). Although a significant difference between the posttest MAS scores of the two groups was found, no difference between the adjusted mean scores was found on the AS (p>.05). The results suggested that students with high mathematics anxiety are more comfortable with a highly structured, algorithmic course than with a less structured, conceptual course in developmental arithmetic.

The effects of aesthetic and efferent teaching approaches on undergraduate students’ responses to literature

Abstract The purpose of this study was to examine the effects of efferent and aesthetic teaching approaches on undergraduate students’ responses to literature. Two classes received intensive instruction on Rosenblatt's concept of efferent and aesthetic stances throughout one semester and had multiple opportunities both in class and on assignments to respond both efferently and aesthetically to numerous literary works. However, one class was introduced to and responded to four works of Black literature aesthetically and the other class efferently. Subjects were involved in either written or oral activities and then rated the books to indicate their preference. At the end of the study, all subjects read a short story, completed free responses, and rated the story. Qualitative investigations of oral and written responses revealed differences in the nature of responses as well as a preference of treatment approaches. Analysis of the effect of instructional approach on story rating revealed a significant main ...