Instructional Problems Research Articles

INSTRUCTIONAL DEVELOPMENT OF INTRODUCTION TO STATISTICS BASED ON DICK AND CAREY'S MODEL

In the instructional practice, it is necessary to clearly understand the objectives and scope of instructional in these two subjects so that there is no overlap. In addition, to measure the success of instructional and the right strategies, appropriate tests are required to become an efficient and effective instructional. The research method used in this study is the development research method in education by Borg and Gall (2007). Finding or developing a specific program facilitates and improves the quality of instructional outcomes for students participating in the Introduction to Statistics subject. From the results of observations of the teaching and instructional process for the Introduction to Statistics subject. Students unable to use statistical analysis are related to instructional problems, namely, instructional strategies that refer to the needs and characteristics. Conducting experimental research can be followed up by looking at the advantages of using instructional materials. The instructional materials are in books designed based on student needs, based on a compilation of materials in several textbooks.

Clinical Supervisory Skills of School Heads: A District – Based Learning Action Cell Program

Using the non-experimental descriptive survey research design this study aimed to investigate the level of the clinical supervisory skills of the public elementary school heads as perceived by district supervisors. Eventually came up with a district-based LAC session which addressed the grey areas found in this study. Using the universal sampling this study was conducted on all public elementary and secondary schools in the division of Davao del Sur. This study utilized the researcher-made questionnaire which items focused on the supervisory skills, the Cronbach Alpha was tested to assess its validity and reliability. This study revealed that the school heads from both elementary and secondary frequently used the process in conducting clinical supervision. Moreover, this study further revealed that there were locations wherein school heads got low specifically in the art of questioning the teacher to draw his/her instructional problem. Classroom teachers should have encouraged learners to join co-curricular activities and tap stakeholders to financially support the learners who opted to join co-curricular activities.

Towards understanding the theoretical challenges of numerical modeling of dynamical systems

Asking and answering the right questions about computability and computational complexity of dynamical systems is more important than many may realize. In this note, I discuss the principal challenges, their implications, and some instructive open problems.
 

Some instructional problems in the formation of family and moral values of students

In this article, we examine the instructional theoretical work on the formation of family-moral values ​​of students, conduct experimental work on a small experimental site and consider its concrete results. Methods were used to determine students' moral awareness, understanding family as value, family relationships, ability to control family conflicts, and active involvement in family decision-making. Theoretically, content analysis, synthesis, generalization, survey, diagnostics, and the like were organized. Based on the above, it is very effective to use Rokeach's method of "valuing the value". We present a percentage index based on the traditional relationships of the family institution in the form of a forming experiment organized on the basis of the "Psychological trainings for family life" series, which is organized in the right direction, in conjunction with the new social and economic conditions within the modern society.
 
 Keywords: Instruction, family values, technology, cultural relations, individuality, typology of values;

O metodzie badawczej zapożyczonej z psychologii, czyli jak zaprojektować i przeprowadzić badanie za pomocą metody protokołów retrospektywnych w tłumaczeniu symultanicznym

The Method of Retrospective Protocols in Translation and Interpreting Studies
 The aim of the article is to discuss the stages of research conducted adopting the method of retrospective protocols in simultaneous interpreting research. The discussion is based on the author’s own research. The presentation begins with possible research designs usually involving triangulation with other methods. The author also discusses the problem of participants selection, instructions and training provided before the task, the choice of cuing stimuli, and finally transcription and coding conventions.

Improving the Quality of Ideological and Political Education in Colleges and Universities in Big Data Age

The Ideological instruction work is related to the future and destiny of socialism with Chinese characteristics. The arrival of big data era has brought opportunities and challenges to this arduous and glorious cause. The combination of science and technology represented by big data, Internet, cloud computing and Internet of things will inevitably lead to a new round of innovation and development. Through questionnaire survey, in-depth interview and literature analysis, this paper finds out the main problems of college students’ network Ideological instruction problems in the big data era. Through the questionnaire survey, we can see that the proportion of students who surf the Internet 4-6 hours and more than 6 hours a day is more than 47%, and more than 77% of the attention content in the school portal is academic achievement, combined with the extended interview with Ideological instruction workers in colleges and universities.

