Instructional Approaches Research Articles

Assessing the impact of teacher characteristics, learner methods, and self-guided learning on technology adoption in mathematics instruction

This study explores the complex interplay between teacher attributes, learner instructional approaches, and the integration of Information and Communication Technologies (ICTs) in mathematics education, highlighting their collective impact on educational outcomes. Through a comprehensive survey of 196 teachers and 315 learners, the research delves into the relationships between teacher experience, educational qualifications, and the frequency and manner of technology use in the classroom. The analysis reveals that younger educators and those possessing advanced academic credentials are more inclined to actively incorporate ICTs into their teaching practices, demonstrating a higher level of comfort and enthusiasm for leveraging these tools to enhance student learning. Conversely, the study finds that more experienced teachers, particularly those with lower qualifications, tend to utilize technology less frequently, possibly due to a preference for traditional teaching methods or a lack of confidence in their ability to effectively integrate new technologies. Additionally, the study investigates the strategies employed by learners, with a particular focus on web-based self-learning approaches, such as the use of online educational videos and interactive platforms. The data indicates a significant positive correlation between these strategies and improved academic performance in mathematics, suggesting that learner-centered approaches that emphasize self-directed, technology-mediated learning can lead to better educational outcomes. These findings underscore the critical importance of considering both teacher characteristics and learner-centered instructional methods when developing strategies for the effective integration of technology in mathematics education. By tailoring these strategies to meet the diverse needs and preferences of educators, while simultaneously promoting effective self-learning techniques among students, educational institutions can better harness the potential of ICTs to improve learning outcomes in mathematics and beyond.

Leveraging co-teaching in pre-service teacher education to enhance classroom management skills of pre-service teachers in China: effects and implications

PurposeThis study examines the impact of a novel co-teaching approach, involving collaboration between university instructors and school teachers, on pre-service teachers’ (PSTs) understanding of classroom management skills, addressing the practical challenges that often exceed the university classroom’s scope.Design/methodology/approachUsing a pooled cross-sectional dataset of 513 students from a Chinese teacher training university, the study employed descriptive statistics, factor analysis and ordinary least squares (OLS) regression analysis. Focus group interviews were also conducted to explore the mechanisms underlying the co-teaching impact.FindingsThe co-teaching team effectively integrates theory with practice, enhancing student engagement and learning outcomes. Most students appreciated the co-teaching format, which positively correlated with their recognition of classroom management and the teaching profession. The success of co-teaching was linked to the authenticity brought by school teachers, including exposure to real-life cases that encouraged PSTs to actively solve educational problems.Practical implicationsPre-service teacher education benefits from university-school collaboration. Inviting experienced school teachers to co-teach in university classrooms offers an efficient instructional approach, improving students’ learning experiences with less time and effort.Originality/valueThis study empirically demonstrates the utility of co-teaching in pre-service teacher education, particularly within China, enriching the literature on school-university partnerships.

Unplugged activities in the elementary school mathematics classroom: The effects on students’ computational thinking and mathematical creativity

The rapid development of artificial intelligence technology has led to the proliferation of computational thinking (CT) education. However, research on unplugged activities’ influence in elementary math classrooms is limited, despite some exploring programming's cognitive benefits. This study presents both qualitative and quantitative analyzes stemming from a ten-week quasi-experimental research endeavor, specifically tailored for third-grade students. The research devised a series of unplugged activities, encompassing mathematical games, hands-on construction of mathematical logic boards, and calculating shopping discounts. The overarching objective was to investigate the impact of these unplugged activities on students’ mathematical creativity and CT. Students participating in a mathematics curriculum based on unplugged activities (N = 47) were compared with students participating in a traditional lecture-based mathematics curriculum (N = 46). The results indicated that unplugged activities exhibited significant advantages in fostering students’ CT and mathematical creativity across three dimensions, namely, problem-posing creativity (t = 5.830, p < 0.01), problem-solving creativity (t = 6.633, p < 0.01), and creative self-efficacy (t = 7.554, p < 0.01). Furthermore, the study revealed a relationship between students’ mathematical creativity as a predictor of CT. The results of the quantitative analysis were supported by the teacher's and students’ interview data, and the students felt excited and interested in the unplugged activities, whereas some students using the lecture-based method reported boredom and lack of interactivity. This research offered valuable insights for mathematics and CT education practice, underscoring unplugged activity as an innovative instructional approach that brings forth new possibilities for traditional mathematics teaching, with potential applications in the K-12 curriculum.

