Instructional Process Research Articles

Application of problem-based learning in marketing studies combined with silver-haired business opportunities

Problem-Based Learning (PBL) is an approach that focuses on practical problem-solving and places the student at the center of the learning process. Students work collaboratively in groups to apply theoretical concepts and solve problems. The instructional process consists of two main phases, with each class session divided into two units: teacher-led instruction and group discussions. During the teacher-led instruction unit, the teacher provides explanations of relevant marketing theories. In the group discussion unit, students engage in discussions related to the presented topics. To facilitate these discussions and familiarize students with the PBL teaching model, JAMBOARD and GOOGLE SITE software are utilized as tools during the first phase. In the second phase, the curriculum incorporates the topic of "silver-haired business opportunities" allowing students to gain an understanding of the needs of the old adults and develop marketing strategies specifically targeting this demographic. The effectiveness of PBL in enhancing students' focus, autonomy, learning value, and importance is demonstrated through the application of the Learning Motivation Scale and Learning Attitude Scale. Qualitative research highlights several advantages of PBL in marketing education, including its connection to real markets, promotion of cooperation, fostering of innovation and critical thinking, facilitation of autonomous and interdisciplinary learning, and enhancement of problem-solving abilities. Additionally, a fuzzy Delphi analysis indicates that students highly value effective teaching in the PBL experience.

The mediator role of school climate in the relationship between instructional leadership behaviors of school principals and teacher autonomy

PurposeSchool principals should create a positive school climate through instructional leadership behaviors and support teacher autonomy to reach their ultimate goals. This study examines the relationship between the instructional leadership behaviors of school principals and teacher autonomy, testing the mediating role of school climate and the moderator role of teacher seniority.Design/methodology/approachThis cross-sectional study tests the relationships between the variables with structural equation modeling. By stratified sampling method, research data from 739 teachers in six central districts of Ankara during the 2022–2023 academic year.FindingsResults showed that school principals' instructional leadership behaviors, teacher autonomy, and perceptions of school climate were above average. The study also indicates that the instructional leadership behaviors of school principals are positive and significant predictors of teacher autonomy and school climate and that school climate is a positively significant predictor of teacher autonomy. Moreover, school climate partially mediates the relationship between instructional leadership and teacher autonomy, and teacher seniority has a moderator role.Research limitations/implicationsThis study is limited to the opinions of the teachers working in the official primary, secondary and general high schools in the districts of Ankara in the 2022–2023 academic year on the instructional leadership of the school principals, the teachers' perceptions of autonomy and the school climate. It has been observed that there is a relationship between the instructional leadership behaviors of school principals and teacher autonomy. It can be said that the instructional leadership behaviors of school principals support teachers to exhibit autonomous behaviors in instructional strategies and processes, curriculum, classroom management, professional development and communication.Practical implicationsIt is seen that the instructional leadership behaviors of school principals affect teacher autonomy through school climate. It can be said that with the instructional leadership behaviors of school principals, the school climate is more democratic, success-oriented, sincere, supportive of teacher leadership and transforming conflicts into an opportunity for school development, thus affecting teachers' areas of autonomy. We can say that with the development of teachers' autonomy, more effective instructional strategies and instructional processes are developed, the curriculum is transferred with more permanent teaching techniques, professional communication is transformed into collective actions and more comprehensive studies are planned and implemented.Originality/valueThis study will extend the literature by revealing the complex link between instructional leadership, teacher autonomy, school climate and teacher seniority. Furthermore, this study estimates how these complex interactions emerge in non-western cultures with centralized educational structures.

Pengembangan Media Sembung Ukara Berbasis Kearifan Lokal Pada Mata Pelajaran PPKn Kelas IV di SD Negeri 2 Karanggintung

Instructional media is expected to serve as a means to preserve the culture present in society, as education incorporating local wisdom in schools plays a significant role in providing positive experiences for students. It aims to instill great aspirations such as ensuring safety and addressing various social dynamics in the future, one of which is achieved by developing and utilizing instructional media based on local wisdom. This study aims to develop and determine the feasibility of the Sembung Ukara instructional media based on local wisdom. The research employs the RD method with the ADDIE model. Data collection techniques include interviews, observations, questionnaires, and documentation. The results of data analysis are reflected in the product validation outcomes by media and subject matter experts. The media expert validation yielded a score with a percentage of 70%, while the subject matter expert validation scored 91.43%. Both scores fall into the valid category, indicating that the Sembung Ukara media can be used in the instructional process. The research results, based on responses from teachers and students, show that the scores obtained fall into the highly attractive category, with 100% from teacher responses and 97% from student responses. Thus, it can be concluded that the Sembung Ukara instructional media received positive feedback from both teachers and students.

