Instructional Methods Research Articles

Exploring the Role of Coordinating Centre Tutors in Implementing Early Grade Reading Initiatives in Wakiso District, Uganda

The adoption of Early Grade Reading (EGR) Methodology in 2013 in Uganda brought on board different stakeholders to effectively implement it in the education eco-system. With reference to this particular study, we examined the crucial role of Coordinating Center Tutors (CCTs) in Wakiso District, Central Uganda in the effective implementation of EGR methodology. Wakiso District’s socio-economic and cultural diversity necessitates an adaptive approach to EGR, making CCTs indispensable in tailoring instructional methods. Specifically, we set out to scrutinize how CCTs assess EGR instructional practices, and effectiveness of their training programs on effective implementation of EGR in primary schools in Wakiso district. Data was collected from six purposively selected CCTs through face-to-face interviews. Key findings reveal the multidimensional role of CCTs as trainers, mentors, and community engagers. Their instructional practices, range from center-based training to partnered reading, showcasing a holistic strategy. Positive impacts on literacy development, including enhanced comprehension and confidence among learners, under-score the effectiveness of these practices. Continuous professional development initiatives and targeted training contribute significantly to CCT competency, bridging gaps in their earlier college training. In conclusion, the study emphasizes the dynamic role of CCTs in carrying out ongoing support and targeted training programs. The recommendations encompass mentorship programs, collaborative learning environments, diverse instructional methods, continuous professional development, strengthened partnerships, increased community involvement, a structured referral system, and a dynamic learning environment. This study contributes to the understanding of the intricate dynamics surrounding EGR implementation, providing insights for educational policy-makers, practitioners, and researchers aiming to optimize literacy outcomes in diverse contexts.

The Effect of Virtual Laboratories on the Academic Achievement of Undergraduate Chemistry Students: Quasi-Experimental Study.

Experimentation is crucial in chemistry education as it links practical experience with theoretical concepts. However, practical chemistry courses typically rely on real laboratory experiments and often face challenges such as limited resources, equipment shortages, and logistical constraints in university settings. To address these challenges, computer-based laboratories have been introduced as a potential solution, offering electronic simulations that replicate real laboratory experiences. This study examines the effect of virtual laboratories on the academic achievement of undergraduate chemistry students and evaluates their potential as a viable alternative or complement to traditional laboratory-based instruction. A quasi-experimental design was implemented to examine the cause-and-effect relationship between instructional methods and student outcomes. The study involved 60 fourth-year BSc chemistry students from Dilla University, divided into 3 groups: a real laboratory group (n=20), which performed real laboratory experiments; a virtual group (n=20), which used virtual laboratory simulations; and a lecture group (n=20), which received lecture-based instruction. Quantitative data were collected through tests administered before and after the intervention to assess academic performance. The data analysis used descriptive and inferential statistics, such as means and SDs, 1-way ANOVA, the Tukey honestly significant difference test, and independent-sample t tests (2-tailed), with a P value of .05 set for determining statistical significance. Before the intervention, the results indicated no significant differences in academic achievement among the 3 groups (P=.99). However, after the intervention, notable differences were observed in student performance across the methods. The real laboratory group had the highest mean posttest score (mean 62.6, SD 10.7), followed by the virtual laboratory group (mean 55.5, SD 6.8) and the lecture-only group, which had the lowest mean score (mean 43.7, SD 11.5). ANOVA results confirmed significant differences between the groups (F2,57=18.429; P<.001). The Tukey post hoc test further revealed that the real laboratory group significantly outperformed the lecture-only group (mean difference 18.88; P<.001), while the virtual laboratory group also performed significantly better than the lecture-only group (mean difference 11.7; P=.001). However, no statistically significant difference was found between the real laboratory and virtual laboratory groups (mean difference 7.12; P=.07). In addition, gender did not significantly influence performance in the virtual laboratory group (P=.21), with no substantial difference in posttest scores between male and female students. These findings suggest that computer-based laboratories are a viable and effective alternative when real laboratories are unavailable, enhancing learning outcomes when compared with traditional lecture-based methods. Therefore, universities should consider integrating computer-based laboratories into their practical chemistry curricula to provide students with interactive and engaging learning experiences, especially when physical laboratories are inaccessible.