Examining Instructional Approaches to Foster Soft Skills among Information Technology Undergraduates in Nairobi Metropolitan Area, Kenya

Abstract: This study examines the pedagogical methods meant to improve soft skill acquisition and development in information technology undergraduates in the Nairobi Metropolitan Area. Utilizing a sequential mixed-methods design, the research adopted a two-stage cluster sampling where 10 universities were selected from a total of 31 within the region, representing 5 private and 5 public institutions. Thereafter, 1,143 undergraduate IT students were randomly sampled from an overall population of 3,814 enrolled students, while professors and IT technicians were purposively selected for qualitative interviews. Quantitative data in this respect were collected by using semi-structured questionnaires, capturing the points of view of stakeholders on perceived improvement in soft skills. Although the modern-day job markets require graduates with soft and non-cognitive skills, employers have nonetheless complained about the lack of such competencies among university graduates concerning aspects such as communication, teamwork, problem-solving, and leadership. This study was based on Vygotsky's social constructivism theory and investigated the development of soft skills among students taking a Bachelor of Information Technology at selected universities within the Nairobi Metropolitan Area. The results have indicated that modern learning methods support the development and acquisition of soft skills aptly. The programs for soft-skill are adequate and frequent training which impacts performance in other disciplines. Signs were proving that there was significant enhancement regarding interpersonal and cognitive competencies of the students as a result of collaborative projects, problem-solving in real life, and reflective practices. It also stresses that educational institutions need to orient themselves more toward interactive and practical teaching methods to better prepare IT graduates for the challenges of a modern workforce.

Preparing preservice secondary science teachers to work with multilingual learners’ ideas: A case study of a community of practice using the TeachLivE™ virtual classroom

In this case study, we investigated how interdisciplinary teacher educators collaborated as a Community of Practice (CoP; n = 3) to support secondary science PSTs (n = 7) learning how to work with multilingual learners’ science ideas using a tri-focal instructional approach in the simulated classroom, TeachLivE™. Data sources included audio/visual recordings of TeachLivE™ sessions and a PST reflection survey. Findings showed the PSTs need continued support to implement the tri-focal approach and received collaborative feedback from the CoP. The PSTs appreciated the authentic context interacting with multilingual learners and the coaching sessions in TeachLivE™. Implications for future research and TeachLivE™ practices are discussed.

PORTRAIT OF STRATEGIES TO PROMOTE STRUGGLING READERS’ ENGAGEMENT IN JUNIOR HIGH SCHOOL

The present study sought to investigate the strategies employed by an English teacher in teaching reading at a junior high school. Different from previous research, which generally recruited several respondents, this study exclusively focused on a single teacher. This enabled a more detailed exploration of instructional strategies geared to a specific classroom setting. Employing qualitative descriptive design, the research was geared to examine the types of instructional strategies the teacher engaged, how these strategies were put at play, and their effectiveness in promoting students' English reading engagement. Data collection methods included observations and interviews with the teacher. The collected data were analyzed using qualitative analysis method. The findings unveiled that the teacher employed three main strategies for teaching reading: Question Answer Relationship Strategy, Reciprocal Teaching Strategy, and Imitation Strategy. These strategies were critical in enhancing students' comprehension of English texts through collaborative learning in making meaning based on provided texts. The findings underlined the importance of tailored instructional approaches that promote students’ active participation and reading engagement. This research contributes to the discussion on reading instruction by identifying practical strategies that can be adapted and implemented by English teachers to foster students' reading engagement effectively.

