Quality Of Instruction Research Articles

Integrating subject-generic and subject-specific teaching frameworks: searching for stages of teaching in mathematics

Currently there is an attempt to combine subject-generic and subject-specific teaching frameworks to comprehensively capture teaching quality. This study explores the possibility of integrating two widely used and validated frameworks, the subject-generic Dynamic Model of Educational Effectiveness (DMEE) and the subject-specific Mathematical Quality of Instruction (MQI). Toward this end, we drew on data from 38 upper-grade primary school teachers, each observed in six mathematics lessons, which were coded using both frameworks. Data were analyzed using the Extended Logistic model of Rasch to explore whether a common scale of teaching quality with good psychometric properties could be developed. Saltus was then utilized to investigate the possibility of forming levels of effective teaching in mathematics. A common scale encompassing both subject-generic and subject-specific teaching aspects, which had good psychometric properties, was developed. The subject-generic and subject-specific teaching aspects of these frameworks were clustered in five distinct levels. With the exception of the top level that included only subject-generic aspects, all other levels included teaching aspects from both frameworks, thus providing support to the assumption that it is possible to develop levels of effective teaching that combine related subject-generic and subject-specific aspects. In discussing the study findings, we consider their implications for developing an integrated framework of teaching quality and for developing professional development programs that combine subject-generic and subject-specific teaching aspects.

The Influence of Student Learning, Student Expectation and Quality of Instructor on Student Perceived Satisfaction and Student Academic Performance: Under Online, Hybrid and Physical Classrooms

Abstract The main aim of this research is to study the influence of traditional, online, and hybrid teaching modes on student academic performance. For this purpose, three determinants of perceived satisfaction and academic performance are used to compare student learning outcomes across the different teaching mediums. This is the first study to examine different teaching modes and their influence on students enrolled in higher education institutions. The study context is a set of China’s higher education sector after the COVID-19 outbreak. Data were collected on the model variables through an online questionnaire and distributed amongst a sample of undergraduate students who were enrolled at Overseas Education College at Jiangsu University. Data collection was divided into three categories: pre-pandemic, pandemic, and endemic situations in China. Structural equation modelling technique was adopted to inspect the collected data and confirm the hypothesis. Results show that student learning and student expectations have a significant positive impact on student perceived satisfaction in all contexts. Moreover, online mode of teaching yielded higher level of student satisfaction and hence, their academic performance. Findings of this study have generated implications for stakeholders of the education sector. Teachers must consistently improve themselves in terms of knowledge and skills, while the ministry of education should set required standards and monitor compliance. They should make some courses related to technology and innovation as a part of the undergraduate syllabus. These will help to stay relevant in today’s competitive academic sector.

Examining the elements of culturally relevant pedagogy captured and missed in a measure of high-quality mathematics instruction

Mathematics instruction is not race or culture neutral. For students who have been historically marginalized in mathematics classrooms, high-quality mathematics instruction, instruction that helps students build conceptual understanding, on its own might not be enough to disrupt inequities. These students might also need instruction that is culturally relevant, with teachers who demonstrate cultural competence, build critical consciousness, and support student learning. Our goal in this study was to understand which components of culturally relevant pedagogy (CRP) are captured and which are missed in a typical U.S. framework of high-quality mathematics instruction. To find the overlaps and gaps, we analyzed the mathematics lessons of three elementary teachers through both the lens of CRP and the Mathematics-Scan, a mathematics observation tool. We found the strongest overlap between the two frameworks in the patterns of strengths and weaknesses in the teachers’ lessons. When the teachers were delivering high-quality instruction, they were also often supporting students’ learning or showing cultural competence. When the teachers were delivering lower quality instruction, they were also often missing opportunities to enact CRP. At the same time, key elements of CRP including linguistic support for students, high expectations, critical consciousness, and nuances within cultural competence, were missed by the high-quality instruction framework. High-quality instruction was the foundation for CRP in the teachers’ classrooms, but CRP was more than just high-quality instruction. We conclude with recommendations for increasing the alignment between the frameworks and implications for international educators also grappling with equity in their own frameworks of mathematics instruction.

