Aspects Of Instruction Research Articles

Blended Learning Effectiveness: A Quasi-Experimental Study on Students’ ESP Achievement

Blended Learning, a mixture of face-to-face (FTF) and online learning, has gained its popularity in the English language teaching context. However, examining its efficacy in English for Specific Purposes (ESP) remains scares. To fill this gap, this study implemented BL in an Indonesian ESP classroom and examined its effect on students’ learning attainment and the challenges they encountered. Drawing on the data garnered from pre- and post-tests, it was unveiled that using BL promoted the students’ learning outcomes given the statistical evidence was 0.000 which means lower than 0.05. Three main challenges of blended learning implementation were also identified, namely limitation of proper media, time allocation, and instructional aspect. This study incapsulates that the use of Blended Learning could promote students’ English language skills. This study recommends that future studies be carried out involving more participants and more varied ESP classes to gain more robust results.

Effects of Project-Based Learning on Postgraduate Students' Research Proposal Writing Skills

<p style="text-align:justify">Research is considered a vital component for propelling progress and development. This study aims to investigate the effects of problem-based learning (PBL) in the teaching of research methodology and statistics courses on improving research writing skills and enhancing course achievement. It also projects an action plan model for the effective implementation of PBL in the instructional aspect. The study utilised a positivist research paradigm based on action research design using the technique of content analysis. Employing a universal rubric, 45 proposals of graduate programme students enrolled in the College of Education at Minia University in North Upper Egypt were subjected to content analysis to rate students’ skills in writing research proposals before and after the delivery of the course. The students volunteered to participate in the study after they were given a synopsis of the aims and procedures. Students’ achievement was assessed through a test consisting of 90 items, developed primarily for this purpose at the end of the second semester in the academic year 2018–2019. The post-content analysis revealed a significant improvement in scientific research skills, with a considerable difference between the pre- and post-achievement scores. It is imperative to consider the feasibility of using the PBL approach in teaching research methodology and statistics courses for graduate students. The study recommended the adoption of PBL in undergraduate programmes as well as in high school education.</p>

Palestinian media coverage of the COVID-19 pandemic An analytical study of the digital platforms of the Palestinian Ministry of Health.

The study aimed to identify the nature of Palestine's social health media coverage of the COVID19 pandemic, how it deals with this global and significant issue, determine the amount of attention paid to the issue, and the nature of the content through which the pandemic has been highlighted, Identifying the journalism arts and multimedia, interactive elements and assistive services used to highlight topics on the COVID-19 pandemic. The study is meta-research based on the media survey and uses a content analysis tool on a sample of topics published on the Palestinian Health Ministry's social media platforms. The study concluded that the coverage of the epidemic on the official page of the Palestinian Ministry of Health was poor, with 75 topics only reported in a month. It reached 38%, followed by the Ministry's efforts to fight the epidemic with 26%, while the latest developments related to the epidemic and issues of awareness, guidance, and instructions reached 17%. It also shows the weakness of the educational and instructional aspects compared to the number of published subjects. In addition, the Palestinian political division reflected on the health aspect, focusing on coverage in West Bank with 22%, while the sample focused on the Gaza Strip was only 4%. It also focused on the informational news aspect through the emergence of the art of news and infographics, considering the weakness or absence of other journalistic arts, with the use of accompanying materials such as photos and videos tangibly and mainly with the published topics in line with the coverage. Keywords: Health media, Palestinian media, new media, COVID-19 pandemic, social media.

Pengembangan E-Modul Dilan Berbasis Android (Didroid) pada Materi Panas bagi Siswa Sekolah Dasar

This study aims to test the validity and practicality of teaching materials E-module Dilan Android-based (Didroid) on hot material for elementary school students. The research method applied is Research and Development (R&D) method with Sugiyono development model. This study uses data collection techniques in the form of observation, interviews and questionnaire instruments filled by media experts, material experts, as well as student and teacher users. Data analysis techniques used are quantitative and qualitative analysis to describe the results of the questionnaire assessment. The results showed that the E-module Didroid developed meet the criteria of valid and practical. The results of media validation get a score of 100 so that it is included in the very valid category. The results of the validation of the material get a score of 96.7% on the aspect of Self Instruction, a score of 100% on the aspect of Self Contained, a score of 80% on the aspect of Self Alone, a score of 93.3% on the aspect of self adaptive, and a score of 80% on the aspect of User Friendly so that it enters the category of very valid and valid. The results of the practicality of student users get a score of 90% and teacher users get a score of 100% so that it enters the category of very practical. It can be concluded that the E-module developed Didroid valid, practical, and feasible to use in science learning in Grade V Elementary School. E-module Didroid easy to understand, easy to use, attractive, and can be used as a reference teaching materials that use digital technology.

