Group Instruction Research Articles

Visualizing Inequities: A Step Toward Equitable Student Outcomes.

The underrepresentation and underperformance of low-income, first-generation, gender minoritized, Black, Latine, and Indigenous students in Science, Technology, Engineering, and Mathematics (STEM) occurs for a variety of reasons, including, that students in these groups experience opportunity gaps in STEM classes. A critical approach to disrupting persistent inequities is implementing policies and practices that no longer systematically disadvantage students from minoritized groups. To do this, instructors must use data-informed reflection to interrogate their course outcomes. However, these data can be hard to access, process, and visualize in ways that make patterns of inequities clear. To address this need, we developed an R-Shiny application that allows authenticated users to visualize inequities in student performance. An explorable example can be found here: https://theobaldlab.shinyapps.io/visualizinginequities/. In this essay, we use publicly retrieved data as an illustrative example to detail 1) how individual instructors, groups of instructors, and institutions might use this tool for guided self-reflection and 2) how to adapt the code to accommodate data retrieved from local sources. All of the code is freely available here: https://github.com/TheobaldLab/VisualizingInequities. We hope faculty, administrators, and higher-education policymakers will make visible the opportunity gaps in college courses, with the explicit goal of creating transformative, equitable education through self-reflection, group discussion, and structured support.

From recorded to AI‐generated instructional videos: A comparison of learning performance and experience

AbstractGenerative AI (GAI) and AI‐generated content (AIGC) have been increasingly involved in our work and daily life, providing a new learning experience for students. This study examines whether AI‐generated instructional videos (AIIV) can facilitate learning as effectively as traditional recorded videos (RV). We propose an instructional video generation pipeline that includes customized GPT (Generative Pre‐trained Transformer), text‐to‐speech and lip synthesis techniques to generate videos from slides and a clip or a photo of a human instructor. Seventy‐six students were randomly assigned to learn English words using either AIIV or RV, with performance assessed by retention, transfer and subjective measures from cognitive, emotional, motivational and social perspectives. The findings indicate that the AIIV group performed as well as the RV group in facilitating learning, with AIIV showing higher retention but no significant differences in transfer. RV was found to offer a stronger sense of social presence. Although other subjective measures were similar between the two groups, AIIV was perceived as slightly less favourable. However, the AIIV was still found to be moderately to highly attractive, addressing concerns related to the uncanny valley effect. This research demonstrates that AIGC can be an effective tool for learning, offering valuable implications for the use of GAI in educational settings. Practitioner notesWhat is already known about this topic Instructional videos, especially those featuring a teacher's presence, have been widely used in second language learning to facilitate learning. Producing instructional videos is costly and burdensome. Generative AI has great potential for generating educational content. What this paper adds An AI‐generated instructional video (including generated lecture text, voice and appearance) demonstrated greater improvement in students' retention performance in English word learning than a traditional recorded video. Students perceived no significant differences between the AI‐generated instructional video and recorded video in satisfaction, motivation, trust, cognitive load, emotions and parasocial interaction dimensions, although the AI‐generated instructional video group reported slightly lower values. Despite AI‐generated instructional video eliciting a significantly lower value of social presence than recorded video, it led to a reduction in cognitive load and better performance. Implications for practice and/or policy We recommend using the AI‐generated instructional video in both physical and online classes for its positive effects on both learning achievement and learning experience. The findings indicate the equivalence principle in AI‐generated content, highlighting that the appearance, voice and lecture text generated by current AI technology have reached a certain level of quality.

