Instructional Approaches Research Articles

The influence of inductive activities on pupils’ conceptualization and attitudes to the greenhouse effect and climate change

The greenhouse effect poses a significant environmental challenge to humanity today. Research shows that many students lack adequate knowledge about this phenomenon. To address this issue, we have developed educational materials that utilize various instructional approaches to improve primary school students’ understanding and attitudes toward the greenhouse effect. This material is designed to make environmental topics accessible within the formal education system. We assessed the students’ understanding of the greenhouse effect using a three-level test and their subjective attitudes toward climate change using a semantic differential. Additionally, we employed The Climate Change Attitude Survey to evaluate their attitudes toward environmental problems, with a focus on climate change. Overall, the results indicate that incorporating a sequence of activities based on the designed educational materials into the school curriculum has a positive impact on students’ understanding and attitudes toward the greenhouse effect.

Difficulties and Errors of Grade 9 Learners in Solving Quadratic Equation: Input to the Development of Strategic Intervention Material

This study determined the difficulties and errors of Grade 9 learners in solving quadratic equations, it gauged the developmental of strategic intervention material. The researcher used the descriptive-developmental research design and used the 45 Grade 9 learners as respondents. Researcher-made test was used to gather the needed data. Frequency count, percentage, and mean were the statistical tools used. The results of the study showed that Grade 9 learners performed fairly satisfactory in characterizes the roots of quadratic equation using the discriminant, describes the relationship between the coefficients and the roots of a quadratic equation, solves equations transformable to quadratic equations (including rational algebraic equations), solves problems involving quadratic equations and rational algebraic equations, illustrates quadratic inequalities, solves quadratic inequalities, and solves problems involving quadratic inequalities. Additionally, the Grade 9 learners commit more errors in the reading errors and comprehension error. Further, the developed Strategic Intervention Materials on Solving Quadratic Equation for Mathematics 9 is very highly valid. Based from the findings, the following conclusions were drawn: The Grade 9 learners often encounter reading errors when solving quadratic equations, suggesting they have trouble comprehending the problem statements. This issue highlights a fundamental barrier to their mathematical proficiency. Additionally, they face specific challenges in areas such as characterizing the roots of equations, solving equations that can be transformed, and understanding quadratic inequalities, which are critical skills for mastering quadratic equations. To address these difficulties, strategic intervention material has been shown to be highly effective. These materials provide targeted support and practice, significantly improving the learners’ abilities to solve quadratic equations and enhancing their overall mathematical competence. It is therefore recommended that teachers use effective instructional strategies, including clear explanations, diverse problem-solving approaches, and real-world examples, to improve learners’ understanding and proficiency in quadratic equations. Learners should actively participate in problem-solving activities, seek help when needed, practice regularly, and develop a strong foundation in basic skills. The use of strategic intervention materials for teaching quadratic equations in Grade 9 is advised to enhance learners’ problem-solving competencies, and they study’s finding should be discussed in school Learning Action Cell (LAC) sessions. Future research should investigate the specific causes of learners’ difficulties, explore additional interventions and instructional approaches, and examine the long-term effects on learners’ mastery of quadratic equations, as well as the potential benefits of technology integration and gamification in teaching quadratic equations.

Effect of using multiple representations in teaching mechanics problem-solving on engineering students’ academic performance in Rwanda

In recent years, the use of multiple representations in physics teaching and learning has become more common. This study sought to determine if engineering students’ performance in Rwanda might be improved by the use of numerous representations when solving mechanics problems. Multiple representations improve students’ comprehension and recall of mechanics ideas, supporting efficient teaching methods and critical thinking. This study employed a quasi-experimental research design with pre-and post-test control and experimental groups. A total of 100 students were enrolled in the study, divided into two groups: the experimental group consisted of 52 students who received instruction using multiple representations, and the control group consisted of 48 students who received instruction using traditional methods. In the study, students’ performance was measured before and after intervention using a mechanics test. The mechanics problem-solving pre-test findings indicated a p-value greater than 0.05 between the control and experimental groups, indicating no statistically significant differences between the two groups. A post-test revealed a p-value < 0.001 between the groups, indicating that the experimental group outperformed the control group significantly. According to the findings, engineering student’s academic performance in physics can be improved through the use of multiple representations in teaching and learning mechanics problem-solving. This study will support the development of Rwandan education policies, instructional approaches, and global pedagogy are all supported by this study.

