Instructional Tool Research Articles

Video Assisted Learning Module (VALM) for the Least Learned Competencies in General Mathematics

This educational design research aimed to develop and evaluate a video-assisted learning module (VALM) to enhance learners’ mathematics proficiency and improve teachers’ instructional efficiency. The study, anchored on the ADDIE Model, gathered data from year 11 and 12 pupils and five experts. Analysis revealed least-learned competencies in general mathematics, particularly exponential, logarithmic and inverse functions. The VALM comprised a learning module with supplementary video content. The module included a cover page, preface, objectives, study and practice guides, assessment, references, solution boxes, graphing pages and an answer key. The video featured a title, disclaimer, objectives, step-by-step solutions and references. Both learners and experts rated the materials highly acceptable regarding learning objectives, content, organisation, presentation, format, design, activities, and assessment. The VALM was helpful, easy to understand, enjoyable, convenient and mobile. Results suggest that video-assisted learning modules are conducive to enhancing mathematics proficiency and serve as practical supplementary instructional tools across various teaching-learning scenarios in general mathematics.

Blindfold game in vocabulary mastery enhancement to Indonesian EFL young learners

The objective of this study was to evaluate the effectiveness of the Blindfold game in enhancing vocabulary mastery among students. A quasi-experimental design was utilized, involving both control and experimental groups. Sixth-grade students from a Demak elementary school participated in the study, which employed a non-random sampling method. The research sample included an experimental group consisting of 22 students from class VIA and a control group of 21 students from class VIB. Data on students' vocabulary knowledge were collected through a vocabulary exam comprising 15 multiple-choice questions and 10 matching items, administered via pre-tests and post-tests. The researcher analyzed the data using a t-test and SPSS 23. The pre- and post-test scores for the experimental group were 60.91 and 78.18, respectively, while the control group achieved scores of 56.76 and 60.95. The statistical analysis indicated a significance level (2-tailed) of less than 0.05, resulting in the rejection of H0 and the acceptance of H1. In conclusion, the Blindfold game has been demonstrated to be an effective instructional tool for improving vocabulary knowledge among Indonesian EFL young learners. The game not only enhanced students' vocabulary mastery but also increased their motivation to learn English. Accordingly, it is recommended that teachers utilize diverse teaching methods to foster students' learning motivation, encouraging them to become engaged and enthusiastic participants in class.

Integration of Technological Tools in English Literature Pedagogy: Enhancing the Teaching-Learning Experience

Digital technology has transformed English Language anad Literature pedagogy. The use of digital technology in English Literature pedagogy represents a significant advancement in Literature and Language learning, significantly enhancing both teaching and learning processes. Technology helps students learn more effectively, which helps educators improve their instruction. The method keeps developing to help teachers acquire a language more quickly for their students. Teachers choose software-based instructional systems that enhance students' positive interactions with their instructors and promote the acquisition of the English language in its entirety. This research aims to explore the integration of digital technological tools in English Literature and Language teaching and it endorses various methods to encourage the best possible instruction. It also investigates a variety of facets of teaching and technological resources that gives educators access to cutting-edge tools for effective and high-quality instruction. For this study, an explanatory qualitative methodod is opted (Creswell & Poth, 2018). For the survey of the literature, a linguistic and traditional description of the technology, and a thorough analysis of its relevance to currently used teaching techniques have all been conducted. The findings address key challenges by emphasizing the potential of digital and contemporary tools to enhance language education. The study advocates for the use of digital technological tools tools to improve Enlish language learning.

Using AI to expand the “Toolbox” for EAP writing instruction

Abstract The recent advent of AI-based digital assistants such as ChatGPT offers the potential for a new tool in the instructional “toolbox” for EAP courses. We report on a retrospective survey of students’ experiences using ChatGPT in first- and second-year EAP core writing courses at a continental European university. Students reported that they saw ChatGPT as a social agent, had moderately fluent experiences interacting with it, and had moderately positive perceptions of ChatGPT as an instructional tool. Both self-reported fluency of the interaction and perceptions of ChatGPT’s social agentic qualities were positively associated with perceptions of ChatGPT’s value as an instructional tool. Students reported that ChatGPT was less helpful than their professors, and neither more nor less helpful than their peers. Implications for EAP instruction are discussed.

