Instructional Methods Research Articles

Assistive Technology Integration for Students with Speech and Language Impairments: A Mixed Methods Study

This study examines a large urban public school (UPS) district in the Midwest USA that has faced bankruptcy, state takeover of public education, and financial scams. As a result, UPS's capacity to integrate assistive technologies (AT) has been limited and is declining. This study investigates the UPS teachers' technological pedagogical content knowledge (TPACK) and how the UPS teachers integrate AT for students with speech and language impairments (SLI). This article details the UPS special education and general education teachers' TPACK across grade levels, content, and classroom settings. This article reports the UPS teachers' current integration of AT, instructional practices, implementation, and experiences integrating AT in the classroom for students with SLI. 94 UPS teachers participated in the online survey. The study found no significant differences in the UPS teachers' TPACK across classroom settings or grade levels. Results show no significant differences between the UPS teachers' TPACK in mathematics, social studies, science, or literacy content knowledge. The study revealed that UPS teachers utilize various AT tools, from basic tools like [calculators, audio/video recording devices, and voice amplifiers] to more advanced tools like [iPads, SmartBoards, and computers], for diagnostic, formative, and summative assessments. Results indicate that the UPS teachers utilize similar instructional methods across content and express mostly positive experiences integrating AT for SLI students.

INOVAÇÕES NA CORREÇÃO DE MANIFESTAÇÕES PATOLÓGICAS EM EDIFÍCIOS: REVISÃO DE LITERATURA.

Buildings must provide the user with physical and visual comfort, in addition to structural safety. However, it is common for pathological manifestations to appear at any stage of construction or use of the building. In order to indicate appropriate therapy, it is necessary to know the origin of the problem whose study procedures are part of the branch of Building Pathology. The main instructional methods that professionals involved in the area validate are specified in the IBAPE National Building Inspection Standard, which establishes criteria and procedures related to building inspection. In the search to solve such problems, innovative measures found in Brazil. In this sense, this study aimed to present innovative measures aimed at correcting pathological manifestations in buildings. In the methodology used, it is an integrative review of the literature, based on scientific articles, periodicals and current legislation on the respective topic. Data collection was carried out through databases such as Scielo, Google Scholar, among others, from 2019 to 2023. In the results, it was evident that the correction of pathological manifestations in buildings is a vital area in civil engineering and in construction, focusing on the identification, analysis and resolution of structural and functional problems that arise over time. Innovation in this field can significantly improve the durability, safety and functionality of buildings..

Critical thinking disposition and learning approach as predictors of mathematics performance

In the Philippines, improving pre-service math teachers’ critical thinking is receiving increasing attention, emphasizing the importance of tailoring instructional methods to students’ learning approaches for a more equitable environment and enhanced mathematics performance. Thus, this study aimed to determine if the critical thinking disposition subscales (reflective, attentiveness, open-mindedness, organization, perseverance, and intrinsic motivation) and learning approach (deep approach and surface approach) predict the mathematics performance of pre-service math teachers. This study employed a descriptive-correlational research design to randomly selected 125 pre-service math teachers from Central Luzon, Philippines. The survey instruments are administered through the student-educator negotiated CTDs scale, the revised two-factor study process questionnaire, and the 40- item validated test. Using descriptive analysis, findings revealed that preservice mathematics teachers have moderate levels of CTD, most of which use a deep approach and have average mathematics performance. Regression analysis showed that CTD and the deep approach were predictors. Therefore, pre-service mathematics teachers with a higher CTD and a deep approach are likelier to perform better in mathematics. These findings provide valuable insights into enhancing mathematics teacher education.

