Instruction Level Research Articles

Learning Style and Reading Performance of Grade 8 Students

Every student absorbs and processes knowledge in a different way, which distinguishes each from one another. Some students may have a combination of learning styles. In order to apply a variety of teaching strategies that are ideal to accommodate all types of learners in the classroom, it is crucial for a teacher to understand the learning preferences of his or her students. This study was carried out to investigate the students’ learning style and reading performance, and determine if there is a significant correlation between the two variables. The VAT learning style, which stands for visual, auditory, and tactile, was the only focus of this study. This study employs a descriptive-correlational analysis of variables to discover whether there is a significant relationship between the two variables and to describe the variables. There were 72 Grade 8 students from Libertad National High School, Libertad Misamis Oriental, Philippines who participated in this study. The Learning Style Survey Questionnaire was utilized to determine the students' preferred learning styles, and three reading passages with a total of 30-item questions were used to determine the students' reading performance. In this study, the percentage and chi-square test were both employed to obtain the results. The findings indicate that the majority of students’ response is auditory. Regarding their reading performance, most students are at the instructional level. As the p-value of 0.6086 is greater than the 0.05 level of significance, the results showed that the student's learning style is not significantly related to their reading performance. Thus, a student's preferred learning style has no relation to how well they read. This implies that being an auditory learner does not guarantee that a student would excel in reading and become an independent reader. Future studies may thus employ different grade levels or concentrate on the two learning preferences—visual and auditory—to see whether there is a significant relationship between them and the students’ reading proficiency.

Educational program on oral health “Healthy smile”: knowledge and role of legal responsibilities and educators

Introduction: to achieve the health of infants and increase their quality of life, the health of legal guardians and educators is of particular importance; their beliefs and behaviors; and the ability, knowledge and will to acquire and provide the infant with healthy ways and styles of life. Objective: determine the effectiveness of the “Healthy Smile” Program in terms of knowledge about oral health of legal representatives and educators, as well as the role of educators of preschool infants. Methods: a quasi-experimental before-after research was carried out where the sample was 86 legal guardians and 9 preschool educators from the “La Demajagua-Atanagildo Cajigal” towns in the period 2021-2023. Results: the pre-university level of instruction predominated (68; 71,579 %) and a regular level of knowledge (73; 76,842 %) before the implementation of the program; the same being modified to good (77; 81,053 %) with a tendency to fair (18; 18,947 %). The educators significantly increased (8; 88,88 %) the reasons for preventing diseases related to the stomatognathic apparatus to maintain good oral hygiene; the results of the student T test showed statistically significant differences in knowledge of caries (X1=3,22; X2=3,80) and about children's oral health (X1=1,55; X2=3,44). Conclusions: the “Healthy Smile” program was effective in positively modifying the level of knowledge about oral health of legal representatives and educators, as well as in the role assumed by them with respect to the health of the infants in their care

Energy-, Environmental-, and Climate Change Literacy among Primary and Middle School Students

The aim of the present study was to assess the energy- environmental-, and climate change literacy among primary and middle school students in selected cities of Ethiopia. This survey study was conducted in primary and middle schools found in six cities and involved a total of 1589 students. The finding indicate that the participants of the study had a very good awareness about principles underlying generation and use of energy but performed much poorly in items related to awareness about impacts of climate change. The paper also concluded that students’ views about issues related to generation and use of energy cannot be considered as favorable. On the other hand, the results on practices related to energy use and environmental protection reveal that participants reported pro-energy and environmental practice. Interestingly, the practice of participants doesn’t seem to align with the generally unfavorable attitude towards energy generation and climate change. Therefore, it is advised that primary and middle schools offer a thorough education on energy and environmental education because these levels of instruction have a special role to play in raising awareness of and developing skills and attitudes related to environmental and climate change education.