ENGLISH SPEAKING ANXIETY OF CHINESE MIDDLE SCHOOL STUDENTS: A PERSPECTIVE BASED ON STUDENTS’ PERSONALITY DIFFERENCES

This study aims to investigate the difference in English-speaking anxiety levels with different personality types among middle school students, employing a one-way analysis of variance (ANOVA). The participants comprised third-grade middle school students in Jinjiang District, Chengdu, China, with a sample size of 370 students. Two instrumental tests, namely the personality type test and the English-speaking anxiety level test, were conducted for data analysis. The E-scale of the Eysenck Personality Questionnaire (EPQ) was used to determine students' personality types, while the Foreign Language Classroom Anxiety Scale (FLCAS) questionnaire assessed their anxiety levels. The results revealed a significant difference in the level of English-speaking anxiety between introverted and extroverted students, F(4,365) = 5.363, p &lt; .05. The English-speaking anxiety of introverted students is lower than that of extroverted students. Based on the characteristics of students' personalities, it is recommended that educators adopt instructional approaches such as promoting cooperative learning, providing moderate error correction, offering moderate attention to students, and enhancing guidance on learning strategies to mitigatespeaking anxiety in students. However, it is crucial to note that the study's scope is confined to middle schools in Jinjiang District, limiting its applicability to students in other regions of China.

Exploring Education as a Complex System: Computational Educational Research with Multi-Level Agent-Based Modeling

Our study employs multi-level agent-based modeling and computational techniques to explore education as a complex system. With an underlying focus that education should be underpinned by a scientific understanding of student learning, we created computational models that simulated learning dynamics in classrooms, integrating both quantitative and qualitative insights. Through these models, we conducted experiments aligned with real classroom data to address key questions, such as “How can we effectively support the academic progress of underperforming students, who are disproportionately from low socio-economic status (SES) backgrounds, to close their multi-year achievement gap in mathematics?” Our study analyzes various instructional approaches for mathematical learning, and our findings highlight the potential effectiveness of Productive Failure as an instructional approach. Considerations of the broader applicability of computational methods in advancing educational research are also provided.

Applying pragmatic approach in EFL grammar instruction

Applying pragmatic approach in EFL grammar instruction

Examination of undergraduate students’ physics expectations

A body of beliefs based on previous knowledge, attitudes, and experiences creates physics expectations of students about what they will learn and which skills they will use in physics lessons. Previous research indicated these views about knowledge and learning influenced physics learning by affecting their learning approaches. This research aims to investigate the physics expectations of undergraduate engineering and education students, who take various and different numbers of physics courses in Türkiye. The physics expectations of students were examined due to certain variables and they were compared with experts' ideas. In the study, the Turkish version of the Maryland Physics Expectations Survey II (MPEX II) was given to 831 engineering and education students in different universities. The results indicated the statistical differences in the physics expectations scores according to the department that was registered, the number of physics courses taken, and the reading of popular physics books. However, no significant difference was observed in the physics expectations scores according to gender, being an engineering student or education student, the year of the program, and the instructional approach of physics courses. The mean of the percentages of students who thought like experts in item by item was around 2/5; however, when expert-like thinking was considered for the overall scores, almost 12% of students answered at least half of the items like experts.

Supporting Knowledge and Language Acquisition of Secondary Emergent Bilinguals through Social Studies Instruction

AbstractThis study examined the initial efficacy of World Generation (WorldGen), a Tier I social studies instructional approach for emergent bilingual (EB) students and their native English‐speaking (non‐EB) peers in Grades 6 and 7. WorldGen builds on prior research on instructional practices that have been associated with improved content knowledge and literacy outcomes for EBs in classes of students with varying English proficiency. Using a within‐teacher design, middle grades world history teachers' classes were randomly assigned to WorldGen treatment (17) or comparison conditions (16) for three to four approximately two‐week units. The student sample included 42% EBs. Students in the treatment condition (n = 373) scored higher, on average, on world history content (Hedges' g = 0.47) and vocabulary knowledge (Hedges' g = 0.41) than students in the comparison condition (n = 343) but no statistically significant findings were yielded regarding disciplinary literacy skills at the end of WorldGen instruction. Of primary interest, the statistically significant main effects indicated that world history content knowledge and vocabulary learning was similar for both current EB and non‐EB students in the treatment condition. The findings provide initial support for the use of the WorldGen instructional practices for improving content acquisition and vocabulary in general education social studies classes with students with a range of English proficiency. Furthermore, teachers perceived the WorldGen instructional practices and materials as providing the information and learning experiences necessary to support students in meeting grade‐level expectations.

