Effective Instructional Materials Research Articles

Storytelling in videos: A novel way to teach qualitative research

This study investigates the impact of instructional materials and multimedia integration on student engagement, comprehension and learning preferences within Doctor of Business Administration (DBA) qualitative research course. Three key measures were examined: the effectiveness of instructional materials, the impact of video content on the learning experience, and the relationship between learning preferences and exposure to storytelling videos. Data was collected through surveys administered to students enrolled in a qualitative research course. Results from Measure 1 indicate a strong positive correlation between students’ perception of the effectiveness of storytelling cases and their ability to recall qualitative research approaches after viewing accompanying videos. A significant proportion of students reported increased engagement with course content, attributing it to the utilisation of storytelling cases. Measure 2 findings reveal that students who found watching videos meaningful for discussion boards and perceive videos as helpful in improving focus are more likely to rate viewing videos instead of reading research articles as high in value. In addition, Measure 3 demonstrates that students who have learned via storytelling videos more frequently in academic classes prior to this course are more likely to prefer visual or auditory learning and thus perceive offering a range of learning activities in online courses as important. These findings underscore the importance of innovative instructional approaches such as storytelling and multimedia integration in enhancing student learning experiences and outcomes in online programmes.

The Effect of Instructional Materials on Reading Proficiency among Primary Students in Government Schools

The Effect of Instructional Materials on Reading Proficiency among Primary Students in Government Schools

Enhancing teacher competence through collaborative worksheet development: an empirical investigation

This study examined the efficacy of collaborative teaching using a projectbased learning (PjBL) worksheet on plastic waste and climate change. The research design followed a type-II development approach, with two distinct phases: exploration and development, and collaborative teaching. The study involved five science teachers, two lecturers, and 45 seventh-grade students in three limited field trials. The study found that collaborative teaching through worksheet development could increase science teachers’ professionalism, particularly in the collegial phase. Furthermore, the study developed a valid PjBL-based worksheet on plastic waste and climate change, aligning with the 2013 curriculum for science instruction in junior high school, involving three core competencies. The research design employed a lesson study framework, which allowed for a thorough exploration of the research topic, leading to the development of effective instructional material. The findings of this study have significant implications for science education in junior high school, particularly in promoting active learning and fostering a deeper understanding of complex environmental issues. Overall, the study highlights the importance of collaborative teaching and the potential of PjBL-based worksheets in enhancing teacher competence and developing relevant instructional materials that align with the curriculum.

PENGEMBANGAN BAHAN AJAR IPS TERPADU BERKARAKTER SMP KELAS VII SEMESTER I

The use of instructional materials in the learning process in the classroom is paramount for teaching materials is one of the factors that affect the improvement of the quality of learning. Similarly, in the study of Social Sciences (IPS) in the Junior High School (SMP) has some problems, such as: its not integrated teaching materials or teaching social studies mostly still carried out separately. Research aims: (1) describe the product development process of teaching materials such as books of Social Sciences (IPS) integrated characterless, (2) describe the use of an integrated social studies teaching material characterless. Models development of teaching materials using the model of Dick and Carey (1994), while the steps are: (1) set a goal of learning, (2) analysis of learning, (3) identify the child's abilities and characteristics of students, (4) formulate specific goals, (5) developing test items, (6) develop learning strategies, (7) develop and choose the subject matter, (8) to design and conduct formative evaluation, (9) revise the learning. The average acquisition individual trials on the effectiveness of instructional materials is 79%, a small group test the effectiveness of teaching materials is 84.2%. Student pretest value reached 52.5% at the posttest value of 100% or the overall student has achieved the minimum completeness criteria (KKM). While to a large group of placement test, which means 80% proven effective teaching materials. Assessment of two (2) social studies teachers to gain teaching materials with an average value of 87%, as well as to aspects of the content material is very good quality is obtained with a percentage of 86% and design aspects with the percentage 76%. Based on the results of product testing can be concluded that the development of teaching materials based IPS Integrated Character Education classes VII Semester is fit for use and has a level of effectiveness and attractiveness, these teaching materials students can use independently. Keyword: Teaching Material, Integrated Social Science Characterless