Student Perceptions of ChatGPT in Mandatory EFL Writing Classes at a Korean University : A Case Study

This study explored to what extent students at a Korean university perceive ChatGPT as useful in mandatory university EFL writing classes. In addition, preferences regarding methods of instruction and the outlook for future classes of a similar nature in the era of ChatGPT were also examined. 239 students enrolled at a university located on the outskirts of Seoul responded to a survey questionnaire consisting of a combination of multiple choice, 10-point Likert scale, and open-ended questions, which was used as the primary data collection method. Data analysis was conducted using general qualitative analysis for open ended questions and descriptive statistics for multiple choice and 10-point Likert scale questions. In addition, if consent was given, survey participants were contacted by e-mail to discuss responses in further detail. Despite concerns relating to ownership of learning and overreliance, the findings indicate generally positive perceptions of ChatGPT in terms of assisting with grammar, vocabulary, brainstorming, and proofreading. Conventional approaches (e.g., human teacher, in person lessons, and inter student / teacher communication) are still highly desired although the increasing influence of ChatGPT cannot be ignored. There is a belief that mandatory EFL writing classes currently play a vital role at Korean universities, and there is a strong preference for them to continue. Administrational and educational implications are also discussed.

Cardiac Auscultation: A Practical Method for Instruction and Learning

In response to the worldwide deficiency in the use of standard acoustic stethoscopes for the analysis of cardiac disorders, we have developed a cost-free platform for learning and teaching of cardiac auscultation by combining graphic images with actual patient recordings.

메타버스와 인공지능을 반영한 최신 음악교육매체 기반예비교사 교육과정 적용 및 경험 탐색

The study aims to examine experiences and draw implications by designing and applying a pre-service teacher curriculum based on the latest media in music education that reflects of the metaverse and artificial intelligence. Using backward design as stage, 15-session curriculum was planned, and appropriate media were selected for each session. To analyze the experience of pre-service teachers, the survey was planned with 8 TPACK questions of technological pedagogical content knowledge and 9 questions of instructional self-efficacy, and the subjective experience was closely examined by analyzing reflective journals, performance tasks, observation diaries, and learning management systems (LMS). As a result, a significant increase in the mean TPACK scores of pre-service teachers was observed. Observations indicated that tailored learning tools could be developed using media functions, and media-based instruction methods were effectively recognized. Descriptive analysis of the self-efficacy survey revealed high average scores, particularly in 'motivation' and 'instruction planning suitable for social flow,' while 'strategies for underachievement' showed relatively low scores. To improve the media-based curriculum: First, media-based curricula should be implemented considering the various levels of prospective teachers and should have sufficient time. Second, suitable media must be selected in elementary classrooms, considering student differences, and a curriculum addressing underachievement is needed. Third, a stable digital environment should be ensured through regular checks of equipment, with additional support for headsets during sound editing. This study hopes to help pre-service teachers enhance their technological pedagogical content knowledge and develop media-based music education for the digital age.

음악과 개념기반 탐구학습 수업모형 개발 및 수업설계 방안 탐색

This study begins with the issue that existing models of concept-based inquiry processes generally fail to capture the distinctive characteristics of music education, which involves creation, practice, immersion, and expression. The aim of this research is to develop a music class model applicable to concept-based inquiry learning. To achieve this, we examined the features of concept-based curricula and the unique characteristics of music education, analyzed existing related instructional models to derive their features, and then developed a seven-stage instructional model. This model, which incorporates feedback from a music education research group and expert reviews, was applied to music classes centered around the concept of "change". The seven stages include: 'Observing', 'Exploring Contextual Information', 'Refining', 'Immersing and Expressing', 'Meaning Constructing', 'Transferring', and 'Reflecting'. The focus on 'Immersing and Expressing', a core characteristic of music education, is central to this model, with the structure allowing for flexible transitions to 'Immersing and Expressing' from other stages as needed. This model is suitable for forming music concepts and transferring them to other musical areas, thus promoting enriched musical experiences and practical applications in life. It is expected that this model will contribute to discussions on various applications of concept-based inquiry learning in music and practical approaches to instructional methods in the future.