Rural teachers’ meanings about teaching of decimal metric system

This article describes and identifies the personal meanings that the multigrade schoolteacher has in the teaching of the decimal metric system, through the facets of didactic mathematical knowledge. In various investigations supported by this theory, the need to apply the notion of facets or didactic suitability as an instructional process in which teachers are knowledgeable and competent in an academic setting, has been visualized. In this sense, the research is framed in teachers of different areas of knowledge that guide mathematics in which ten teachers participated. The data collection is based on the analysis of a diagnostic test and a semi-structured interview. Finally, as one of the relevant results of the research, three epistemic configurations are obtained from the personal meanings identified in the teachers interviewed.

The effect of classroom-based assessment (CBA) on Chinese EFL learners’ speaking performance, engagement, and willingness to communicate: Undergraduate students' perceptions

CBA has emerged as a prominent pedagogical approach aimed at intertwining assessment within the instructional process, effectively fostering student learning. In English as a Foreign Language (EFL) education, CBA has garnered considerable attention, given its potential to enhance language learners' engagement, speaking proficiency, and willingness to communicate. This mixed-method research study delves into the impact of Classroom-Based Assessment (CBA) on the speaking performance, engagement, and willingness to communicate of undergraduate Chinese EFL learners. The study involved 90 Chinese EFL learners in the quantitative phase and 25 in the qualitative phase. Data collection comprised three questionnaires and an interview checklist. The data analysis employed inferential statistics (t-tests) for the quantitative data and thematic analysis for the qualitative insights. The findings of this study reveal that CBA exerts a significant influence on language learners' engagement, speaking abilities, and willingness to communicate. The quantitative results, as indicated by t-tests, indicate noteworthy improvements in these key aspects when CBA is integrated into the classroom environment. Moreover, the qualitative phase of the study, employing thematic analysis, uncovered five distinct ways through which CBA impacts the main variables under investigation. This research elucidates the multifaceted influence of CBA on undergraduate Chinese EFL learners. It not only demonstrates the quantitative impact on engagement, speaking skills, and willingness to communicate but also offers valuable qualitative insights into the diverse ways through which CBA enhances the language learning experience. These findings underscore the significance of integrating CBA into EFL classrooms as a potent tool for optimizing learner outcomes.

Differentiated instruction in reading in elementary schools: a systematic review

<span lang="EN-US">Increasingly diverse learners in today’s classroom might require teachers to implement differentiated instruction (DI) to create an effective learning process. This systematic review provides an overview of how DI was implemented in reading instruction in elementary education. For this purpose, the researchers systematically searched five databases (APA PsycINFO, Education Research Complete, ERIC, Scopus, and Web of Science). Based on the inclusion criteria, 28 empirical studies from 2002 to 2022 were selected for review. To be included in the review, the studies should be empirical, written in English, peer-reviewed, focusing on reading in elementary education, and include students with or without disabilities. The researchers created content coding in Microsoft Excel spreadsheet to extract relevant information from the selected studies. The findings indicated that implementing DI in reading instruction to elementary school students includes differentiation in content, process, and product, increased quality and quantity of explicit reading instruction, assessments informed instructions, and integrating DI with other instructional models. This emphasizes that although differentiation might seem complex, it is possible to implement it in reading instruction.</span>

Single Event Effect Protection Design of Output Module of Relay Protection Device

Abstract A design scheme for single event effect protection of output modules has been proposed, which combines software and hardware to solve the problem of output relay misoperation or refusal to operate caused by single event effect in the output module of relay protection devices. The core idea is to use dual path independent logic processing in software and dual circuit combination driving control in hardware to ensure that the output of the relay protection device will not misoperate when single event effects occur. The error detection and correction of instruction processing code is designed for MCU on-chip instruction storage areas that are easily affected by single event effects. It executes cyclically, allowing the output module to quickly return to normal after single-event effects occur, ensuring that the device output will not refuse to operate when it is expected to operate. When an irreparable error is detected, the output power supply is locked to ensure that the device output does not misoperate. Based on the experimental verification results, the reliability of the relay protection device is improved through the above methods.