Reinforcing mindware or supporting cognitive reflection: Testing two strategies for addressing a persistent learning challenge in the context of air resistance

In this study, we have explored the effectiveness of two instructional approaches in the context of the motion of objects falling at terminal speed in the presence of air resistance. We ground these instructional approaches in dual-process theories of reasoning, which assert that human cognition relies on two thinking processes. Dual-process theories suggest multiple possible avenues by which instruction might impact student reasoning. In this paper, we compare two possible instructional approaches: one designed to reinforce the normative approach (improving the outputs of the intuitive process) and another that guides students to reflect on and analyze their initial ideas (supporting the analytic process). The results suggest that for students who have already demonstrated a minimum level of requisite knowledge, instruction that supports analysis of their likely intuitive mental model leads to greater learning benefits in the short term than instruction that focuses solely on providing practice with the normative mindware. These results have implications for the design of instructional materials and help to demonstrate how dual-process theories can be leveraged to explain the success of existing research-based materials. Published by the American Physical Society 2024

Differentiated Instruction in the World and Türkiye through Studies

With the emergence of individuals with different characteristics with the developing age and the shaping of needs in these directions, approaches in education and training processes are diversifying. One of these approaches is the differentiated instruction approach based on individual learning differences. In our study; to reveal the change process of differentiated instruction approach from past to present, studies published in English and Turkish languages were examined according to various variables and it was aimed to compare them according to foreign and domestic perspectives. The research data consisted of Turkish and English articles published on differentiated instruction approaches between 2006 and 2023. The data were obtained from reliable sources by searching the Google Scholar database for Turkish articles and the Web of Science database for English studies. Document analysis, one of the qualitative research designs, was preferred as the research design and the data were analyzed by descriptive analysis method. As a result of the research, it was observed that more teacher-oriented and process-planning studies were conducted in English, while more student-oriented process-planning was observed in Turkish studies. Based on these results, it is recommended that researchers conduct studies with groups such as parents and administrators to observe the effects of the process on different data groups.

Educational Research Methodology Trends of Southeast Asia English Major Undergraduate Theses: A Content Analysis

The present study thoroughly examines the predominant research methodology trends and topics applied in a specific time frame from 2019 to 2023 in educational research of the online searchable undergraduate theses in English major programs across Southeast Asia, utilizing a comprehensive content analysis approach. By employing keyword extraction, topic-specific modelling, and thematic evaluation, our objective is to ascertain the prevailing methodologies in English language teaching and the research interest themes from 347 undergraduate downloadable theses that have been investigated. The analysis explores the possible ramifications of these patterns on the caliber of undergraduate research, English language instruction, and the broader education domain within the given area. This study revealed a strong preference (54.5%) for quantitative approaches, highlighting the importance of empirical methodologies. Additionally common were qualitative approaches (24.8%), suggesting an increasing recognition of the importance of examining human factors. While action research (8.4%), particularly Classroom Action Research (CAR), was less prevalent than mixed-method approaches (12.8%), this suggests that action research needs to be recognized. The different ratios of research methods demonstrated a dedication to investigating various questions and advancing knowledge in language, literature, and education. The interesting research themes identified the complex and diverse nature of English language raising focus in Southeast Asia such as technological integration, teacher development, cultural studies, assessment, and language teaching methodologies. The study provides useful information for enhancing research mentorship and education, and it improves knowledge of research trends in this setting. Furthermore, the findings obtained from this study have the potential to contribute to the enhancement of curriculum design, instructional approaches, and distribution of resources in the English language education research area.

Disciplinary Literacy as Curricular and Instructional Practice in Music Teacher Education

Disciplinary literacy focuses on subject-specific practices, vocabulary, and texts for P–12 students to better understand, interpret, and apply their knowledge within a discipline. This type of literacy invites students to actively take up the roles and processes established in the content area. Early experiences are essential in shaping preservice teachers’ understandings about disciplinary literacy; yet, few opportunities exist for learning about disciplinary literacy as an instructional approach, particularly from a musical and sociocultural perspective. In this article, I explore disciplinary literacy as curricular and instructional practice in music teacher education. First, I outline competing views of literacy and define disciplinary literacy in music education. Then, I provide examples of disciplinary literacy—through projects, assignments, and instructional techniques—to support preservice teachers in their development and generation of lessons and curriculum. Within these examples, I propose recommendations for music teacher educators as they cultivate positive, sustainable experiences for disciplinary literacy instruction.