Authoring Counter-Narratives: Showcasing Student Voice through Critical Stance

In this teaching tip, we provide a method for teaching middle and secondary English language arts (ELA) students to assume a critical stance while reading and responding to diverse literature and media. Specifically, we address the infusion of critical literacy as a pedagogy to enable students to engage in criticality by identifying negative stereotypes and harmful biases, and then take action by offering counter perspectives. We begin with a brief discussion on critical literacy as a means to promote critical stance, followed by the learning activities for classroom instruction and a student example to illustrate the power of critical stance to promote student agency. Our method for critical stance instruction draws upon Rosenblatt’s (1978) seminal work on literature-based instruction that reading is a transaction between the reader and the text and Leland et al. (2018) who explicated that readers need to engage in critical transactions—a dimension of critical literacy.

USING GUESS THE WORD GAME IN ENHANCING THE SPEAKING ABILITY OF SEVENTH GRADE STUDENTS AT STATE JUNIOR HIGH SCHOOL NUMBER 30 PALEMBANG

This research investigates the impact of the Guess the Word Game on improving the speaking proficiency of seventh-grade students at Junior High School 30. Palembang employed a singular class in an experimental design. The class utilized the Guess the Word game as the principal instructional method to enhance students' speaking abilities. Pre-test and post-test evaluations were administered to examine the pupils' advancement in speaking proficiency. The results indicated a significant enhancement in students' speaking skills following their participation in the game, demonstrating that the inclusion of interactive activities such as the Guess the Word Game can serve as an effective approach for improving student engagement and language competency. This study indicates that game-based learning may serve as an innovative approach to enhance speaking skills in educational environments.

Improving primary grade students’ content area vocabulary through research-based literacy instruction

ABSTRACT Primary grade teachers experience heavy pressures from governing bodies to focus on the Science of Reading in literacy instruction, while at the same time reducing content area instruction time by integrating them into the reading block. Instead, the primary grades traditionally focus instructional time on decoding, fluency, and comprehension of fiction texts rather than informational text and disciplinary language. The most current standards expect students in the primary grades to gain higher proficiency with nonfiction texts from various disciplines. Meanwhile, limited instructional time is devoted to disciplinary vocabulary instruction and concept knowledge development in the primary grades, two key factors to comprehension. In this study, primary grade teachers (K-1st) at a Title 1 school and professor of literacy education collaborated in a professional learning community (PLC) offering instructional support, and collaborative peer reflection related to discipline area literacies vocabulary and concept knowledge instruction. After conducting a thorough review of literature related to disciplinary vocabulary instruction we adapted instructional methods for the primary grades. Findings highlight the successes and pitfalls of implementing best-practice instructional research related to vocabulary and concept knowledge literacy instruction in the content areas in the primary grades.

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.

Examining Multi‐Sector Women‐Only Leadership Development Programmes: A Scoping Review of Recruitment Processes, Design and Instruction Methods, Content and Outcomes

ABSTRACTOrganisations are recognising that more needs to be done to support female talent. One response to this is women‐only leadership development programmes (WLDPs). To date, no scoping review has previously been conducted to examine the design and outcomes of these programmes. The purpose of the present review was therefore to bring together current knowledge of these interventions. In June 2022, a scoping review of the academic literature was performed using Business Source Premier (EBSCO), PsycINFO and SCOPUS, resulting in 13 articles meeting the inclusion criteria. Findings indicate encouraging signs that these programmes support women's development through incorporating intersectionality and positive psychology theories, as well as curricula on networking, conflict management and career planning. Whilst the specifics about the design and delivered content of these theories are unclear, their inclusion appears to lead participants in the reviewed WLDPs to report increased self‐awareness, clarity of purpose and enhanced feelings of authenticity. This review also raises questions regarding the rigour of the selection methods by which participants are given access to the programmes, and the transparent reporting of the design and delivery methodologies. Further, research directions and implications for both theory and practice are provided.

Assessing Students’ Perception of the Effectiveness of Group Discussion in Improving Speaking Skills

Group discussion is highly recommended as a crucial instructional method in schools to enhance students' speaking skills. The main objective of this study is to examine the effects of group discussion on students' speaking skills. This study employed both quantitative and qualitative methodologies. A simple random sampling technique was used to select 133 tertiary-level students at Rift Valley University, Burayu Campus, Ethiopia. A Likert-scale questionnaire was employed to collect primary data, which was subsequently analyzed using SPSS and Excel. The study found that group discussion is a highly effective strategy for improving student's oral communication skills. Furthermore, the majority of students believe that group discussions contributed to their enhanced language proficiency.