Preschool class pupils’ enhanced subitizing abilities by learning study interventions

PurposeThis study explores variation theory-based interventions’ contribution to enhancing preschoolers’ subitizing abilities during iterative lessons. Results are presented according to low, middle and high achievers, focused on those with prominent challenges.Design/methodology/approachIn total 68 Swedish preschoolers participated. They were randomly assigned to one of the intervention/control groups: 23 mixed design, 24 variation theory design and 21 controls. Data from 59 pupils were analyzed. A learning study with three lesson designs for each intervention group was used in autumn 2022 and spring 2023, respectively. The mixed design met ordinary textbook material and variation theory (VT) group instructions designed by VT during autumn, whereas all met instructions designed by VT in spring. Each group was divided into two subgroups. The controls followed business-as-usual math teaching. Two tests assessed pupils’ results before and after the interventions.FindingsAll groups showed significant improvements between pre- and post-tests. Pupils in the mixed and VT groups developed more knowledge than the controls. The low-achieving group developed the most. The VT group exhibited a more complex pattern of variation and a greater increase than the mixed group. The intervention groups showed a greater improvement in both tests’ results than the controls.Originality/valueThere is agreement on the importance of subitizing abilities as a predictor of future mathematical development; however, lesson design and research on pupils’ development regarding lessons offered are limited.

Goal-Setting, Active Practice, Self-Monitoring: a Web-Based System to Improve Programming Proficiency

Mastering programming fundamentals poses a significant challenge for students, especially in demanding higher education environments. This pilot study investigates the effectiveness of a web-based system, SoftwareSkills, designed to enhance programming proficiency among second-year bachelor students. SoftwareSkills leverages, active practice, and self-monitoring to support programming practice. Thirty-six students (n=36) participated in a quasi-experimental design, divided into independent exploration and instructional session groups. User interaction data, exercise performance, and behavioural patterns were analysed. The study revealed four distinct learning strategies: reviewing skill masteries, dedicating sufficient time to each question, striving for mastery, and adapting spaced practice. However, some students exhibited rapid responses and minimal practice, suggesting a need for deeper learning strategies. These findings highlight the suitability of self-regulated learning and deliberate practice in programming education. Future work will involve first and second-year programming students and integrate AI-driven personalised learning features to optimise the learning experience. This research contributes insights into effective practices and the potential of technology-aided learning to support student success in programming education.

Influence of video instruction on soccer kick velocity in young players

Soccer is a sport that necessitates proficiency in motor control and cognitive abilities, with kicking serving as a fundamental action. Improving kicking performance is vital for player advancement, leading to the inquiry: “How can video instruction promptly optimize kicking technique in young players?”. This research aimed to investigate the immediate effects of an instructional video on the kinematic variables of kicking to induce an acute alteration in the movement pattern. A cohort of 26 male youths, aged between 10 and 15 years, partook in the study and were segregated into an instruction group (IG) and a control group (CG). The IG received exposure to a video containing specific kicking instructions, while the CG viewed a video lacking such guidance. Both groups were recorded performing penalty kicks before and after viewing the video. Kinematic analysis was carried out utilizing the OpenPose artificial intelligence neural network for pose detection and subsequent 3D reconstruction. The primary discovery was that the length of the last stride (LS) notably increased in the IG following the instructional video. This outcome indicates that video instructions hold promise in promptly enhancing particular aspects of kicking technique in young soccer players.

The efficacy of augmented reality in small group instruction for children with autism spectrum disorders: a study on observational learning

Objectives Observational learning and augmented reality (AR) are crucial in enhancing learning experiences for children with autism spectrum disorder (ASD), fostering engagement and skill acquisition. The current study aimed to determine the effects of AR technology delivered to them in small group instructional arrangements (SGIA), such as the acquisition of targeted occupation and non-targeted information about the tasks of occupations by children with ASD. The study also aimed to determine the acquisition levels of other children in the group regarding the targeted occupations and non-targeted information about the tasks of the occupations through observational learning. Methods Three males aged between 45–59 months took part in the study. The study was designed with a multiple baseline across participants. Results The findings revealed that the AR intervention delivered in SGIA was effective in teaching occupation and non-targeted information to children with ASD, as well as in maintaining and generalizing the learning by the children to different contexts. Children acquired the occupation and non-targeted information about occupations that were not targeted to be taught to them mostly by observing their peers. Conclusions The findings are discussed in accordance with the findings of previous studies, and suggestions for further research are provided.