Developing Iranian EFL Learners’ Grammatical Knowledge: Insights from Spaced versus Massed Instruction

Despite grammar receiving greater emphasis than other language skills in Iranian schools, Iranian EFL students encounter challenges in acquiring the linguistic structures they are exposed to, resulting in insufficient grammar knowledge. This experiment looked into the effects of spaced versus massed instruction on learning modal auxiliaries among Iranian EFL learners with a lower-intermediate command of English. To this end, through an Oxford Quick Placement Tests (OQPT), 78 lower-intermediate learners were selected and assigned in three conditions, with 26 subjects in each: Spaced condition, Massed condition, Control condition. Using a Levene’s test, it was shown that the subjects were homogenous prior to the experiment. Then, a pretest was used. The results of the pretest showed that there was no between groups’ difference prior to the treatment. Afterward, the spaced group received three 30-minute sessions on modal auxiliaries based on Fundamentals of English Grammar by Azar (2016), while the massed condition received the instruction in just a single 90-minute session. The subjects in all conditions were then posttested. The results of a one-way between groups analysis of variance (ANOVA) showed that both treatment groups outperformed the comparison group (p < .05) with a large effect size (eta squared = .63). The results of post-hoc analyzes using Bonferroni adjustment further revealed that there was a statistically significant difference between the two experimental conditions (p < .05). That is, the spaced subjects gained more compared to their massed counterparts with regard to the targeted L2 form. Pedagogically, this study suggests ESL/EFL instructors could integrate spaced instruction strategies for enhancing students' proficiency in modals. Material developers may also leverage these findings to create more engaging and effective instructional materials.

Unlocking the Needs to Design Audiovisual Media to Incorporate Climate Change Education in ELT

Climate change is a crucial topic to be included in the Grade 7 Junior High English book, highlighting its significance in educating students about the causes, impacts, and potential solutions to this global issue. This study focuses on conducting a need analysis related to the use of audiovisuals in learning climate change within the context of EFL classrooms as needs analysis will inform us what is suitable for 7th grade students who have just started learning English formally. Specifically, the research investigates the requirements of 7th-grade students at MTs Negeri 2 Palembang for audiovisual resources to enhance climate literacy. Employing a mixed-method approach, combining quantitative and qualitative data collection methods such as questionnaires and interviews, the study uncovers students' strong desire to learn about climate change through audiovisuals. Moreover, it identifies a preference for audiovisual media over traditional text-based materials and highlights the support from teachers and stakeholders at MTs Negeri 2 Palembang for integrating climate change education into EFL teaching practices. In light of these findings, the researchers recommend the development of audiovisual resources tailored to facilitate the seamless integration of climate change education within EFL classrooms. Additionally, they advocate for teacher training to effectively utilize audiovisual media as an instructional tool. This study contributes significantly to climate change education by addressing the identified needs of both students and teachers, thereby guiding the design of effective instructional materials and teaching practices.

Attention is currency: how surface features of Lewis structures influence organic chemistry student reasoning about stability

Despite representations’ central role in conveying chemical phenomena, mastering them is not trivial, given the wide variety of different conventions to interpret and use them. Furthermore, instructional approaches and materials may overlook explicit discussion on how students should reason with representations. To gather evidence that could guide improvements in teaching strategies and the creation of more effective instructional materials, we explored how students use Lewis structures to make inferences about stability. Through interviews with twenty-eight organic chemistry students, we have captured a range of resources that they employed, including the features of Lewis structures they paid attention to, the conceptual resources they activated, and the sophistication of their explanations. We found that students referenced all the explicit features of the provided Lewis structures but primarily attributed stability to the unique eye-catching features of each representation. Importantly, the surface features to which students attended impacted the conceptual resources they activated and their reasoning. Specifically, some students misapplied chemical principles to make justifications that fit their correct or incorrect claims about stability. Moreover, students primarily relied on lower-level reasoning and heuristics when constructing explanations. These findings underscore the importance of probing student reasoning so that instruction and assessments can be tailored to enhance students' ability to effectively use representations to reason about chemical phenomena. By understanding the reasoning patterns students adopt, educators can develop targeted strategies that promote deeper understanding and productive use of chemical representations.