Enhancing cardiopulmonary resuscitation training for the community with foam pillows: A promising approach

This study evaluates the efficacy of foam pillows as instructional aides to achieve accurate compression depth and chest recoil during CPR training. A descriptive study design was employed. The study involved 30 respondents with no experience with CPR. We enrolled 30 respondents aged 17 to 25 through open recruitment via WhatsApp and Instagram. Foam pillows (45 cm x 60 cm) with compression markers served as instructional tools. The study utilized Laerdal's Little Anne QCPR CPR mannequins and the QCPR application on an iPad Air 2 . After 1 minute of hands-only CPR on a foam pillow, all respondents continue to perform in Little Anne QCPR mannequin. The findings of this study show that the correct compression depth was performed by 28 respondents (93%) and the correct chest recoil by 30 respondents (100%). Foam pillows promise to enhance community-based CPR training by promoting precision in compression depth and chest recoil.

Investigation of Computational Thinking Skills through Instructional Techniques, Games and Programming Tools

Computational thinking (CT) has become a vital approach to problem-solving. This method has been proven successful in various areas, especially science, technology, engineering, mathematics (STEM), and professional development. The integration of CT in education provides a practical approach to solving problems. This concept paper investigated the various uses of instructional techniques and programming tools to enhance CT skills used in previous empirical research. CT consists of four main pillars: decomposition, which refers to breaking down identified problems into smaller parts; pattern recognition, which involves finding occurring patterns that can be seen; abstraction through identification of important details and removing unnecessary information; and algorithm, where a step-by-step procedure is solution is made. By exploring instructional strategies and programming environments, this paper outlines the possible impacts of these instructional strategies, games, and programming environments on improvement in CT skills, thus providing a theoretical basis for future empirical studies. The strength and combination of these approaches provide a comprehensive learning experience. This paper also suggests instructional techniques and programming tools to enhance underexplored CT skills based on research gaps.

Let’s Shutdown the Government: An Instructional Game

This article presents an instructional game that posits government shutdowns as the crisis in a negotiation strategy, commonly called brinkmanship. The Shutdown Game can be used to supplement the study of national budgeting in undergraduate political science and public administration courses. This game presents shutdowns as a tool to foster acquiescence and relies on the assumption that elected officials benefit when their actions align with public preferences. The Shutdown Game facilitates the students’ understanding of the national budget and government shutdowns. The author found the game to be an effective instructional tool and hopes that it may prove valuable to others.

Rasch model of teacher readiness instrument for implementing science learning based on Balinese local wisdom

Local culture has undergone significant shifts and alienations, leading to the neglect of societal values. This situation underscores the need for teachers to be well-prepared to incorporate local wisdom into science education, supporting Cultured-Based Learning. This study, conducted from January to June 2022, aimed to assess the relevance of items in a teacher readiness instrument for implementing local wisdom-based science learning in Bali. An ex post facto research design was employed to analyze the preparedness of 72 science teachers in Bali through a detailed questionnaire. The collected ordinal data were converted into an interval scale using the Method of Successive Interval (MSI) and analyzed using the Rasch Model with the Jamovi application to assess item relevance. The study's findings highlight the cognitive and emotional readiness of science teachers as being in the high category, while collegial support and instructional tools are in the low category. These results suggest that improving collegial features and instructional tools through lesson studies and workshops could enhance the integration of local wisdom into science education in Bali.

Using bundle analysis to uncover formulaic language patterns in seminar discussions

Seminars serve as a valuable instructional tool in higher education, enabling scholars to engage in discussions, ask questions, and gain a clear account of the topic through interactive sessions. This leads to the significance of deciphering the discursive patterns and linguistic choices made by speakers in these academic discussions, one of these patterns is lexical bundles. This study focused on identifying the most frequently used four-word lexical bundles in 78 seminar discussions sourced from three online repositories. Drawing on Biber et al.’s taxonomy, the identified bundles underwent functional categorisation. This involved examining their contextual meanings through concordance lines to reveal something of the discoursal and communicative practices inherent in this genre, and explore how speakers organise their discourse in a formulaic way. The findings demonstrate the prominent presence of formulaic bundles in seminar discussions. Stance, which relates to the speaker’s degree of knowledge, their attitude and judgments, emerged as the most salient function of bundles, followed by referential and discourse-organising functions. These findings contribute to a deeper understanding of discourse decisions in seminars, and offer insights into the formulaic linguistic choices made by speakers as they interact with their audience.