LibLISA: Instruction Discovery and Analysis on x86-64

Even though heavily researched, a full formal model of the x86-64 instruction set is still not available. We present libLISA, a tool for automated discovery and analysis of the ISA of a CPU. This produces the most extensive formal x86-64 model to date, with over 118000 different instruction groups. The process requires as little human specification as possible: specifically, we do not rely on a human-written (dis)assembler to dictate which instructions are executable on a given CPU, or what their in- and outputs are. The generated model is CPU-specific: behavior that is "undefined" is synthesized for the current machine. Producing models for five different x86-64 machines, we mutually compare them, discover undocumented instructions, and generate instruction sequences that are CPU-specific. Experimental evaluation shows that we enumerate virtually all instructions within scope, that the instructions' semantics are correct w.r.t. existing work, and that we improve existing work by exposing bugs in their handwritten models.

Inquiry-Based Instruction in Science among Grade 8 Students in Rizal National High School, Surigao City Division

This study aimed to investigate the effectiveness of inquiry-based instruction compared to a conventional approach in enhancing science learning among Grade 8 students. A quasi-experimental design was employed, involving 76 students from Rizal National High School, Surigao City Division, who were divided into control (conventional instruction) and experimental (inquiry-based instruction) groups. The DepEd Caraga Region Sukdanan standard test was utilized to measure academic performance in science before and after the intervention. Data analysis, using weighted mean, standard deviation, t-test, and Analysis of Covariance (ANCOVA), revealed significant improvements in both groups. However, the experimental group, exposed to inquiry-based instruction, exhibited a more pronounced increase in scores (pre-test mean: 15.55 to post-test mean: 32.82) compared to the control group (pre-test mean: 15.32 to post-test mean: 22.18). Both t-tests and ANCOVA confirmed the statistical significance of these gains (p < 0.05), with the inquiry-based approach demonstrating a particularly strong impact on student learning outcomes. The findings underscore the potential of inquiry-based instruction as a valuable pedagogical tool for promoting science learning. This approach, which emphasizes student-centered exploration and discovery, appears to foster a deeper understanding of scientific concepts compared to traditional methods. The study suggests that integrating inquiry-based strategies into science curricula can significantly enhance student achievement and engagement.

‘기둥’과 ‘뿔’에 대한 초등 예비교사의 교과 내용 지식 분석

The purpose of this study was to examine elementary preservice teachers’ subject matter knowledge (SMK) of prisms, pyramids, cylinders, and cones. The analysis of the preservice teachers’ SMK regarding the extension of each solid figure revealed that they had more difficulties with cylinders and cones compared to prisms and pyramids. Some of them classified cylinders and cones as solids of revolution based on the instructional sequence of the curriculum. This study also analyzed their SMK by dividing it into three categories: (a) mathematical definitions, (b) school mathematics, and (c) instructional sequence. The mathematical definitions group demonstrated a high overall level of specialized content knowledge (SCK). The school mathematics group, on the other hand, had mostly common content knowledge (CCK). The instructional sequence group often showed SCK only for cylinders and pyramids. Based on these analysis results, we proposed specific measures for preservice teacher education to develop their SMK and knowledge at the mathematical horizon (KMH).

Effects of an instructional WhatsApp group on self-care and HbA1c among female patients with Type 2 diabetes mellitus.

