Class Instruction Research Articles

Arabic pronunciation instruction

Abstract This study examined learner beliefs about Arabic pronunciation instruction and how classroom pronunciation practices affect learners’ speech comprehensibility. To this end, 10 native Arabic speakers and 16 English learners of Arabic with two different proficiency levels were recruited: novice high and intermediate, who answered questionnaires and provided samples for pre and posttests of comprehensibility. The results provided a lens through which to see the status of pronunciation instruction in Arabic language classes. The two groups of learners underlined the importance of pronunciation instruction for their learning, complained of a lack of useful pronunciation materials, and reported a desire to enhance their pronunciation accuracy. There was no change in the learners’ pronunciation on the basis of the learners’ pre- and post-test results assessing comprehensibility. Findings are discussed in relation to current research on the teaching of Arabic pronunciation to provide pedagogical implications.

LT 협동학습을 적용한 공유 피아노 합주 수업 구조화 및 설계

This study structured instrumental ensemble classes based on LT (Learning Together) cooperative learning to improve collaboration skills in music subjects, and designed music classes using Google Chrome Music Lab's Shared Piano. This lesson design using Shared Piano was structured to emphasize the advantages of cooperation and to maximize the learning effects through instrumental ensemble class, one of the collaborative activities of the music subject by applying cooperative learning model. The design of these classes aims to highlight the advantages of cooperation through instrumental ensembles, one of the collaborative activities of music subjects, to maximize the effectiveness of learning, and to improve the problems of existing ensemble classes through ensemble classes using shared piano. The procedure of the study is as follows. First, based on prior research, the ensemble class applying cooperative learning was analyzed to identify problems and improvements. Second, the instructional procedure of LT cooperative learning was structured according to the instrumental ensemble, and details for each procedure were derived. The derived details were applied to each class procedure so that not only the learning goal but also the effect of cooperative learning could be efficiently drawn. Third, based on the structure of the instrumental ensemble class, the ensemble class instruction plan was designed in a total of three sessions. The structured ensemble class specified the basic principles of cooperative learning to be emphasized for each class so that cooperation could be made more effective. Through the class designed in this study, it will contribute to achieving the educational goal of improving collaboration ability and cultivating digital literacy by enabling effective cooperative learning in ensemble classes. In the future, we hope that there will be a follow-up study on various music activities that can inspire students' collaboration skills in music classes and instrumental ensemble classes using new technology.

Peer instruction in chemistry classes: systematic review on contributions and possibilities

This work provides a mapping of studies concerning Peer Instruction (PI) in the teaching of chemistry. To this end, a systematic review was undertaken of how PI has been implemented and investigated in chemistry classes, as well as the impact of PI on the learning outcomes of students. The review covers the period from 1991 to 2022. The reported studies were mainly conducted at higher education institutions, at public universities in England, Turkey, the USA, and Brazil. In chemistry courses, the PI method was implemented in subareas such as general chemistry, physical chemistry, and analytical chemistry. Some studies adapted PI to online courses, while others compared different types of peer groups and investigated the influence of different factors on PI, such as pre-class reading and showing live voting results. The effectiveness of PI varied depending on the way it was implemented, such as in peer grouping, online activities, or presential classes. The outcomes of PI in chemistry classes have mainly been monitored by means of the perceptions of the students, with performance in answering conceptual questions frequently being used as an assessment tool. This review found only a few studies concerning PI in chemistry, particularly in high school chemistry classes. Additionally, pre-class activities were not widely employed. Most of the articles utilized quantitative analysis and indicated positive outcomes for the learning process.

The effect of using biography in social studies teaching on academic success

One significant challenge in Social Studies classes is students’ struggle to grasp abstract concepts appropriate to their age. To address this issue, abstract topics outlined in the curriculum must be translated into more tangible forms tailored to student's comprehension levels, which necessitates the utilization of diverse teaching materials. Any material aligned with course objectives facilitates student comprehension. Biographies are one of the materials employed in classes. This study aims to investigate the impact of incorporating biography into Social Studies class instruction on students' academic achievement. The research problem focuses on examining whether there is a significant difference in academic achievements between students in the experimental group, which is taught with biographies (the experimental group), and those instructed through a program-based approach in the control group. To address this research question, a pre-test-post-test control group experimental design was adopted, which involved forming two groups through impartial assignment. One of these groups is the experimental group, and the other is the control group. In the implementation of this research, a pre-test was administered to the experimental and control group students. Subsequently, during Social Studies instruction, the experimental group received lessons explained using the biography method, while the control group followed the standard program-based approach. Measurements were taken before and after the experiment in both groups. The collected data were analyzed using the SPSS package program. The findings revealed that using the biography method in Social Studies instruction had a positive effect on students’ academic achievement.

