Instructional Model Research Articles

Effectiveness of Blended Learning Programs/Models in English Instruction in Saudi Universities: A Systematic Review of Literature

This systematic review of literature examines the effectiveness of blended learning programs in the instruction of the English language in Saudi universities. The aim of this review is to critically analyse current studies on the efficacy of BL programs in teaching English language courses in Saudi universities. The review draws attention to impact of blended learning models on English education in Saudi universities and offers insight on how to enhance the use of these models in English language instruction at the tertiary level. Seven research databases were searched, generating 132 studies. Studies published before 2010, not written in English, non-peer reviewed, non-journal, not evidence-based, without abstracts, non-BL focused, and not focused on English learning or university education were excluded, leaving 56 full articles which were then coded based on the data type they presented. The coding model employed was inductively formulated based on a preliminary review of the articles selected together with the most frequent groupings and hence no specific theoretical model guided the process. For each respective coding group, the number of articles that showed BL models were more effective in teaching English courses in Saudi universities was added to the number of articles that showed the approach led to better English language outcomes. The total number of the articles whose findings did not precisely indicate the effectiveness of BL was also obtained. Results show a significant proportion of the studies suggested BL programs positively affected English language learning in Saudi universities. This is evidenced by significant improvements in language skills and the general course learning outcomes.

An Investigation of the Music Education Reform on Muscular Disease Prevention and Treatment: Case on Piano Teaching Method at Juilliard Music School

The occurrence rate of neuromusculoskeletal diseases related to keyboard instrument performance has remained high among instrumentalists, often limiting or terminating their learning and performing careers. Injured pianists have been eager to find solutions, seeking so-called scientific methods to develop injury-preventing techniques, yet these methods have lacked rigorous research. This study investigates an interdisciplinary and non-traditional piano teaching method - the Juilliard School’s Piano Teaching Method - to determine its effectiveness in recovery and prevention of neuromusculoskeletal diseases and relapses. It also examines its influence on technique, musicality, and muscular factors. Participants include undergraduate and graduate students, amateur pianists, and enthusiasts who studied this method for at least two semesters between 2020 and 2022. The sample comprises 103 learners aged 22 to 72, with 74 respondents (N=74) participating (71.8%), and 26 of them underwent in-depth interviews. Survey and interview results indicate that participants find this method significantly beneficial for facilitating recovery from neuromusculoskeletal diseases. Moreover, survey and interview participants report improvements in technique and musicality. This study concludes that the Juilliard School’s piano teaching method can serve as a useful model for piano technique instruction aimed at injury prevention within the piano profession, with potential for broader adoption nationwide.

A STEAM Activity to Design a Virtual Rectangular Prism Museum for 5th Graders

This study proposes a STEAM activity for teaching rectangular prisms to 5th-grade students, aiming to integrate science, technology, engineering, art, and mathematics. The activity is designed for four class hours, following the 5E instructional model. In the engagement phase, it was aimed to attract students' interest in the museums. In the exploration phase, students will be asked to research rectangular prisms and rectangular prisms that exist in nature and are used in architecture, and the research phase, they will be asked to create draft drawings and concrete 3D models on the computer about rectangular prisms. In the explanation phase, the teacher explains the fundamental elements of a rectangular prism, the drawing of surface area configurations, and information about whether different configurations belong to a rectangular prism in accordance with the Grade 5 learning outcomes. In the elaborating phase, students design a virtual museum of rectangular prisms and acquire achievements from the fields of science, technology, engineering, art, and mathematics. During the evaluation phase, the prepared museums will be rated via a rubric form. The proposed activity has not been implemented yet and leaving room for future studies to explore its impact on students.

Impact of technological-enhanced collaborative and instructor-led instructional design model on 4th-grade pupils’ attitude in social studies

The purpose of social studies is to help learners inculcate ideas and practices suitable for eliciting acceptable behaviours for national consciousness and global communities. It appears that the traditional method of teaching the subject is deficient in addressing the right attitude needed in 21st-century learners. The study adopted a quasi-experimental design with a 3×2×3 factorial matrix in an intact class of 88 participants. The study was manipulated at three levels involving a Collaborative Instructional Design Model (CIDM), Instructor-led Instructional Design Model (IIDM) and Traditional Instructional Strategy (TIS) with a Storytelling-video package. Cronbach-Alpha was used to establish the reliability coefficient at 0.81 questionnaire items used at pre-post tested with 7 hypotheses at 0.05. Findings showed that treatment had a significant main effect on pupils’ attitudes in Social Studies, effect sized accounted for revealed (ɳ2=0.14). The 2&3-way interaction of treatments, age and gender was not significant. Therefore, it is recommended that teachers adopt the instructional design model as revealed in the study to be effective at the main treatment level to enhance pupils’ attitude towards Social Studies.