Exploring programmatic elements that foster neurodiverse children and adolescents’ participation in informal STEM learning programs: a systematic review

AbstractInformal STEM settings offer valuable opportunities for students, including neurodiverse students, to engage and participate in STEM activities. However, there is a limited information on how to best engage and include neurodiverse students in informal STEM programming. This systematic review aimed to identify the programmatic elements that facilitated the inclusion of K-12 neurodiverse STEM learners in informal STEM programs. In this systematic review, an academic and grey literature search was conducted, where the search resulted in 2632 records and 18 records were included in the systematic review. Records that met inclusion criteria were independently reviewed and assessed for quality by two reviewers using the Mixed Methods Appraisal Tool (MMAT) or a project-based MMAT. This paper describes how informal STEM programs were designed and implemented to foster the participation of neurodiverse K-12 STEM learners. A qualitative synthesis approach was used to identify the programmatic elements that fostered neurodiverse learner participation. Most of the informal STEM programming for neurodiverse youth occurred in after-school settings and with students with autism. Programmatic elements that facilitated the participation of this population in informal STEM were grouped into three categories: (1) environment/learning structure, (2) learning supports, and (3) instructional strategies and tools. Future informal STEM programming and research should expand to include the neurodiverse population in already established informal STEM programs.

Impact of Metaverse Technology on Academic Achievement and Motivation in Middle School Science

This study explores the effects of Metaverse technology on middle school learners’ academic performance and motivation in science subjects. Utilizing a quasi-experimental design, 33 students in the experimental group were exposed to the Metaverse for one semester, while 32 students in the control group continued with traditional teaching methods at School 148 in Riyadh. Data collection instruments included a validated science achievement test and a motivation scale. The results demonstrated that the nodes were statistically significantly improved in the experimental group, receiving an average post-test score of 73.1, as compared with the control group, receiving an average post-test score of 65.9 (t = 2.3, p < 0.05). The scores in motivation were also slightly higher in the experimental group, with a mean of 26.9, as compared with the control group, with a mean of 17.1 (t = 5.75, p < 0.05). For academic achievement and motivation, the effect sizes were quite high: fixed effect = 1.091; random effect equals 1.086. These results demonstrate the possibilities of Metaverse technology in revolutionizing the way students learn science. This technology could be a valuable tool for instruction in science classes to enhance performances and influence students’ attitudes positively towards enhanced learning environments in schools.

“I think they only study seawater”: Oceanography classroom career panel as a tool to promote geoscience career awareness

The utilization of a professional geoscience career panel as a curricular classroom activity can be essential for promoting career awareness. By interacting with professionals, students can be exposed to diverse geoscientific careers, helping them understand various professional paths and the real-world applications of their studies. Using social constructivism and critical reflection theories of learning, we designed and implemented a two-day career panel attended by ten ocean scientists in an undergraduate oceanography course for majors and non-majors. We used a qualitative, quasi-experimental design involving pre-and-post reflection data collected from the treatment group (n = 22) and control group (n = 19), and five post-treatment interviews to evaluate the effectiveness of the career panel on students’ ocean science career awareness. While the pre-reflections revealed that students in both the treatment and control groups had low awareness and knowledge about ocean science careers and practice, students in the treatment group showed improved awareness about ocean science careers and disciplines, processes of ocean science work, and the social and cultural impact of ocean science work after attending the career panel. Students in the treatment group also showed increased interest in ocean science and geosciences in general. Results indicate classroom career panel that include personal narratives, discussions, and students’ critical reflections can be effective tools to promote career awareness and interest in the geosciences. We provide implications for geoscience education such as supplementing classroom career panel with hands-on activities (e.g., job simulations), advanced organizers (e.g., worksite visits), and experiential learning opportunities (e.g., internships) as instructional tools to promote students’ career awareness.

Task Characteristics Associated with Mathematical Word Problem-Solving Performance Among Elementary School-Aged Children: A Systematic Review and Meta-Analysis

Mathematical word problem-solving skills are crucial for students across their lives, yet solving such tasks poses challenges for many. Therefore, understanding the characteristics of mathematical word problems that are associated with students’ performance is important. The objective of this systematic review and meta-analysis was to evaluate the effects of linguistic and numerical task characteristics associated with mathematical word problem-solving performance among elementary school-aged children (Grades 1 to 6). The systematic review was based on five electronic databases and citation searching. Reporting was conducted following The Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA). The findings (K = 69) showed that five of the six investigated linguistic task characteristics (i.e., the position of the unknown, schematic structure, irrelevant information, realistic considerations, and lexical consistency) and one of the two numerical task characteristics (i.e., number of operations) were related (g = 0.39 to 4.26) with elementary school-aged children’s mathematical word problem-solving. However, the findings did not provide support for a general association between a familiar situational narrative or the required operation with mathematical word problem-solving. The findings highlight that elementary school-aged children especially struggle with mathematical word problems requiring realistic considerations or multiple mathematical operations, containing lexical inconsistency, and problems in which the position of the unknown is the first value. This further understanding of elementary schoolers’ word problem-solving performance may guide the design of appropriate and progressive instruction and assessment tools and steer research into the interactions within task characteristics and with individual characteristics.

