Innovative Instructional Approach Research Articles

The Smart Cookie Project

PurposeThis practitioner-focused article highlights a collaborative, school-wide project at a PDS that showcased elementary students’ strengths and talents. Based on the children’s book, The Smart Cookie (John, 2021), teachers and the university professor-in-residence developed professional learning communities, which inspired the creation of a space for all students to demonstrate ways in which they were “smart cookies” that aligned with our comprehensive mission of promoting inclusive practices.Design/methodology/approachRooted in professional learning communities, teachers at our PDS spent the first half of the school year learning about chosen topics of social–emotional learning, stamina and neurodiversity. The Smart Cookie Project was created to demonstrate the connections between these topics. Students at the PDS were given the opportunity to create an original project that showcased their creativity, interests and talents. Projects were then displayed during a schoolwide showcase.FindingsThe impact of the project and the showcase demonstrated the importance of creating opportunities for both teacher and student innovation. The project brought the community together, allowed students to be viewed through strengths-based perspectives, helped teachers see how their own learning can positively impact their practice and emphasized the need for honoring student choice in the classroom.Originality/valueThe project discussed here can lend itself to fellow PDSs looking to adopt innovative instructional approaches, honor inclusive practices and situate students in places of strength.

Enhancing student’s conceptual understanding on the patterns of Mendelian genetics through task-based learning

Mendelian genetics are essential for students seeking to comprehend the complexities of inheritance; although fundamental, these biology concepts are difficult for students to understand. This study examined the effectiveness of task-based learning (TBL) in enhancing the students' conceptual understanding of the Patterns of Mendelian Genetics. A pretest and posttest quasi-experimental research design involved an experimental and a control group. An Intrinsic Motivation Inventory questionnaire was utilized to assess the level of intrinsic motivation for task evaluation for the experimental group. Paired t-test was used to compare the pretest and post-test results. Before the intervention, both groups had a low conceptual understanding of the topic. At the end of the intervention, both groups had significantly increased their performances from pretest to posttest scores. The study revealed that TBL is more effective than Traditional Lecture-Based Instruction (TLI), as seen in their enhanced student performance, implying the effectiveness of the TBL as an innovative instructional approach. Participants from the experimental group expressed enjoyment, competence, and ownership of their task activities, and they did not feel nervous and anxious about doing the tasks. Pearson r-correlation was used to establish a relationship among the variables. Perceived choice, pressure/tension, and student performance in the experimental group have low positive correlations, and perceived choice, interest/enjoyment, and performance have a negligible correlation. This approach is highly commendable for biology instruction. By illuminating the effectiveness of active learning in improving student’s conceptual understanding, this study bridges the gap between theoretical-practical gap in genetics via active learning effectiveness.

Leveling Up Learning: Exploring Meaningful Gamification in Psychology Courses

Introduction: As instructors continue to search for innovative and interactive methods, incorporating games and game elements into higher education is increasingly more prominent. Statement of the Problem: While the role of play in cognitive, social, and emotional development is well-understood, there is need for deeper exploration into the practical application of meaningful gamification, especially within psychology courses. Literature Review: Few studies focus on the application of gamification in psychology, and this paper discusses the concept of meaningful gamification and its potential benefits in the classroom. Teaching Implications: This research addresses the real-world advantages and challenges of implementing meaningful gamification, while also outlining potential future directions for educators and researchers in the realm of psychology education. Conclusion: Opportunity exists within psychology courses to implement and advance the study of meaningful gamification via innovative instructional gamification approaches in pedagogy.

SONIC LANGUAGE ENRICHMENT: ENHANCING STUDENTS' ENGLISH VOCABULARY THROUGH WESTERN MUSIC

Acquiring vocabulary is a crucial component of English language acquisition for kids. Students require innovative instructional approaches to derive pleasure from the continuous learning process. The teacher should be able to communicate the subject matter and suitably utilize media effectively. This study aimed to ascertain whether the utilization of Music media may yield a noteworthy disparity in enhancing students' English vocabulary and to discover whether the efficacy of music media surpasses that of conventional media. The sample size for this study consisted of 60 students. The system has two classrooms, with each class including a total of 30 students. The pre-test results yielded a t-value of t0 = 1.517, indicating that both classes are worth studying as there is no significant difference in the increase of students' English vocabulary based on the t-test. However, after treatment and the post-test, the t-value obtained was t0 = 3.201, higher than the critical t-value (tt = 2.001) at a significance level of α = 0.05 and degrees of freedom (df) = 58. This indicates a significant difference in students' English vocabulary increase between the experimental class (taught using Music media) and the control class (introduced using conventional press) after the pre-test was administered.