A literature synthesis of curriculum‐based measurement in writing for English learners

AbstractThe purpose of this article is to systematically examine the literature around Curriculum Based Measurement in Writing (CBM‐W) for English learners (ELs) in English. We reviewed the literature to identify published research studies examining CBM‐W that disaggregated data for ELs. We identified six published studies examining the technical adequacy of CBM‐W specifically for ELs. The studies examined a variety of types of CBM‐W across diverse populations of ELs but all were restricted to stage 1 of CBM research. Only one study included ELs participating in a bilingual model of instruction and their findings contrasted with other studies including ELs participating in English‐only models of instruction. While there is emerging evidence of the technical adequacy for ELs across a variety of CBM‐W types for screening purposes, there is little evidence to currently support their use for progress‐monitoring or for ELs participating in bilingual models of instruction. Suggestions for current practice and future research are described.

Meta-Analysis of Research on Children With Learning Disabilities

The purpose of this paper is to review some of our meta-analysis findings that apply to controversial issues within the field of specific learning disabilities (SLD). Four issues are discussed: (1) What is the role of intelligence, (2) Does response to instruction (RtI) reduce the incidence of children with SLD, (3) What role do cognitive processes play in identification and treatment outcomes for children with SLD, and (4) What is the best instructional model for children with SLD? The presentation provided eight general conclusions based on a synthesis of the research literature. Although children with SLD are responsive to evidence-based instructional practices, such practices have as yet been able to eliminate the gap in achievement with average-performing peers.

A Comparison of Error Correction Methods Embedded in the Orton-Gillingham Approach to Spelling

The present study examined the effects of two error-correction procedures on the spelling performance of five students who were rising first through third grades. Each participant was diagnosed with a learning disability in reading and spelling. Using an Adapted Alternating Treatments Design, a teacher-led questioning procedure and a student-led visual comparison procedure were implemented in the unbranded Orton-Gillingham instructional model. Teacher- led questioning is the scaffolded model of error-correction described in Orton-Gillingham Simultaneous Oral Spelling instruction. Student-led visual comparison is a method which is well documented in the literature as highly effective for students with learning disabilities. The intervention results across participants showed little difference in students’ spelling accuracy under each condition. Responses to social validity questions indicated that student preference could be a determining factor in selecting which error correction method to implement in the Orton-Gillingham approach to spelling instruction.

Research on the Change of Talent Cultivation Mode of Undergraduate Law Program of Open University in the Era of Artificial Intelligence

Abstract In the era of artificial intelligence, this paper uses big data analysis to construct a data model of the knowledge system of law, with the help of clustering analysis, cluster students and resources to form a structured knowledge system of law. Combined with the natural language model, which accurately extracts important information, it provides personalized learning resources for students. Eventually, the teaching content is dynamically adjusted according to students’ characteristics, resulting in the integrated design of a personalized teaching mode. The comparison found that the achievement improvement of students using the traditional teaching mode only ranged from 1.8% to 12.6%, and the achievement improvement interval was from 1.9 to 12.6 points. After applying the AI model-based instructional model, the relative improvement in student performance ranged from 19.2% to 19.8%, with an improvement interval of 14.2 to 15.7 points. The students showed a significant teaching effect by demonstrating a 25-point increase in their communication skills performance compared to the control class.

Keefektifan Model Brain Based Learning Terintegrasi Kearifan Lokal untuk Meningkatkan Hasil Belajar Kognitif dan Motivasi Peserta Didik Pada Topik Usaha Energi

This research aims to determine the effectiveness of the brain based learning model integrated with local wisdom on cognitive learning outcomes and student motivation. The type of research used was a quasi-experiment with a nonequivalent control group design. The sample in the study was determined using the cluster random sampling technique. The instruments used in the research consisted of teaching modules, student worksheets, cognitive learning outcomes tests, and motivation questionnaires which were valid and reliable. Descriptive analysis techniques are carried out by classifying categories of cognitive learning outcomes and student motivation. Meanwhile, inferential analysis was carried out by testing the effect of the learning model applied on cognitive learning outcomes and student motivation. The research results show that there is an influence and increase in cognitive learning outcomes by 53% and student motivation by 52%. Based on the results of the analysis, it can be concluded that the brain based learning model is more effective in improving cognitive learning outcomes and student motivation compared to the direct instruction model.