Creativity as Key Trigger to Cognitive Achievement: Effects of Digital and Analog Learning Interventions

AbstractThis study analyses the coherent integration of creativity into science education modules for eighth-grade students to enhance competence development. The learning modules’ content covered a basic ecological unit about forests, applied as digital or analog lesson. By utilizing the creativity subscales ‘Act’ and ‘Flow’ its analysis resulted in a clear factorial structure. Notably, higher levels of creativity were associated with increased cognitive learning achievements among students, irrespective of the instructional delivery method—be it analog or digital. Particularly, the ‘Act’ and ‘Flow’ dimensions exhibited a promising potential for augmenting learning outcomes in learner-centric, gamified modules. The mentoring role of teachers is supposed to promote a flow state and simultaneously to highlight the significance of autonomy in learning processes. Unexpectedly, there were no discernible gender differences. This research significantly contributes to our understanding of the interplay among creativity, learning success, and instructional modalities within the realm of science education.

Can AI Robot Teaching Improve Children’s Performance in Housework? A Quasi-Experimental Study

Background: The primary objective of this study is to explore the effects of using Artificial Intelligence (AI) robot-assisted instruction in preschool activities on young children’s performance in housework. Methods: A quasi-experimental design was employed, with an experimental group and two control groups, to observe changes in children’s performance in housework before and after AI robot-assisted teaching. The study sample consisted of preschoolers from metropolitan Taipei, with 65 children in the experimental group, 53 in control group 1, and 75 in control group 2. Children participating in the research project required consent from the school, teachers, and parents. The children in the experimental group received AI robot-assisted instruction on household tasks for two days a week over three consecutive weeks, with each session lasting approximately 20–30 min. Control group 1 did not receive any experimental treatment, while control group 2 underwent the same learning schedule and content as the experimental group but was instructed by teachers instead of AI robots. The data were analyzed based on pre- and post-test surveys of parents observing their children’s performance in household tasks. Results: This study found that both AI robot-assisted teaching and teacher-led instruction enhanced children’s household skills, with the AI robot-assisted method showing slightly better results. These findings suggest that both technological tools and teacher guidance can effectively improve children’s housework performance, while artificial intelligence robots may provide young children with motivation and curiosity to learn due to their appearance and interactive design, which deserves further analysis. Conclusion: As technology rapidly advances, young children are exposed to various technological devices at an early age. Integrating technological media into future preschool teaching is inevitable, and leveraging tools like AI robots to support teaching, reduce teacher burden, and diversify instructional methods could be a direction worth considering.

Tracer Study on the Bachelor of Science in Law Enforcement Administration (LEA) Graduates of Isabela State University Cabagan

Tracer study is a retrospective evaluation of graduates conducted via a standardized survey sometime after graduation. The study aimed to trace the employability status of BS LEA graduates from 2017- 2019. It utilized the descriptive research design and a survey questionnaire in gathering data. The result revealed that majority of the graduates are twenty-five years old, male, single, Ibanag, bachelor’s degree graduate, and AFPSAT passers. Moreover, majority of the graduates are temporary/casual, connected to security agencies, able to hunt for a job within one to two years, delayed in their employment for reason of absence of immediate vacancy, earning a monthly salary within the range of thirty thousand to thirty-four thousand nine hundred ninety-nine, and employed due to their educational qualifications. They realized that their employment is directly related to their degree and claimed that communication skills developed at the college aided in their employment. It was also discovered that the quality of Education at ISU is excellent in terms of curriculum/course content, methods of instruction, faculty, physical plant, career guidance, job placement, and academic counseling.