Impact of Metaverse Technology on Academic Achievement and Motivation in Middle School Science

This study explores the effects of Metaverse technology on middle school learners’ academic performance and motivation in science subjects. Utilizing a quasi-experimental design, 33 students in the experimental group were exposed to the Metaverse for one semester, while 32 students in the control group continued with traditional teaching methods at School 148 in Riyadh. Data collection instruments included a validated science achievement test and a motivation scale. The results demonstrated that the nodes were statistically significantly improved in the experimental group, receiving an average post-test score of 73.1, as compared with the control group, receiving an average post-test score of 65.9 (t = 2.3, p < 0.05). The scores in motivation were also slightly higher in the experimental group, with a mean of 26.9, as compared with the control group, with a mean of 17.1 (t = 5.75, p < 0.05). For academic achievement and motivation, the effect sizes were quite high: fixed effect = 1.091; random effect equals 1.086. These results demonstrate the possibilities of Metaverse technology in revolutionizing the way students learn science. This technology could be a valuable tool for instruction in science classes to enhance performances and influence students’ attitudes positively towards enhanced learning environments in schools.

A cooperative learning intervention for improving a simulation-based paediatric nursing course: A quasi-experimental study

AimThis study aimed to examine if a cooperative intervention improved outcomes for a simulation-based paediatric nursing course. BackgroundFostering cooperative learning can enhance student engagement and improve learning. Simulation-based courses provide nursing students an opportunity to practice and hone nursing skills when hands-on experiences are limited. Providing instruction in cooperative learning could improve course outcomes. DesignA quasi-experimental study with pre-test/post-test assessments. MethodsThird-year nursing students enrolled in an 18-week paediatric simulation-based nursing course were purposively recruited (N = 110). One class (n = 55) received a researcher-developed cooperative learning program, which encouraged student support during class activities and simulations. The second class (control) received usual class instruction and simulations. The efficacy of the intervention was assessed by comparing mean scores at class enrolment (pre-test) and completion (post-test) for self-perceived problem-solving attitude, cooperative learning experience and knowledge of paediatric nursing. Paired t-tests compared pre-test with post-test scores for the two groups. ANCOVA examined differences in mean scores between groups. Correlations between differences in mean pre-test and post-test subscale scores for problem-solving attitude and cooperative learning experience were also examined. ResultsThere was no significant difference in age or gender between groups. Mean post-test scores on the final exam were significantly higher for students who received the intervention (85.26, 95 % CI 84.19, 86.33) compared with controls (83.61, 95 % CI 82.52, 84.69; F = 4.63, p = 0.034). There were no significant differences in total scores for problem-solving attitude or cooperative learning experience or between groups. For the intervention group, two problem solving subscales were correlated with two cooperative learning subscales: problem solving confidence with learning motivation, respectively (r = 0.302, p = 0.025) and personal control with classroom learning, respectively (r = 0.389, p = 0.003). For the control group, approach-avoidance problem solving was negatively correlated with cooperative learning efficacy (r = −0.343, p = 0.01). ConclusionsCompared with the control group, nursing students who received the cooperative learning intervention had higher scores for knowledge of paediatric nursing, as well as learning motivation and attitude and problem-solving confidence, suggesting that the researcher-designed intervention facilitated simulation-based learning as well as confidence in problem-solving. Nurse educators could easily integrate the intervention into simulation-based paediatric nursing courses to enhance students' problem-solving abilities.