Curriculum Development of EdTech Class Using 3D Modeling Software for University Students in the Republic of Korea

This study discusses the development of a software-centered EdTech (Education Technology) class model via the implementation of a course titled “3D Time Machine” at a 4-year university in the Republic of Korea over two semesters. The course focused on teaching the 3D modeling software Blender within the history department. The primary objective of offering this course was to equip students from the digital generation with the capability to manipulate digital technology effectively for their sustainable lives and individual development. By studying historical materials and accumulating domain knowledge, students could construct their narratives from their unique perspectives. This aimed to foster their proficiency in digital technology operation, preparing them for a sustainable education environment increasingly centered around virtual worlds. As the use of virtual worlds gains prominence in educational settings, there is a growing need to incorporate curricula that prepare students to thrive in a “leaving no one behind” society as well-prepared citizens. Assessing the digital competencies of contemporary university students and designing instructional models with particular attention to their needs is becoming increasingly important. This research draws insights from interviews, conducted in both face-to-face and written formats, with students who participated in the “3D Time Machine” course. The interviews revealed valuable insights that can be actively incorporated into the development of software-centered EdTech instructional models. They reported that they expanded their perceptions as they learned how to make their ideas tangible. The course helped students overcome their fear caused by the vagueness of digital technology. These opinions significantly contribute to the development of practical digital educational courses that can be easily and rapidly acquired and applied within virtual educational environments. In conclusion, this kind of course effectively employs 3D modeling technology, a software-centered EdTech, as a core element in helping students develop their narratives rapidly and diversely, thereby playing a crucial role in their ability to articulate their unique perspectives.

Virtual Schooling in Dental Undergraduate and Postgraduate Education: A Knowledge, Attitude, and Practice (KAP) Survey.

Aim The purpose of this survey was to appraise the knowledge, attitude, and practice (KAP) of dental undergraduate and postgraduate students in India towards virtual learning and provide an improved understanding of practicing this learning strategy as a complementary tool for the evolution of dental education. Materials and methods A cross-sectional, closed-ended, multiple-choice online questionnaire was distributed on a national scale to undergraduate and postgraduate dental students throughout India. The questions focused on the choice of virtual platforms, learning methods, duration of classes, mental health, pros and cons, and approach to virtual education as a complementary tool in the future. The survey was distributed in the form of a web-based link and quick-response (QR) code via various social platforms. Descriptive statistics was performed to compile the data. Results A total of 2130 students (1318 undergraduate and 812 postgraduate students) participated in the study. The study found that 81.1% of the undergraduate and 92.5% of the postgraduate students were exposed to virtual learning. Zoom and Google Meet were the most widely used platforms for online education. The most common mode of virtual learning was webinars conducted by subject faculties. Ease, comfort of access, and flexibility of time were the most common advantages, while internet connectivity issues along with negative psychological impact are a few common drawbacks. The concept of blended learning was most preferred by the students. Conclusion Undergraduate and postgraduate students showed good knowledge and a positive attitude to virtual schooling and preferred a hybrid model of instruction.

Using teacher-supported peer feedback to develop student feedback literacy in L2 writing: An instructional model

To realize the potential of feedback, students need to possess feedback literacy. Frequently implemented in writing classrooms, peer feedback activities carry unique potential for developing student feedback literacy. This paper proposes an instructional model of teacher-supported peer feedback in relation to the enhancement of student feedback literacy from a self-regulatory perspective. The paper conceptualizes student feedback literacy as learners’ capabilities to carry out core activities in feedback processes, including seeking, generating, processing, and using feedback during self-regulation. It outlines pertinent teacher support before, during, and after peer feedback activities to facilitate student writers’ seeking, generating, processing, and using of feedback during their behavioral self-regulation of writing encompassing self-observation, self-judgement, and self-reaction. The instructional model highlights teacher support to foster an active learner role in feedback processes by giving students opportunities to conduct several rounds of feedback calibration by themselves before seeking teacher feedback. Future studies may investigate the implementation and effectiveness of the instructional model.