To assess the effect of an instructional WhatsApp group on self-care and HbA1c levels among female patients with type 2 diabetes mellitus (T2DM). T2DM is a chronic disease that requires effective self-care. WhatsApp is a free application that can be effectively used for patient education. This study used a quasi-experimental design. A convenience sample of 62 female participants was recruited from the medical outpatient clinic of a tertiary hospital. The Diabetes Self-Care Scale was used to assess the self-care profiles of the participants pre- and post-intervention. HbA1c samples were also collected at baseline and three months after receiving instructions from the WhatsApp group. Sociodemographic and clinical data were collected during the pre-intervention stage. The mean HbA1c level decreased from 8.61 ± 1.70 to 7.92 ± 1.60 after implementing the WhatsApp group instructions; the values showed a significant difference (t-value = 5.107 and P-value < 0.001). The post-test mean score of total self-care was higher than the pre-test mean score (t-value = 12.359, P-value <0.001), indicating a highly significant difference. The study demonstrated that the instructional WhatsApp group is an effective method for improving self-care and HbA1c levels in patients with T2DM. This study suggests the use of WhatsApp group instructions as a teaching method in the healthcare system for the education and follow-up of patients with T2DM. The findings support the need to initiate effective and dynamic interventional follow-ups through WhatsApp groups for patients with T2DM to improve their self-care and HbA1c levels and ultimately reduce the burden on hospitals and governments.

“Making Sure the Books Check Every Box”: Preservice Teachers Learning to Select Texts for Reading Instruction

ABSTRACT A key consideration in providing effective reading instruction is the selection of a text. However, little is known about how preservice teachers are prepared to understand text complexity and how they leverage that knowledge in their text selection practices. Accordingly, this design/development study explored how preservice teachers (n = 81) gained declarative knowledge of text complexity, procedural knowledge of text selection practices, and conditional knowledge of activity, reader, and text considerations in their teacher education program. Findings indicate that following a two-course reading methods sequence in which they selected texts for small group instruction, typically performing preservice teachers gave the most attention to activity considerations (e.g. lesson-to-text match, instructional sequence) and the least attention to reader considerations (e.g. student interest). When noting text features teachers considered important, they described word-level features such as multisyllabic words, vocabulary, and decodability as most influencing text complexity. Furthermore, preservice teachers who held more declarative knowledge of text complexity tended to be more critical of text leveling systems whereas those with less knowledge of text complexity tended to view levels as an acceptable method of selecting texts. Together these findings suggest an emergent learning continuum on the topic of text selection for teacher education.

The Effect of Using Gamification to Improve EFL Students' Academic Performance

This paper aims to determine whether there is evidence that gamified instruction can be effective in improving EFL students' academic achievement. The aim of the research is to establish how effective gamification is as a method against more traditional types of education and what areas of the English language—for example, reading comprehension, grammar, and vocabulary—are most effectively promoted via the integration of gamification into the classroom environment. The sample included 120 fourth graders from public schools in Jordan, where 60 children were to form the gamified instruction group and another 60 to form the standard instruction group. Pretests and posttests of English language skills using standardized tools measured students at two different times: before and after the instructional interventions. These tests are the main instruments utilized for data collection and analysis. Independent t-test, one-way ANOVA, and one-way MANOVA tests were performed to test the variation and holistic impact of the instructional methods on different components of language learning. The experimental findings support that the gamified instruction group scored significantly higher than the regular instruction group at post-intervention. More specifically, the students of the game-based group scored an average of 74.44 (SD= 7.93) on the posttest, compared to 69.31 (SD = 6.14) for those of the control group.The result for the T-test yields t = 4.05 and p &lt; 0.001, hence showing that the gamified group had significantly better results. The classroom gamification usage made noteworthy gains in students' vocabulary, grammar, and reading comprehension abilities. One-way ANOVA results were vocabulary, F = 22.65, p &lt; 0.001; grammar, F = 15.78, p &lt; 0.001; and reading comprehension, F = 18.93, p &lt; 0.001. MANOVA supported this finding that the Wilks' Lambda value was 0.62, with an F-value of 20.45 and a p-value less than 0.001, indicating that gamified training was of benefit overall in enhancing English language competence. The results of this research come with a very exciting revelation, such as gamified instruction being an excellent means of teaching English as a foreign language since it enhances students' interest and performance in class.