The challenges of the internationalisation of the curriculum: a pedagogical intervention to promote interculturality and plurilingualism in English-Medium Instruction

ABSTRACT Purpose This study presents the design, implementation and results of a pedagogical intervention aimed at Internationalising the Curriculum and developing Global Competence (GC) in an English-Medium Instruction (EMI) class in a Catalan university. The first goal is to unpack different pedagogical strategies which are considered relevant for the design of an internationalised EMI course. The second goal is to evaluate students’ reception and compliance/resistance to the intervention, and to assess the extent to which the proposed framework allowed for the development of interculturality and plurilingualism. Design The intervention was designed considering the guidelines of the Organisation for Economic Co-operation and Development for Higher Education (OECD 2018). 16 Primary Education teacher-trainees participated in it. The data included a questionnaire, video/audio recordings of the intervention sessions, one focus group with students, one interview with the lecturer, and classroom materials. Findings First, the results suggest that curricular interventions shall be based on the students’ attainment of local/global content and of the ability to communicate effectively within/across cultures, through critical metalinguistic reflection. Second, they show that, although students develop GC awareness of and proactively engage with a ‘cultural other’, after the intervention they reproduce ethnocentric frames concerning language and culture, constructing plurilingualism as an exception. Originality The paper contributes to a better understanding of the specific challenges and curricular dimensions in plurilingual EMI pedagogy which may be addressed for an effective Internationalisation of the Curriculum.

A Content Analysis of The Bornoff String Bulletin and String Education Quarterly From 1966 to 1991

Between 1966 and 1991, George Bornoff and his associates published two primary periodicals, the Bornoff String Bulletin (BSB) and String Education Quarterly (SEQ), each of which document aspects of Bornoff Approach to string class instruction. Given that all three periodicals remain largely inaccessible to the public, the purpose of this qualitative content analysis was to provide summative descriptions of the BSB and SEQ that further inform our understanding of Bornoff’s Approach. Our study was guided by three research questions: (a) What was the purpose of the BSB, SEQ1, and SEQ2 publications? (b) What content was addressed in these publications? and (c) Which string instruments are featured more prominently in pedagogical content across periodicals? Through our analysis, we sought to provide a description of each set of periodicals. Analyses revealed four themes in the publications: (a) Promoting the Bornoff Approach, (b) Sharing String Pedagogy, (c) Clarifying Concepts and Procedures, and (d) Training Public School Teachers. Findings provide insights into Bornoff’s pedagogy, the influence of Gestalt philosophy and Bornoff’s efforts to advance string education.

The impact of opinion gap task and reasoning gap task on reading comprehension

Regarding the crucial role of applying task-based instruction in EFL classes, this study tried to investigate the impact of two tasks, the opinion gap task and the reasoning gap task, on Iranian intermediate EFL learners' reading comprehension skills. The main population including three groups was selected after optional practical training administration, and determined as intermediate. First, a pre-test was given to three groups. After Task-Based Instruction implementation using two tasks, opinion gap and reasoning gap tasks, a post-test was given to identify the positive or negative impact of the treatment on reading comprehension. After the statistical analysis, from one-way ANOVA, the results of the post-test of the two experimental groups proved that applying task-based instruction had a more positive effect on the intermediate EFL learners' reading comprehension skills in comparison to the traditional teaching method which was used for the control group. According to the data analysis, despite the existing positive impact of the aforementioned tasks on reading comprehension skills, the pairwise comparison of the two experimental groups indicated that the opinion gap task and reasoning gap task had approximately an equal influence on learners' reading comprehension skills. Keywords: Cognitive tasks; EFL learners; opinion gap task; reading comprehension; reasoning gap task

Evaluation of Primary Reading Teaching in Multigrade Classes According to Teachers' Views

Multigrade classes which are at least two or more grade’s students are brought together in the same classroom and educational activities are carried out simultaneously by a single teacher. The main purpose of this study is how this practice, closely related to many teachers, students and parents, is evaluated by teachers. The aim of this study is to reveal how teachers explain this experience, its positive and negative aspects, and the difficulties experienced during sound-based sentence teaching. Semi-structured interviews were held with 7 teachers in order to evaluate primary reading instruction in multigrade classes according to teachers' opinions. The data regarding the participants selected by the criterion sampling method were transferred to the word environment on the computer and descriptive analysis was performed. The analyses were evaluated and interpreted. Teachers stated that teaching in multigrade classrooms is quite different from teaching in independent classrooms. They stated that this experience provides greater satisfaction at the teaching profession and increases the sense of belonging to the school. They also stated that it is important to step in the role of community leadership and to reside in the village. Among the positive aspects of teaching in multigrade classes; supporting students’ social and emotional development; supporting cognitive development by more effective usage of peer teaching, and the small class member number. Among the negative aspects, there are time constraints, emotional difficulties experienced by teachers, insufficient readiness of students, upper classes to make fun of lower classes, physical limitations and material deficiencies. It has been mentioned that some teachers changed the order of the letters during the teaching reading, that the region where the school is located is a place with intense dialect, making the process difficult, and the difficulties of performing some sound recognition activities. In order to allocate more resources to the relevant schools in order to overcome the difficulties experienced in the multigrade classrooms and to enable the teachers to start the process more ready, it is recommended that the education courses in the multi-grade classrooms conducted at the university should be more practice-based. The participants in this study are teachers. A study can be conducted that addresses the students' perspective.