Instructional Modular Approach Framework For Developing Science Teaching Competencies Of Prospective Teachers

Instructional Modular Approach Framework For Developing Science Teaching Competencies Of Prospective Teachers

The associations between individual differences in language aptitude and working memory, and the effectiveness of input and output based instruction

Despite previous research having demonstrated the comparative effects of processing instruction and output-based instruction, further investigation is required to examine the relationships between individual differences in cognitive abilities and these instructional types. This study investigated the associations among three instructional approaches and learners’ language aptitude and working memory in acquiring four Chinese classifiers. Eighty-six second language (L2) Chinese learners from one Chinese university were divided into three experimental groups – processing instruction (PI), meaning-based output instruction (MOI), combined instruction (CI) – and a control group. Tests measuring treatment effects included an untimed grammatical judgment test and an oral elicited imitation test. The LLAMA test and a counting span task were employed to assess learners’ language aptitude and working memory respectively. Multiple regression analysis suggested that phonetic coding ability was significantly predictive of the effects of PI and CI groups. Language analytic ability and working memory were not predictive of the effects of any experimental groups. The findings suggest that providing metalinguistic explanations followed by output-based language activities may mitigate learners’ cognitive differences in language analytic ability and working memory.

Instructional Supervisory Approaches of Master Teachers: Effect on Teachers' Work Motivation and Performance

Instructional Supervisory Approaches of Master Teachers: Effect on Teachers' Work Motivation and Performance

The impact of transformational leadership on classroom interaction in UAE secondary schools

AbstractDepartment heads play a critical role in executing school plans, particularly in adopting contemporary instructional methods, integrating technology, assessing student progress, and maintaining high standards of classroom interactions. They facilitate essential interactions within the classroom, spanning teacher-student, student–student, and student-content interactions, aligning with transformational leadership practices. This study explores the influence of department heads' transformational leadership on classroom interaction, mediating teachers' teaching experience in enhancing leadership capacity. Using a straightforward random sampling procedure, 374 teachers from 226 privately owned secondary schools were selected. Descriptive statistics were employed to represent the extent of department heads' engagement in transformational leadership practices. Findings indicate that teachers' role in clarifying activities and assignments to encourage classroom involvement received the highest average rating, emphasizing the importance of diverse instructional approaches. The study reveals a significant, positive influence of teachers' years of experience as a moderating factor in the relationship between department heads' transformational leadership and classroom interaction. A positive correlation was observed between student–teacher interactions and department heads' use of transformational leadership practices, with teachers' experience levels shaping these relationships. Notably, the study suggests that teachers' experience partially affects this phenomenon. The research concludes with recommendations for policymakers and educators to leverage their pedagogical expertise in fortifying the impact of school leadership on heightened student participation within the classroom.

Influences of immersive virtual reality (IVR)-based science, technology, religion, engineering, art, and mathematics (STREAM) instructional approach on students’ learning performances

Influences of immersive virtual reality (IVR)-based science, technology, religion, engineering, art, and mathematics (STREAM) instructional approach on students’ learning performances

Exploring the perceived knowledge of teacher educators and pre-service teachers on the differentiated instruction practices of teacher educators

Inclusive education involves creating effective learning environments that welcome and meet the diverse needs of all students. Differentiated instruction (DI) has been identified as a key instructional approach to addressing the diverse needs of all students in regular classrooms. While there is a large body of literature on DI, that relating to the non-Western context is sparse. Using comprehensive model of DI as a conceptual framework, this study examined teacher educators’ perceived usage of DI practices in teacher training institutions in Ghana. It used a questionnaire design based on the tenets of model for data collection. A total of 1,002 participants (199 teacher educators and 883 pre-service teachers) were recruited from four teacher training institutions in Ghana. The data were analyzed using confirmatory factor analysis, t-tests, and Hayes’s model for performing moderation analysis. The results show differences between pre-service teachers and teacher educators, with the former rating the latter lower on the perceived usage of DI. The study concludes with a discussion on the training needs of teacher educators in the usage of DI and enabling them to effectively model appropriate differentiated teaching experiences to beginning teachers.