Implementasi Manajemen Berbasis Madrasah (MBM) dalam Meningkatkan Mutu Pendidikan di Madrasah Tsanawiyah Hidayatul Mubtadiin Sidoharjo Jati Agung Lampung Selatan

The points of this exploration are to decide the means for executing madrasa-based administration, to decide endeavors to work on the nature of schooling through carrying out madrasa-based administration at MTs Hidayatul Mubtadiin Sidoharjo Jati Agung South Lampung. This exploration is a subjective engaging examination with a regulating religious and educational methodology. The information hotspots for this examination comprised of the top of the madrasah, head of organization, educators, and representatives or staff at MTs Hidayatul Mubtadiin Sidoharjo Jati Agung South Lampung as sources. Information assortment procedures were done utilizing member perception, interview instruments, documentation, and reference following. Subjective information investigation/handling methods utilize 3 phases, in particular information decrease, information show, and information confirmation. The consequences of the examination show that the Madrasah Head keeps on endeavoring to work on the nature of training in his school, and completes execution evaluations in regards to public schooling norms in the school. With an end goal to work on the nature of schooling, instructive quality principles should be met which incorporate alumni capability guidelines, content norms, process guidelines, instructive staff norms, offices and foundation principles, the executives norms, supporting guidelines and instructive evaluation principles that should be met. satisfied. arranged and improved consistently at school. to deliver quality alumni who have mature person, character and social perspectives, and the abilities moved by understudies can turn out to be great fundamental abilities for understudies. As far as carrying out madrasa-based administration in working on the nature of training at Madrasah Tsanawiyah Hidayatul Mubtadiin Sidoharjo Jati Agung Lampung Selatan, here the job of teachers and schooling is vital in light of the fact that as instructors and schooling staff they should have character and authority prerequisites. Their insight should be wide, in light of the fact that here teachers and schooling staff should have the option to direct, teach as well as administer and assess understudies in movements of every kind connected with madrasas

Access to online business opportunities: Enhancing digital technology capacity for women with disabilities in the Red River Delta of Vietnam

This study investigates the digital technology capacity of women with disabilities and the impact of access to digital business opportunities on their entrepreneurial satisfaction. A sample of 50 women with disabilities in the Red River Delta region of Vietnam provided 35 valid responses, which were analyzed using Exploratory Factor Analysis and Structural Equation Modeling. The results showed that five key factors, including course relevance, course expectancy, instructor quality, learning outcomes, and course satisfaction, accounted for 78.39 % of the variance in the data. The proposed model explained 61.3 % of the amount of variation and the study's findings supported the predicted relationships among the factors, except for two hypotheses. H1, which postulated a positive relationship between course relevance and instructor quality, and H5, which predicted a positive relationship between learning outcomes and course satisfaction. Possible reasons for these non-significant relationships were discussed, highlighting the need for further research in these areas. The findings contribute to our understanding of the factors that affect the digital technology capacity of women with disabilities and their satisfaction with digital business opportunities.

Students’ Flow Experience of Using AI-Powered Online English Learning Platforms

Objectives: This research aims to explain the impact of flow’s antecedents on flow experience. Furthermore, this research explores the intention of students to continue using online AI-powered English learning platforms. Methodology: This study gathered data from 300 online students enrolled in AI-powered English learning platforms in Taiwan, with data collection facilitated by a research company in the country. Findings: According to the findings, flow was significantly associated with continuous intention. In terms of antecedents of flow, information quality, service support quality, and intrinsic motivation were significant, whereas confirmation, service quality, and instructor quality were not significant. Flow was found to have significant associations with perceived usefulness and satisfaction. Furthermore, confirmation significantly impacted perceived usefulness and satisfaction. Moreover, perceived usefulness was significantly associated with satisfaction but had no association with continuous intention. Lastly, both intrinsic motivation and satisfaction were associated with continuous intention. Novelty/Improvement:This research delves into the dynamic interplay between students' experiences and the adoption of AI-powered online English learning platforms. The study employed a comprehensive framework, including flow, a technology acceptance model, motivation, and an expectation confirmation model. Doi: 10.28991/HIJ-2024-05-02-011 Full Text: PDF

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>

Impact of Instructional Leadership and Lecturer Performance on Teaching Quality in Jiangxi, China

Understanding the relationship between instructional leadership practices, lecturer performance, and the quality of education provided to students in Jiangxi Province is the focus of this research. The study's overarching objective is to learn more about the connections between instructional leadership strategies and the quality of instruction provided by school administrators at different levels of education, experience, and other demographic variables. Data are collected using a descriptive survey analysis and a well-structured questionnaire distributed to a representative cross-section of instructors. This research is extremely important since it adds to the ongoing conversation about effective educational leadership and pedagogy and may be used as a resource by schools, administrators, legislators, and accrediting organisations. To improve the quality of education kids get, it is necessary to have a firm grasp on the interplay between strong instructional leadership and excellent classroom instruction. The results will likely be used to shape leadership development programmes, encourage a mindset of constant progress, and direct institutional decisions.