Enhancing Digital Drawing Proficiency: An Examination of Assignment Redesign and Instructional Approaches in Higher Education Contexts

Within digital drawing courses, students are immersed in the utilization of software tools and technological advancements to craft a diverse array of artwork, illustrations, graphics, and animations, adhering to both industry standards and artistic principles. However, tailoring the complexity of digital drawing assignments to accommodate students across a spectrum of freehand drawing skills, ranging from novice to advanced levels, poses a notable challenge. This study endeavors to investigate the efficacy of integrating a specific teaching model in the design of assignments within digital drawing classes of lower-year students in higher education and its subsequent impact on students' performance. The study adopts a three-phase data collection methodology, comprising a pre-test, intervention phase, and post-intervention assessment, supplemented by a self-reflection questionnaire to gauge students' perceptions of the learning process. By employing visual analysis in tandem with quantitative data derived from the final scores of a selected drawing exercise, a comparative analysis was conducted to elucidate the relationship between assignment design, instructional methodologies, and students' learning performance. Notably, an improvement in students' drawing proficiency was observed compared to analogous exercises conducted in previous semesters, signifying the efficacy of tailored assignment redesigns aligned with students' drawing capabilities, coupled with supporting instructional methods.

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.

Adapting the English Language Teaching Curriculum to Overcome Resource Limitations in Rural Areas

This research explores the adaptation of the English Language Teaching (ELT) curriculum to address the significant resource limitations faced in rural areas, specifically in Sorong, West Papua, Indonesia. The study aims to investigate how teachers creatively modify lesson plans, instructional methods, and assessment strategies in environments lacking essential resources, such as teaching materials, technological tools, and professional development opportunities and the impact on the students’ outcomes. Using a qualitative multi-case study approach, data were gathered through semi-structured interviews, classroom observations, and document analysis over a two-month period. The findings reveal that teachers employed various strategies to cope with resource constraints, such as simplifying lesson content, utilizing locally available materials, and incorporating peer collaboration in the classroom. These adaptations resulted in enhanced student participation and improvements in oral communication skills. However, significant challenges were observed in fostering literacy, particularly reading and writing skills, due to the scarcity of instructional resources and limited teacher training. Moreover, while short-term engagement and speaking proficiency increased, the long-term impacts on overall English proficiency remained limited. The study underscores the need for comprehensive professional development for rural teachers and better access to teaching materials to fully bridge the educational gap between urban and rural students. Ultimately, these findings offer valuable insights for future curriculum development aimed at improving language education in resource-limited settings.

EFFECT OF IN-SERVICE TEACHER TRAINING PROGRAM ON TVET TRAINERS PERFORMANCE IN TECHNICAL SECONDARY SCHOOLS IN RWANDA,A CASE OF KICUKIRO DISTRICT

The general objective of this study was to examine the influence of an in-service teacher training program on the performance of TVET trainers in Kicukiro district. Specifically, this studys objectives were: to identify the level to which TVET trainer receive in-service teacher training program in Technical Secondary School Kicukiro District, to assess the level of performance of TVET trainers in Technical Secondary Schools in the Kicukiro District and to evaluate the relationship between in-service training program and TVT trainers performance in Technical Secondary School Kicukiro District. The combination learning theory and system theory was served as the researchers guide. The studys population was 207 people (197 teachers and 10 head teachers) from all of the Kicukiro Districts Technical Secondary Schools. The survey was designed in a descriptive manner. A sample size of 137 was chosen using Yamanes formula. Using random sampling and purposeful selection, the population was chosen as the sample size for the study. Every questionnaire was dispersed by the researcher. The format of the analysis was influenced by the particular qualitative and qualitative methodology employed as well as the format of the data. The data that was collected in this study was examined and displayed in the order of the research objectives utilizing frequency, percentages, and tables as descriptive statistics. Data was gathered via teacher questionnaires and head teacher interview guides. The researcher examined and interpret the results after going to the field. The study found that 84.5% of the respondents agreed that they participate in service teacher training program every time, 94% of the respondents agreed that In-service teacher training program is very necessary for all teachers, 52.5 of the respondents disagreed that In-service teacher training program is only for new teachers, 57.6% of the respondents Disagreed that In-service teacher training program is necessary for old teachers while 60.5% of the respondent disagreed that In-service teacher training program is not necessary at all. 83.8% of the respondents agreed that their participation in an in-service teacher training program has helped them improve personalities and instructional techniques in the classroom and at school, 89.7% of the respondents agreed that with the help of the in-service teacher training program, and they are able to acquire new methods of classroom management and instruction, while 94.1% of the respondents agreed that the in-service teacher training program motivates and makes teachers love their professions.The research suggests that the Ministry of Education, education planners, and stakeholders should enhance in-service training programs for TVET trainers in Kicukiro District, Rwanda, focusing on upgrading technical skills, improving instructional methodologies, establishing robust monitoring mechanisms, and investing in infrastructure.

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.