Quality Of Instruction Research Articles

Care-Based Pedagogy in the Saudi EFL Context: Possibilities and Challenges

The present study investigates the implementation of care-based pedagogy within the Saudi Arabian context of English as a second language of instruction. This study aims to examine the effects of cultivating caring connections, providing individualized support, and creating an inclusive learning environment on the language learning experience, in response to the increasing focus on student-centered approaches. By reviewing previous research on care-based pedagogy in EFL context, the findings of this study underscore the need to foster positive interpersonal connections, recognize and value cultural differences, and attend to the comprehensive growth of students. This study makes a valuable contribution to the current body of literature on pedagogical practices in Saudi Arabia. It offers valuable insights into the possible advantages and obstacles associated with the implementation of care-based approaches in English language instruction within the Saudi context. The purpose of these insights is to provide information to educators, policymakers, and curriculum creators who are interested in improving the quality of English language instruction and fostering a supportive learning environment in classrooms in Saudi Arabia.

Supporting SEL in childcare centers with curriculum enrichment and an adapted professional development model

American children need access to high-quality early education. One limiting factor is the lack of professional development for the childcare workforce. This study examined the impact of a professional development model designed for teachers working with preschool children in childcare settings. Intervention included an evidence-based early learning curriculum focused on social-emotional learning and early literacy. Center directors were trained to serve as program coaches. Childcare centers with classrooms serving preschool children were recruited from ten counties in [state blinded for review] characterized by concentrated population-level poverty and randomized to intervention and control groups. Teachers and directors showed high levels of intervention engagement and good program implementation. Pre- to post-test comparisons of the intervention and control groups revealed that the intervention promoted responsive teaching practices, emotion coaching, enriched language use, and improved instructional quality. Implications for practice and policy are discussed.

Boosting First-year Undergraduate Student Motivation for physical fitness workouts through Quality Instruction: A Study at Bahir Dar University

There is a relationship between quality physical fitness instruction and motivation of students for its workouts. However, the degree that quality physical fitness instruction predicts the motivation of students' for its workouts is not examined. The purpose of this study was to examine the extent that quality physical fitness instruction to predict the motivation of first-year undergraduate students for physical fitness workouts. For this, the study used a cross-sectional survey design, collecting quantitative data. The sample included 323 students from 32 sections at Bahir Dar University, Ethiopia, who volunteered to participate in the study. The study used adapted standardized questionnaire for assess the motivation of students and quality of physical fitness instruction. The analysis involves Pearson correlation and multiple linear regressions. The correlation results indicate students' motivation for attending physical fitness course workouts is strongly and directly associated with most quality physical fitness service variables (p<.01). In this study, the regression analysis confirmed that students' identified regulation and external motivation for physical fitness course workouts was moderately (26.7%), 16% and 10.7% predicted by quality physical fitness instructional service variables (p<.05). This finding suggests that providing high-quality fitness instruction is crucial for enhancing student motivation in exercise programs within higher education contexts.

Evaluasi Penggunaan Media Tabung Angka Untuk Menstimulasi Kemampuan Mengenal Angka Anak Kelompok B

This research aims to evaluate the use of media used by teachers to stimulate the ability to recognize numbers in children which has been carried out well and in accordance with its function. The focus of this research is the results of the evaluation of the use of number tube media to stimulate the ability to recognize numbers and whether there are obstacles in using number tube media to stimulate the ability to recognize numbers. This research uses a qualitative approach. Data collection techniques use interviews, observation and documentation, inductive data analysis techniques. The research results show three main criteria in evaluating learning media, namely: quality of content and objectives, instructional quality, technical quality. All of them showed good results. The obstacles are limited time and children who tend to scramble to use the media

Instructional Quality Questionnaire: Development of Instructional Quality Measurement Tools for Secondary Education Teachers