Exploring the effects of SPOC-based blended learning on students’ learning performance at higher vocational education

ABSTRACT Higher vocational education has been on a trajectory of rapid development. However, the challenge of fostering effective learning in students persists. In response to this, a study was undertaken to explore the impact of an optimized model of SPOC-based blended learning (SPOC-BL) on student presence, learning satisfaction, learning motivation, and academic performance in C language programming course. This quasi-experimental study spanned a period of three months and involved 92 students from two classes in a higher vocational school. Quantitative research methods were employed to analyze students’ academic performance and their interrelationship among student presence, learning satisfaction, learning motivation in SPOC-BL approach. Analysis of Covariance, paired samples t-tests, and multiple regression analysis were conducted to analyze students’ performance on achievement tests and student surveys. The results showed substantial improvements in student presence, learning motivation, learning satisfaction, and academic achievement as direct outcomes of the innovative instructional approach. The findings illuminated significant effects for all factors, with student presence exerting the most significant influence, followed closely by learning motivation, and with learning satisfaction playing a smaller yet still meaningful role. The study will inform the design and implementation of blended learning in higher vocational education.

Impact of Artificial Intelligence based Learning Process on Students' Tendency to Involve in Independent Research at the Higher Secondary School

The integration of artificial intelligence (AI) has become increasingly essential in implementing innovative instructional approaches at Higher Secondary School (HSS). The demand for advanced education that integrates intelligent technologies to improve the overall educational experience is growing. Individuals that actively study artificial intelligence are more equipped to face future difficulties related to technology, society, and the environment. The Knowledge and Attitudes Survey (KAS) lacks empirical evidence regarding the motivation levels of students in their involvement with the field of AI. The main purpose of this study was to examine how students' self-confidence, peer opinions, and personal beliefs affect their willingness to participate in AI education. A comprehensive longitudinal survey covered a total of 707 students who entered in higher secondary school. The survey examined the subjective norms, intentions, and knowledge of the participants, as well as their acquaintance with AI, their attitude towards acquiring knowledge of AI, their inclination towards AI-based learning, and their self-assurance in studying AI. The participants displayed a primarily optimistic perspective on AI education, with 78.1% expressing positivity. Moreover, an overwhelming majority of 73.1 percent of participants exhibited assurance in their capacity to gain knowledge in the realm of artificial intelligence. The data indicate that a substantial majority of respondents, precisely 82%, recognized the influence of different elements, such as peer pressure, instructors, and families, on their choice to participate in AI courses. The results indicate that students' perception of social norms significantly impacts their motivation to study artificial intelligence. Students must demonstrate a heightened openness to AI learning, especially if they perceive support and approval from their teachers and peers. The desire of pupils to participate in AI learning was discovered to be impacted by their viewpoint, self-assurance, and perceived proficiency in the subject matter. Various tactics can be employed to boost students' motivation to engage in the study of AI at a HSS, as indicated by the research results. These tactics encompass the dissemination of knowledge regarding the importance of AI education, fostering favorable views towards the subject, and nurturing students' self-perception of their abilities and control. This study offers significant insights for government authorities, educators, and other stakeholders in KAS and similar educational settings.

Game-Based Learning and Systems Thinking: an Innovative Instructional Approach for the 21st Century

Game-Based Learning and Systems Thinking: an Innovative Instructional Approach for the 21st Century

Digital Escape Game and Students’ Learning Outcomes in Mathematics: Experience From Brunei

Educational stakeholders in Brunei are not exempted from the search for innovative instructional approaches as a tool to stem the tide of poor performance of students in mathematics. This study was designed to contribute to this national project by examining the impact of a digital escape game intervention on students’ mathematics performance and affective constructs. Using a mixed methods approach, we generated both quantitative and qualitative data from 32 secondary school students who took part in the intervention study. The comparison between the pre-test and post-test scores of students shows a substantial improvement in the performance of students with different ability levels. Further analysis of the generated interview and questionnaire data reveals that the digital escape game reinforces students’ interest in and enjoyment of mathematics, provides an avenue for students’ collaborative learning and enhances students’ communication skills while working together on mathematics tasks. These findings highlight the potential of the digital escape game in not only stemming the tide of poor performance in mathematics but also in enhancing students’ motivational and social skills. In addition to students’ positive perceptions of the digital escape game, there are some reservations about the clarity of instruction and the duration of the intervention. We discuss the implications of these findings for the teaching and learning of mathematics within and outside the Bruneian borders.