The Effect of Using Gamification to Improve EFL Students' Academic Performance

This paper aims to determine whether there is evidence that gamified instruction can be effective in improving EFL students' academic achievement. The aim of the research is to establish how effective gamification is as a method against more traditional types of education and what areas of the English language—for example, reading comprehension, grammar, and vocabulary—are most effectively promoted via the integration of gamification into the classroom environment. The sample included 120 fourth graders from public schools in Jordan, where 60 children were to form the gamified instruction group and another 60 to form the standard instruction group. Pretests and posttests of English language skills using standardized tools measured students at two different times: before and after the instructional interventions. These tests are the main instruments utilized for data collection and analysis. Independent t-test, one-way ANOVA, and one-way MANOVA tests were performed to test the variation and holistic impact of the instructional methods on different components of language learning. The experimental findings support that the gamified instruction group scored significantly higher than the regular instruction group at post-intervention. More specifically, the students of the game-based group scored an average of 74.44 (SD= 7.93) on the posttest, compared to 69.31 (SD = 6.14) for those of the control group.The result for the T-test yields t = 4.05 and p &lt; 0.001, hence showing that the gamified group had significantly better results. The classroom gamification usage made noteworthy gains in students' vocabulary, grammar, and reading comprehension abilities. One-way ANOVA results were vocabulary, F = 22.65, p &lt; 0.001; grammar, F = 15.78, p &lt; 0.001; and reading comprehension, F = 18.93, p &lt; 0.001. MANOVA supported this finding that the Wilks' Lambda value was 0.62, with an F-value of 20.45 and a p-value less than 0.001, indicating that gamified training was of benefit overall in enhancing English language competence. The results of this research come with a very exciting revelation, such as gamified instruction being an excellent means of teaching English as a foreign language since it enhances students' interest and performance in class.

Efficacy of a Therapeutic Pelvic Yoga Program Versus a Physical Conditioning Program on Urinary Incontinence in Women : A Randomized Trial.

Pelvic floor yoga has been recommended as a complementary treatment strategy for urinary incontinence (UI) in women, but evidence of its efficacy is lacking. To evaluate the effects of a therapeutic pelvic floor yoga program versus a nonspecific physical conditioning program on UI in women. Randomized trial. (ClinicalTrials.gov: NCT03672461). Three study sites in California, United States. Ambulatory women aged 45 years or older reporting daily urgency-, stress-, or mixed-type UI. Twelve-week program of twice-weekly group instruction and once-weekly self-directed practice of pelvic floor-specific Hatha yoga techniques (pelvic yoga) versus equivalent-time instruction and practice of general skeletal muscle stretching and strengthening exercises (physical conditioning). Total and type-specific UI frequency assessed by 3-day voiding diaries. Among the 240 randomly assigned women (age range, 45 to 90 years), mean baseline UI frequency was 3.4 episodes per day (SD, 2.2), including 1.9 urgency-type episodes per day (SD, 1.9) and 1.4 stress-type episodes per day (SD, 1.7). Over a 12-week time period, total UI frequency (primary outcome) decreased by an average of 2.3 episodes per day with pelvic yoga and 1.9 episodes per day with physical conditioning (between-group difference of -0.3 episodes per day [95% CI, -0.7 to 0.0]). Urgency-type UI frequency decreased by 1.2 episodes per day in the pelvic yoga group and 1.0 episode per day in the physical conditioning group (between-group difference of -0.3 episodes per day [CI, -0.5 to 0.0]). Reductions in stress-type UI frequency did not differ between groups (-0.1 episodes per day [CI, -0.3 to 0.3]). No comparison to no treatment or other clinical UI treatments; conversion to videoconference-based intervention instruction during the COVID-19 pandemic. A 12-week pelvic yoga program was not superior to a general muscle stretching and strengthening program in reducing clinically important UI in midlife and older women with daily UI. National Institutes of Health.