The development of a dietary nutrient density educational tool and the investigation of its acceptance by Chinese residents from Henan province

ObjectivesHelping residents select nutrient-dense foods is a strategy to improve their diet quality. However, communication based on the nutrient-dense foods as a positive attribute has not been widely used in nutritional education. This study aimed to develop an educational tool based on the picture and guidance of “Chinese food guide pagoda (2022) “, extend it with the concept of nutrient density, and investigate its acceptance by Chinese residents from Henan province.MethodsThree examples (one-day diet with high, medium, and low nutrient-rich food (NRF) 9.2 score, an indicator for evaluating dietary nutrient density) were designed for developing a dietary nutrient density educational tool. A self-designed questionnaire was conducted to investigate the acceptance of the “dietary nutrient density educational tool” among college students from Henan province on the basis of the theory of planned behavior.ResultsAmong the three one-day diets used in the tool, with the decrease in the NRF9.2 score, the energy intake increased from 1686 kcal to 2363 kcal, the dietary fat-to-energy ratio increased from 28 to 42%, and the mean adequacy ratio (MAR) decreased from 0.97 to 0.87. A total of 851 college students completed the acceptance questionnaire. The average score of the acceptance was 4.07, with a total score of 5. This study showed that resident’s intention to use the tool was correlated with family residence, perceptual behavior control, and subjective norms. These three factors accounted for 83.5% of the variation in behavior intention.ConclusionTo encourage residents choosing healthier foods, a dietary nutrient density educational tool was developed to expanding the current instructional tool—the Chinese food guide pagoda (2022). The acceptance questionnaire survey revealed that residents had good acceptance of the tool, and family residence, perceptual behavior control, subjective norms may strongly contribute to their acceptance and the intention to use of the tool.

Machine Learning Applied to Real-Time Evaluation of Spoken English Communication in Tourism

Effective interaction between travellers and local suppliers of services is critical in the increasingly international tourism business. Speaking and understanding English well is frequently essential to a satisfying trip. In the setting of tourism, this study investigates the use of machine learning algorithms for the real-time assessment of spoken English interaction. The aim of this research is to create a new system that uses algorithms based on machine learning to evaluate and enhance English-language conversations among travellers and travel agents. We provide a novel method for assessing many facets of a conversation, such as spelling, syntax, proficiency, and general sentiment, that integrates automated speech recognition (ASR), natural language processing (NLP), and sentiment analysis. The gathering of a broad collection of spoken English exchanges in travel-related contexts, the creation of a tailored ASR models taught on terminology unique to the travel industry, and the incorporation of natural language processing (NLP) methods to assess the sentiment and linguistic structure of dialogues are important aspects of the project. To assist businesses and visitors improve their ability to communicate, models based on machine learning will be taught to deliver immediate input. The goal of this project is to benefit the tourism sector by developing a tool that will enable better English-speaking interaction, which will eventually end up resulting in more satisfied and better experiences for visitors. It also covers the requirement for domain-specific individualized language instruction and evaluation tools. The study’s findings could revolutionize the way spoken English proficiency is assessed and enhanced in the travel and tourism industry. They could also have wider ramifications for language acquisition and intercultural interaction across a range of sectors.

BALANCING TRADITION AND TECHNOLOGY: A COMPARATIVE STUDY ON VOCABULARY ACQUISITION IN INTERMEDIATE ENGLISH LEARNERS

This study explores the effectiveness of traditional and technological methods in vocabulary acquisition among intermediate-level English learners. A mixed-methods approach was used, combining quantitative data from pre-tests, weekly exams, and post-tests with qualitative insights gathered from surveys and interviews. Over a six-week period, 30 students participated in lessons utilizing both traditional teacher-led instruction and technological tools such as mobile apps and digital flashcards. The results revealed that while the traditional group showed steady but moderate improvement, the technological group experienced more rapid and significant gains in vocabulary retention. Interviews with participants highlighted the strengths and challenges of both methods, emphasizing the need for a blended learning approach. This study suggests that combining traditional and technological methods can offer a more comprehensive and effective learning experience, catering to diverse learner preferences and enhancing overall vocabulary retention.