Yoga and Mindfulness Training for Professional Baseball Players: A Narrative Study on Perspectives and Practices.

Mindfulness-related practices (e.g., yoga) appear aligned with the field of athletic performance in developing sport-related capacities such as attention regulation, volition, perception, and coping. The purpose of the present narrative study was to explore the experiences of professional baseball players who interacted with the ideas and practices of mindfulness presented in classes featuring yoga and Mindfulness-Acceptance-Commitment (MAC). Participants were seven Minor League Baseball players who learned mindfulness practices in off-season instructional classes and then completed semi-structured episodic interviews on how their mindfulness practices were perceived and utilized in training and competition during the baseball season. Data were analyzed using the three-dimensional space approach to examine participants' subjective accounts of experience, behavior, environmental conditions, and external events. Individual narratives were re-storied and themed. Results indicated various themes across settings, from players' experiences in the yoga/MAC classes (effect of breath regulation on coping strategies; self-awareness and the mind-body connection), on the baseball field (confidence and self-efficacy; self-regulation; resilience and positive coping strategies), and off the baseball field (everyday life and activities; stigma of mental training). Overall, participants appeared to be accepting of mindfulness integrated into their training and provided perspectives supporting the benefits of yoga/MAC classes. This study has research and practice implications in incorporating yoga and mindfulness-based practices in athletic performance among young professional athletes.

Digital morphology network for effective teaching of cytology, histology and histopathology for medical and biology curriculum. VM3.0 Erasmus+ project.

Digital microscopy transformation, the basis for the virtual microscopy applications, is a challenge but also a requirement in modern Medical Education. This paper presents the scope, background, methods, and results of the project "Digital Transformation of Histology and Histopathology by Virtual Microscopy (VM) for an Innovative Medical School Curriculum", VM3.0, funded by the European Union under the Erasmus+ framework (ref.no.2022-1- RO01-KA220-HED-000089017). The project was initiated at Grigore T. Popa University of Medicine and Pharmacy, Iași, Romania, with the support of Euroed Foundation, Iași, and cooperation of University partners from Gdansk (Poland), Plovdiv (Bulgaria), Alicante (Spain), and Patras (Greece) aimed to implement digital histology and histopathology teaching in a common network. The backbone of the project was the development of a Digital Slide Platform based on the scans of histological slides collected from all the partners of the participating universities and the creation of a simple and fast digital/internet communication tool that could be used to improve histology and histopathology teaching of medical and natural sciences students. The construction of a Virtual Microscopy Library (VML) has been based on the acquisition of whole scans of high-quality histological slides stained by hematoxylin and eosin (H&E) and other classical staining methods and description of various organs' details in English as well as respective languages of the project's partners. The VML can be used for different approches, both for students' instruction in classes as well as for individual students' work and self-testing. Universities from other countries could use the modal structure of the developed VML system on the condition that more slides are provided and the implementation of national language(s) is implemented. The combined efforts of all university partners allowed to establish the dynamic low-cost virtual microscopy educational system. The VM system could help unify the standards of cytology, histology, and histopathology teaching in a quest for the digital transformation of the European educational system.