Implementation of e-learning by vocational-school teachers of mechanical engineering

During the Covid-19 pandemic, the Government of the Republic of Indonesia ruled that all instructional activities be conducted online. Online instructional programs have been done by the teachers of vocational schools using e-learning. All learning activities that were formerly conducted on-site become online, including practicum classes.The present study is aimed at (1) evaluating teachers' readiness for online learning, (2) identifying handicaps encountered by teachers, (3) identifying e-learning platforms that are used, and (4) analyzing the instructional methods. A total of 118 mechanical engineering teachers at vocational schools from all over Indonesia who attended a webinar on developing learning resources in online learning participated as respondents of the study. The research instrument was a questionnaire dispersed online using the Google Form format, and descriptive statistics analyzed data. Findings show that: (1) a large number (55.6%) of the teachers state that they are not quite ready to implement e-learning, and the readiness of productive teachers is lower than that of adaptive teachers; (2) the primary handicaps encountered by teachers in the e-learning lie in the aspects of learning resources and implementation of the instructional processes; (3) in the running of the e-learning, a total of 87.29% teachers use the WhatsApp platform, 73.73% use Zoom, and GMeet video conference applications, and 36.44% use LMS; and (4) a total of 88.98% teachers have applied the student-centered learning mode combined with teacher-centered learning.

Development And Utilization of An Innovative Industrial Automated PLC Electro-Pneumatic Feeder and Pick and Place System: An Industrial Process Simulator for Teaching Electrical and Electronics Courses

The main purpose of this study is to develop and evaluate an innovative industrial automated PLC electro-pneumatic feeder and pick-and-place system to improve technical instruction and address the inadequacy of electrical and electronics training equipment in the BS Industrial Technology program of Isabela State University, City of Ilagan Campus. Likewise, this study was conducted to evaluate the functionality, durability, safety, and instructional applicability of an innovative industrial automated PLC electropneumatic feeder and pick-and-place system. The descriptive method of research was used, with sets of questionnaire checklists supplemented by unstructured interviews and observations as the main gathering instruments. A five-point Likert rating scale was used to determine the descriptive meanings of the indicators of the variables used. The study respondents were third-year electronics and electrical students of the Industrial Technology program, electrical and electronics teachers, engineers, and industry experts. The statistical tools used in the study were percentage and weighted mean. The developed project mean was 4.82, which suggests that the project is “highly acceptable.” This implies that the developed instructional equipment is highly suitable for instruction and simulation in industrial automation processes, and is highly preferred by evaluators. It can also be said that the constructed industrial automated PLC electro-pneumatic feeder and pick-and-place system is well designed, durable, functional, safe to use, and easy to maintain.

Pengembangan Instrumen Investment Readiness Sebagai Pedoman Penilaian Kesiapan Pendanaan Start-Up Di Era Ekonomi Digital

Purpose: This research aims to develop instruments to measure start-up funding assessments. The dimensions of measuring funding and Investment readiness consist of eight dimensions adopted from the investment guide. Methodology/approach: This research is based on solving specific problems by improving the instructional design process and developing new models, tools and procedures regarding Investment readiness instruments as guidelines for assessing start-up funding readiness in the digital economy era. An investment readiness instrument is advanced by holding a Focus Group Discussion (FGD) with experts in start-up investment. Findings: The results of this study contribute to developing an investment readiness instrument as a guideline for assessing start-up funding readiness for the start-up. Practical implications: The practical implication of this research is that investment readiness instruments can assist start-ups in assessing financial and non-financial performance, which is helpful for funding applications and start-up financing. Originality/value: This research has social implications for investors and creditors in order to make relevant decisions regarding investment and funding for start-ups.

Concurrent response and action effect representations across the somatomotor cortices during novel task preparation

Instructions allow us to fulfill novel and complex tasks on the first try. This skill has been linked to preparatory brain signals that encode upcoming demands in advance, facilitating novel performance. To deepen insight into these processes, we explored whether instructions pre-activated task-relevant motoric and perceptual neural states. Critically, we addressed whether these representations anticipated activity patterns guiding overt sensorimotor processing, which could reflect that internally simulating novel tasks facilitates the preparation. To do so, we collected functional magnetic resonance imaging data while female and male participants encoded and implemented novel stimulus-response associations. Participants also completed localizer tasks designed to isolate the neural representations of the mappings-relevant motor responses, perceptual consequences, and stimulus categories. Using canonical template tracking, we identified whether and where these sensorimotor representations were pre-activated. We found that response-related templates were encoded in advance in regions linked with action control, entailing not only the instructed responses but also their somatosensory consequences. This result was particularly robust in primary motor and somatosensory cortices. While, following our predictions, we found a systematic decrease in the irrelevant stimulus templates’ representational strength compared to the relevant ones, this difference was due to below-zero estimates linked to the irrelevant category activity patterns. Overall, our findings reflect that instruction processing relies on the sensorimotor cortices to anticipate motoric and kinesthetic representations of prospective action plans, suggesting the engagement of motor imagery during novel task preparation. More generally, they stress that the somatomotor system could participate with higher-level frontoparietal regions during anticipatory task control.