Navigating Challenges and Opportunities in Nursing Education: Insights from Student Nurses at the National University of Lesotho

&amp;lt;i&amp;gt;Background:&amp;lt;/i&amp;gt; Globally, student frustration and attrition rates are declining, underscoring the importance of investigating the academic and interpersonal challenges that students face after their first year. Objectives: exploring the experiences of National University of Lesotho student nurses on their course of education. &amp;lt;i&amp;gt;Method:&amp;lt;/i&amp;gt; A qualitative phenomenological research design was used to conduct research at the National University of Lesotho. Data was collected using an unstructured interview guide in two focus groups comprising all student nurses who are enrolled in the nursing and midwifery programme from their second year into the programme. This study employed a stratified random sampling procedure to select its respondents. This study made use of thematic analysis. &amp;lt;i&amp;gt;Results: &amp;lt;/i&amp;gt;The results demonstrated clinical weariness caused by a severe workload. The tasks and responsibilities assigned to the students, which they consider to be the duties of registered nurses, frequently leave them feeling overburdened. Variations in clinical supervision experiences include negligence; some experience sexual abuse; and some students find the clinical setting quite unpleasant and inappropriate. On the other hand, students expressed that they are empowered by the current nursing curriculum to face the clinical challenges. &amp;lt;i&amp;gt;Conclusion:&amp;lt;/i&amp;gt; Despite appreciating the faculty&amp;apos;s supportive and inspiring environment, students had conflicting emotions about the instructional approaches and learning environments. There were variations in both instructional quality and clinical supervision.

The Role of University Community Engagement Programs in Influencing Higher Education Outcomes and Community Development: An Insight from Uganda

A specialised approach to academic research, teaching, and learning known as community engagement entails actively involving communities in cooperative initiatives that improve university teaching, learning, and research objectives while also addressing the needs and opportunities of the community. In this paper, we investigate how university community involvement positively impacts higher education results and community development, primarily using one Ugandan public university and one Ugandan private university as examples. The concept of university community engagement, as well as its advantages and drawbacks for the institution, students, and community at large, were addressed in the present study. Communities gain from university community engagement as members and organisations from the community share and integrate their knowledge with that of faculty and students, resulting in an improved understanding of community issues and the development of collective capacity to address them, producing either or both short-term impacts and long-term transformational change. University community participation benefits students by enhancing learning possibilities that can result in new and improved outcomes in terms of academic learning, development of skills and competences, leadership, and good citizenship. Enhancing teaching and learning possibilities, growing student enrolment and retention, co-creating new information and ideas, providing opportunities for research, and improving the university's reputation are all advantages for the higher education institution. Despite the aforementioned advantages, community participation is associated with a reproach of being more difficult, expensive, and possibly problematic than conventional approaches of knowledge and instruction. Better methods for recording and communicating academic progress are required, and there’s need to expand our awareness of important community engagement outcomes outside of the academic sphere. To promote sustainable community development and improve higher education outcomes, established and future higher education institutions must completely embrace and strengthen their community participation to a global scale.

Comparing co-teaching and single instructor approaches on student satisfaction in online medical English courses

This study examined the dissatisfaction among Chinese medical students with online medical English courses, which overemphasize grammar yet fail to provide practical opportunities related to medical situations. This study compared co-teaching’s effects, involving native and non-native instructors, with a single-instructor (traditional) model on student satisfaction in online medical English courses. Using a qualitative design, pre- and post-course interviews were conducted with 49 second-year medical students across seven classes, exploring their perceptions of instruction, curriculum, and course satisfaction. The findings indicated that the co-teaching model improved student engagement and satisfaction, not specifically due to the native English-speaking instructor but likely because of the focus on more interactive and discussion-oriented strategies. In contrast, the single-instructor model maintained the traditional grammar-focused instruction, leading to lower satisfaction levels. Both instructional models faced limitations related to their reliance on textbooks for delivering core material needed for the course’s comprehensive exam. These results suggest that the instruction design and approach, rather than the native instructor alone, was the main driver of positive outcomes in co-teaching. The study’s findings suggest a need for curriculum reforms that reduce textbook dependence and incorporate more practical, interactive learning strategies. Future research should consider applying various research techniques, such as mixed-method approaches, longitudinal studies, and experimental designs, to comprehensively assess the long-term effects of instructional strategies and curriculum innovations on student outcomes.