Status quo and needs of STEM Education curriculum to enhance creative problem solving competency

This research aimed to study of status quo and needs for developing STEM education curriculum to enhance creative problem solving competency. Methodology includes in-depth interviews and focus group. Target group were 42 stakeholders, including of school principals, science, mathematics, technology teachers, leader teachers of STEM education and students, in 7 schools within Khon Kaen STEM education network. Research instruments are fieldnotes. Data were analyzed by content analysis. Research result was summarized by analytic description. Research results found that 1) teachers organized STEM instruction through STEM club, additional subject, moderate class–more knowledge activities. Moreover, teachers blended the idea of STEM into teaching in mathematics, science and technology. For STEM instruction problems, some activities do not conform to their school context. Additionally, time for organizing STEM activities and budget for producing learning materials are not enough. 2) Teachers need STEM education curriculum that appropriate for their school context and conform to students’ daily life. It should be designed by collaboration of teachers. It should be able to respond to all students with different abilities. STEM instruction should be focus on students to plan, design, implement, practice, summarize for solving problem and to classify new knowledge associating with science, technology, engineering, or mathematics.

Leveraging theories in instructional design: a reflective response to OLSit framework.

This paper is in response to the article entitled A Design Framework for Enhancing Engagement in Student-Centered Learning: Own It, Learn It, and Share (Lee and Hannafin in Educat Technol Res Develop 64(4):707–734, 2016). In this article, the authors proposed a theoretical framework to provide guidelines for promoting engagement in student-centered learning (SCL) based on relevant principles from different learning theories and empirical research findings. This framework connects learning theories with instructional design practices, providing theory-based instructional strategies and methods for improving student engagement in SCL. Challenges of applying this framework include customization issues, time, and resource constraints. More case examples of solving different instructional problems with this theoretical framework would help stakeholders understand how to use this framework in different contexts.

Educational Adventure of Students in the COVID-19 Period in Turkey: Determination of Parents' Views

This study aims to investigate the distance education process during the COVID-19 pandemic from the perspective of parents. It is also aimed to determine the problems regarding children’s education that arose in this period and the educational and social activities parents do with their children. The study is designed as qualitative research. Parents with children studying at a primary school were included in the study group. A total of 20 parents participated in the study. Semi-structured interview forms developed by the researchers were used for data collection. Within the scope of the data obtained in the research, the problems experienced by parents in this period were collected under the categories of “instructional problems, social problems, and technological problems,” and the activities they did with their children were collected under the categories of “health-related activities, educational activities, and social activities.”

Developing an Assessment-Link Mobile Application: A Catalyst for Pre-service Biology Teachers to Analyse Cognitive Test

This study aimed to develop a valid android-based Assessment-Link application to help pre-service biology teachers practice skills of biology cognitive test questions based on Revised Bloom’s Taxonomy. The development procedure of the application used Kemp, Morrison, and Ross’ instructional design consisting of nine stages namely instructional problems, learner characteristics, task analysis, instructional objectives, content sequencing, instructional strategies, designing the message, development of instruction, and evaluation instruments. In this study, there were six biology learning assessment experts from Indonesia and Malaysia universities involved in assessing the quality of the Assessment-Link application. The application quality assessment was carried out on three aspects including content, design, and engagement. This result was in a form of an Assessment-Link application product that contained several features namely tutorial, introductory menus, Revised Bloom’s Taxonomy materials, materials of criteria and how to write good test questions, exploration, interactive quiz, and task. The validity test result showed that all aspects of the assessment were in a very good category. Therefore, the Assessment-Link application developed was valid and able to be used to prepare pre-service biology teachers in analysing biology test questions based on Revised Bloom’s Taxonomy.

Using animation films in formal activities at Natural Sciences during the COVID-19 pandemic. Instruction problems and models

Animation films were used frequently during online didactic activities during the COVID-19 pandemic. We have not identified research that focuses on the problems that teachers face when using animated films to enable students’ learning of Natural Sciences and on the training models that can be organized based on this resource. Therefore, we analysed the problems faced by teachers and, to solve them, we identified, analysed, and described several instruction models based on animation films: illustrative, expositive, interactive, flipped classroom, learning through discovery, and learning through simulation. We analysed the way to integrate them into the didactic activity and, finally, we realized some recommendations.