Some Solutions to Enhance the Quality of English Language Education at the Secondary Level in the Foreign Language Department of Tan Trao University

This study aims to provide a comprehensive assessment of the English language teaching and learning process at the A2 level among students at Tan Trao University, with the primary goal of enhancing students' language proficiency to meet the objectives of the National Foreign Language Project 2020. Utilizing two survey instruments—one for students and one for instructors—the research offers an insightful and in-depth examination of both sides of the teaching and learning process. The survey results indicate that students highly appreciate the curriculum used in their English language learning journey at the university, while also holding positive perceptions of their instructors' teaching abilities. The enthusiastic, dynamic teaching approach and integration of information technology demonstrated by the instructors underscore the university's commitment to improving the quality of English language instruction. However, despite the effective efforts of instructors, a majority of students continue to approach English learning passively. There is a need for students to cultivate a more proactive approach to self-study and research. This highlights the necessity for new strategies and interventions to stimulate students' self-directed learning and development in English language acquisition. It is imperative to consider and implement measures such as active teaching methodologies and creating conducive environments for self-directed learning, alongside promoting student engagement and autonomy in the learning process. These efforts will significantly contribute to enhancing the quality of English language education at Tan Trao University.

Educational Practice Based on the Integration of Support Vector Machines and English Curricula

At present, IT (Information Technology) with computer network as its core has begun to integrate into CET (College English Teaching) practice, which has brought unprecedented influence on ELT (English Language Teaching). This paper adopts the strategy of active learning to build SVM, overcomes the shortcomings of typical SVM, and comprehensively considers various actual situations to build an assessment model of college English classroom instructional quality. The experimental results show that the classification accuracy of this algorithm can reach 96.21% on Zoo data set and 94.36% on Iris data set. This study is of great theoretical and practical value for improving the level of college English classroom teaching in the IT ecological environment.

Exploring Spoken English Instruction in the Post-Pandemic Landscape: Assessing Social Media's Role, Challenges, and Prospects in China

In the post-pandemic era, education in China has undergone a momentous transformation, with a notable shift towards utilizing social media platforms as educational tools. Educators in the field of teaching English as a foreign language (EFL) have been seeking ways to take full advantage of them to enhance students’ learning and apply new information in China. As English speaking skills become increasingly vital in academic and professional settings, educators are exploring innovative approaches to language learning and experimenting with integrating social media into spoken English teaching. This paper aims to examine the current status, challenges, and opportunities associated with this pedagogical shift, by synthesizing existing research findings, and to present an overview of spoken English teaching through social media in China in the post-epidemic era. The current landscape showcases a rapid increase in the use of platforms such as WeChat, Zhihu, Bilibili, Weibo and Douyin live streams for facilitating speaking practice. However, challenges persist, including ensuring the quality of instruction, bridging the digital divide, and navigating cultural nuances in communication. Nonetheless, where there are challenges, there are opportunities. This transition presents numerous opportunities, such as innovative teaching methodologies, access to authentic language input, global connectivity, and personalized learning experiences. Effective integration of pedagogy and technology is crucial in harnessing the potential of social media for enhancing English speaking skills in the post-pandemic era.

Exploring the Integration of Corpus-Based and Multimodal Approaches in Academic English Instruction

With the comprehensive advancement of English teaching reforms, the integration of corpus-based methods and the utilization of multimodal educational approaches have emerged as a new developmental trend, aiming to further elevate the quality of academic English instruction. The combination of these two approaches offers an effective means to rectify the various shortcomings present in traditional academic English teaching, consequently enhancing classroom instruction. This paper provides an analysis of the current research landscape and practical application strategies while elucidating the corpus-based multimodal model for academic English instruction.

On the added value of considering effects of generic and subject-specific instructional quality on students’ achievements – an exploratory study on the example of implementing formative assessment in mathematics education

Formative Assessment (FA) is a promising teaching practice for supporting students’ learning at school. However, implementing FA into teaching (mathematics) is challenging, effects of implementation of FA vary between empirical studies. Therefore, recent studies additionally consider instructional quality of teaching when analyzing effects of FA on students’ learning. The current exploratory study builds on this idea and highlights the added value of considering both generic and subject-specific instructional quality (GIQ and SSIQ) when analyzing effects of FA: Based on a re-analyzation of data from the research project Co2CA, 856 students from 39 mathematics classes of German middle schools took part in an intervention control-study aiming at implementing FA into mathematics education at school. On the student level, students’ mathematics achievement is assessed by standardized tests before and after the intervention. During the intervention, on the class level GIQ and SSIQ are assessed by low- and high-inference ratings of 72 video-taped lessons. GIQ is based on the model of Three Basic Dimensions, SSIQ is based on the normative idea that mathematics teaching should offer opportunities for a deep understanding of subject matter and for building up competencies. Multi-level regression analyses highlight different (interaction) effects of GIQ and SIQ on students’ performances. It becomes obvious: Considering GIQ and SIQ can have an added value for the better understanding of implementing FA into teaching (in mathematics education).