Sociocultural theory and classroom second language learning in the East Asian context: Introduction to the special issue

AbstractIn this introduction to the special issue, we first present a brief historical overview of sociocultural theory (SCT) as it has been extended to the process of second language (L2) development and instruction, beginning with two significant publications that appeared in 1994. In the early years, the theory was used as a lens to understand various aspects of learning and instruction. Eventually, it came to be used as a means of promoting the processes that it investigates. As we explain in this article, the shift in research orientation reflects Vygotsky's commitment to the unity of theory and research with practice. We then address a problem associated with the term “sociocultural,” which has been used since the inception of L2 research informed by the theory. This is followed by a presentation of the four central principles of the theory, which is contextualized within a discussion of dialectics, the foundational methodological approach adopted by Vygotsky in formulating the theory of higher psychological functioning. The principles each relate to the process through which naturally endowed instincts that govern mental and emotional behavior from birth are restructured as they interact with culturally developed forms of mediation, including—most importantly—language. Next, we present an overview of the special issue that includes a discussion of the important concepts that are brought to bear in instructed L2 development. These include the important distinction between everyday and scientific concepts and concept‐based instruction; the zone of proximal development and dynamic assessment; languaging, or the psychological use of speaking and writing in the developmental process;perezhivanie, the dialectical unity of emotion and cognition as related to development; andobuchenie, the instruction–development dialectic. These concepts, along with the theoretical principles, are employed in various ways in the seven articles included in the special issue. The articles are representative of the innovative SCT‐L2 research that is currently under way in East Asia, a region of the world that only recently has been attracted to the theory. While the research reported on in the special issue emerges from this particular area, the implications for other instructional contexts and for the theory itself are significant.

A LITERATURE REVIEW ON 3D PRINTING TECHNOLOGIES IN EDUCATION

This study will offer domestic and foreign studies on the application of 3D printing technologies in the fields of education. The aim of this study was to review the studies that had been done in the literature on the application of 3D printing technology in the field of education. Purposive sampling method was used in the study. In this context, it was decided that in the current study, variables such as the distribution of studies on the use of 3D printer technology in the field of education by years, publication types, sample types and sizes, data collection tools and analysis methods were planned to be examined, and at the same time, in-depth analysis of the results was the most appropriate method. 101 studies were accessed in accordance with this research. One of the qualitative research methods used in the study was document analysis, and the data was analysed by examining at the documents that contained details regarding the facts that were the focus of the study. According to the data obtained, it is seen that the studies carried out on 3D printing technology between 2009-2022 are within the scope of educational activities at the K-12 level (physics, chemistry, biology, mathematics) and their numbers have increased especially after 2017. It was determined that undergraduate students were preferred the most as the sample group. It was found that, on general, qualitative research methodologies were preferred in the studies under consideration. It was seen that in-class assessments, observations and questionnaires were mostly used as data collection tools. It has been determined that content analysis is generally used in the analysis of the collected data. When the relationship between education and 3D printing technology was examined, it was determined that it can be adapted to all ages and fields and provides great convenience in interdisciplinary studies. Based on these findings, it is thought that it will be more effective to focus on the instructional aspect of 3D printing technology.

Multi-sensory Approach in Designing Augmented Learning Kit for Children with Dyslexia

The human brain is a complex structure that allows us to encode and decode various stimuli that incorporate the five senses. In the case of children with dyslexia, this information processing performs inefficiently which resulted in reading, spelling, and/ or writing difficulties. Other related difficulties, such as memorizing, organizing, sequencing, and motor skills deficiency, may also be present. This specific learning difference is a lifetime challenge that cannot be cured, but it can be overcome through structured interventions. For many years, the multi-sensory approach utilized visual, auditory, and kinesthetic-tactile to trigger the senses, which is well known as one of the most compelling aspects of instruction for dyslexic students. By simultaneously training the brain through the senses, it is hypothesized that this approach can enhance the phonetical ability in a more effective and meaningful way through the implementation of an interactive learning kit for dyslexia. This paper is an initial phase of long-term research about an interactive learning kit for dyslexia. It includes the analysis of a multi-sensory approach and how it can be implemented in the design and development process in the next phase.
 Keywords: dyslexia; multi-sensory; interactive; learning.