Bringing Autonomy to EFL Learners at Qassim University: A Study of the Role of Materials in Learning

This research centers on the contextualization of Supplementary and Self-Learning Materials (SSLM) as a means to elevate students' proficiency in grammar. The research delved into the correlation between the learners' attitudes towards learning the English language and their corresponding achievement scores by adopting a quasi-pre-test-post-test-experimental research design for the inquiry. The study participants were 10 cohort EFL learners enrolled at Qassim University, Saudi Arabia. Convenience sampling was judiciously employed in the sample selection process. Prior to and following the implementation of the SSLM interventions, scores were meticulously documented. To ascertain whether or not any improvement seen was significant, the Wilkinson test was diligently applied. The results conclusively revealed a marked increase in the students' achievement scores after the assimilation of SSLM. Surprisingly, the study discerned that there was no discernible relationship between the students' attitudes and their achievement scores, as the data analysis unequivocally demonstrated. The study was enriched by the invaluable recommendations to be offered to the researcher by teacher-evaluators. One overarching suggestion was to fortify and refine the design of the learning materials to ensure seamless alignment with learning goals and enhance overall course efficacy for the benefit of the students. Generally, the study underscores the paramount importance of adapting learning materials to meet the dynamic needs of students in contemporary times. By focusing on the contextualization of SSLM, it was evident that students' grammar competence could be notably elevated, ushering in a new era of effective instructional materials that allowed for greater learner autonomy.

Designing Lexicogrammar Microlearning-Based Materials Infused With Listening Skills For 7th Graders

This study focused on the designing of English lexicogrammar materials that incorporate microlearning for junior high school students, especially 7th graders. The study aimed to develop effective instructional materials that enhance students' understanding of lexico-grammatical concepts through microlearning. A design-based research methodology was employed in this study in three phases (Richey & Klein, 2014b), namely analysis, design, and development. Information related to existing materials was gathered; the product model was planned; and the prototype design was then developed. Data was existing learning materials collected from teachers after they were interviewed and filled out a questionnaire. This study also utilized qualitative content analysis to examine a set of existing learning materials consisting of textbooks, PDFs, and ppt slides. The findings showed that the existing materials are not microlearning-based. The design of learning materials in lexicogrammar integrated with the listening skill named medium of microlearning objects was in the form of two podcasts, one audiobook, and some interactive games in integration with listening skill.

Pengembangan bahan ajar teks fabel bermuatan nilai peduli dengan pendekatan saintifik pada MTS Miftahul Khair

The purpose of this research is to identify the development process, measure effectiveness, and evaluate the appeal of instructional materials in the form of value-based fable texts using a scientific approach for students in the seventh grade of Madrasah Tsanawiyah Miftahul Khair Loa Janan, Kutai Kartanegara Regency. This research employs the research and development (R&D) method. The research resulted in a module of value-based fable texts with a scientific approach for seventh-grade students, which is overall excellent and aligned with the 2013 curriculum. Expert assessments from subject matter experts, instructional design experts, students, and subject teachers indicate that the module has a clear content presentation, an attractive layout, good readability, and significant benefits in enhancing students' competence. The development of this instructional material has proven to be effective, as evidenced by improved student learning outcomes after using the module. Although some students initially did not reach the minimum passing grade, the post-test results showed significant improvement, influenced by both teacher and student factors. In conclusion, this module has successfully created effective instructional materials to enhance students' competence in writing value-based fable texts using a scientific approach.