Instructional quality is a form of classroom teaching which is important to support the development of students’ abilities in class. Instructional quality has three dimensions, that is a collection of teachers’ teaching behaviors, namely classroom management, supportive climate, and cognitive activation. Measurements of instructional quality has begun to develop; however, no measurement scale has been constructed and used in Indonesia. This study discussed the adaptation of Instructional Quality Questionnaire with the aim of obtaining a measurement for instructional quality that is standardized and can be used in Indonesian population. The adaptation process carried out includes pre-condition stage, development stage and confirmation stage. A tryout of the instrument is carried out on 242 high school students. The final instructional quality scale consists of 18 items which measure all three dimensions with reliability (r=0,886) which indicates that the instrument is reliable. Collection of internal structure validity using confirmatory factor analysis shows that the validity construct of the instructional quality model is a good fit. This adaptation of instrument is expected to help the development of research related to instructional quality as an important construct in determining the increase in students’ abilities and achievements, especially in Indonesia. Meanwhile, the construction of the items that is flexible to be used in any population and context is expected to facilitate the needs of various research.Instructional quality atau kualitas instruksional guru merupakan bentuk dari classroom teaching yang penting untuk mendukung perkembangan kemampuan siswa di kelas. Instructional quality memiliki tiga dimensi berupa kumpulan perilaku guru ketika mengajar yaitu classroom management, supportive climate dan cognitive activation. Pengukuran kualitas instruksional telah mulai dikembangkan namun belum terdapat skala pengukuran yang telah dikonstruksikan dan digunakan di Indonesia. Penelitian ini membahas mengenai adaptasi Instructional Quality Questionnaire dengan tujuan untuk mendapatkan alat ukur instructional quality yang dapat digunakan pada populasi di Indonesia yang terstandarisasi. Proses adaptasi yang dilakukan meliputi tahap pre-kondisi, pengembangan dan konfirmasi. Uji coba alat ukur dilakukan kepada 242 siswa SMA/SMK/sederajat. Alat ukur final instructional quality terdiri dari 18 item yang mengukur ketiga dimensinya dengan reliabilitas (r=0,886) yang mengindikasikan alat ukur reliabel. Pengumpulan bukti validitas struktur internal dengan menggunakan confirmatory factor analysis menunjukkan bahwa model instructional quality memiliki hasil validitas konstruk baik (good fit). Pengembangan terhadap alat ukur instructional quality ini diharapkan dapat membantu perkembangan penelitian terkait konstruk perilaku instruksional sebagai konstruk yang penting dalam menentukan peningkatan kemampuan dan pencapaian siswa khususnya di Indonesia. Penyusunan item alat ukur yang fleksibel untuk dapat digunakan pada berbagai populasi dan konteks juga diharapkan dapat memfasilitasi kebutuhan beragam tujuan penelitian.

Culture-based lesson exemplar (CBLE) on least mastered learning competencies in science 4

This study presents the development of a Culture-Based Lesson Exemplar (CBLE) in Science 4, strategically tailored to address the least mastered learning competencies, with the aim of elevating learners' proficiency. Employing a Research and Development (R&D) methodology, the research conducted an actual count of Public Grade 4 Science teachers from the Schools Division of Ilocos Norte (SDOIN), Schools Division of the City of Batac (SDCB), and Schools Division Office of Laoag City as its respondents. To address the research objectives, three research instruments were employed: a survey-questionnaire, content validation, and a level of acceptability assessment. The CBLE in Science 4 is meticulously crafted to facilitate teachers' guided comprehension of scientific concepts and enhance Grade 4 pupils' mastery of the subject matter. This instructional material seamlessly integrates local icons, narratives, resources, and scenarios that reflect the rich Ilocano culture while preserving the core scientific concepts. The CBLE underwent rigorous content validation, encompassing objectives, content alignment, values formation, technical attributes, and instructional quality. Furthermore, its level of acceptability was gauged through the input of a group of end-users. The research findings indicate that the proposed CBLE demonstrates very high validity and garners a high level of acceptability. Consequently, this meticulously developed material serves as an invaluable supplementary resource for educators aiming to enhance the mastery, performance, and comprehension of Grade 4 learners in science. The validation process yielded an overall mean rating of 4.75, affirming the practical utility and quality of the developed material for educational purposes.

Capturing the subject-specific quality of mathematics instruction: How do expert judgments relate to students’ assessments of the quality of their own learning and understanding?