An Investigation into Teacher Preparedness for Emergency Remote Teaching in the Context of Vietnam

This study examined the preparation English teachers in Vietnam had for Emergency Remote Teaching (ERT) during the COVID-19 pandemic. Specifically, it investigated the levels of confidence teachers had about their pedagogical and technological knowledge. It also looked at their attitudinal readiness and the institutional support offered to them. Ninety-seven teachers of English in the southern areas of the country, which were severely hit by the fourth wave of the pandemic from May to September 2021, were invited to complete an online survey. The responses were analyzed descriptively, and item-level means were calculated to identify teachers’ greatest challenges and the instructional aspects they found most confident about during ERT. Cross tabulations were also employed to compare different groups of teachers’ readiness to teach online. The results showed that English teachers in the affected areas perceived themselves to be relatively prepared for the swift transition to online teaching and substantially positive about their pedagogical approach to lesson delivery in the virtual environment. Regarding technological know-how, they exploited various ready-made resources but were unknowledgeable about authoring software and uncertain of how to use technological tools effectively. They also reported receiving little support from their superiors and authorities.

Using commonly-available technologies to create online multimedia lessons through the application of the Cognitive Theory of Multimedia Learning

Principles derived from the Cognitive Theory of Multimedia Learning (CTML; Mayer in: Multimedia learning, Cambridge University Press, Cambridge, 2021) provide valuable guidance for enlisting commonly-available technologies to create effective online multimedia lessons. Specifically, CTML can guide instructional designers on the use of slide-sharing programs to create concise, narrated animation segments; the use of survey programs to interpolate questions and prompts between these segments to facilitate generative learning activities; and the use of video-sharing sites to provide learners with control over relatively superficial aspects of instruction. The application of CTML to the design of online multimedia lessons raises a number of theoretical and practical questions, including the need to better understand the relationship between working memory capacity and working memory duration, the importance of retrieval as a learning process, and the relative impact of selection and organization processes on learning.

The Tabernacle Manual: Exodus 25:1–31:18 in Light of the Cuneiform Procedural Genre

Abstract The end of the book of Exodus centers on the construction of the tabernacle, both the divine commands and the descriptive fulfillment. While several studies have attempted to explain the form and function of the descriptive fulfillment, the form-critical features of the divine commands have eluded explanation. In this article, I present a form-critical reanalysis of the tabernacle instructions, suggesting that the most salient features of the instructions (second-person directives, technical vocabulary, and descriptive nonrestrictive clauses) accord well with the features of the procedural genre known from Akkadian literature. I compare grammatical, lexical, and pragmatic aspects of the tabernacle instructions to the central features of a variety of “instruction manuals,” which include glassmaking and perfume-production manuals. I argue that the similarities between the tabernacle instructions and these manuals from Mesopotamia evidence a shared genre background, making the tabernacle instructions a tabernacle “manual” of sorts. The consistency in features additionally presents new evidence for the formal unity of a broad core of texts throughout Exod 25:1–30:10, shedding new light on various segments of the text broadly considered secondary (29:10–46; 30:1–10, 11–17, 23–38; and 31:2–6). The conclusion of the study presents avenues for future inquiry.

Online learning videos to develop creative thinking skills of students

Creative thinking skills are 21st Century Skills which are difficult to improve when online learning is implemented. This study aimed to develop online learning videos to improve students' creative thinking skills. The product development process includes problem analysis, material collection, product design, expert test, limited trial, design revision, usage trial, and product revision. The material and design determine the feasibility of the product. Aspects of material assessment include conformity to the curriculum, indicators of creative thinking, and language. Elements of the assessment in terms of media include instructional design, visual communication, and aspects of creative thinking. The validation results show the average percentage of material experts is 97.55%, and media experts is 93.7%. The results of the user response test (teachers and students) were 99.76%. This value shows that online learning videos were included in the very appropriate category as learning media to improve students' creative thinking skills on the material of the circulatory system. Therefore, the media that has been developed in this study is expected to be followed up in further research and applied in biology learning.

Aspects of mathematics instruction and education policy in Lithuania

High-quality mathematics instruction for all means high expectations and strong support for all students. An insightful math teaching policy when apdating both school math curriculum and assessment system as well as mathematics teacher training and in-service training program are required to implement this provision. This policy should be based on international mathematics education reserach. How realistic is it to implement in Lithuania? From that point on, we will take mathematics teaching seriously depends on society's readiness for existing and future challenges.