RETRACTED ARTICLE: Surprisingly low results from studies on cognitive ability in developing countries: are the results credible?

Developing countries achieve surprisingly weak results in international cognitive competence studies. The results are about one to two standard deviations below the average norm-values obtained in Western countries. The results are so low that they are sometimes difficult to believe. For example, in the World Bank collection, Nigeria scored 262 student assessment points (SASQ, about two and a half standard deviations below the norm 500, equivalent in the IQ-scale to 64 points); in the Lim et al. collection, Yemen scored 336 SASQ (equivalent to IQ 75). These results have triggered opposition, factual-scientific criticism, but also ethical debates and political-ideological objections. We crosscheck the values here by comparing different sources of information, statistical analysis, and on-site reports. Results of the different test paradigms seem to be similar for country groups. However, there are sometimes major differences for individual countries. The same is true for comparing different test collections: results of grouped countries are similar, but single countries differ. Using education, GDP per capita and politics to predict test scores shows somewhat higher results for the Global South (5 IQ points), especially for Latin America (rising from 78 to 86 points in an IQ metric). Finally, observational studies of schools and every day life in several countries of the Global South point to problems in the scope and quality of instruction as well as of thinking. To improve outcomes and competences, it is recommended to expand education (e.g., kindergarten, extension of schooling) and better train teachers. Where there are large discrepancies between predictions and test results, the potential seems to be large.

Teachers’ Variables and Academic Achievement of Community Health Students in Basic Science in Cross River State

Many factors are attributable to the academic achievements of students among which Teachers’ variable is a major attribute. The limitations of the teacher as a supporting agent in the area of Basic Science hinder academic achievement of students in learning of Basic Sciences. The quality of instructions from the teacher at all levels of education determines the acquisition of competencies necessary for self-reliance and effective service delivery. The teacher’s attitude to work, knowledge of subject matter and instructional competence have a relationship with students’ academic achievements. The poor quality of students’ academic quality among community health students’ in Basic Sciences in CrossRiver State may be as a result of these variables. This study therefore examined Teachers’ variable and academic achievement of community health students’ in Basic Sciences in Cross River State. To achieve the purpose of this study, four (4) specific objectives were raised to guide the study, which were then converted to four (4) research questions and transformed to research hypotheses. Related literatures we reviewed in line with the variables of the study. The study adopted correlational research design, which is a non-experimental approach between a set of variables and naturally cannot be manipulated. The research area is Cross River State, Nigeria. The target population of study was year 1 Community Health students. Sample of study was415 students randomly selected from ten schools for the 2023/2024 academic session. The instrument employed was questionnaire designed by the researcher. Cronbach Alpha reliability method was used to determine the reliability estimate of the instrument which range from 0.73 to 0.81. Data was analysed using Multiple Linear regression. The findings of the study revealed that all teachers’ variables had significant positive relationship with students’ academic performance in Basic Sciences in Cross River State. It was recommended among others that teachers should adopt positive attitude towards their teaching profession especially in secondary schools.

Comprehensiveness and Instructional Quality of YouTube Videos on Clinical Record-Keeping Training in Medical Education

Objective: Clinical record-keeping is recognized as a core competency in medical education. This study aimed to evaluate comprehensiveness and instructional quality of videos available on the YouTube platform for teaching clinical record-keeping. Methods: YouTube was searched by using relevant keywords. Based on eligibility criteria, 59 videos were included in the study. Videos were assessed for country of origin, video length, number of likes, dislikes, comments , daily views, like ratio, and video power index. Tools to measure the quality of clinical notes, which are QNOTE and RED Checklist, have been used to assess comprehensiveness of the videos. Instructional quality was assessed using the instructional video quality checklist (IVQC). Results: The comprehensiveness score was 60.4±17.89 (out of 100), while instructional quality score was 11.19±3.61 (out of 27). IVQC scores were significantly higher in the university/professional organizations and academics compared to the others (p