Meta-Analysis of the Effectiveness of ‎Methods, Strategies and Models used for ‎Correcting Misconception in Science

This study aimed to identify the effectiveness of the methods, ‎strategies, and teaching models used to correct the ‎misconception in science in light of (field of study, study stage, ‎and type of strategy). Utilizing the meta-analysis approach, the ‎research instruments comprised a compilation of standards for ‎research quality and a list of inclusion and exclusion criteria. ‎The study population included 104 primary studies, whereas the ‎sample was reduced to 35 studies.. The research findings ‎shown the significance of efficacy of the treatments employed ‎in correcting misconceptions across various educational stages. ‎The results also revealed that the total effect size of the treatment ‎in correcting misconceptions does not change due to the stage ‎or study field, while it varies due to the treatment type in favor ‎of the teaching method. The research recommended training ‎science teachers on teaching methods, strategies and models to ‎correct misconceptions in science.‎ ‎(Keywords: Meta Meta-Analysis, Effectiveness, Teaching ‎Method, Instructional Strategy, Instructional Model, ‎Misconceptions)‎

Clinical Manifestations.

Despite considerable interest in music as an index of brain function and a therapeutic modality in dementia, the neural correlates of music processing in different dementias remain poorly defined. In the frontotemporal dementia spectrum, behavioral variant frontotemporal dementia (bvFTD) and semantic variant primary progressive aphasia (svPPA) are often associated with striking changes in musical function and/or retained musical skills, suggesting frontotemporal dementia may be an instructive disease model in which to assess brain mechanisms of music processing in neurodegenerative pathologies. Here we addressed this issue using activation fMRI in patients with frontotemporal dementia. Nineteen patients (10 svPPA, nine bvFTD) and 26 healthy age-matched controls underwent 3-Tesla 'sparse' fMRI in which they listened passively to musical melodies. In a 2×2 factorial design, stimulus conditions were manipulated to probe two key dimensions of music processing: semantic memory (familiarity: familiar vs. novel melodies) and perceptual features (temporal structure: isochronous vs. anisochronous melodies). Post-scan behavioral testing assessed participants' ability to discriminate melodies under each of the two manipulated stimulus dimensions. Information about participant demographics and musical background was also collected. The healthy older control group showed separable profiles of activation in posterior superior temporal cortex for processing musical temporal structure, and in anterior temporal and inferior frontal cortices for processing musical familiarity. Compared with healthy older listeners, syndromic groups showed differential patterns of engagement of these distributed neural networks. In post-scan behavioral testing, patients with bvFTD also exhibited significantly impaired musical familiarity judgments relative to healthy controls. Frontotemporal dementia syndromes show distinct functional neuroanatomical signatures of music perception. Future work should explore fMRI of music processing as a probe of neural function in particular molecular pathologies and a candidate marker of therapeutic potential in dementia.

Humanising Online Pedagogy through Asynchronous Discussion Forums

Humanising pedagogy has been a focus of recent research as more universities move to online and blended models of instruction. Online learning has been linked to feelings of isolation, disconnection, and depersonalisation of the learning experience for many students. In South Africa, the shift to online instruction took place in the context of the Covid-19 pandemic and recent student movements that brought attention to how the country’s violent history resulted in structural inequalities in terms of race and class that affect learning environments. Thus, humanising pedagogy also meant recognising and addressing how students’ contextual challenges might affect their feelings of connection in the learning environment. In this article, we present a case study of a first-year course at a South African university where we used online discussion forums that required students to engage with weekly forum tasks. Through thematic content analysis of students’ dialogic responses on these forum tasks, we demonstrate how the tasks facilitated humanising pedagogy by allowing students to use their authentic voices, to form social connections, and to reflect their affective and personal experiences. We argue that interactive, asynchronous online forums can be effective tools to facilitate humanising online pedagogy when these forums are designed in ways that encourage dialogic learning, use content that is relevant to students’ contexts, and give students agency by allowing them to select texts for discussion and share their diverse perspectives. Our analysis also showed limitations to forum discussions which include students echoing responses and instances of silencing and unsupportive group dynamics.