Innovative instructional approach: the effect of information and communication technology-assisted instruction on civic education students' performance

PurposeThe study explored the effect of information and communication technology-assisted instruction (ICTAI) on civic education (CE) students' academic performance and the effect of gender on students' performance. Specifically, the study addressed the facilitating effect of ICTAI on students' scholarly performance.Design/methodology/approachThis study utilised the quasi-experimental approach. A sample of 255 senior secondary school students was the analysis unit. A teacher-made performance test was used as an instrument for the study. The data were analysed with descriptive statistics for the research questions, and hypotheses tested with paired sample t-test statistics.FindingsThe study results indicated that ICTAI improved student scholarly performance. The study also proved that gender had an impact on student academic performance.Research limitations/implications Not all the students in intact classes that were used for conducting the study/research, and the background and gender of research assistants were not considered, and these could have affected the result of the study. The study implications are that this study is a piece of deeper ingenuity and innovation that provides an additional source of information to study. The study provided proof that innovative activity-based instructions such as computer-assisted instruction (CAI) boost students’ performance.Practical implicationsOn the instructor, the study findings demonstrated the significant effect of ICTAI on the scholarly performance of CE students. Consequently, this study contends that CE instructors/teachers can benefit from the implications of these findings by comprehensively understanding that ICTIA usage enhances student performance and, thus, improves the students' performance. Additionally, the study's findings proved that gender affected students' performance when instructed with ICTAI. The study implies that CE instructors/teachers should pay special attention to students' gender, specifically female students, as gender affects the improvement of students' CE performance when instructed with ICTAI.Originality/valueThe study findings contribute to the literature on academic improvement and performance of CE students by enhancing the understanding of the effect of ICTAI on students' scholarly performance. The study recognises the existing gaps in previous literature and vivid understanding of the effect of ICTAI on students' performance and gender as a mediator.

Influence of Gamification Elements on Students’ Academic Performance

Playing games is an important part of a child's cognitive and social development. Students learn more when they are allowed to play and engage in hands-on activities rather than being forced to memorize knowledge (formulas) from books. Enjoyable components must be incorporated into their classes to maintain their attention and increase their performance. The great benefits that gamification offers must be integrated into the basic level of education to limit the easily bored span. Appropriate integration of gamification into classroom activities could raise a positive effect on students’ performance and promote a positive attitude toward learning. This study could provide teachers with information and awareness on innovative instructional approaches that can boost students’ engagement, motivation, and performance while learning. It can also serve as an eye-opener for teachers in other fields of learning to explore and adopt better instructional approaches to teaching to improve student performance. Training of teachers on the use of gamification-based teaching should be integrated into our educational sector. This research was conducted to determine the influence of gamification elements on student academic achievement.

The Effect of Problem-Based Learning in Science Education on Academic Achievement: A Meta-Analytical Study

This meta-analysis study aimed to scrutinize the effect of the problem-based learning (PBL) approach on students’ academic achievement in science lessons compared to the traditional instructional approach. As research data, the researcher accessed 55 experimental studies as a result of steps of a systematic review with the keywords “problem-based learning,” “science,” and “academic achievement or success” from the Education Resources Information Center, Scopus, Web of Science, Proquest, Taylor and Francis, Center of Higher Education National Thesis Center, and Wiley Online databases. The results showed that the PBL method used in science education had a high effect size on academic achievement compared to the traditional instructional method. The results also explained significant differences between the effect sizes of publication types (conference papers, articles, master’s thesis, and doctoral thesis). On the other hand, they demonstrated that academic achievement was similar in the nationality of the studies, educational levels, instructional variations with PBL, and relevant science areas. It is expected that integrating innovative instructional approaches into PBL could guide researchers who establish a research problem about how it can affect science academic achievement.

SCIENCE TEACHERS’ AWARENESS AND UTILIZATION OF INNOVATIVE FORMATIVE ASSESSMENT TECHNIQUES FOR ASSESSING STUDENTS IN SCIENCE CLASSROOMS IN ANAMBRA STATE

The growing need to survive in a 21st century global competitive society has presented the need to restructure the teaching and learning process to not just employ innovative instructional approaches that can promote learning but also formative assessment techniques that can help improve classroom instruction for effective delivery. In this light, the study sought to innovative formative assessment techniques (IFAT) for assessing students in science classrooms in Anambra state. Two research questions guided the study. A descriptive survey research design was adopted. 150 science subject teachers, drawn using simple random sampling technique, comprised the sample of the study. An instrument titled “Checklist on Science Teachers’ Awareness developed by the researchers for the teachers was used for data collection. The 50-item checklist was subjected to face and content validity by three experts and with a reliability coefficient of 0.82 established using Cronbach Alpha. Frequency count, percentages, weighted Mean and standard deviation were used to answer the research questions. The findings of the study revealed that although science teachers are aware of some of these innovative formative assessment techniques, they however do not on the findings, it was then recommended among others that education stakeholders shosymposia, and conferences to educate teachers on these innovative assessment techniques and how to implement them in the classroom