Based on an opportunity-use model of instructional quality, this study investigates the extent to which subject-specific instructional quality rated by experts is reflected in students’ assessments of their own learning and understanding, and how students’ perceptions predict their achievement. The analyses used data from a German-Swiss sample of 36 classes with around 900 lower secondary students, obtained as part of the so-called “Pythagoras study” in the school year 2002/2003. The teachers were instructed to introduce the Pythagorean theorem in three lessons, which were videotaped. Using the videos, the experts assessed the instruction quality with respect to the goal of promoting a deep understanding of the theorem. The students completed the questionnaires assessing their understanding of the content, their learning process, and the general comprehension orientation of the teacher. The results showed significant and moderate correlations on the class level between expert-rated subject-specific teaching quality and students’ perceptions of their own learning and understanding, as well as of the teacher’s general comprehension orientation. Multilevel models revealed that subject-specific expert ratings are reflected in individual students’ perceptions of their own learning and understanding. Student perceptions were also associated with achievement gains. The results suggest that the assessment of quality by students and experts is more closely linked if a distinction is made between the quality of the learning opportunities offered and their use and if subject-specific criteria are used instead of generic criteria. This study contributes to a more nuanced understanding of the validity of student perspective in assessing instructional quality.

A Decadal Examination of Community of Inquiry and Blended Learning in EFL/ESL Development: A Systematic Review

The rising trend of blended learning, combining online and traditional classroom learning, shows its efficacy for teaching English as a foreign or second language. Utilizing the community of inquiry framework, it aims to establish effective online learning environments and merge them with blended learning to teach English to non-native speakers. The significance of this research lies in evaluating how this integration affects English teaching as a foreign or second language. The main research question, covering the last decade, investigates this approach’s specific challenges and long-term impacts on language learning. This study uses PRISMA guidelines to analyze Web of Science, Scopus, and Google Scholar data. It includes a manual selection of highly cited studies for a systematic review methodology. Through a theoretical lens, it assesses predictors and outcomes and identifies trends in English as a foreign or second language oral instruction. The findings highlight the dimensions of knowledge, research methodologies, effectiveness, skill enhancement, and obstacles in integrating the community of inquiry with blended learning. Conclusively, the study offers recommendations to improve instructional quality and support the development of students, educators, and stakeholders for the continued growth of this pedagogical integration.

Integrated and systematic Best Practices of "Financial Management in Education" in Southeast Asia

Effective financial management is critical to school success. Financial management and finance in education are crucial. Since educational institutions are not profit-driven, the community and parents must ensure that each is used to improve the quality and quantity of instruction. Numerous researchers have explored the best financial management practices in education, but more research is needed. Comprehensive research is required to determine the best educational financial management approaches. Financial management practices like budgeting, resource allocation, cost control, and financial responsibility must be studied in educational settings. According to this study, different approaches in different educational environments affect student progress, school effectiveness, and economic viability. Further comparative research on financial management methods in educational institutions or across nations is needed. This study reviews the literature on efficient financial management practices in education. The systematic literature review (SLR) method and 7P flow diagram are used for analytical systematic reviews. This study addresses demographic questions in current scholarly works on optimal financial management approaches in education, including nation, research methodology, and participant count. Examining the latest academic works on education's strategic trajectory and financial management components will help determine the best financial management methods for education and future study. The systematic research shows excellent financial management strategies in education. Western and Southeast Asian demographic literature shows little research on the best financial management strategies for schooling. This comprehensive and systematic review of educational literature on optimal tactics and fiscal administration seeks to identify education's best practices. This research's structure and review of difficulties will improve school leaders' strategic financial management. It will underpin future research and policymaking. By filling this research gap, education policymakers, school administrators, and financial managers can get evidence-based advice on the best financial management strategies to improve resource allocation, educational quality, and long-term financial viability.

Student engagement in a differentiated higher education system in Ethiopia: a multilevel analysis

PurposeThe purpose of this study is to examine effects of classroom-level and student-level factors on student engagement in the context of a higher education system vertically differentiated into research, applied and comprehensive university types.Design/methodology/approachThe study used a cross-sectional multilevel design to explain student engagement based on class and student variables. Specifically, the study collects data from 656 students and 61 randomly selected teachers at both levels and uses multilevel modeling to explain relationship patterns.FindingsThe results show that institutions vary significantly in student engagement scores. In addition, while a significant variation is found at the student and classroom level, the effects of academic achievement, instructional quality, teaching experience and teacher qualifications on student engagement vary across classrooms in institutions. However, the interaction effect of classroom and student-level variables on student engagement remains non-significant.Originality/valueThe main contribution of this lies in the explanation of student engagement using classroom and student level factors in a vertically differentiated higher education system using multilevel modeling. Student engagement varied in classrooms research universities applied and comprehensive universities.