Penerapan Model Problem Based Learning Untuk Meningkatkan Hasil Belajar Pendidikan Pancasila Siswa Kelas IV B SDN Pakis 1 Surabaya

This study is an action research aimed at improving the learning outcomes of Pancasila Education on the topic of Appreciating Differences in Community Identity for Grade IV B students at SDN Pakis 01 Surabaya, which comprises 24 students. The research employs data collection methods such as observation, testing, and documentation. The instructional approach utilized is Problem-Based Learning (PBL). Findings indicate that the Problem-Based Learning model significantly improves students' Pancasila Education performance. Specifically, pre-cycle results showed a completion rate of 27%, which increased to 46% in Cycle I, and further rose to 81% in Cycle II. The implementation of Problem-Based Learning has successfully met the target goals, effectively boosting the Pancasila Education outcomes for Grade IV B students at SDN Pakis 1 Surabaya for the 2023/2024 academic year. The Problem-Based Learning model is characterized by fostering critical thinking skills among students, thereby facilitating the teaching process.

The impact of problem-based learning on motivation and mathematics outcome for sixth-grade students

Numerous studies have demonstrated that the implementation of problem-based learning (PBL) can enhance student motivation and learning outcomes. However, the integration of contextual media in these instructional activities remains limited. This research aims to investigate the impact of using PBL with contextual media on student outcomes, compare the differences in mathematics achievement between students taught through PBL with contextual media and those taught through conventional methods, and assess variations in student motivation between these two instructional approaches. A quasi-experimental design with a non-equivalent pretest-posttest control group was employed in this study. The participants consisted of 60 sixth-grade students, divided into an experimental group (taught using PBL with contextual media) and a control group (taught using conventional methods). Data were collected through learning motivation questionnaires and objective mathematics tests, with data analysis conducted using normalized gain scores (N-Gain) and t-tests. The results indicated significant improvements in student outcomes when taught using PBL with contextual media. Additionally, there was a marked difference in mathematics achievement between the experimental and control groups, as well as differences in student motivation between the two instructional methods. These findings suggest that implementing PBL with contextual media presents a promising strategy for enhancing both student motivation and mathematics learning outcomes.

Target Situation Analysis (TSA) To Examine The Expert Viewpoint About The Academic Writing Demands To Author A Research Thesis In Social Sciences: A Review Study In English For Academic Purposes

Target Situation Analysis (TSA) is used in this review study to investigate the expert opinion about the requirements for academic writing when producing a social science research thesis, specifically about English for Academic Purposes (EAP). According to Basturkmen (2010) and Dudley-Evans &amp; St. John (1998), task-specific assessment (TSA) entails determining the particular tasks, abilities, and language requirements of students in the intended academic setting. This article focuses on the expectations of examiners in EAP, important academic norms for thesis writing, and linguistic and rhetorical elements that can help ESL students overcome obstacles. In order to fulfill the demands of ESL students doing social science research, this TSA intends to inform effective instructional approaches and support systems by reviewing the body of existing literature. These writing requirements were assessed using a systematic literature review methodology and a qualitative design. Themes including thesis writing, the function of the social sciences, academic expectations, and the flow and structure of the thesis were identified through thematic analysis of scholarly guides and studies. Important findings show that writing with precision, consistency, and clarity is still quite difficult, especially for non-native speakers. In order to produce high-quality theses, social science researchers need certain abilities including critical thinking and good communication in addition to language[1] competency. The results underscore the necessity of customized assistance, including focused writing training, mentorship, and peer evaluation, in order to improve research thesis quality in Pakistan and foster scholarly distinction. Future studies should concentrate on efficient teaching strategies, the influence of language ability on the caliber of theses, and the creation of assessment instruments to help students even more. By addressing these unmet requirements for academic writing in Pakistan, researchers will be better equipped to do excellent work that makes a significant contribution to their areas.