Teaching Piano in Colleges and Universities Based on Cross-Cultural Music Education

The paper primarily analyzes aspects of college and university piano instruction based on cross-cultural music education. The paper established the elements that are most important for students to learn. 32 percent of students believe that implementing best practices would make a significant difference in the learning effectiveness. The survey revealed that only 5% of students have more than one month of full-time online learning experience. The findings suggested that 29% of the respondents developed creative thinking skills, and 26% of the respondents gained technical knowledge that contributed to strong improvisation skills. Data on productivity revealed that six out of eight study groups achieved a high level, and only group 3 (college) scored 19.6%, which is due to the lack of good grades among most students.

이야기 그림책 활용 영어교육을 위한 독자 반응 분석 준거 구안

Purpose: The aim of this paper is to suggest a framework of reader-response aspects suitable for English language learners in an EFL setting which is necessary when teaching English using story picture books. Methods: The paper starts with the discussion of Rosenblatt (1985, 1994)'s reader-response theory. The frameworks of reader-response aspects suggested by various researchers (Hancock, 1993; Sipe, 2000, 2008) are then investigated and analyzed. In addition, what page break means and in what ways readers can respond to page break is examined. Through the analysis and synthesis of a relevant theoretical background, a new framework of reader-response aspects is drawn and suggested for teachers to use in English instruction to enable English language learners to express their responses more systematically and comprehensively. Results: The framework of reader-response aspects based on response perspectives has significance in that it facilitates English language learners to respond comprehensively in a range of perspectives, including settings, characters, events, theme, text language, illustration or visual elements, page break, making connections, author perspective, and creative response. Conclusion: This paper examined the significance of understanding and applying the frameworks of reader-response aspects in English language learning and instruction using story picture books.

Language of Early Reading Instruction: A Correlate of Print Exposure

The Matthew effects suggest that children who struggle when learning to read are less likely to read for pleasure later in life compared to children who ease into reading quickly. One aspect of early literacy instruction that might hamper reading progress is learning to read simultaneously in two languages. Despite the long-lasting and widespread benefits of bilingualism, early setbacks in reading development might carry lasting effects for later reading habits. We investigated whether present-day print exposure of adults who learned to read in their first language were different from those who learned to read in two languages. Adults completed: Bilingual Author Recognition, Viewing Recognition, and English and French Word Recognition Tests. Participants who reported that reading instruction took place in their first language recognized more authors than those who learned to read in two languages. These first-language learners were also better at identifying real English words. Bilingual learners were superior at identifying real French words on the corresponding task. Lastly, both groups demonstrated similar viewing habits. The findings from this retrospective study align with the Matthew effects and suggest that a focus on first language reading instruction in Grades 1 and 2 remains correlated with print exposure 25 years later.

Making Competence Explicit: Helping Students Take Up Opportunities to Engage in Math Together

Background: Current efforts to promote reasoning, problem solving, and discussion are often framed as advancing equity, but scholarship suggests individual students’ opportunities to learn can vary considerably in classrooms that attempt to take up these approaches to teaching mathematics. Noticing students’ mathematical strengths and positioning their contributions as competent is among aspects of instruction associated with more equitable learning outcomes for students from marginalized groups, but research has yet to comprehensively examine the range and nuance of this aspect of teachers’ practice in classrooms that feature broad distributions of participation. Purpose: The purpose of this study was to examine teachers’ instructional practice with respect to assigning competence in two mathematics classrooms that demonstrated high levels of student participation. We investigated the kinds of situations in which teachers positioned students as competent, and the ways assigning competence opened opportunities to participate. Setting: Data were collected at a public elementary school in a culturally, linguistically, and economically diverse neighborhood in southern California. Participants: Participants included two teachers and 45 students from two third-grade classrooms. Teachers had participated in ongoing professional development focused on leveraging children’s mathematical thinking in instruction. Research Design: We drew from qualitative methods for analyzing video to investigate classroom interactions from 12 mathematics lessons. Data sources included video recordings, transcripts, and student work. We used Studiocode software to parse each lesson into phases and episodes. Drawing from previous studies, we identified a subset of episodes in which teachers explicitly positioned a student’s contribution as competent. An iterative process of coding and discussion was used to analyze patterns with respect to student participation, teacher support, and the unfolding of rights and obligations related to participating in mathematical activity. Findings: Analyses revealed different kinds of situations in which students participated in mathematically substantive ways (in terms of providing detailed explanations of their ideas or engaging with the details of a peer’s idea) and teachers positioned their contributions as competent. These situations included highlighting, clarifying, and amplifying contributions; supporting the specificity of student contributions; recognizing emergent ideas; and validating unprompted attention to mathematical details. Assignments of competence emerged in ways that were integrated into teachers’ ongoing efforts to surface and make explicit the details of their mathematical ideas, while also broadening the kinds of contributions students could make to joint mathematical work. Conclusions: Helping students to know what it could look and sound like to participate in the moment while recognizing a wide range of contributions as competent created openings for students who in many classrooms might be excluded or relegated to the periphery of conversations. Making competence explicit was a contingent, relational practice that required teachers to find specific ways of leveraging student strengths to support their participation. Recommendations for advancing mathematics teaching must attend to the nuances with which particular practices unfold to open or constrain individual students’ opportunities to learn.