Development and Acceptability of Web-based Module in Cookery

This study delves into the development and acceptance of a web-based cookery module, aiming to enhance culinary education, particularly in the face of challenges such as the pandemic. These modules offer promising avenues for effective learning experiences and the promotion of self-regulated learning among students. Employing a mixed-method approach utilizing the Input-Process-Output design model, the study involves the validation of the developed module by eight expert practitioners in cookery. Subsequently, its acceptability will be assessed among Senior High School (SHS) Technical-Vocational-Livelihood (TVL) students enrolled in cookery subjects during the academic year 2023-2024. Evaluation of the module by teacher experts utilizes a four-point rating scale, drawing from the Guidelines and Processes for Learning Resource Management and Development System (LRMDS) Assessment & Evaluation – Evaluation Rating Sheet for Non-Print Materials (DepEd, 2009), focusing on content quality, instructional quality, technical quality, and other pertinent factors. Similarly, student feedback is gathered through a five-point scale adapted from Venkatesh et al. (2003) and modified by Namoco, S. (2021) to align with the Unified Theory of Acceptance and Use of Technology (UTAUT) model, offering both rating scale responses and descriptive interpretations. Both teacher experts and student users are purposefully selected for their insights. Initial findings from the expert evaluation indicate a high recommendation for implementing the web-based module in cookery education. However, ongoing data collection and analysis are underway to gauge student-user acceptability comprehensively. This study underscores the significance of well-designed interactive learning modules in fostering self-regulated learning and enhancing student performance in cookery subjects, notwithstanding the challenges posed by the pandemic and economic constraints.

A Psychometric Review of Universal Reading Screeners Approved by the State Board of Education

In 2023, the Georgia Legislature passed the Georgia Early Literacy Act (HB 538), representing a sweeping reform effort to improve the quality of early reading instruction in the state. HB 538 requires schools to screen children in kindergarten through third grade three times yearly. Related to this requirement, HB 538 requires that the State Board of Education approve a list of 16 universal reading screeners that can: 1) provide relevant information to target instruction, 2) measure foundational literacy skills, 3) identify students who are struggling to acquire reading skills, and 4) be used to monitor progress. The purpose of this review is to provide a supplement to the SBOE’s approved list so that Local Education Agencies (LEAs) can assess the relative psychometric strength of each screener as they select the most appropriate screener for the students they serve. We compiled information regarding each screener's reliability, validity, sensitivity, and specificity to create an exposition of their strengths and weaknesses. We found that GaDOE's approved list contains numerous tools with acceptable psychometric properties; however, large variability in the amount of psychometric data available for each screener is problematic. LEAs are recommended to consider psychometric strength as a critical factor when selecting an early literacy screener.

The Implementation of the Modulalar Learning Modality Among the Public Secondary Schools in Sto. Domingo, Albay

Modular Learning Modality (MLM) sustained continuity of Philippine education on COVID 19 pandemic that endangered lives; banned travel in January 2020. The President, in March 2020, declared Philippines in calamity state; schools’ closure; learners’ mandatory promotion; vaccines’ interventions. DepEd Sulong Edukalidad, re-opened classes in SY 2020-2021; empowered schools of enrollment and learning modalities. SMEA/EMIS reported: PM inhibited teachers assessing students objectively; effected quality instructions’ decline; students’ academic performance; interventions recommended. This research secured database for analysis throughout 2 SYs MDL implementation. Mix-method treated 645 respondents; used stratified, actual enumeration, purposive sampling; with fittest model: exploratory sequential - convergent parallel designs; thru questionnaire-assessment survey instruments; interview; focus group discussions in gathering data. Aimed to assess its operation level among schools’ understudy; analyze such variables and prepare intervention measures; grounded theory generated new concepts; recommended valuable interferences. Findings confirmed principals, teachers and parents’ assessment level is 3- Satisfactory; students: 4-Very Satisfactory; General Average (GAtwm): Satisfactory. Grounded Theory Data revealed MLM has both its worth and feebleness. Researcher laid valuable intervention measures out of interviews and RRL to avoid rebuffs on unexpected lockdown ahead. DepEd has the power to persuade its development intrusions for the beneficiaries favorably.

Implementasi Pengembangan Tenaga Pendidik Guru BK: Studi Kasus di SMP Negeri 2 Sukodono

The arrangement on the advancement of counseling instructors is an imperative perspective of making strides the quality of direction and counseling administrations in present day instructive settings. This brief examines the challenges and prospects of implementing such a policy in the current educational environment. Challenges include limited resources, gaps in access to training and resistance to change. Be that as it may, with the proper approach, there's extraordinary potential to move forward the quality of instructive administrations, back all encompassing understudy improvement and create a positive learning environment. Recommendations include updating curricula, improving accessibility to training, emphasizing practical skills, strong organizational support, building professional networks and continuous evaluation. By actualizing these proposals, it is anticipated that the usage of the counseling instructor teacher improvement arrangement will have a positive affect on the quality of instruction and the welfare understudies.