The importance of teachers’ pedagogical-psychological teaching knowledge for successful teaching and learning

ABSTRACT Effective teacher education is expected to ensure that future teachers acquire professional knowledge that is relevant for coping successfully with the requirements of their teaching practice. To strengthen evidence-based teacher education, we need to better understand which teacher education outcomes are predictive for high-quality instruction and student learning. This study hence investigates the impact of teachers’ pedagogical-psychological teaching knowledge (PPTK) on student’s perception of instructional quality and students’ achievement in mathematics. The study is based on longitudinal data of 28 early career primary school teachers and their students (n = 509). The results indicate PPTK as a significant predictor for students’ perception of teachers’ classroom management as well as teachers’ quality of explaining. PPTK and teachers’ cognitive activation as perceived by students are significant predictors for students’ mathematics achievement. These results emphasize the importance of PPTK for successful learning processes in mathematics in primary school. The findings are discussed regarding their relevance for the effectiveness of teacher education.

Expressing learners’ competences through the use of pedagogically-informed knowledge mapping: case study in constructing a holographic projector

PurposeOur study aims to focus on the application of knowledge mapping to provide pedagogically-structured learners' competences.Design/methodology/approachWe conducted an experiment examined the associations between the pedagogical quality of students’ pedagogically-informed knowledge (PIK) maps, class assignment scores and perceptions of PIK mapping’s uses.FindingsThe results showed that higher assignment scores were significantly predicted by higher quality PIK maps, ratings for PIK mapping were significantly higher than other mappings, and the learners’ experience of PIK mapping led to a significant change of attitude towards mapping as a learning activity and to a positive opinion of the value of PIK mapping in particular. Interestingly, there was no significant relation between learners’ opinion ratings of the uses of PIK mapping in learning and their assignment scores.Originality/valueQuestions remain on the generalizability of the findings, and on the features of a PIK map which are particularly useful to a learner. This study investigated the value of PIK mapping in the context of a practical class on the building of simple DIY (do-it-yourself) holographic projectors; it may be thought that the applied nature of the topic was more suited to the PIK mapping of learner competences and intended learning outcomes than a more theoretic classroom topic on holography. A future study is planned to address this issue.

Evaluating Student Satisfaction: A Small Private University Perspective in Japan

This study investigates undergraduate student satisfaction at a small private university in Japan, focusing on factors like social environment, instructors, facilities, support, academic grit, and student engagement. Given Japan's demographic challenges and the heightened competition in higher education, understanding these factors is crucial for student retention and institutional stability. The study employs a quantitative approach, analyzing data from a sample that mirrors the university's demographic composition. Key findings reveal that instructors, facilities, and support significantly influence student satisfaction, with distinct variations observed when analyzed by gender and academic year. In contrast, grit and engagement were not statistically significant predictors; their roles in the broader educational context warrant further exploration. This study reveals actionable strategies to elevate student satisfaction at a small private Japanese university, addressing institutional, administrative, and instructional dimensions. Recommendations include upgrading facilities and enhancing the social atmosphere to foster a conducive learning environment, focusing on faculty development to improve instructional quality, and tailoring engagement strategies to meet gender-specific and year-specific needs. These measures aim to mitigate challenges like declining enrollment and student attrition by creating a more fulfilling university experience and strengthening the institution's reputation and appeal.

Effect of Educational Psychology on Uncertified Pre-primary and Primary Teachers on Quality of Education in Rwanda

According to the current study, pre-primary and primary teachers who are not trained in educational psychology can benefit from training, which will enhance their ability to teach and increase student engagement and outcomes. Data were gathered from elementary school instructors, both qualified and non-certified. An open-ended questionnaire with a set of questions was given to 12 participants in order to gather information for thematic analysis. These participants were selected since they teach as uncertified teachers. The goal of the study was to determine how educational psychology training programs affect the quality of instruction provided to uncertified pre-primary and primary teachers in Rwanda. Interviews with all study participants were done in order to assess changes in teaching methods, student participation, and general educational quality following the implementation of educational psychology training. These interviews were followed by observations made in the classroom. The positive impacts of such training on teachers and students show the need of such training in tackling the educational challenges faced by uncertified instructors