A Preliminary Investigation of Physical Education Teachers’ Perceptions on Pre-Teaching Students with Visual Impairments

Abstract Students with visual impairments (VI) are often left out of physical education classes because they are not provided with appropriate accommodations and instructional strategies by the teacher. Pre-teaching is a recommended method of instruction wherein students with visual impairments are exposed to a lesson prior to whole class instruction. However, little is known about the use of pre-teaching within the context of physical education. Thus, the purpose of this study was to investigate physical education teachers’ experiences using pre-teaching with students with visual impairments. Thirty-nine physical education teachers (ages 23–67 years) completed an electronic survey that measured their demographics and experiences with pre-teaching students with visual impairments. After analyzing the data, four major themes were found regarding pre-teaching: communication, resources, preparation, and time. Participants stressed the importance of communicating with both the student with a visual impairment and other professionals who serve the student. Furthermore, participants shared that they need more resources and time for pre-teaching students with visual impairments. The participants also expressed a lack of exposure to pre-teaching during their teacher preparation programs. Recommendations include increased education or professional development on pre-teaching and the use of self-contained classes to pre-teach students prior to general education classes.

Integrating Artificial Intelligence in a Morphology Course - An Analytical Study of University Students’ Perspective

This paper focuses on scrutinizing the attitudes and opinions of English as Foreign Language (EFL) learners on the integration of artificial intelligence (AI) in a morphology course in higher education in Lebanon. Specifically, it examines AI as a pedagogical tool in classrooms to provide learners with personalized learning paths centered on their needs and strengths, offer automated feedback on activities and assignments, supply study resources and extra material, furnish adaptive assessments, and most importantly, identify common errors in students’ responses that allow instructors to acknowledge the learning gaps and tailor their teaching strategies accordingly. It also aims to determine the students’ perspectives on AI’s potent role in learning. In this exploratory study, a mixed-method design and a convenient sampling of participants were utilized. A total of 62 EFL students at the public university in Lebanon participated in the study. To describe and quantify their perceptions of integrating AI in a morphology course, an online survey, including closed-ended and open-ended questions, and two focus group discussions were administered. The overall qualitative and quantitative analyses of the data indicated that Lebanese EFL students have positive attitudes towards integrating AI in a morphology course as a pedagogical tool and as a fundamental part of the teaching strategies in EFL higher education classes since it provides a good source of information and aids in the teaching and learning process. However, the findings also revealed the need to train teachers and students to use AI technologies, keeping in mind the potent role of the instructor in class.

Study on the Relationship Between Personality Characteristics and Attitude of Students in Science and Technology

The study intends to find out the relationship between profile characteristics and attitude of polytechnic students towards diploma programme. A sample of 240 students were selected from three polytechnics viz., Agriculture, Seed technology and Organic farming using simple random sampling procedure. The study revealed that out of seventeen profile characteristics of polytechnic students, Academic achievement, Education of father, Education of mother, Size of land holding, Caste, Family occupation, Participation in Extracurricular & co - curricular activities, Mass media exposure, Achievement motivation and Self - confidence showed positive significant relationship with attitude. On the other hand left over variables like Gender, Medium of instruction in Xth class, Annual income, Type of family, Rural urban background, Library exposure showed positive non - significant and infrastructure facilities showed negative non - significant relationship with attitude. The multiple linear regression equation with seventeen selected profile characteristics put together contributed 70.60 percent to the total variance in the attitude of polytechnic students towards diploma programme.

Analysis of the Instruction Language in the Arabic Language Textbook of the Ministry of Religion for Class VII

This research aimed to analyze the language of instruction used in class VII Arabic textbooks published by the Ministry of Religion. The language used for instruction in class VII Arabic textbooks should be easily understood by students, so it is necessary to analyze it in order to evaluate it if there are any discrepancies in it. This research used qualitative methods with a library research approach. The result explained that there are 115 questions instructions in the Arabic textbooks for class VII MTs published by the Ministry of Religion in 2020 which is divided into 6 chapters. In chapter I there were 23 question instructions, chapter II 19 question instructions, chapter III 23 question instructions, chapter IV 16 question instructions, chapter V 18 question instructions, and chapter VI question instructions. Instruction language that complies with the 1st criteria is 99,1%, 2nd and 3rd criteria are 100%, 4th criteria is 57,4%, and 5th criteria is 18,3%. So that this book is feasible to be used as Arabic teaching material by evaluating several points to comply with the feasibility of teaching materials based on Rusydi Ahmad Thu’aimah’s standards, especially in the theory of instruction language.