How does gamification affect learning effectiveness? The mediating roles of engagement, satisfaction, and intrinsic motivation

ABSTRACT Academic institutions have implemented methods to enhance student engagement, increase satisfaction levels, and maximize the efficacy of the learning process. Gamification has been increasingly used in education to enhance the efficacy of student learning, in contrast to traditional teaching methods. This study quantitatively examines the impact of gamification on learning efficacy by assessing variables such as engagement, satisfaction, and intrinsic motivation based on data from 255 survey responses by undergraduate and graduate students enrolled in Vietnamese institutions. Participants had prior experience with gamified instructional methods. The findings indicate that individuals’ level of enjoyment and challenges impacted the effectiveness of their learning through the mediating processes of engagement, satisfaction, and intrinsic motivation. This study offers valuable insights for educational institutions, schools, teachers, and other scholars examining the impacts of intrinsic motivation, satisfaction, and engagement on learning effectiveness within the educational setting of gamification.

Research on the Development Dilemma and Countermeasures of Chinas Education Industry from the Perspective of Digital Transformation

Amidst the rapid evolution and broadening adoption of information technology in China, the education sector is undergoing unprecedented transformation. While the digitalization of Chinas education industry is advancing swiftly, it is encountering various challenges that require ongoing attention and solutions. Promoting educational equality between cities and villages to reduce the difference is a critical component of this transition. The urban-rural education disparity significantly impedes the pace and quality of digital transformation of the education industry in China. Rural regions encounter issues such as inadequate infrastructure, unequal allocation of educational resources, and insufficient digital literacy among teachers. Implementing tutorial systems, establishing Professional Learning Communities (PLCs), and adopting the three classrooms model can effectively address these challenges. Collaboration among schools, government entities, and broader society is essential to promote educational equity, advance educational modernization, and cultivate talents tailored for future societal needs. Studying the challenges faced by Chinas education industry during its digital transformation phase, along with corresponding strategies, is pivotal for developing innovative teaching models and approaches. This endeavor fosters the evolution of educational content and instructional methods, aligning them with the swiftly changing social and economic landscape.

The effect of using biography in social studies teaching on academic success

One significant challenge in Social Studies classes is students’ struggle to grasp abstract concepts appropriate to their age. To address this issue, abstract topics outlined in the curriculum must be translated into more tangible forms tailored to student's comprehension levels, which necessitates the utilization of diverse teaching materials. Any material aligned with course objectives facilitates student comprehension. Biographies are one of the materials employed in classes. This study aims to investigate the impact of incorporating biography into Social Studies class instruction on students' academic achievement. The research problem focuses on examining whether there is a significant difference in academic achievements between students in the experimental group, which is taught with biographies (the experimental group), and those instructed through a program-based approach in the control group. To address this research question, a pre-test-post-test control group experimental design was adopted, which involved forming two groups through impartial assignment. One of these groups is the experimental group, and the other is the control group. In the implementation of this research, a pre-test was administered to the experimental and control group students. Subsequently, during Social Studies instruction, the experimental group received lessons explained using the biography method, while the control group followed the standard program-based approach. Measurements were taken before and after the experiment in both groups. The collected data were analyzed using the SPSS package program. The findings revealed that using the biography method in Social Studies instruction had a positive effect on students’ academic achievement.

G.O.O.S.E.: Introducing a novel five‐stage structured framework for the early phases of teaching and learning ultrasound

AbstractThe sonography profession faces a critical global workforce shortage, particularly pronounced in Australia, due to insufficient clinical training opportunities and an ageing workforce. The financial burden and increased scan times associated with training exacerbate this issue. Innovative approaches, such as intensive ultrasound courses and pair scanning protocols, have shown promise in addressing these challenges. The GOOSE framework (Get the window, Optimise the view, Optimise the image, Select the image, Explain the findings) offers a structured, step‐by‐step approach to practical sonography training. This framework deconstructs complex ultrasound skills into manageable tasks, optimises cognitive load management, and provides explicit guidance for novice learners. The GOOSE framework is designed to enhance the efficiency of teaching and learning by simplifying complex skills into clear, actionable steps, supported by checklists that guide both instructors and students through the training process. The GOOSE framework offers a systematisation of knowledge transfer that, combined with deliberate practice and structured feedback, ensures learners progressively build their skills with focused, goal‐directed activities. While this model is yet to be validated, initial implementations have shown promising results in improving trainee performance, reducing supervision workload, and standardising instructional methods. This article outlines the principles of the GOOSE framework, its development, and its application in a specialised training facility, proposing it as a standardised model to enhance practical ultrasound education and improve teaching and learning efficiency.