Challenges and interventions in developing instructional materials: Perspectives of public school teachers in basic education

This study aimed to explore the challenges faced by public school teachers in Bauko District II in developing instructional materials. The researchers used a quantitative method and distributed questionnaires to 150 teachers across the district as their primary means of data collection. This method allowed the researchers to gain insights from a substantial number of teachers, facilitating a comprehensive understanding of the challenges they faced. The results of the study highlighted two primary critical issues faced by teachers: the scarcity of time due to heavy workloads and the difficulty of keeping pace with technological advancements. Additionally, teachers reported significant challenges related to insufficient skills, knowledge and understanding of instructional materials, limited policy support and inadequate administrative assistance. In accordance with these findings, the study demonstrated some significant ways to improve the creation of instructional materials in rural communities with limited resources. The study emphasised the need for computer literacy training as a result of the expanding digitalization of instructional content. A functional instructional material development committee should be established to improve the process as well as organizing training workshops for instructional material development and encouraging partnerships with higher education institutions (HEIs) to gain access to specialized expertise. The study strongly advocates for the implementation of sustainable capacity-building mechanisms by the department of education such as regular workshops and follow-up sessions to provide continuous support to teachers in material development. Moreover, the study proposed fostering collaboration with other institutions and inviting experts as resource persons to seminars and workshops to enhance teachers' proficiency in crafting effective instructional materials.

Effects of Instructional Materials on Literacy Levels of Learners among Primary Schools in Helsinki, Finland

Instructional materials are many different tools and resources used by teachers to facilitate learning and encourage the learning process. The study sought to examine the effects of instructional materials on literacy levels of learners among primary schools in Helsinki, Finland. Learner-centered instructional materials encourage meaningful learning and makes learning more enjoyable. Nowadays primary school entry ages make it extremely convenient to employ instructional materials. Literacy is the ability to read, write, talk and listen in a manner that enables people to successfully communicate and make sense of the outside world. Literacy is highly valued in Finland, where over half of all young children can read before entering school. At the pre-school level, play-like activities and emergent literacy are prioritized. The study used the descriptive research design. The target population was 30 primary schools in Helsinki, Finland.  The research did sampling of 15 participants that were chosen from the target population of 30 primary schools in Helsinki, Finland. Questionnaires were utilized to gather the data. The study concluded that instructional materials have a significant impact on the literacy levels of learners. The quality and relevance of instructional materials can affect how well learners comprehend and retain information, and ultimately, their ability to read, write, and communicate effectively. Effective instructional materials should be designed with the learner in mind, taking into account their age, reading level, cultural background, and learning style. The study recommended that the government should set aside enough funds to increase the number of instructional materials in primary schools. The government should locate materials centers to make it easier for teachers to borrow or collect teaching materials that are unavailable in primary schools. Keywords: Instructional Materials, Literacy Levels, Learners, Schools, Finland

Electronic Multimodel-based Instructional Materials Development on the Sound Wave Topic Incorporating the Verses of the Quran

This research aims to produce multimodel-based electronic instructional materials on sound waves incorporating the verses of the Quran to improve learning outcomes. This research aims to describe the validity, practicality, and effectiveness of the instructional materials. The method employed was research and development. The model of research and development used was the ADDIE model. The pre-experiment design (the one-group pretest-posttest design) was conducted. The subjects of the tryout test consisted of 33 students of XI MIPA 4 MAN 2 Banjarmasin. The data were collected through validity assessment instruments, questionnaires, and learning achievement tests. The results of the research showed that: (1) the lesson plan validity of 3,44 is very good; the validity of the student worksheet of 3.27 category is good; the validity of the instructional material of 3.30 was good; and the validity of achievement test of 3.33 was good, (2) the practicality of the instructional materials with an average score of 3.33 was a good category, and (3) the effectiveness of instructional materials with an average score of 0.75 was a high category. It can be concluded that multimodel-based electronic instructional materials on sound waves incorporating the verses of the Quran are applicable in learning. Thus, the instructional materials developed can be used as alternative materials to improve learning outcomes.