DOG-EyeTeacher: a response by the Teaching Association to the medical study restructuring

The Masterplan Medicine 2020 adopted in 2017 entails many changes to the medical studies curriculum. The new structure affects the content of the coursework and its main focus. Amajor goal of this masterplan is to prepare young physicians by teaching the skills that are essential for the future profession. The National Competence-Based Learning Objectives Catalog for Medicine (NKLM) provides the basis for the teaching content. The Working Group Teaching of the German Society of Ophthalmology (Arbeitsgemeinschaft Lehre der DOG) actively supports this transformation. In cross-site collaboration, teaching materials for various teaching formats have been compiled by relying on the NKLM (e.g., recordings of operations, slides for small group instruction, image galleries, case studies). An online library named the DOG-EyeTeacher was then created. The aim of the DOG-EyeTeacher is to relieve the training clinics and to establish basic standards in teaching materials, thereby enabling the necessary focus on medical education. The provision of these teaching materials should deepen the interest in ophthalmology among future doctors. The DOG-EyeTeacher is our response to the challenges associated with the planned restructuring of the medical curriculum. Since October 2023, any DOG member involved in teaching can create an account free of charge to use our materials.

The effect of vignette cases on instruction giving practices of preservice teachers: a case study in a state university

The objective of this study is to examine how preservice teachers give instructions, particularly focusing on the effectiveness of using vignette cases to enhance their practices and unveil their perceptions regarding the vignette cases utilized throughout the intervention. Conducted within an English Language Teaching program at a state university in Türkiye, the study utilized a questionnaire to assess preservice teachers’ knowledge and challenges related to instruction giving. Subsequently, vignette cases were then developed based on these assessments and utilized in an 8-week intervention period, during which participants kept journals, alongside the researcher, to provide insights. Post-intervention, the same questionnaire was used to measure changes, revealing improvement in the experimental group's general beliefs and instruction delivery. Journals mainly reflected experiences and hypothetical practices related to vignette cases, aligning with the researcher's focus on documenting strategies for vignette-based learning experiences. This study suggests several benefits of using vignettes as an instructional tool.

미래교육 실천을 위한 교수역량 진단도구 개발 및 타당화

This study aimed to develop a scale that could diagnose the appropriate level of teaching competency, taking into account the value of future education due to changes in the educational environment. To do this, a provisional model of the teaching competency of university faculty was derived, and two Delphi surveys were conducted to confirm the content validity of the competency groups, competencies, and sub-elements. In addition, preliminary questions were developed through the review of an expert panel, and a questionnaire survey was conducted on D University faculty, and a question goodness analysis and exploratory factor analysis were conducted based on the questionnaire responses of 336 people. As a result, a scale with 53 questions for three competency groups and seven competencies was developed. The basic competency group (S) consisted of educational philosophy and university understanding competency (5 questions) and innovative attitude competency (12 questions), the instructional competency group (U) consisted of teaching strategy competency (5 questions), class management competency (14 questions), and class improvement competency (9 questions). The shared competency group (N) consisted of teaching learning mutual cooperation competency (4 questions) and knowledge sharing practice competency (4 questions). This allows the scale to be used to diagnose instructors' teaching competencies from the perspective of future teaching, identify areas for improvement, and support instructors' insights to improve their overall teaching competencies.

Towards a sustainable training on epidemiology and public health in Tamil Nadu, South India: a narrative review