Instructional Practices of Teachers in Integrating Critical Thinking and Problem Solving Skills in Mathematics Instruction

This qualitative research aimed to document the instructional practices, problems encountered, and suggestions offered by mathematics teachers in integrating critical thinking through problem-solving. To obtain the data, series of Focus Group Discussions (FGD) were conducted with seven (7) mathematics teachers and sixty (60) students in the Senior High School. Through the thematic analysis, four key themes were derived to present teachers’ teaching practices, problems encountered, and suggestions to intensify critical thinking promotion through problem-solving tasks. A Proposed Enhancement Plan for Mathematics Teachers was developed to hasten students’ exposure to activities that promote critical thinking and problem-solving. These activities involve enrichment sessions for mathematics teachers the problem-solving and refinement of instructional plans, particularly on strategies, assessment techniques, and instructional materials.

VALIDITY ANALYSIS OF ANDROID-BASED DISCOVERY LEARNING LEARNING MODEL TO IMPROVE THE UNDERSTANDING OF THE PHYSICAL CONCEPTS

This study aims to determine the validity of the discovery learning model assisted by android-based crossword puzzle media in order to see the improvement in the concept of physics. This increase can be seen from the results of the validity of the instrument whether or not the instrument used is feasible. This research method is development research (Dovelopmental Research) with the development design which consists of (1) instructional problems, (2) learner charity, (3) task analysis, (4) instructional, (5) content sequencing , (6) instructional strategic, (7) instructional delevery, (8) evaluation instruments, and (9) instructional response. The results obtained through two validator experts, the validated device was included in the very valid criteria, so it could be concluded that the instrument was very suitable for use.

Equitable Teaching and the Core Practice Movement: Preservice Teachers’ Professional Reasoning

Background/Context The Core Practice movement continues to gain momentum in teacher education research. Yet critics highlight that equitable teaching cannot be reduced to a set of “core” practices, arguing that such a reduction risks representing teaching as technical work that will be neither culturally responsive nor sustaining. Instead, they argue that preservice teachers need opportunities to develop professional reasoning that takes the specific strengths and needs of students, communities, and subject matter into account. Purpose This analysis takes up the question of how and whether pedagogies of investigation and enactment can support preservice teachers’ development of the professional reasoning that equitable teaching requires. It conceptualizes two types of professional reasoning: interpretive, in which reasoners decide how to frame instructional problems and make subsequent efforts to solve them, and prescriptive, in which reasoners solve an instructional problem as given. Research Design This work is a qualitative, multiple case study, based on design research in which preservice teachers participated in three different cycles of investigation and enactment, which were designed around a teaching practice central to equitable teaching: making student thinking visible. Preservice teachers attended to students’ thinking in the context of the collaborative analysis of students’ writing and also through designed simulations of student-teacher writing conferences. Findings/Results Preservice teachers’ collaborative analysis of students’ writing supported prescriptive professional reasoning about disciplinary ideas in ELA and writing instruction (i.e., How do seventh graders use hyperbole? How is hyperbole related to the Six Traits of Writing?), while the simulation of a writing conference supported preservice teachers to reason interpretively about how to balance the need to support students’ affective commitment to writing with their desire to teach academic concepts about writing. Conclusions/Recommendations This analysis highlights an important heuristic for the design of pedagogies in teacher education: Teacher educators need to attend to preservice teachers’ opportunities for both interpretive and prescriptive reasoning. Both are essential for teachers, but only interpretive reasoning will support teachers to teach in ways that are both intellectually rigorous and equitable. The article further describes how and why a tempting assumption—that opportunities to role-play student-teacher interactions will support preservice teachers to reason interpretively, while non-interactive work will not—is incomplete and avoidable.

So many ‘Africanists’, so few Africans: reshaping our understanding of ‘African politics’ through greater nuance and amplification of African voices

ABSTRACT Who produces knowledge on ‘African politics’? Within political science, our understanding of politics in Africa is overwhelmingly shaped by non-Africans who spend most of their time far removed from Africa. This reality has serious consequences for the academic community, policymakers, students and citizens across the world. Using a new data set of undergraduate syllabi and doctoral exam reading lists, this article sheds further light on this knowledge production and instruction problem and provides suggestions for how we might redress this problem. In doing so, we can generate more nuanced understandings of governance dynamics that are centred on African voices and perspectives.