SOC 기반 한국어 수업 설계 및 운영 사례 연구

Objectives This study aims to design and implement a Korean language course applying the Selection, Optimization, and Compensation (SOC) theory for Japanese elderly learners, and to explore the effectiveness of this instructional approach. Methods For this purpose, Korean language classes were designed and conducted, based on a 5-session course, targeting five elderly learners residing in Tokyo, Japan. To assess the outcomes of class operation, learner inter-views were conducted and qualitatively analyzed. Results Analysis results showed several key findings. Firstly, allowing learners to choose topics they are genuinely interested in led to higher satisfaction levels among learners. Secondly, adjusting the level and scope of learning activities to match the learners' proficiency level during class design and operation resulted in increased sat-isfaction with the learning process. Thirdly, using familiar and comfortable tools to assist learners' memory and fa-cilitate information retrieval also contributed to higher satisfaction with the learning process. Fourthly, learners ex-pressed satisfaction with Korean language classes applying the theory of Selection-Optimization-Compensation (SOC), noting minimal physical exertion and the possibility of review. Lastly, by completing learning activities, learners not only experienced psychological satisfaction but also a sense of achievement in learning. Conclusions It was confirmed that Korean language classes applying the theory of Selection-Optimization- Compensation(SOC) improved the learning autonomy, interest, and satisfaction of elderly learners.This study contributes by addressing Korean language learning for elderly learners aged 70 and above, a topic not extensively explored in Korean language education research. Furthermore, it provides foundational data for designing and op-erating Korean language classes for elderly learners based on SOC theory.

Peer Instruction’s Impact on EFL Writing Proficiency: A Quasi-experiment in a Chinese University

This study investigated the impact of peer instruction on learners’ writing proficiency in a Chinese university. It adopted a quasi-experimental research design and lasted for fourteen weeks. Peer instruction was used as an intervention for the experimental group, while the teacher-centred traditional approach was employed for the control group. The quasi-experiment results showed no significant difference in the pretest writing proficiency between the experimental and control groups. However, the experimental group’s writing proficiency significantly exceeded the control group’s in the posttest. Therefore, the intervention was effective in this quasi-experiment, and peer instruction significantly influenced EFL learners’ writing proficiency. Nevertheless, this study also had the limitation of a small sample and short duration. In future studies, educators and teachers should reduce these limitations to optimize the peer instruction approach in EFL writing instruction.

Developing Learner Positive Attitudes Towards Reading Comprehension: A Strategy Instruction Approach

This quantitative study sought to explore how Strategy Instructions Approach (SIA) as reading comprehension technique can help develop positive attitudes in learners towards reading. This study was necessitated by the fact that most South African children do not have positive attitudes towards reading and, as such, are not motivated to do reading on their own. To develop a positive attitude towards reading, learners must acquire a rich vocabulary. To acquire a rich vocabulary, learners must be acquainted with the strategies required for decoding meaning from texts. Researchers revealed that English First Additional Language teachers do not have adequate skills to teach learners to effectively comprehend what they read. This study used SIA, which was found to be an effective way of teaching reading comprehension, to grade 8 learners in Elliotdale Circuit Management Centre (CMC) in the Amathole East District of the Eastern Cape of the Republic of South Africa. The aim of this study was to find out if SIA could be used to develop positive attitudes in the learners towards reading. Sixty learners were sampled from three schools, twenty per school, to take part in the study. The Statistical Package for Social Sciences (SPSS) was used to analyse the data. Descriptive statistics were used to summarize and describe the data collected before and after the interventions. The study revealed that the use of SIA to teach reading comprehension developed positive attitudes of the learner participants towards reading. The study also recommends that school-based staff induction programs should equip teachers on how to use SIA as a strategy for reading comprehension. Teacher training should also equip pre-service teachers on SIA and other reading comprehension strategies.