Using Virtual Reality Technology in Biology Education

The use of virtual reality (VR) as a medium for education can contribute to the learning efficiency of students. This study aimed to assess the effectiveness of VR application in advanced biology courses, specifically in enhancing the comprehension and understanding of high school students toward the topic of human organs and other related systems. Four high school teachers and 138 high school students selected from three separate classes participated in this study. To determine the impact of VR education from both teachers’ and students’ perspectives, learning satisfaction and the effectiveness of instructional material were assessed with questionnaires. We found that from teachers’ perspective, VR was an efficient teaching tool that enhanced students’ attention and contributed to the improvement of learning outcomes. From the students’ perspective, they were willing to use VR instructional material and were satisfied with this learning method. Applying VR technology in the classroom should be encouraged. However, some students identified dizziness as a concern when VR glasses were used for longer periods of time. Therefore, we suggest that VR glasses be limited to 30 minutes of use at a time.

Utilization of teaching resources for efficient instructional delivery in data processing in senior secondary schools in Anambra state

The purpose of this study is to investigate how teaching materials are used in senior secondary schools in Anambra state to facilitate effective data processing and instruction for respondents. The study employed a survey methodology. A total of 120 instructors and 18 pupils made up the 138 respondents who took part in the study’s sample, which was employed in the analysis. A four-part questionnaire that was self-created was the study’s primary tool. The instrument has been validated. Statistical Package for the Social Sciences version 22 was used to extract the data gathered from the respondents from the Google form and conduct the analysis. In order to determine the frequency and proportion of the entire population, the researcher employed descriptive analysis. Based on the analysis of the data collected, the researcher found that learning data processing becomes easier with the use of instructional materials. It was concluded that instructional materials have a greater advantage to the teacher and respondents. This study contributes to the existing literature on educational technology integration in Nigeria and specifically highlights the need for improved utilization of teaching resources for data processing education. By shedding light on the current state of affairs in Anambra state’s senior secondary schools, the findings of this study can inform policymakers, school administrators, and educators on the effectiveness of instructional materials in teaching and learning data processing.

Dressmaking Module as Supplementary Instructional Material for K To 12 Technology and Livelihood Education: An Assessment

This study aimed to assess a researcher-developed module in Dressmaking by evaluating its usability, adaptability, generalizability, and content validity. The research followed a descriptive-developmental approach and collected data through a questionnaire. Descriptive statistics, such as mean and standard deviation, were used to analyze the assessment data. Additionally, ANOVA was employed to determine if there were significant differences in the assessment between groups of respondents. The findings of the study revealed that the respondents were highly satisfied with all aspects of the module, including its external and internal features. The assessment of the module's usability, adaptability, generalizability, and overall features received an "extremely satisfied" rating from the participants. Furthermore, there were no significant differences in the assessment of the module among different groups of respondents, which included Tech-Voc. Faculty, Technology and Livelihood Education (TLE) students, and laboratory high school students. These results indicate that the developed module in dressmaking is deemed acceptable by various groups of participants and has the potential to be an effective instructional material for teaching Dressmaking among TLE students. The study suggests that further research should consider conducting pilot tests of the module to validate its effectiveness. By doing so, educators and curriculum developers can gather more evidence on the module's efficacy and make any necessary adjustments. In conclusion, this study contributes to the field of Dressmaking education by providing an assessment of a researcher-developed module. The positive evaluation from participants and the absence of significant differences among different groups of respondents support the module's potential as an instructional resource. Further research can build upon these findings to strengthen the evidence base and facilitate the integration of the module into Dressmaking curricula.

Supplementary Learning Resource Package in Science 10 Physics

Physics is a difficult subject for the vast majority of Filipino students to learn. It is also a challenge for educators worldwide to create learning media that makes it easier to explain the material especially in learning fields that require a reasonably high level of understanding, such as Physics. The use of high-quality instructional materials facilitates and improves the teaching and learning process. This study aimed to develop and evaluate a supplementary learning resource package in Physics for Grade 10 Science. Descriptive method of research was used in this research. The respondents of the study were the thirty science teachers and fifteen science experts who evaluated the materials based on the set standards. The study showed that the supplementary learning resource package is acceptable for use by teachers and students for independent learning particularly in the new normal education. It is recommended that the supplementary learning resource package be further validated in order to provide more effective instructional materials to both learners and teachers, and that other science teachers be encouraged by their school heads to develop similar learning packages.