THE TEACHERS’ DIFFICULTIES IN ENGLISH INSTRUCTION AT MTS RAUDATUL ULUM

The researcher investigates the specific problems as follows: (1) What are the teachers’ difficulties in English instruction at MTS Raudhatul Ulum? (2) How do the teachers overcome those difficulties in English instruction at MTS Raudhatul Ulum? This research use descriptive qualitative method because the researcher describe the teachers’ difficulties in English instruction and how the teachers overcome their difficulties. In collection the data the researcher use two kinds of data collection: observation and interview (interactive technique). Data source taken from the observation and interview. The interview were distributed to 2 English teachers of MTS Raudhatul Ulum. Teachers get three main difficulties that become a problem in English instruction. They were the difficulty on students’ mindset, difficulty on students’ interest toward English, and the last were the difficulty on students’ ability, the teachers difficult to instruct the students when they taught in the classroom. 2. There are three ways that the researcher found to overcoming those difficulties. The first is the teachers give spirit, the second is the teacher mix the language, using Indonesian language and both Indonesian and English language, but sometime the teacher using Arabic language, and the last is the teacher using innovative strategies when they taught in the classroom.

Experimental Verification of Decentralized Control Approach to Power Curtailment Instruction Problem for PV Generation Plants with Storage

Experimental Verification of Decentralized Control Approach to Power Curtailment Instruction Problem for PV Generation Plants with Storage

The Pedagogy of Learning and Teaching Science in a Multilingual Classroom: Teachers’ Perspectives

Linguistic diversity in many schools is high such that science teachers face complex issues regarding appropriate ways of mediating social and academic language in multilingual classrooms. The relationship between these aspects and the task of teaching science (i.e., pedagogy) remains a mystery to many teachers. This paper provides a narrative and shared discoveries of the understanding of this differentiated instruction problem in order to forge the path ahead. Qualitative methods of lesson observations and semi-structured interviews were used to collect data from four participants in the province of KwaZulu-Natal, South Africa. Analysis of data revealed a domination of English as a medium of discourse. The paper argues that teachers’ pedagogy and language of instruction are essentially related to the quality of science being taught in multilingual classrooms. The findings highlight the fundamental importance of the language of instruction within a multilingual science classroom and lay a foundation for further research.

Research Attitude of Prospective Teachers: An Analysis of Universities of Rawalpindi and Islamabad

The attitude of prospective teachers regarding educational research is one of the challenges that is linked with education.It's not commonly known that why teachers do not use research to solve instructional problems, but probably it is in connection with the attitude of teachers regarding educational research. A group of prospective teachers was administered by the updated scale. In the final scale, exploratory factor analysis had a significant relationship. The main factors that have an effect on the attitudes of teachers regarding educational research were; teachers' individual interest in conducting research, educational research's value, and benefits of research skills for teachers. The study concluded that teachers' attitude was connected to and in the influence with frequency and intensity of their experience to education research. Those teachers have a more positive attitude towards educational research and have just done a professional development course that has a focus on education research.

The Educational Problems Facing Secondary Stage Students in governmental Schools in the Koura District from the Perspective of Teachers and their Proposals for Treatment : المشكلات التربوية التي تواجه طلبة المرحلة الثانوية في المدارس الحكومية في لواء الكورة بالأردن من وجهة نظر المعلمين ومقترحاتهم لعلاجها

This study aimed to reveal the educational problems facing secondary stage students in governmental schools in the Koura district from the perspective of teachers and their proposals for treatment. To achieve the objectives of the study, the descriptive approach was used through a questionnaire consisted of (25) items, distributed on a classified random sample of (348) male and female teachers. The results of the study showed that the all problems got general average (3.27 to 5) with a moderate estimate, and at the level of domains: the leisure times problems got on the highest average (3.67), with a high estimate, then the instructional problems with an average (3.30), third, the psychological problems with an average of (3.19), Fourth Social Problems with an Average (3.14), and finally the problems related to administration and teachers with an average (3.06), all are appreciated verbal (moderate). The results showed that there were differences in the perspective of teachers about the psychological, instructional and educational problems, and educational problems as a whole, due to the gender variable, in favor of males, there were no differences in the perspective of teachers about all domains of educational problems and educational problems as a whole, due to the variables of educational qualification, and experience. The results indicated that the most prominent proposals for the treatment of educational problems; the proposal "attention to the education of religious conscience" in the first rank, while the proposal "taking care to solve the students' educational, educational and social problems" in the second rank, and the proposal "providing a safe school environment for students" in the last rank. Based on the results, a set of recommendations and proposals to face the problems of students at the secondary stage.