Big Waves on the Rocky Shore: A Discussion of Reading Policy, Infrastructure, and Implementation in the Era of Science of Reading

AbstractTeachers, leaders, reformers, policymakers, and advocates all comprehend the weightiness of reading instruction, experiences, and outcomes for society, schools, and children. There have been numerous waves of reading reform, with federal, state, and local policies addressing numerous aspects of reading instruction. Currently, there are numerous policies reflecting the Science of Reading. In this article, we synthesize policy concepts and illustrate policies associated with the infrastructure for reading instructional improvement. We elevate how policy messages are repeatedly framed and interpreted by people positioned at different levels of the education system. We also explain the variability in responses to reading policy. The article concludes with considerations for designing and implementing policy instruments that support and sustain educators as they sail toward improving reading instruction and providing robust learning opportunities for every child.

Creating effective assessment to prepare students for the workforce

Effective assessment is one of the most difficult aspects of instruction. Assessment not only needs to accurately capture the student knowledge and abilities for the instructor but should prepare students for the kind of evaluation that they will face once they enter the field. These connections can help the student better connect with the material and understand the relevance of the assessment. Many common forms of assessment (e.g. tests) require the student to perfume timed and memorized tasks with few available resources for reference. As acoustics students head out into the professional world, the assessment that they encounter during their academic careers should reflect the kind of skills that they will be evaluated on in the workforce. Several examples of assessment that more closely align with industry will be presented. This presentation will include a plea to the industrial partners to help faculty effectively create more of these types of assessments.

Analytic expansions of multi-hadron finite-volume energies. I. Two-particle states

We derive analytic expansions for the finite-volume energies of weakly-interacting two-particle systems, using the general relations between scattering amplitudes and energies derived by Lüscher and others. The relations hold for ground and excited states with both zero and non-zero total momentum in the finite-volume frame. A number of instructive aspects arise in the derivation, including the role of accidental degeneracies and the importance of defining a power-counting scheme in the expansions. The results give intuition concerning the imprint of perturbative interactions on the energy spectrum, while also providing a useful basis for the analogous results concerning three-particle excited states, to appear. We have also developed a Mathematica notebook that automates the expansions described in this work.

Audit of Operative Notes Against Royal College of Surgeons Guidelines in a Tertiary Health Care Surgical Unit in Lahore.

Operative notes are important documentation made by the surgical team after a surgical procedure. They outline what happened during the surgery and several aspects of post-operative instructions. The aim of this audit was to compare current practices regarding documentation of these operative notes in a tertiary care hospital in Lahore. The standards used were the recommendations made in the good surgical practice guidelines by the Royal College of Surgeons (RCS) of England in 2014.A prospective closed-loop audit was conducted using a checklist constructed using the RCS guidelines. In the first audit, which was done to analyze current practices, 44 consecutive handwritten operative notes were evaluated. The findings of this initial audit were presented to the surgical team in a local meeting and recommendations were made. Forty-eight consecutive operative notes were then analyzed in the re-audit done after an interval of one month. The findings of the re-audit were presented to the surgical team.An overall 35.7% improvement was noted in the documentation of operative notes after the completion of the audit cycle. Certain parameters analyzed, such as thromboprophylaxis, antibiotic prophylaxis, and anticipated blood loss, were much more frequently documented in the re-audit.In our study, implementation of recommendations such as restructuring of the operative notes pro forma and improving awareness regarding the RCS guidelines significantly improved the quality of operative notes that were being documented. Such audits should be conducted regularly to maintain and improve the standards of documentation in all surgical units.