Developing fun e-modules for engaging English learning in primary school

Teaching material modules in English for primary school can be easily obtained as it is already included in the digital era. However, finding appropriate ones for the instructional process for learners whose internet connection is difficult remains low. Therefore, this research aims to produce a valid and feasible English E-module as a learning medium. The ADDIE approach is used, which stands for analysis, design, development, implementation, and evaluation. The study tested validity by material, media, and language validators to determine the quality of the media developed. The results of this study are that the overall average validation of material is 77.2%, media validation is 78.5%, and language validation gets 87.5% with the "Excellent" category. Next, to determine the feasibility of the English E-module researchers analyzed English teachers and students of grade 5A. Results obtained from English teachers got 81.5% and from 5A students got 88.4% with the "Excellent" category. The English E-module as the learning media developed has been valid and feasible. Thus, English teachers for primary school and EFL learners may take advantage to make use of the module. Other researchers should add more skills such as listening by providing audio files and using different levels for the next study.

Optimization of Link & Match in the Instructional Design Process for Students with Intellectual Disability

Teaching materials that are prepared based on the actual conditions of students are one aspect that needs to be underlined so that students can actively participate in learning. This research took place at SLB ABC YPLAB Lembang, West Bandung Regency, and aims to produce teaching materials that are student center for students with intellectual disabilities in early grades. The focus of this research is on the adjustment stage between student profiles and curriculum content, where the link & match process between student assessment results and the curriculum becomes the basis for the instructional design process. The method used in this research is qualitative descriptive. There are four stages carried out, encompass initial assessment of basic abilities, reviewing curriculum content, matching student profiles with the curriculum, curriculum modification, and preparation of teaching materials. The results of this study are teaching materials that are student center to accommodate the conditions, potential, and learning characteristics of students with intellectual disabilities.

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.

Exploring primary school teachers’ idea generation during the STEM instructional design process

ABSTRACT Background Instructional design is essential for the implementation and quality of STEM education. However, it remains challenging to help teachers acquire pedagogical content knowledge and come up with novel instructional design ideas in STEM. education. Purpose Guided by the full-perspective learning theory, this study proposed a conceptual model that was constructed by teaching needs assessment (TNA), internal meditation (IM), external interaction (EI), and idea generation in instructional design (IGID). Sample A total of 1,727 primary school technology teachers (51.8% female, 48.2% male) who had conducted STEM learning activities participated in this study. Design and methods Structural equation modeling was used to verify the relationships between variables. Results The results indicated that (1) TNA, IM, and EI were positively related to IGID; and (2) both IM and EI were positively related to IGID. In addition, through the multiple group analysis, it was observed that there were significant gender differences in the idea generation process. Conclusion The findings implied that male teachers performed better than female teachers in TNA, and were more motivated to seek ideas through IM and EI after TNA. Female teachers were more likely to obtain novel ideas through IM. The research provides some ways to facilitate the acquisition of ideas on STEM instructional design, which can be used to guide course design for instructors and course designers in STEM fields.

학습 효과가 높은 수업과 낮은 수업의 학습 과정과 평가의 특성에 관한 연구

Objectives The purpose of this study is to explore the characteristics of instructions recognized as having a high learning effect and as having a low learning effect. Methods For this purpose, we conducted written interviews using online platform with 18 prospective instructors who are experiencing the pre-instructor course at the graduate school of education. It was designed to focus on instructions experienced before, not on instructions currently being taken, and through this, the process and effect of learning could be reported more objectively. The collected qualitative data were analyzed using a thematic anal-ysis method, and the learning process of instructions with high learning effects and instructions with low learning effects were derived and presented in a diagram. Results As a result of the study, 3 main categories, 9 themes, and 19 subcategories were derived as character-istics of the learning process included in instruction with high learning effect, and the amount of learning load, dif-ficulty, and responsibility perceived by learners were also confirmed along with the learning burden factors. As for the instruction with low learning effect, 3 main categories, 9 themes, and 18 subcategories were derived, and these included ‘no task’ and ‘no burden’. In the instruction with high learning effect, the focus of assignments and evaluations was on the learning process and performance, and improvement and feedback were made through the feedback of the instructor. In the instruction with low learning effect, the focus of assignments and evaluations was on organizing, summarizing, and general evaluation, and it was difficult to confirm improvement and feedback through instructor's feedback. Moreover, the difficulty and amount of learning load in the class were burden factors that appeared in both classes with high and low learning effects. Considering these results, instructors need to consider ways to have explanatory power to effectively deliver class content by analyzing learners' levels rather than reducing the difficulty and amount of learning. Conclusions Based on these findings, recommendations were provided to guide professors in aiming for and de-signing effective instructions.