Literacy assessment - a case study in diagnosing and building a struggling reader’s profile

Poor language and literacy abilities negatively impact students emotionally, causing low self-esteem, anxiety, and frustration. This affects their attitudes towards learning, reduces motivation, and limits opportunities. Thus, addressing early language and literacy challenges through intervention and accurate assessment is vital for not only positive emotional development but for all round academic growth. In a single-case study, the reading skills of a struggling third grade reader were assessed using tools such as QRI (Qualitative Reading Inventory) and visual-discrimination assessments to create a diagnostic profile. The study aimed to identify the student's reading level, and factors that affect language and literacy abilities. Results showed that the student's instructional reading level was at a low average range for expository texts but at a much higher level (fourth) for narrative texts. Strong word recognition skills were observed, but difficulty in comprehending expository, informational texts was evident. Recommendations include using targeted strategies to improve comprehension skills at all levels (literal, inferential, evaluative) for expository texts, while also addressing the emotional and social development of learners. / Keywords: literacy assessment, struggling reader, language and literacy, case study, elementary education

Exploring eye-tracking data as an indicator of situational awareness in nursing students during a cardiorespiratory arrest simulation

AimTo examine the components of visual attention that maintain situational awareness during simulation training in undergraduate nursing students with different instruction levels. BackgroundEye-tracking can provide deep insight into the nurses' attention during simulated practice. Knowing which gaze patterns promote situational awareness can significantly improve nurse instruction. DesignA comparative observational study investigated the role of visual attention on the performance quality, psychophysiological parameters (vital signs, anxiety and stress) and socioemotional competencies (cognitive workload, motivation and self-efficacy) of nursing students with various experience levels. MethodsThirty nursing students divided into two groups according to their academic level: first cycle (n=14) and second-cycle (n=16) faced a clinical simulation scenario to resolve a cardiorespiratory arrest event. Eye tracking-based analysis required the selection of six areas of interest. The monitorization of vital signs included measuring blood pressure, heart rate, respiratory rate and oxygen saturation before and after the simulation practice. Participants completed the socioemotional questionnaire (NASA-TLX). They answered the state subscale of the State-Trait Anxiety Inventory (STAI), the Visual Analogue Scale (VAS) of stress, the Situational Motivation Scale (SIMS) and the Baessler and Schwarzer General Self-Efficacy Scale. ResultsThe first-cycle group displayed higher vital sign scores than the second cycle, apart from the post-simulation respiratory rate. All physiological parameters increased in mean value after the clinical simulation, except oxygen saturation. Anxiety was the only parameter in the socioemotional domain to present a statistically significant difference between the groups. First-year nursing students showed greater anxiety, stress, mental workload, identified regulation and intrinsic motivation, while second-year students showed higher levels of amotivation, external regulation and perceived self-efficacy. Eye-tracking data (revisits, gaze and duration of fixations) exhibited statistically significant differences depending on the area of interest in both groups (p =. 05). The performance outcomes showed a negative and moderate association with gaze the total number of gazes in the second-cycle group (rho = −0.640, p = 0.010). ConclusionEye-tracking-based analysis can help to predict performance quality while maintaining situational awareness during nursing instruction.

Intervention to Enhance Reading Comprehension Skills of Grade 7 Students through Background Knowledge Activation, Repeated Readings, Reading Aloud, and Asking Questions

This study sought to assess the reading proficiency of 23 purposively selected seventh-grade students at Caponayan National High School during the academic year 2023-2024, focusing on their reading comprehension levels. These assessments were the foundation for developing an effective reading program tailored to students’ needs. Over four weeks, data collection involved repeated reading-aloud sessions and immediate questioning post-reading. In the educational process carried out in the Philippines, the Informal Reading Inventory standard is used. The analysis revealed that the respondents demonstrated mastery of essential sight words, with only a few identified miscues. Significantly, the number of students experiencing frustration decreased from 16 to 4 after the intervention, accompanied by notable improvements in reading comprehension. The instructional level increased from 7 to 13, while the highest comprehension level, classified as independent, rose from 0 to 6. Assessing the students’ overall performance before and after the intervention indicated substantial progress. Statistical analysis demonstrated a significant difference before and after the intervention. Based on these findings, the study concludes that even a brief intervention can significantly improve students’ reading abilities.

FDRA: A Framework for a Dynamically Reconfigurable Accelerator Supporting Multi-Level Parallelism