Assistive Technology Education: Experiences of Preservice Special Education Teachers Within an Instructional Material Development Project

The purpose of this study was to explore preservice special education teachers’ experiences within an instructional material development project for students with disabilities during a semester-long technology integration course. Data were collected from 61 preservice special education teachers through an open-ended questionnaire, instructional design reports, and instructional materials. The findings indicated that working with students with disabilities in a real-life environment helped the preservice teachers realize the importance of assistive technology in education to support these students’ needs. This experience also helped the teachers to ascertain what barriers may exist to assistive technology use in education, such as insufficient technology knowledge and skills, and inadequate infrastructure of classrooms, etc. The preservice teachers emphasized that following an instructional design process facilitated the development of effective instructional materials. They also stressed that the instructional material development project contributed to their professional development in different ways, such as practical skills through real-life experiences and technology-related skills.

Comparison of dynamic visuals to other presentation formats when learning social science topics in an online setting

Despite the widespread use of whiteboard animations in both academic and informal settings, little evidence exists about their efficacy and impact on learner experiences, especially in non-STEM fields such as the social sciences. This study examined the effects of whiteboard animations against three other instructional formats on comprehension, measured by multiple choice questions and an open-ended summary question, and subjective experiences measured by Likert scale items. In a randomised experiment, Amazon Mechanical Turk participants (N = 299) viewed one of two social science lectures in one of four instructional formats: whiteboard animations, narrated slides, on-stage lecture, or audio/narration alone. Data was analysed using a series of ANOVA tests. Results showed that the whiteboard animation group answered significantly more questions than those who learned with on-stage lectures or narrated slides. Whiteboard animation and audio only groups also reported more enjoyment of, and engagement with, the lessons compared to the other groups. Findings contribute to the body of knowledge by providing evidence on the effectiveness of instructional materials when learning example social science topics. Implications for practice or policy: Considering on-stage lectures and narrated slides are commonly used video formats in online education, practitioners should consider using different lecture formats (e.g., audio only) when teaching social science subjects. Online course developers may consider using the whiteboard animations to enhance student learning outcomes.

Escape box and puzzle design as educational methods for engagement and satisfaction of medical student learners in emergency medicine: survey study

BackgroundGamification in medical education has gained popularity over the past several years. We describe a virtual escape box in emergency medicine clerkship didactics to teach chest pain and abdominal pain and compare this instructional method to a traditional flipped classroom format.MethodsA virtual escape box was designed at our institution and incorporated into the mandatory two-week emergency medicine clerkship. The game consisted of a PDF with four cases containing puzzles to unlock a final clue. Likert scale surveys were administered to assess participants’ perceptions of the escape box format; of clerkship didactics as a whole; and of the clerkship overall. These responses were compared to the prior year’s evaluations on flipped classroom didactics and clerkship.ResultsOne hundred thirty-four learners participated in the escape box and completed the survey. Eighty-six percent strongly agreed with feeling more engaged with the escape box, 84% strongly agreed with learning something new, 81% strongly agreed with finding the escape box to be satisfying, 78% strongly agreed with being able to apply knowledge gained, and 74% strongly agreed with wanting more escape boxes incorporated into medical education. The escape box showed a higher average score (3.6 ± 0.63) compared to chest pain (3.5 ± 0.67) and abdominal pain (3.2 ± 0.77) flipped classroom sessions (p = 0.0491) for the category of “lecturer explaining content clearly and at the proper level of complexity.” For the category of “lecturer provided effective instructional materials,” the escape box showed higher scores (3.6 ± 0.63) compared to flipped classroom for chest pain (3.4 ± 0.77) and abdominal pain (3.1 ± 0.80) (p < 0.001).ConclusionsEscape boxes are adaptable to a virtual format and can teach abstract concepts such as teamwork and communication in addition to traditional lecture content. Ratings of didactics were higher for the escape box compared to the flipped classroom, while ratings of overall clerkship experience were not found to change significantly.