Exploring a practice‐based approach to elementary preservice science teacher preparation

AbstractThe science methods course model presented here, called an immersed methods course (IMC), engaged preservice elementary teachers in reform‐based science instructional approaches within authentic classroom settings and with elementary students in a guided format. Questions guiding the study were: (1) Did participation in the IMC model impact preservice teachers (PTs') science teaching self‐efficacy? (2) Which science methods course model activities/experiences did PTs identify as the most impactful on their science teaching? (3) How did participation in the IMC model impact PTs' understandings of science teaching? Participants were 138 elementary PTs from a Southeastern United States university. Data were collected from seven course sections over 3 years and included pre/post science teaching self‐efficacy survey data, post written responses, and interviews. Member checking approaches were also used to refine and establish the validity of findings. Researchers completed qualitative data analysis, which was complimented by quantitative statistical analysis. Findings across data sources suggest participation positively influenced PTs' science teaching self‐efficacy and beliefs about the effectiveness of the instructional approaches. Participation also helped PTs apply theories to practice and develop competency using the practices. Findings highlight how the IMC model mitigates constraints associated with current science teacher preparation approaches.

Dissecting subjective L2 (un)willingness to communicate among EFL learners: a Q methodology study

ABSTRACT This study used Q methodology to explore the subjective perspectives of English as a Foreign Language (EFL) learners regarding sources of willingness to communicate (WTC). A sample of 40 undergraduate students enrolled in an English language teaching program at a Turkish university was obtained. Based on their shared viewpoints, the participants were clustered into three groups: self-assured communicators, motivated communicators, and nervous communicators. Self-assured communicators exhibited high levels of self-confidence, while motivated communicators displayed strong and unwavering motivation to improve their speaking skills. Nervous communicators, on the other hand, showed noticeable signs of anxiety, impeding their WTC. This study provides evidence that an amalgamation of internal and external factors works in synergy to shape EFL learners’ WTC in the classroom. Recognising this interplay can lead to the development of targeted interventions and instructional approaches, improving L2 learners’ communicative behaviours. Understanding and addressing learners’ subjective experiences, particularly in relation to self-confidence, motivation, and anxiety, are key elements in enhancing their WTC and overall language proficiency.

Analyzing Students’ Thinking in Mathematical Problem Solving Using Vygotskian Sociocultural Theory

Objective: This study aims to investigate students' thinking in solving mathematical problem solving (MPS) using the Vygotskian sociocultural theory (SCT) in the form of mathematical objects. Method: This qualitative study involved 34 high school students in Palembang, 20 female and 14 male students. Data were obtained from students' work and video recordings when students solved problems. The analysis of students' work was reviewed from the semiotic system to see the students' semiotics, including languages (natural and alphanumeric), concepts and propositions, procedures, and arguments. The video recordings were analyzed to assess communication and collaboration among students during problem-solving activities. Research Findings and Discussions: Analyzing students' work and video recordings revealed significant insights into their problem-solving strategies and sociocultural interactions. Through semiotic analysis, it was possible to observe how students expressed and communicated mathematical ideas. Moreover, examining video recordings elucidated communication and collaboration dynamics within the classroom context. These findings shed light on the effectiveness of integrating Mathematical Problem Solving (MPS) with Socio-Cultural Theory (SCT) principles in fostering algebraic thinking and enhancing students' mathematical abilities. Research Implication: The findings of this study hold implications for both research and practice in mathematics education. They provide valuable insights for designing instructional approaches that promote collaborative problem-solving and facilitate the development of algebraic thinking skills. Additionally, the application of Vygotskian SCT in mathematics classrooms offers a promising avenue for cultivating a supportive sociocultural environment conducive to learning. Originality/Value: This study contributes to the existing literature by offering a comprehensive exploration of MPS through the lens of Vygotskian SCT, mainly focusing on using mathematical objects as mediational tools. By examining students' semiotic systems and sociocultural interactions, this research enhances our understanding of the complex processes involved in mathematical problem-solving and underscores the importance of sociocultural factors in shaping students' mathematical experiences.