Coarse-grained reconfigurable architectures (CGRAs) have emerged as promising accelerators due to their high flexibility and energy efficiency. However, existing open source works often lack integration of CGRAs with CPU systems and corresponding toolchains. Moreover, there is rare support for the accelerator instruction pipelining to overlap data communication, computation, and configuration across multiple tasks. In this article, we propose FDRA, an open source exploration framework for a heterogeneous system-on-chip (SoC) with a RISC-V processor and a dynamically reconfigurable accelerator (DRA) supporting loop, instruction, and task levels of parallelism. FDRA encompasses parameterized SoC modeling, Verilog generation, source-to-source application code transformation using frontend and DRA compilers, SoC simulation, and FPGA prototyping. FDRA incorporates the extraction of periodic accumulative operators and multi-dimensional linear load/store operators from nested loops. The DRA enables accessing the shared L2 cache with virtual addresses and supports direct memory access with arbitrary start addresses and data lengths. Integrated into the RISC-V Rocket SoC, our DRA achieves a remarkable 55× acceleration for loop kernels and improves energy efficiency by 29×. Compared to state-of-the-art RISC-V vector units, our DRA demonstrates a 2.9× speed improvement and 3.5× greater energy efficiency. In contrast to previous CGRA+RISC-V SoCs, our SoC achieves a minimum speedup of 5.2×.

An Analysis of the Readability Level of Arabic Textbooks Published by the Ministry of Religious Affairs Through the Cloze test

The research investigates the readability level of Arabic textbooks published by the minister of religious affairs, especially the books for class IX of Arabic students measured through the cloze test. The researcher discussed this area because the readability aspect often needs more attention from textbook writers. The textbook writers sometimes use complex sentences without considering the age and cognitive level of the students, which impacts students' difficulty understanding the book's meaning. Furthermore, the teacher needs to evaluate the readability level of their occupation. The method of this research used qualitative research. The research sample is Class IX A of one of the MTs in Cirebon, consisting of 30 students. This research revealed six discourses in Arabic language textbooks of class IX students. Unfortunately, only three discourses are included in an instructional category appropriate to students' competency level, and two are included in the frustrated or difficult category. Meanwhile, one discourse consists of an independent or easy category. The overall average student score is 54%, which shows the books used for learning activities appropriate to the instructional level (Appropriate).

An ecological perspective on learner agency: The case of Chinese tertiary-level EFL students in peer reviews

Learner agency has gained increasing attention in feedback research. Previous studies have explored it from learner identity, social and power relation, and learning behavior, while they mainly focused on students' agency toward teacher feedback. How students enact their agency when engaging in peer reviews in multifaceted contexts over time remains under-explored. Adopting an ecological perspective, this case study longitudinally examined agency enactment of five Chinese tertiary-level EFL students in peer reviews during a 12-week English writing course by analyzing data collected from reflective journals and semi-structured interviews. The results showed that students’ agency in peer reviews could be manifested by their proactivity of self-regulated learning and reciprocity of peer interactions when engaging with peer reviews. Learner beliefs, prior experiences, language proficiency, expectations and goals interacted with the contextual factors at the textual, interpersonal and interactional, instructional and sociocultural levels, out of which teacher instruction was the most salient affordance and time shortage was the most salient constraint to agency enactment. This study demonstrated the complexity of the enactment of learner agency and the unique pattern of the chordal triad of agency in the longitudinal peer reviews, and offered pedagogical implications about how to build a more agency-supportive L2 writing class.

Effects of Coaching Behaviors and Differences in Sport Injury Anxiety Among Cheerleaders

The athleticism required in cheerleading has increased dramatically, yet the amount of training cheerleading coaches receive varies considerably. With the skill complexity increasing, one can speculate that sport injury anxiety would be present. Sport injury anxiety is a sport-specific anxiety that focuses on athletes’ apprehensions about sustaining an injury while participating in their sport. Specifically, a cheerleader’s perception of their coach’s behavior may influence their sport injury anxiety. The current study examined coaching behavior as a predictor of sport injury anxiety as well as differences in sport injury anxiety between sex, stunt position, and team type in cheerleaders. Participants included all-girl and coed collegiate teams and all-star teams. Participants completed an online survey consisting of the Leadership Scale for Sport and the Sport Injury Anxiety Scale. Results indicated the coach’s level of training and instruction was able to predict anxiety related to experiencing pain. Female cheerleaders had higher levels of anxiety related to being perceived as weak, experiencing pain, and having an impaired self-image compared to males. All-girl collegiate members had higher levels of anxiety related to losing athleticism, being perceived as weak, and experiencing pain. Coaches should be educated to help reduce sport injury anxiety especially in female cheerleaders.