Classroom Management Problems Faced by English Education Students at Faculty of Teacher Training and Education University of Mataram Undertaking the Campus Teaching Program

This study addresses the challenges English Education students face in developing relationships, motivation, and engaging instruction in English classes. The research design is descriptive qualitative research, and the data collection methods include observation sheets, interviews, and document analysis. The study participants are five students who participated in the Kampus Mengajar or Campus Teaching (KM) program at University of Mataram and seek to identify the problems they encounter in classroom management, how they solve them, and how well they manage their classrooms. The result of both observation and interview founded that there are included six problems faced by KM-5 students during teaching practice i.e., (1) Naughty students, (2) Underestimate the teacher, (3) Hyper active students, (4) Passive students in learning activities, (5) Crowded classes and (6) Bored students. The efforts given by the KM students in dealing with the problems are building good teacher-student relationships, making the lesson more attractive, giving a small gift to catch students' attention, giving word motivation, changing students' seat positions, and making some games related to the topic discussion. The results highlight the need for further support and development opportunities for student teachers to enhance their classroom management skills and teaching practice.

Genre-Based Instruction of English Reading in a Polytechnic University

The goal of genre-based instruction is to prepare students for success by continuously developing their English reading proficiency and expertise, allowing them to excel at a higher level. Genre-Based instruction "GBI" refers to teaching language based on the results of genre analysis in written and spoken form. This study examined the application of genre-based instruction in reading and comprehension classes in polytechnic universities in China. A mixed approach was adopted to fulfil the aim of this study, including different data collection approaches, such as questionnaires, quizzes, and semi-structured interviews. The quantitative study involved 100 students (control group: n = 50, experimental group: n = 50). Meanwhile, interviews were conducted with ten students from the experimental group in the qualitative study. The study findings demonstrate that genre-based instruction could improve students' reading proficiency and support the reading lessons in particular genres, contributing to significant practical implications. Students in the experimental group used headings, diagrams, and other information to predict the text content before reading, identified detailed information through scanning and searching, and summarised the main idea of passages and articles through genre teaching. Resultantly, students' reading efficiency improved, allowing them to quickly grasp the main idea of the text and correctly answer different questions, such as reasoning, judgment, and main idea.

Motivation-Building to Provide Quality Teaching through ICT-Based Training and Mentoring Sessions: A Case of Junior High School Teachers

The community service programme was designed and conducted in response to the need of the school partner, SMP Negeri 2 Purwosari Gunungkidul, to improve the motivation of the teachers to provide quality teaching for the low-motivated students. The programme lasted from February 2023 until November 2023 and was carried out in the form of training sessions and mentoring sessions. In total, there were four main activities in the programme: a motivation-building session intended to remind the teachers of the altruistic purposes of the profession, the writing-up of a module on how to utilise technological tools to motivate students, a training session on how to effectively use technological tools in the class instruction, and team-teaching sessions where we team-taught classes with selected three teachers using technological tools to engage students in class. Though throughout the programme there were challenges on our part and the teachers, generally the programme was a success. The programme evaluation suggested that teachers were generally satisfied with the programme and were more confident in using technology in teaching. Future similar programmes can be conducted with school partners sharing similar characteristics with those of our present school partner, to allow a higher quality of class instruction and eventually students' learning.

Face Recognition Attendance System

Attendance taking is one of a tedious and important tasks in colleges, universities, organizations, schools, and offices, which must be done on a daily basis. The majority of the time, it is done manually, such as by calling by name or by roll number. The main goal of this project is to create a Face Recognition-based attendance system that will turn this manual process into an automated one. This project meets the requirements for bringing modernization to the way attendance is handled, as well as the criteria for time management. This device is installed in the classroom, where and student's information, such as name, roll number, class, sec, and photographs, is trained. The images are extracted using Open CV. Before the start of the corresponding class, the student can approach the machine, which will begin taking pictures and comparing them to the qualified dataset. Logitech C270 web camera and NVIDIA Jetson Nano Developer kit were used in this project as the camera and processing board. The image is processed as follows: first, faces are identified using a Haarcascade classifier, then faces are recognized using the LBPH (Local Binary Pattern Histogram) Algorithm, histogram data is checked against an established dataset, and the device automatically labels attendance. An Excel sheet is developed, and it is updated every hour with the information from the respective class instructor.