Mindanao State University-General Santos City Graduates as Employees: Perspective of Employers

Employers’ responses about graduate performance are indispensable for analyzing the institution’s performance against the standards set in the context of its legal and educational mandates. The study aimed to describe the performance of MSU graduates based on the perspectives of the employers. The study used descriptive research design involving 129 employers from various industries across the private and public sectors in SOCCSCKARGEN region inclusive of General Santos, Sarangani, and South Cotabato which have provided job opportunities to MSU-GSC graduates. The findings suggested that the graduate attributes of the employed MSU graduates are highly satisfactory, useful, and matched with the needs in the workplace as assessed by the employers. The employers expressed that personal attributes of graduates are more advantageous and necessary than their practical competence. However, they observed that MSU graduates as employees lack relevant skills, training, and work experience and need to upgrade their qualifications for employment. In general, the findings of the employer satisfaction survey present a positive image for MSU-GSC graduates. The study recommends that continuous enhancement of the curriculum of MSU-GSC and improvement of the quality of instruction must be done to ensure they fit the graduate attributes to the needs of the labor market.

Research on English Classroom Teaching Programs in Colleges and Universities Based on Wireless Communication Technology Support in the Context of 5G

The purpose of this article is to investigate how 5G and wireless communication technologies (5G+WCT) might be applied to English language classroom programs in higher education. The paper describes the complimentary roles of 5G and wireless communication technologies in English language teaching, includes student data collecting and standardization as part of the pre-processing, and optimizes the teaching system using an enhanced ant colony algorithm (BACO). Furthermore, the thesis delineates diverse approaches to verify and assess the program's efficacy. Through the creation of cutting-edge instructional strategies and data collection techniques, this study fosters innovation in English language instruction in higher education. The study offers promise for real-world application and is significant for raising student success, instructional quality, and educational efficacy. However, since 5G technology is still developing, the results of this study could not be applicable in the future or would need to be updated.

Teacher Professional Development and Instructional Quality

Teacher Professional Development and Instructional Quality

The Future of Distance Learning: Streamlined Labs in Virtual Education

Contemporary technologies afford us the opportunity to augment and substitute traditional in-person classes with computer-based resources commonly known as virtual labs. Before the global pandemic, physical classrooms offered a hands-on learning environment for students. However, the pandemic has rendered in-person labs impractical, making it challenging for students to engage with faculty members directly. In the present scenario, the preference for remote education has surged due to safety concerns. With proper internet access, students now have the flexibility to conduct experiments from the comfort of their homes. Despite the inherent challenges associated with online learning, virtual labs serve as a valuable solution, addressing some of these issues. The utilization of simulation-based learning, especially in subjects like physics, chemistry, and biology, contributes significantly to students' comprehension of key concepts. Virtual labs play a pivotal role in fostering problem-solving skills, critical thinking, creativity, imagination, understanding of scientific processes, laboratory skills, as well as heightened interest and perception. Consequently, it becomes imperative for educators to integrate virtual labs into their teaching methodologies to enhance the quality of instruction and improve students' learning outcomes.

Pragmatic Transfer in Second Language Acquisition in Intercultural Communication

Pragmatic transfer refers to the phenomenon where individuals apply the pragmatic rules and conventions of their first language to the second language during intercultural communication. Pragmatic transfer can result in communication failures, thereby affecting the effectiveness and rapport in communication. Consequently, investigating pragmatic transfer is of paramount importance for enhancing cross-cultural communicative competence and instructional quality. Previous research has predominantly focused on the definition, types, causes, influencing factors, and evaluation methods of pragmatic transfer. Nevertheless, there are still deficiencies and controversies regarding how to effectively avoid or reduce pragmatic transfer and incorporate it into foreign language teaching. In fact, research on pragmatic transfer from a cross-cultural communication perspective necessitates both theoretical deepening of the understanding and comprehension of pragmatic transfer and practical exploration of preventive and instructional strategies to enhance the cross-cultural communicative competence of foreign language learners. Therefore, this paper delineates the relevant theories and empirical studies in this field, summarizes the impact of pragmatic transfer on second language acquisition, and aspires that the ensuing conclusions will promote the development of foreign language education.

How to Evaluate Augmented Reality Embedded in Lesson Planning in Teacher Education

How to Evaluate Augmented Reality Embedded in Lesson Planning in Teacher Education