Evaluating the level of inquiry in postsecondary instructional laboratory experiments: results of a national survey

A national survey on chemistry instructional laboratories was administered to faculty members at four-year postsecondary institutions in the United States for the purpose of exploring levels of inquiry-based instruction implemented in laboratory courses. Respondents were asked to rate the level of choice their students had in deciding six key characteristics of the experiments used in their course (e.g., what research questions to explore); the more choices students get to make, the more inquiry-based instructional experience. MANOVA and post hoc analyses suggest that there are differences in the level of inquiry across chemistry course levels; lower-level courses (i.e., general chemistry and organic chemistry) implement lower levels of inquiry-based laboratory instruction compared to upper-level courses (i.e. more chemistry major-focused courses). We found no evidence of association between the level of inquiry courses and institutions’ highest chemistry degree awarded, American Chemical Society approval to award certified bachelors degrees, or external funding to transform postsecondary chemistry courses. Our study contributes to the chemical education community's growing understanding of the state of postsecondary chemistry laboratory instruction. Results further suggest that there is an opportunity for faculty members and department leaders to reflect on their instructional laboratory courses and implement more inquiry-based instructional laboratory experiences across the entirety of the postsecondary chemistry curriculum.

Support Mechanism of School Administrators and Work Engagement of Teachers during the New Normal

This study aims to determine the level of support mechanisms teachers received from their school supervisors during the New Normal and its impact on their work engagement. The respondents of this study are 90 teachers in Bacong District, Negros Oriental. The method used in the study is descriptive-correlational and employed a validated self-made questionnaire. Results revealed that the level of mental support teachers receive is high, while instructional and technological support levels are very high. The level of work engagement among the teachers is also high. The teaching position held by teachers is significantly and inversely related to their work engagement, indicating that the higher the teaching position held by the teacher, the lower their work engagement. Additionally, this study reveals that there is no significant relationship between the teachers' highest educational attainment, length of service, or number of training hours and their work engagement. These results underscore the importance of continued support for teachers, especially those in leadership roles, to enhance their engagement and effectiveness in the evolving educational landscape.

INTEGRATING 3D PRINTING IN PRE-SCHOOL EDUCATION: PERCEPTIONS FROM PRE-SCHOOL TEACHERS AND PROSPECTIVE TEACHERS

With the rapid advancements in technology, various educational technologies have been employed to facilitate the teaching process in the education system. One of the popular technologies is 3D printing, which finds applications from early childhood education to higher levels of instruction. This study aims to determine the perspectives of pre-school teachers and prospective teachers regarding the use of 3D printing technology in early childhood education. The study group consisted of 15 pre-school teachers and 17 prospective teachers. The research method employed was the case study approach. An online survey form with appropriate open-ended questions was utilized as the data collection tool. Data obtained from the study were analyzed through content analysis. The results revealed that pre-school teachers and prospective teachers have a superficial knowledge of 3D printing technology. Although the materials required for teaching varied based on the needs of children and teachers, certain common skills were emphasized in the instructional process. Some difficulties were encountered in acquiring these materials, which could be overcome by utilizing 3D printing technology. Furthermore, teachers and prospective teachers showed preferences for different features in the design of materials. In future studies, it is recommended to identify materials that captivate children's interests based on the perspectives of teachers and candidates. Providing necessary academic support to participants for material production and conducting similar studies in various disciplines are also suggested.

An Analysis of the Readability Level of Arabic Textbooks Published by the Ministry of Religious Affairs Through the Cloze Test

The research investigates the readability level of Arabic textbooks published by the minister of religious affairs, especially the books for class IX of Arabic students measured through the cloze test. The researcher discussed this area because the readability aspect often needs more attention from textbook writers. The textbook writers sometimes use complex sentences without considering the age and cognitive level of the students, which impacts students' difficulty understanding the book's meaning. Furthermore, the teacher needs to evaluate the readability level of their occupation. The method of this research used qualitative research. The research sample is Class IX A of one of the MTs in Cirebon, consisting of 30 students. This research revealed six discourses in Arabic language textbooks of class IX students. Unfortunately, only three discourses are included in an instructional category appropriate to students' competency level, and two are included in the frustrated or difficult category. Meanwhile, one discourse consists of an independent or easy category. The overall average student score is 54%, which shows the books used for learning activities appropriate to the instructional level (Appropriate).