The Effects of Instructional Approaches and Motivation on Students’ Reading Comprehension at MTS’s Amal Shaleh Simalingkar

Reading comprehension is a fundamental skill that serves as the foundation for effective learning and intellectual growth. GSSR's comprehensive approach extends beyond the classroom, fostering a lifelong appreciation for reading. A significant area of focus in educational psychology is the relationship between motivation and reading comprehension. This relationship has been shown to influence student engagement, perseverance, and, ultimately, academic achievement. The objective of this study was to ascertain whether the GSSR approach is more effective than the non-GSR treatment. Additionally, the study aimed to determine whether students with high levels of motivation demonstrate superior reading comprehension skills compared to those who are less motivated. Finally, the study sought to investigate whether there is a relationship between teaching the GSSR approach versus the conventional approach and the level of motivation on students' reading comprehension. This study employed a quantitative research design. The study was conducted at MTS Amal Saleh. The study sample consisted of 62 students from grades 8A, 8B, and 8C. The data analysis employed descriptive analysis, the Wilcoxon test, and the N-gain Score test. The findings indicated that the GSSR approach was more effective than the conventional method in enhancing students' reading comprehension. The success rate for the former was 55%, while the latter was 81.81%. Additionally, the students' mean scores were 70.25 and 77.75, respectively, for classes 8B and 8C. The enhancement of students' reading comprehension with high motivation yields superior outcomes compared to the improvement of students' reading comprehension with low motivation. This was demonstrated by the fact that the GSSR + Motivation method resulted in a 76.81% increase in the pass rate and a 38.44-point increase in the average score.

Comparing contrasting instructional approaches: a way for research to develop insights about backward transfer

ABSTRACT Backward transfer, defined as the influence that learning about new concepts has on individuals' reasoning about previously learned concepts, is a relatively new topic in mathematics education. Our exploratory study compared the backward transfer produced in a mathematics enrichment programme that emphasised covariational reasoning to that produced in real algebra classrooms that did not emphasise a particular type of reasoning. Quadratic and linear functions were the new concepts being learned about and the concepts previously learned about, respectively. One theme that emerged from our comparisons was that quadratic instruction that emphasised covariational reasoning had less, but more consistent, backward transfer than quadratic instruction that did not have a strong emphasis on a particular type of reasoning. This and other findings led us to new insights about backward transfer, as well as tentative new ideas about backward transfer more generally, that can be tested in future studies..

Assessing the Gaps in Macro Skills: A Needs Analysis among Third-Year Psychology Students

This quantitative study employed a needs analysis approach which aimed to identify, aid, and present the problem with the proficiency in reading, writing, speaking, and listening skills of third-year Psychology students. 50 respondents from the psychology department in a private non-sectarian academic institution were randomly surveyed to gather the requisite data. Results showed that the respondents need guidance across various language competencies. Their reading skills are at the frustration level, listening skills are at the proficient level, and writing and speaking skills are at the moderate level. This study suggests customized instructional approaches which can significantly improve the receptive and productive English language skills of third-year psychology students, thereby empowering them to achieve greater academic and professional success. These findings underscore the effectiveness of ESP programs in enhancing the language skills required for psychology students and of similar academic contexts.

Examining the instructional process of citizenship education in Ethiopia: The case of secondary schools in the Amhara state

This study aimed to examine the instructional process of citizenship education in secondary schools in the Amhara state of Ethiopia. To that end, a mixed-method research approach with a concurrent triangulation design was employed. A total of 107 citizenship education teachers and 480 students were selected from 24 secondary schools. Questionnaires, semi-structured interviews, and classroom observations were used as data gathering methods. The results of the study revealed that the status of classroom instructional methods in citizenship education was low. Instead of using a variety of specific instructional methods advocated by prominent scholars of the field, teachers were using traditional teacher-centered methods that were less appropriate to engage students in the teaching-learning process. Whole-school events were also found at their lowest stage. Many of the school-wide opportunities were not widely practiced in relation to citizenship education. The same was true for service-learning. The status of this instructional approach was not only extremely low, but its pedagogical significance was also not well understood by citizenship education teachers. Hence, areas of intervention that could improve the instructional process of secondary school citizenship education are indicated.