Opportunities and challenges in higher education arising from AI: A systematic literature review (2020–2024)

With society’s continuous development and progress, artificial intelligence (AI) technology is increasingly utilized in higher education, garnering increased attention. The current application of AI in higher education impacts teachers’ instructional methods and students’ learning processes. While acknowledging that AI advancements offers numerous advantages and contribute significantly to societal progress, excessive reliance on AI within education may give rise to various issues, students’ over-dependence on AI can have particularly severe consequences. Although many scholars have recently conducted research on artificial intelligence, there is insufficient analysis of the positive and negative effects on higher education. In this paper, researchers examine the existing literature on AI’s impact on higher education to explore the opportunities and challenges presented by this super technology for teaching and learning in higher educational institutions. To address our research questions, we conducted literature searches using two major databases—Scopus and Web of Science—and we selected articles using the PRISMA method. Findings indicate that AI plays a significant role in enhancing student efficiency in academic tasks and homework; However, when considering this issue from an ethical standpoint, it becomes apparent that excessive use of AI hinders the development of learners’ knowledge systems while also impairing their cognitive abilities due to an over-reliance on artificial technology. Therefore, our research provides essential guidance for stakeholders on the wise use of artificial intelligence technology.

Frustration Gap Bridging: A Second Look at Vocabulary Proficiency with the Yes/No Test

This research advances the scrutiny of the Yes/No test's (Meara: 1990) efficacy in evaluating vocabulary proficiency among language learners of high, middle, and low proficiency levels, focusing on its capability to mitigate the frustration commonly encountered by this demographic. As highlighted in the recent investigation (Goetz, 2023), the Yes/No test prompted respondents to signify their word familiarity through binary choices. Yes, they know a word, and No, they don’t. Involving a paltry 56 English language learners of lower proficiency to determine if the test's impact on enhancing vocabulary skills had merit, it was found that contrary to the anticipated outcomes, the test did not yield significant advancements in students' performance on subsequent unit tests compared to their counterparts who were not subjected to the Yes/No test. This absence of tangible benefits, combined with the test's failure to deliver a contextualized and nuanced comprehension of vocabulary, raises questions regarding its efficacy as a pedagogical tool for vocabulary enhancement. Nevertheless, the results did not dismiss the Yes/No test's potential utility. For this study, a second look will address two critical shortcomings: the limited sample size and the absence of a diverse range of proficiency levels among participants. This inquiry reevaluates the Yes/No test's capacity to effectively navigate the intricacies of language acquisition, proposing a more in-depth investigation into whether this binary and straightforward approach could indeed be beneficial or whether it underscores the imperative for a more holistic and contextually aware method in language instruction by expanding the sample size and including more proficiency levels. Questions remain regarding the efficacy of the Yes/No test. Is it optimally utilized as a straightforward, standalone tool, or should it be considered within the broader spectrum of comprehensive, context-sensitive learning strategies? This inquiry invites a nuanced evaluation of the test's role in language acquisition. It challenges researchers and practitioners to contemplate whether its simplicity is a virtue in isolation or if its true value emerges when integrated with a holistic approach to learning.

Application of BOPPPS Collaborative Case Teaching Method in Construction Law Classroom Instruction

This study focuses on students majoring in Engineering Management and explores the teaching model of the BOPPPS Collaborative Case Teaching Method in the Construction Law course. The research involves reforming the teaching model, introducing construction law cases, utilizing online platforms, and improving evaluation methods. The aim is to “activate” the classroom, shifting from traditional teaching to guided learning, achieving a synchronous resonance between teaching and learning. This approach intends to provide students with the time and space to enhance their ability to explore new knowledge and analyze and solve problems. It also seeks to improve students’ awareness of engineering and law, cultivate their innovative abilities, and contribute positively to enhancing the quality of talent cultivation in higher education institutions.