Aiming to improve public health, with the science of epidemiology, Tamil Nadu Dr. MGR Medical University established the department of epidemiology in February 1997 and began its two year Master's degree program in Epidemiology and Public Health. A core mission of the department is to provide high quality education in epidemiology, translate epidemiologic research findings into clinical practice, and advance epidemiology research. In order to ensure that epidemiological research and practice continue to be of high quality, we aim to establish principles, activities, and successful outcomes of graduates contributing to the reduction of disease burden in human populations through research, education, and service. The description of courses was based on internal discussions and reviewing documents. The central components of the courses were divided into input, process and outcomes. A total of 55 students were enrolled in epidemiology from 2001-2004 and 75 in public health from 2017-2024 with Faculty-to-student ratio ranging from 4 to 5. Learning methods include lectures, technology-based learning, and group and individual instruction. In the field, students spend 75% of their time in state/central government institutions, and are required to submit a field report upon completion. There are 250 publications, 200 projects, 30 abstracts and 7 chapters, graduates working under state health departments of India, ICMR institutes, and pursuing additional degrees at John Hopkins and universities of France. With our guiding principles of think big, go far, learn together, and inspire change our goal is to provide evidence of sustainable epidemiological training.

Evaluating the impact of vocabulary instruction on oral vocabulary, phonemic awareness and nonword reading

AbstractVocabulary teaching has traditionally focused on word meanings to aid reading comprehension, however evidence also suggests that vocabulary knowledge influences phonemic awareness and word reading. Vocabulary instruction concentrating on the sound structure of new words alongside meaning (combined sound-meaning vocabulary instruction) improves vocabulary for learners with speech and language difficulties. Emerging research suggests it may deliver similar results as a classroom strategy for young children. Researchers have questioned whether combined instruction would additionally enhance phonemic awareness and phonic decoding. A teaching intervention with 273 children aged 5–6 in the United Kingdom compared meaning-based instruction, combined instruction and usual classroom instruction (age-matched controls) over 24 weeks with three testing points. A daily vocabulary lesson incorporating evidence-based principles was delivered by classroom teachers. After intervention both instructional groups performed significantly higher than controls on taught vocabulary, and all groups performed equally on phonemic awareness and nonword reading. Delayed post-test results require more cautious interpretation due to the lack of a hierarchical design. Combined instruction resulted in the highest taught vocabulary and phonic reading outcomes; phonemic awareness in the combined condition was significantly higher than controls. Results tentatively suggest that combined instruction is an inclusive approach for whole-class use in early schooling.

KESAN PENDEKATAN ISU SOSIOSAINTIFIK DAN PEMIKIRAN REKA BENTUK DALAM STEM TERHADAP PEMIKIRAN KREATIF KEUSAHAWANAN MURID SEKOLAH MENENGAH

The Socioscientific Issues Approach (SIA) engages students to study and connect science, daily life and society in the community. While Design Thinking (DT) encourages students to understand the needs of the local community regarding real-life problems, and then apply the knowledge to generate ideas for solutions. The integration of PIS and PRB in STEM teaching and learning is rarely documented in the literature. Thus, this research aimed to examine the effects of integrating SIA an DT approaches in STEM education on entrepreneurial creative thinking among rural secondary school students. A comprehensive instructional module was meticulously designed to facilitate teachers in implementing the SIA-DT framework, aimed at augmenting entrepreneurial creative thinking skills among Form Four students. A quasi-experimental quantitative study was conducted on 267 Form Four students enrolled in rural secondary schools in Tawau, Sabah. These students were randomly assigned to three groups: i) Socioscientific Issue and Design Thinking Integration (SSA-DT, n=89), ii) Design Thinking Approach (DT, n=90), and iii) Traditional Approach (TRD, n=88). The Entrepreneurial Creative Thinking Test (ECTT) instrument was developed and applied to measure pre- and post-intervention levels of entrepreneurial creative thinking. Rigorous statistical analyses employing MANCOVA, ANCOVA, and Effect Size techniques were conducted. MANCOVA results revealed statistically significant effects across all instructional groups, indicating the effects of the interventions in fostering entrepreneurial creative thinking. Furthermore, ANCOVA analysis results indicated that the SSA-DT method significantly fosters entrepreneurial creative thinking, investigation constructs, new ideas, design, creation, and commercialization compared to the DT and TRD methods. These findings support the view that the SSA-DT module has a positive impact on cultivating entrepreneurial creative thinking among students.