The Effect of Using Project-based Learning on Improving Self-Regulated Language Learning among English-majored Students at Ba Ria – Vung Tau University, Viet Nam

Project-based learning (PBL) is one of the powerful instructional approaches for students in the classroom (Bender, 2012). PBL is an exciting, innovative instructional approach to motivate students in problem-solving (Baran, 2010). It may be defined as a real world project, based on motivating and engaging tasks, problems, questions to teach students academic content in the context of working cooperatively to solve the problem (Bell, 2010). These authors implied that if teachers utilize PBL, they change their traditional roles into the new mode of teaching. According to Dewey (1959), when students implement meaningful tasks related to problems in real-world situations, they can achieve more profound comprehension. PBL is considered an alternative choice for teaching because it is a powerful tool to encourage students to solve real-world problems (Berger, 1999). It is also believed that PBL assists students to take part in learning activities as active and confident participants (Marx, 1994). This paper examines PBL that influences the self-regulated language learning (SRLL) surveyed at BVU. The study used a quantitative approach with a positivist paradigm. The quantitative approach is deductive because it tests theories, develops models and hypotheses, and collects empirical data (Schunk, 1990). A survey tool was used to collect data from respondents across students of English Studies. The results show that PBL develops the students’ SRLL, and setting goals are the centre of SRLL to help the students study better and better at higher education.

Designing and facilitating language interpretation experiences with 2nd and 3rd grade bilingual learners: Learning from teachers’ experiences

ABSTRACT The purposes of this exploratory case study were twofold: (1) to understand the strengths and challenges teachers experienced when designing and delivering language interpretation tasks for use with second- and third-grade bilingual students, and (2) to ascertain what teachers perceived to be the benefits and drawbacks of the instructional approach for their students. The approach, Así se dice (That’s how you say it!), asks Spanish- and English-speaking bilingual students to discuss, interpret, and translate text-based passages collaboratively. This culturally and linguistically relevant process engages students in metalinguistic and metacultural analyses incorporating reading, writing, speaking, and listening. Findings indicate that through careful scaffolding and opportunities to debrief, teachers can implement and reflect on innovative instructional approaches that are rooted in pedagogies of biliteracy, explicitly develop metalinguistic awareness and create hybrid spaces to disrupt language separation in dual language classrooms. From teacher reflections and classroom observations, we learned that the choice of passage content and its length influences successful implementation. Further, it is critical that teachers have done the translation prior to the lesson. Participants universally expressed value for the strategy in terms of students’ language and literacy development, while also identifying the unique challenges it presented for them as educator

Computer science education and K-12 students’ computational thinking: A systematic review

This systematic review examined how computer science (CS) education was implemented in schools and its efficacy for developing students’ computational thinking (CT). Sixty-six papers were selected for this systematic review and analyzed for patterns in relation to the implementation of CS education in K-12 schools and its impact on the development of students’ CT skills. Although educational interventions have not always been successful in CS education, this review provides strong evidence that overall, CS education promotes the development of students’ CT in the K-12 setting while improving their creative and critical thinking skills. We recommend early access to CS education, various innovative instructional approaches to CS education and appropriate support and guidance for student learning.

Assessing the Effectiveness of Innovative Pedagogy and Lecture Method on Students Academic Achievement and Retention in Computer Programming

Education prepares one for the world of work; hence, the adoption of the innovative instructional approach employed in the process of teaching and learning is key to the attainment of this goal. To mitigate students’ poor achievement in computer programming (CP), innovative pedagogy (IP) was adopted to make students become active learners in classroom learning. In this study, a quasi-experimental design was used and nonrandomized the subject with pretest and posttest. Students (N = 145) were nonrandomized to the treatment and control groups. The researchers conducted a repeated measure of analysis of variance to determine the change between the experimental and control groups. Students’ attributes were tested for differences by comparing categorical data with chi-square statistics. The interaction effect was determined using an analysis of covariance. The results revealed that the experimental group’s CP achievement test results outperformed those of the control group at posttest and retention tests. Furthermore, the findings of the study show that there is no significant difference in students’ academic achievement across ability levels and gender. Also, there is no interaction between the pretest and the IP. The study, therefore, recommends that computer educators should adopt innovative teaching practices in their day-to-day teaching since it is more creative, learner-centered, and improved student engagement.