Secondary School Teachers Perception of Using ICT in the Classroom

This study explores secondary school teachers' perceptions of using Information and Communication Technology (ICT) as an instructional tool in schools across Uttar Pradesh, focusing on variations by stream, gender, and school management type. It also examines the availability of ICT resources and challenges faced by teachers in integrating these tools. Despite significant differences in ICT facilities among school types, teachers' perceptions of ICT do not vary significantly by gender, stream, or management type. Most teachers, regardless of these factors, view ICT as highly important for education. However, challenges such as hardware issues, lack of technical support, and inadequate training hinder effective ICT use. Notably, even teachers who don't actively use ICT in classrooms still have a high perception of its value, influenced by personal use and external exposure. The study employed a mixed-method approach, analyzing data through ANOVA and Chi-square tests, and highlights the potential for fostering learner centered environments given the generally positive teacher attitudes toward ICT.

종교학 교육과정과 교과서의 불교 서술 고찰

[Objective] This study aims to examine the portrayal of Buddhism in the 'Religious Studies' subject curriculum and textbooks. This analysis aims to evaluate the alignment between the national curriculum and textbooks, which serve as the primary instructional tools in the educational context. [Contents] To achieve this objective, I closely examined two 'Religious Studies' textbooks approved by the Office of Education. I compared and analyzed the structure and content of the curriculum alongside the textbook materials, focusing on key Buddhist concepts. Additionally, I sought to determine the extent to which these textbooks reflect the curriculum guidelines and standards. [Conclusions] First, in both the religious studies curriculum and textbooks, Buddhism is primarily depicted as a world religion and a traditional Korean religion, with many of its concepts and theories presented appropriately. Second, the treatment of Buddhism’s role as a modern Korean religion is relatively brief. Third, while the two textbooks share many similarities, the later version incorporates improvements over its predecessor. To maintain this alignment and address limitations in future editions, I recommend the following: greater attention should be paid to enhancing the diversity and expertise of the authorship and review committees, as well as addressing the necessity of developing comprehensive teacher guides.

The Effectiveness of Website-Assisted Learning Multimedia to Improve Mathematics Learning Achievement of Elementary School Students

This study aims to determine the effectiveness of web-assisted learning multimedia in improving Maths learning achievement among primary school students. This study used a quasi-experimental approach, using a pre-test and post-test design to measure students' learning achievement. Data collection was conducted using test instruments designed to assess learning outcomes in a structured and objective manner. The effectiveness of the web-based multimedia intervention was measured through the Normalised Gain (N-Gain) test, which evaluates the level of improvement in students' mathematics learning achievement. Differences in the dependent variable between the experimental and control groups were further analysed using Paired Samples t-test and Independent t-test. The results of the N-Gain test indicated that the experimental group showed significantly greater improvement in Mathematics learning achievement compared to the control group, with the experimental group achieving a medium category N-Gain score of 0.68, while the control group's score was categorised as low at 0.17. In addition, the Paired Samples t-test and Independent t-test showed significance levels below 0.05, further validating the substantial impact of the web-based multimedia on student achievement. These findings underscore the potential of web-based multimedia as an effective instructional tool to improve students' learning achievement, especially in the area of Mathematics. This research contributes to the growing body of knowledge in educational technology and offers practical insights to enhance the learning process among young learners

Implementing an Educational Design Based on Hypermedia to Enhance Creative Imagination Among Fifth-Grade Literary Students

The research delves into the intricate design and effectiveness of hypermedia-based educational systems, emphasizing their pivotal role in enhancing learning processes through spatially induced learning formats and creative tools. Hypermedia, a sophisticated form of computer-based media technology, facilitates non-linear, feature-rich media interfaces that significantly augment educational content delivery. This technology transcends traditional instructional tools by embedding navigational methods tailored to diverse learning tasks and environments, thereby fostering deeper understanding and engagement among learners. In this context, the ADDIE model a structured approach comprising Analysis, Design, Development, Implementation, and Evaluation—is crucial for the systematic development of educational programs. Each phase of ADDIE builds upon the insights gained from the previous, starting with a comprehensive analysis of training needs, followed by the design and development of instructional materials that incorporate effective strategies and media. The implementation phase involves deploying these materials through learning management systems, ensuring accessibility and alignment with educational goals. Finally, the evaluation phase seeks feedback to refine and enhance the learning modules, demonstrating ADDIE’s iterative nature and its focus on continuous improvement. Moreover, the study engages with a broader theoretical and methodological discourse, integrating perspectives from instructional design and creative imagination within the framework of hypermedia technology. This integration supports the construction of a learning environment that not only addresses theoretical knowledge but also stimulates creativity and innovation among students. The effectiveness of these instructional strategies is evidenced through rigorous assessments and evaluations, highlighting the significant impact of hypermedia on student creativity, problem-solving skills, and overall academic performance. This comprehensive approach not only validates the use of hypermedia in educational settings but also outlines potential improvements and future directions for integrating technology in learning processes, thereby contributing to the evolving landscape of educational technology and pedagogy.