CRISPR/Cas9 gene targeting plus nanopore DNA sequencing with the plasmid pBR322 in the classroom.

Both nanopore-based DNA sequencing and CRISPR/Cas-based gene editing represent groundbreaking innovations in molecular biology and genomics, offering unprecedented insights into and tools for working with genetic information. For students, reading, editing, and even writing DNA will be part of their everyday life. We have developed a laboratory procedure that includes (i) the biosynthesis of a guide RNA for, (ii) targeting Cas9 to specifically linearize the pBR322 plasmid, and (iii) the identification of the cutting site through nanopore DNA sequencing. The protocol is intentionally kept simple and requires neither living organisms nor biosafety laboratories. We divided the experimental procedures into separate activities to facilitate customization. Assuming access to a well-equipped molecular biology laboratory, an initial investment of approximately $2,700 is necessary. The material costs for each experiment group amount to around $130. Furthermore, we have developed a freely accessible website (https://dnalesen.hs-mittweida.de) for sequence read analysis and visualization, lowering the required computational skills to a minimum. For those with strong computational skills, we provide instructions for terminal-based data processing. With the presented activities, we aim to provide a hands-on experiment that engages students in modern molecular genetics and motivates them to discuss potential implications. The complete experiment can be accomplished within half a day and has been successfully implemented by us at high schools, in teacher training, and at universities. Our tip is to combine CRISPR/Cas gene targeting with nanopore-based DNA sequencing. As a tool, we provide a website that facilitates sequence data analysis and visualization.

How much is too much? Refining normative evaluations of prescriptive curriculum

As the disruptive effects of COVID-19 on education have prompted conversations about remedial learning and learning recovery, the expectation is increasingly that schools are more productive in less time. This raises concerns regarding potential increase in the use of prescriptive curricula. While critiques regarding the usage of such curricula abound, the lack of clarity about what it is that these curricula do and how they impact instructional processes render critiques too coarse-grained to be of value in both normative evaluations and remedial efforts. To resolve this problem, the authors provide a framework that analyzes what prescriptive curricula entail and how they impact teaching and learning. The framework postulates that prescriptiveness occurs along five dimensions and is a matter of degree along each of these. Subtle differences between how these dimensions and degrees of prescription materialize in individual curricula matter for formulating both targeted critiques about what makes such curricula objectionable and for developing adequate and feasible remedies to undo the harmful effects of prescriptive curricula.

The Effect of Technological Pedagogical Content Knowledge (TPACK) on Rural Area Students’ English Writing

This research was conducted to examine the impact of the Technological Pedagogical Content Knowledge (TPACK) and Direct Learning (DL) model on the learning outcomes of students in rural areas concerning English descriptive text composition. The models introduced a meaningful learning experience within conventional classroom settings, enabling students to connect prior knowledge with new information in creating innovative ideas. TPACK model played an essential role in the educational system, facilitating teachers in integrating technological, pedagogical, and content knowledge throughout the instructional process. Therefore, students became more engaged, active, and enthusiastic participants in their learning. An authentic experimental and control group design was carried out in two parallel classes at a senior high school. Meanwhile, ANOVA Factorial (2-way ANOVA) was used to analyze the data. The results showed that the learning outcomes of TPACK were significantly different from those of the DL group. Therefore, TPACK substantially affected the learning outcomes of students in writing English descriptive text. This research reported the valuable contribution of the model in equipping future teachers with the knowledge necessary to integrate content, learning theories, teaching models, methods, and technology into their instructional practices.

Enhancing engagement and learning in advanced biochemistry through the application of flow theory.

This study identified a lackluster classroom atmosphere in advanced biochemistry, characterized by low levels of active student participation in interactive communication and subpar quality of after-class learning tasks. The issues stemmed not only from students' learning attitudes, such as insufficient attention to the curriculum, but also from the course's inherent lack of challenge. Employing flow theory, we optimized teaching content, enhanced course difficulty, reformed assessment methods, and incorporated information-based teaching tools to redesign the instructional process. Through a questionnaire survey, students evaluated teaching effectiveness after implementation of the changes: a majority expressed satisfaction with the moderate difficulty of the course and enjoyment of the classroom instruction, and reported experiencing positive emotional flow. Peer experts commended the course, noting its lively atmosphere and the students' acquisition of both basic research methods and foundational knowledge. The findings will be used to continually enhance graduate students' innovation abilities and sense of achievement through ongoing reforms.