Research on English Language and Literature Teaching Strategies Based on Situational Teaching Method

The teaching of English language and literature not only focuses on developing students’ English language proficiency but also emphasizes their understanding and cognition of the cultural connotations behind the English language. This dual focus aims to cultivate students’ cross-cultural communication skills and practical English skills. The application of the situational teaching method can create corresponding learning scenarios based on English language knowledge, thereby enriching students’ learning experiences and understanding within these scenarios. This method has significant advantages in enhancing the effectiveness of English language and literature teaching. Consequently, this paper first analyzes the significance of applying the situational teaching method in university-level English language and literature instruction. It then proposes several strategies for implementing this method, with the goal of enhancing students’ language awareness, cultural literacy, and comprehensive English skills.

Digital Tools in the Thesis Process: A Case Study from Sweden

The emergence of autonomous learning has revolutionized educational systems, offering new pathways to enhance higher education. Across most Swedish universities, Bachelor's and Master's theses (final projects) represent an important part of students' academic journey. Embracing technology as a tool, rather than an end in itself, has become imperative in contemporary higher education and thesis processes. Departing from traditional instructional methods, the focus has shifted towards interactive and autonomous learning, propelled or supported by digitalization. Despite the growing emphasis on autonomous learning and the benefits of technology-enhanced learning (TEL), there are concerns about the misuse of digital tools such as Generative Artificial Intelligence (GAI) in educational contexts. The scarcity of knowledge to properly use available tools would potentially affect students' academic performance and future employment prospects, which has recently caused significant concern for educational authorities, educators, and even policymakers. This study reflects on students' perceptions of using digitalization and GAI to facilitate autonomous and interactive learning to support the thesis writing process. The focus is to understand how digital natives (predominantly Gen Z) view the integration of new digital tools in autonomous learning. A case-based approach in the form of an open survey conducted during the spring semester of 2024 gathered 52 responses from students within the informatics discipline at bachelor's and master's levels in a Swedish university. Results indicate that most students used digital tools such as GAI interactively, in the thesis process, mainly for constructive learning. They indicated that learning about digital tools as part of their formal learning leads them towards effective and more structured use of the tools for brainstorming, drawing inspiration, and developing interactive learning, which simulates real-world peer interactions or teacher-student dynamics. This instructional approach equips students with the skills to responsibly use tools as academic support rather than for any other inappropriate purposes. Effective utilization of digital tools promotes autonomous learning, leading to improved quality of bachelor's and master's theses and overall academic performance in higher education. Conversely, inadequate knowledge and improper use of these tools can negatively impact students' educational outcomes.

Unveiling Effectiveness: A Comparative Exploration of Task-Based Learning and Traditional Lecture Delivery in Teaching Engineering Drawing

Engineering drawing, conventionally referred to as engineering visuals, has served as the primary communication medium for engineers. In the realm of mechanical engineering, this mode of communication is heightened to the extent that it attains the status of a first language within its domain. Within engineering applications, any shortcomings in comprehending these drawings can result in significant expenses. The occurrence of errors in the interpretation of engineering drawings has consistently posed concerns within industries employing engineering professionals. Therefore, an urgent emphasis on enhancing the teaching-learning process within this drafting course is imperative. This article reports an attempt to elevate the graphical communication skills in a class of 2nd semester engineering students with the comparison of previous year data. The findings indicate that the instructional method has the capacity to improve engineering drawing skills, and this approach holds promise for raising proficiency within the span of a single semester of study. During the semester felicitators attempt one practice. Keywords: Graphical communication skills, engineering drawing, out of classroom approach