Instructional Methods Research Articles

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.

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.

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

Nutrition nurturers: Empowering primary school children through innovative dietary education and parental engagement

Purpose: This research aims to examine effective pedagogical methods for promoting healthy dietary practices among elementary students. By reviewing the literature, the study will identify key factors influencing children's eating habits, assess treatment impacts on eating patterns and metabolism in obese children, and explore how breakfast quality affects the health of children and teenagers. Method: This study analyses pertinent literature on encouraging healthy eating habits in primary school students using a systematic review and meta-analysis methodology. Comprehensive searches of electronic databases, such as PubMed, PsycINFO, and Web of Science, are part of the systematic review process to find pertinent research published in peer-reviewed journals. The inclusion criteria cover research on instructional methods, tactics, and interventions intended to encourage primary school students to eat healthily. Result: The outcomes of the meta-analysis and systematic review point to several successful instructional methods and tactics for encouraging primary school students to eat healthily. Children's eating habits are influenced by several factors, and treatments that focus on diet and metabolic responses, especially in obese kids, seem to be working well. The study also emphasizes how important a healthy breakfast is to kids' and teens' overall health and well-being. Conclusions: The study concludes that raising lifelong good eating habits in primary school students requires comprehensive strategies incorporating nutritional education, parental involvement, and community support. The results have significant ramifications for educators, legislators, and medical professionals who work to encourage children to adopt healthy habits. To investigate the long-term impacts of interventions and create specialized tactics for a range of populations, more study is necessary.

The effects of hands-on content-language integrated learning on fourth graders’ acquisition of target vocabulary and procedural knowledge in Taiwan

Despite the widespread use of multimodal pedagogies in Content and Language Integrated Learning (CLIL) contexts, empirical studies specifically focusing on the impact of hands-on learning on target vocabulary and procedural knowledge acquisition in CLIL Social Studies, particularly in Taiwan, are relatively uncommon. Grounded in embodied learning theories, this study investigated the comparative impact of hands-on learning versus worksheet-based instruction on fourth graders’ target vocabulary acquisition and procedural knowledge within a CLIL Social Studies setting in Taiwan. The study also explored students’ perceptions of their learning experiences with these instructional methods. This quasi-experimental study involved four intact fourth-grade CLIL Social Studies classes from three elementary schools in Taiwan, comprising 40 students in the Experimental Group (EG), who engaged in hands-on learning, and 34 students in the Control Group (CG), who engaged in worksheet-based learning. Activities included Chinese dumpling making, bird’s nest building, and designing a pot of succulents. Data were collected through pre- and post-tests to assess target vocabulary acquisition and procedural knowledge, followed by learner experience surveys to evaluate students’ perceptions of their learning experiences. The analysis included paired-samples t-tests, independent-samples t-tests, and thematic analysis of open-ended survey responses. Results revealed that the EG significantly outperformed the CG in both target vocabulary acquisition and procedural knowledge across all three activities, with large effect sizes (d = 1.05–1.51 for target vocabulary and 0.95–2.89 for procedural knowledge), demonstrating the effectiveness of hands-on learning. However, while significant differences were observed in memory retention of target vocabulary and procedural knowledge from the survey results, no significant differences were found between the EG and CG in terms of perceived ease of learning. These findings suggest that hands-on learning offers substantial benefits over traditional worksheet-based instruction in CLIL settings, though the transition to hands-on methods may require additional support. Practical implications include the strategic selection of relevant vocabulary, the implementation of structured hands-on approaches, and the emphasis on behavioral reinforcement to enhance learning outcomes.

A Qualitative Study on Self-Regulated Learning of Chinese as a Second Language

The characteristics and challenges of learning Chinese as a second language (CSL) warrant a deeper understanding of the learning process from various perspectives to promote learning development. In the domain of second language acquisition research, the concept of self-regulated learning (SRL) has been gaining increased attention from researchers. SRL encompasses a broader and more profound connotation than previous models, as it emphasizes the strategic application of learning techniques to facilitate language development. This theoretical shift has yielded fruitful research results in the field. By investigating SRL, we can examine the dynamic and cyclical process of CSL learning from multiple dimensions and identify learning problems from the learners’ perspective, ultimately finding solutions. This study aims to conduct qualitative research on SRL among five CSL learners with different cultural and educational backgrounds, utilizing qualitative study methods. The research focuses on exploring the characteristics and patterns of SRL among CSL learners, offering insights for teaching practices. The study will employ semistructured interviews and reflective journals to gather in-depth data on the learners’ SRL processes. Key questions include how SRL impacts CSL learning outcomes, the distinctive characteristics of applying SRL theory to CSL learning, and the effective implementation of SRL strategies to enhance learning. By addressing these questions, the research aims to fill the gap in existing literature and provide practical insights for educators to support the development of autonomous, self-regulated Chinese language learners. This, in turn, will contribute to improving instructional methods and promoting better academic achievements in CSL learners.