Prospects for Online Instructional Delivery Using Google Classrooms: Implications for Higher Education in Sub-Sahara Africa

Technology is relevant in achieving educational development. Exploring how best to pattern and incorporate educational technology to engender sustainability remains relevant. It is against this backdrop that this study examined the Prospect of online instructional delivery in sub-Saharan African Universities using Google Classrooms ascertained concerning usability and accessibility while examining impending challenges. This study adopted a descriptive survey design. The study population was undergraduates enrolled at the University of Ilorin, Nigeria, a public institution owned by the Federal Government of Nigeria and the most soughed institution in terms of admission in the country. The target population was teacher trainees exposed to online instructional using Google Classrooms for 2018/2019 academic session. The study participants were purposively sampled; a total of 1933 participants. Data were gathered using a researcher designed questionnaire which was face and content validated. Three research questions were stated to examine accessibility, usability and challenges while the tested hypotheses were concerning prospects of Google Classroom for University of Ilorin undergraduates' learning across gender and departmental divides. Both descriptive statistics (Research Questions) and inferential statistics (Hypothesis) were employed in analysing data collected gathered. Significant findings revealed that Google Classroom holds prospects for innovative instructional approach for university undergraduates’ learning. However, there is a need to improve its level of accessibility to undergraduates to maximise its gains by making efforts to alleviate the challenges militating against smooth access to ensure sustainability in higher education in sub-Saharan Africa, apt in the current pandemic era.

Innovative Instructional Strategies Used in Teaching of English Subject in Public Secondary Schools in Turkana Central Sub-County

The aim of this paper is to look at how teachers of English used various instructional strategies in teaching the subject in public secondary schools in Turkana Central Sub-County, Kenya. This paper is guided by Rogers’s innovation-decision process theory. The study specifically examined the commonly used innovative instructional strategies in the teaching of English in public secondary schools and their effect on students’ performance in English subjects in secondary schools in Turkana Central Sub-County. The study was anchored on mixed-method research methodology. The study target population involved all Heads of Department of Languages (10), Teachers of English (35) and Form III students (486) from 10 public secondary schools in Turkana Central Sub-County. A sample of 10 HODs, 35 teachers of English and 146 students was selected to represent the entire population. Data collection was through questionnaires and interview schedules. Data analysis was performed using descriptive and inferential statistics. Research results showed that the two most commonly used innovative teaching strategies were communicative language teaching and constructivist language teaching. It was found out that majorly many teachers resort to the conventional teacher centred approaches of teaching. The research recommends that KICD needs to align secondary school syllabus with innovative instructional approaches, teachers need to be trained regularly on innovative instructional strategies, and supportive infrastructure to be provided in schools to ensure innovative and technological approaches are used in English subject teaching and learning in secondary schools in Turkana Central Sub-County.

Medical and Health Science Students’ Perception Towards a Problem-Based Learning Method: A Case of Debre Tabor University

BackgroundProblem-based learning is a student-centered innovative instructional approach in which students define their learning objectives by using triggers from the predefined problem case scenario. Problem-based learning is not about problem-solving; rather it uses appropriate problems to increase the problem-solving skills of students. This study aims to assess the medical and health science students’ perception towards problem-based learning method.MethodsAn institution-based descriptive cross-sectional study was employed. All available graduating class Medical and Health Science students were included in this study.ResultsMore than half of the students (59.4%) strongly agree that problem-based learning was helpful to understand basic sciences knowledge and 31.5% of the students disagree that tutors are prepared and qualified to run the session. Some of the students (27.3%) disagree that tutors evaluate students fairly. About fifty-two percent of the students have used both books and Internets for self-directed learning.ConclusionMore than half of students agree that problem-based learning helped them understand basic science knowledge. Some of the students disagree that tutors are prepared and qualified to run the session, and disagree that tutors evaluate students fairly.

A Vocational English Teacher’s Professional Identity in Industry 4.0

The growth of technology in Industry 4.0 also gives an impact on education. Language teachers are not only consumers of commercial educational materials, but also must improve creativity in managing classrooms. They should find innovative instructional approaches, methods, and strategies. Therefore, the language teacher identity (LTI) becomes very important. The teachers should discover the contexts in which their designed practices are rooted and expelled to criticize their own personal and professional lives. The current article is a narrative inquiry that an English teacher of vocational high school in Indonesia began to experience over a period of two years during which she could see herself trying to find the best English learning for students that are ready to work in industry 4.0. Shimmering on self experiences and documenting the activities narratively made the teacher face with a number of teaching tradition that she wants to bridge education to world current development. With the development of technology, She began to see herself transforming from traditional learning into new learning that well matched for millennial students. These experiences become very challenging for teachers who are interested in self-inquiry research.