Evaluative language in undergraduate academic writing: expressions of attitude as sources of text effectiveness in English as a Foreign Language

Abstract The purpose of this paper is to explore whether the use of attitudinal language stands as a potential source of effectiveness in undergraduate academic writing in English as a Foreign Language (EFL). In order to achieve this purpose, interpersonal features of a corpus of essays written by Mexican undergraduate students of English Language and Literature were analyzed. The model of appraisal (Martin, James R. & Peter R. R. White. 2005. The language of evaluation: Appraisal systems in English. Basingtoke: Palgrave Macmillan) was used to trace and contrast attitude resources of affect, judgement and appreciation in academic essays in relation to the grades they were granted by university professors at different levels of instruction. The results of the study confirm a significant relation between the use of resources of attitude and the perceived (in)effectiveness of the analyzed texts, as well as factors which potentially determine the nature of such relation and pose relevant implications for academic writing instruction in EFL in the context of the analyzed corpus.

Friday Reading Habit as Strategy to Increase Reading Performance of Grade 7 Students of San Isidro National High School

The research was designed to determine the Friday reading habit as strategy to increase reading performance of G7 students of SINHS 2016 – 2017. This study adopted a qualitative data and quantitative collection approach to analyze Friday Reading Habit as an Evaluation Tool to Increase Reading Performance of G7 Students of San Isidro National High School (SINHS). Three research techniques of data collection were utilized in this study to ensure reliable data results and adequate descriptions of the phenomena: the pre -reading test and the post – reading test results, and observations. The researchers found out that the Friday reading habit as strategy has increased significantly the reading performance of the selected G7 students of SINHS. The target respondents for this study were the Selected G7 students of SINHS. 2 heterogeneous sections were utilized in conducting the pre – post reading test. , in practicing the Friday reading habit, it shows that it was evidently successful for there was a great increase with the performance of the selected grade 7 students of San Isidro National High School. The study shows that after having the treatment of the Friday reading habit as strategy, 2% was added to the independent reader, while 14 % was added in the instructional level and frustration level decreased 16%; (2) The majority of the respondents are experiencing the lack of parent’s assistance, their parents have no time for them to review and reinforce what they did not understand in school lessons and their laziness and lack of interest in reading; (3) The study shows a high difference on the performance of the students after having the treatment of a Friday Reading habit as strategy to increase reading performance of the selected G7 students of SINHS. It clearly shows that having this tool will successfully make students reading performance be enhanced. After a thorough analysis of data, the following recommendations are hereby made: (1) Development of more reading instructional materials which are validated by the Master Teacher to be more reliable; (2) Development of a Computer Language Learning Materials to improve learning attention and retention of the students; (3) Utilize the Friday Reading Habit as an evaluation tool to increase reading performance of the students; and (4) To validate the reliability of this study, more parallel studies in different learning competencies are encouraged.

Instructional level moderation at improving numerical literacy skills through creative problem-solving learning models

Background: In today's ever-changing landscape, students need strong numerical literacy skills to navigate life's complexities. Recognizing that students come with various learning capabilities, often referred to as "instructional levels," educators must think outside the box when it comes to teaching methods.Aim: This study aims to 1) gauge whether creative problem solving (CPS) or scientific learning is more effective in enhancing the numerical literacy skills of MA students; 2) assess the difference in the numerical literacy progress among MA students categorized at independent, instructional, and frustration levels; and 3) explore the interplay between teaching methods and instructional levels on students’ numerical literacy development.Method: Conducted as an experimental study, this research employs a 3x2 factorial design. Participants include students from Class X IPA at MAN 2 Serang. To collect data, we used tests focused on numerical literacy as well as assessments to categorize instructional levels. A two-way ANOVA serves as the statistical approach to test our hypotheses.Result: 1) MA students exposed to the CPS method showed greater improvements in their numerical literacy skills than those who engaged in scientific learning; 2) A noticeable variance exists in the growth of numerical literacy skills among MA students at independent, instructional, and frustration levels; 3) An interaction effect was identified between the chosen teaching method and the instructional level in shaping the numerical literacy skills of MA students.Conclusion: The study concludes that creative problem-solving is more potent than scientific learning in elevating the numerical literacy of MA students. Furthermore, instructional levels play a crucial role in this improvement. A synergistic effect between the teaching approach and instructional level was also found to influence the numerical literacy outcomes.