Utilizing an Inquiry-Based Instructional Model to Develop Preparatory School Pupils’ EFL Writing Performance

Utilizing an Inquiry-Based Instructional Model to Develop Preparatory School Pupils’ EFL Writing Performance

ADDIE모형 기반 유아교사 재난안전교육 교수역량 지표 구성에 관한 탐색 연구

Objectives The purpose of this study is to configure index for early childhood teachers’ disaster safety education teaching competency based on the ADDIE model for diagnosis of early childhood teachers’ disaster safety education teaching competency.
 Methods After analyzing and reviewing prior research on safety education, disaster safety education, and ADDIE instructional design models, five components of analysis competency (15 questions), design competency (14 questions), development competency (18 questions), execution competency (15 questions), and evaluation competency (16 questions) were constructed. The Delphi survey was conducted on a total of 25 people, 5 academic experts and 20 field experts, and the content validity was analyzed.
 Results As a result of investigating content validity of index for early childhood teachers’ disaster safety education teaching competency based on the ADDIE model through the primary and secondary Delphi survey, final index composed of 5 elements and 38 questions for analysis competency(8 questions), design competency(8 questions), development competency(9 questions), implementation competency(6 questions), evaluation competency (7 questions) was configured.
 Conclusions Through this study, it was confirmed that the content validity of the ADDIE model-based early childhood teacher's disaster safety education teaching competency index was proven, and that the content and composition of the question were also properly configured to diagnose the disaster safety education teaching competency of early childhood teachers. After that, the process of developing and validating indicators should be proceeded through in-depth theoretical discussion.

Contribution of critical thinking skills on concept understanding biology students at the implementation learning model

Gaining insight into how critical thinking influences the comprehension of concepts can facilitate students in achieving a more profound and meaningful learning experience. This study aims to investigate the contribution of critical thinking skills to the concept understanding of Class X Senior High School Students at the implementation of the 5E Instructional Model accompanied by the Case Method. This research method uses a correlational research design. The research sample consisted of one Class X Senior High School Student who applied the 5E Instructional Model accompanied by the Case Method. Data analysis using a simple regression correlation test with the help of SPSS for Windows 23. The results showed that students involved in the 5E Instructional Model accompanied by the Case Method experienced significant improvement in their critical thinking skills and concept understanding. This research provides a significant understanding of the dynamic connection between the abilities of critical thinking and the comprehension of concepts among students in senior high school.

‘요나 콤플렉스’를 활용한 대학생의 자기탐색 글쓰기 교육 연구

This study designed and implemented a self-exploration writing instruction model for college students using Bachelard's ‘Jonah Complex’ and examined the perceptions of the mother's womb space in students' writings and its educational effects. This study included a total of 89 students from S University's required liberal arts course “Critical Reading and Writing” opened in the first and second semesters of 2023, and a total of four writing classes were conducted during the second to third weeks of each semester. As a result of the study, the mother's womb spaces of the students were divided into 'inside the house' and 'outside the house' around 'house'. 'Inside the house' were classified into residential space and object space, and 'outside the house' were classified into natural space, learning space, religious space, cultural space, and moving space. Students were searching for their the mother's womb spaces, finding their presence and enhancing their understanding. This study is meaningful in that it provided an opportunity for college students to strengthen their understanding and recognize the importance and value of the mother's womb space.

Effectiveness of constructivist e-learning module in General Biology

With the need for improved learning materials for General Biology becoming increasingly evident, this study developed a constructivist e-learning module and evaluated its effectiveness for teaching senior high school STEM students. The module, anchored in the 5E Instructional Model (engage, explore, explain, elaborate, and evaluate), was implemented in a blended instruction setting for 81 senior high school STEM students. This module distinguishes itself from traditional e-learning modules by emphasizing student-centered learning and experiential engagement through hands-on activities, problem-solving, and peer collaboration. Pretest and posttest were used to assess content mastery and cognitive skills performance. Mean, standard deviation, and paired t-test were used to describe the scores and significant differences between the scores. The posttest scores revealed a significant increase in both content mastery and cognitive skills performance. The constructivist e-learning module effectively enhances student engagement, content mastery, and cognitive skills development while aligning with curriculum of Philippine Department of Education (DepEd) and can be seamlessly integrated into existing classrooms.