Project SWORD-MMs: Science Words Optimization via Reading and Devised Mind Maps to Develop Student’s Metacognition

The study aimed to determine the effect of PROJECT SWORD-MMs: Science Words Optimization via Reading and Devised Mind Maps to develop student’s metacognition. Specifically, it sought to answer the to what extent do student's manifest metacognition as they engage in PROJECT SWORD-MMs: Science Words Optimization via Reading and Devised Mind Maps. The study was conducted at Luis Aguado National High School in Trece Martires City, Cavite, Philippines. The study participants were 40 students under control group and 35 under experimental group, 75 from Grade 7, 8, 9 and 10. They were carefully chosen students based on the overall reading level -a joint and partnership effort with English teachers to determine the probable respondents and categorized as frustrated students. It has been a combination of qualitative research and quantitative research. Being a qualitative study, triangulation was done via interviews, and documentation of the students’ reflections and feedback about the compensatory interventions. As researchers, observation was done during the activity, and this was recorded in the Learner’s Progress Monitoring Report. All clarifications as to what the students are thinking and doing were recorded. In addition, some sessions were also recorded and accomplished the document analysis. Quantitative analysis was used to determine if there is a significant difference in the achievement level and metacognition of the students before and after engagement to Project SWORD-MMs as compensatory intervention. The present study has attempted to intensify collaboration and peer tutoring among science teachers to transform and develop the potential and skills of learners. The identified students under frustration level were promoted into instructional and independent level. They were able to develop their science vocabulary knowledge and improve their reading comprehension and metacognition. Moreover, critical thinking and creativity as well. Finally, these significant actions were able to withstand great foundations in promoting quality and inclusive science education among our learners. As the greatest mantra of the school, Excellence, Reaching Out, Sacrifices, no learners will be left behind. Nourishing the skills and potential of the learners would greatly contribute to transforming quality education and sustainable programs for them.

EVALUATING DEAR AND BAG-IW FOR ELEMENTARY GRADE LEARNERS’ READING COMPREHENSION: (An Action Research)

This study delves into the effects of integrating Drop Everything and Read (DEAR) and Boosting and Gaining Individual Word Understanding (BAG-IW) materials on the reading comprehension abilities of elementary learners. The research presents compelling evidence regarding the efficacy of these materials in enhancing the reading comprehension of these learners. While the majority of students generally fall within the instructional reading level, only a minority face challenges in grasping the meaning of texts. The study advocates for the sustained use of DEAR and BAG-IW materials to further augment the reading proficiency of elementary learners in Baguio City and Mt. Province. Remarkably, these interventions have yielded success in moving some students from the frustration level to the instructional level, with an additional six learners reaching the instructional level. This underscores the significant impact of DEAR and BAG-IW on students' reading abilities, substantiated by the results of the chi-square analysis. Consequently, this research highlights the imperative of continued investment in these programs, emphasizing their value as instrumental tools for enhancing reading comprehension among learners. The implications of these findings are far-reaching, extending to educators and policymakers who seek to improve the reading proficiency of primary school students, ultimately contributing to their academic success and overall development.

Legal regulation of information security in Ukraine

The article is devoted to the study of the system of legal regulation of information security in Ukraine. It has been established that the Constitution is the foundation of the system of legal acts, which is the basis of legal regulation of information security in Ukraine. It is followed by the Laws of Ukraine: On Information, On Protection of Information in Information and Communication Systems, On Protection of Personal Data, On State Secrets, On National Security of Ukraine, On Basic Principles of Ensuring Cyber Security of Ukraine, On Electronic Communications, On Media, On Copyright and related rights, On the protection of rights to the composition of semiconductor products, On the protection of rights to inventions and utility models, On state secrets, etc. Norms defining information security of Ukraine have found further development at the sub-legal level. By­laws are aimed at detailing individual provisions of the Constitution of Ukraine and laws. They have a subject direction and regulate a specific sphere of social relations or areas of work of state administration bodies. At the level of central executive bodies, orders, instructions and orders are issued as by-laws. The documents defining the regulatory and technical basis of information protection in Ukraine also include standards and industry materials. They are of key importance because they ensure uniformity in the field of information security, standardize procedures for protecting information, methods for ensuring confidentiality, integrity and availability of data, as well as measures for preventing and responding to information incidents. We also included international acts: conventions, declarations, resolutions, etc., in the system of legal acts that constitute the basis of legal regulation of information security in Ukraine. It was concluded that today the normative and legal basis of ensuring information security is an extensive network of domestic and international norms of different legal force and focus, which in its totality ensures the comprehensive functioning of the entire system of ensuring information security in Ukraine.