Molecular misconceptions: A cross-national study on university students’ understanding of the mole concept

This study investigates university students’ understanding of the mole concept and its implications for chemistry education, highlighting the critical role of mathematical education. A questionnaire was administered to 303 students from universities in Panama, Mexico, Cuba, Chile, and Spain. The results reveal that only 29.7% of participants recognize the mole as a fundamental unit, while 20.8% confuse the amount of substance with a non-existent “Chemical System.” Only 18.5% correctly identified the substance quantity symbol as “n” and 32.7% were aware that Wilhelm Ostwald introduced the term mole, indicating deficiencies in historical knowledge. The significance of these findings highlights major misconceptions and gaps in both conceptual understanding and historical knowledge, underscoring the urgent need for revised teaching strategies. Addressing these issues is crucial for bridging the gap between theoretical knowledge and practical application, thereby enhancing instructional methods and optimizing chemistry education to improve students’ comprehension of fundamental concepts.

Assessment on the Basketball Teaching Approach: Basis for the Development of Basketball Curriculum in College Department

This study investigates the effectiveness of various teaching approaches in basketball education on student learning outcomes. A total of 150 students participated in the research, which utilized pre-tests, post-tests, and Likert-scale surveys to evaluate the impact of instructional methods such as sports science integration, technology use, mental skills training, and evidence-based practices. Significant positive correlations were found between sports science integration and learning in basketball theory and tactics, as well as between technology use and skill development. However, no significant correlations were identified in areas related to physical conditioning and competition readiness. The findings suggest that while sports science and technology are effective for specific learning outcomes, further improvements are needed in other areas to fully enhance basketball education.

Reevaluating student-centred education: uncovering learning difficulties stemming from empiricist epistemological assumptions

ABSTRACT This paper demonstrates that recurrent difficulties students encounter in learning subject-matter knowledge can be traced, in part, to assumptions about how students best learn knowledge that significantly shape instructional approaches. First, I review the significant influence of empiricist epistemological assumptions on education, covering student-centred pedagogical principles and instructional methods applied in progressive, constructivist, and conventional education. Empiricist epistemological assumptions presume that students learn best by relying primarily on and directly building upon their existing knowledge, experiences, and reasoning, particularly those familiar from everyday life. These assumptions have shaped pedagogical principles and methods such as relying on students' preinstructional knowledge and reasoning, concrete experiences, direct observations, or concrete visual images for learning. Next, I review evidence that empiricist-informed instructional applications often induce learning difficulties, such as erroneous inferences stemming from students' preinstructional knowledge, difficulty understanding content that diverges from students' prior knowledge, and confusion between concrete supports and abstract concepts. By tracing these difficulties to empiricist epistemological assumptions, this paper employs a genealogical epistemological analysis, which tracks the influence of epistemological assumptions on education across several levels, from pedagogical principles to instructional methods, down to students' learning. This analysis (a) explains the roots of certain learning difficulties and aids in anticipating them, (b) challenges pedagogical approaches by questioning their epistemological foundations, and (c) examines how the influence of problematic assumptions is connected to alignment with internationally promoted educational purposes. The influence of epistemological assumptions on education is significant yet understudied. Thus, the genealogical epistemological analysis proves crucial to critically analyze education.

Rethinking Field School Delivery and Addressing Our Biases

Abstract Field schools are foundational training for archaeologists and the corresponding methods for instruction are largely consistent within the discipline. The expectation is that at some point early in their careers students will enroll in a field school. To participate, students must pay summer tuition, dedicate a minimum of four weeks (usually longer) to full-time fieldwork, and in many cases travel to remote locations. The reality is that for many students such expectations make field school participation an impossibility—and ultimately make archaeology a nonviable career option for students from historically underrepresented backgrounds. Offering local field opportunities within the context of a regular school year alleviates those problems. A recent field school in north Idaho demonstrated how traditional field school structure excludes many students and how archaeologists can adjust instruction to make field training more accessible to students.

Instructional Methods Used by Secondary School Teachers in Classroom to Develop Students’ English Writing Skills in Iringa Municipality, Tanzania

This study examined instructional methods employed by secondary school English language teachers in classroom to develop students’ English writing skills in Iringa Municipality, Tanzania. Specifically, the study sought to assess English language teachers’ understanding of the purpose of English language syllabus for secondary education; to investigate the teaching and learning techniques used by teachers in classroom to develop students’ English writing skills; and to evaluate the effectiveness of the techniques used in developing English writing skills among students. The social-cultural theory and communicative competence theory were adopted to guide the study. The study employed an interpretivism paradigm, qualitative approach and a phenomenological research design. The study involved 33 participants (12 English teachers and 21 FIII students) who were selected purposively from 3 public secondary schools in Iringa Municipality. The data were collected using documentary review, classroom observations, and interviews, and thematically analysed. The findings revealed that teachers had differing understanding of the purpose of the English syllabus. Also, the findings showed that teachers used techniques, such as explanation and demonstration, writing practice and exercise, reading-writing integration, sentence combining, genre-based instruction, and collaborative writing, in teaching English writing skills. Moreover, the study found that the techniques used were ineffective to develop students’ English writing abilities as many students struggled to write in English. The study concludes that the opposing understanding of the purpose of the subject syllabus among teachers limits teachers from effectively using instructional methods to develop writing skills in English among students. Therefore, teachers should be trained on the purpose of the subject syllabus to enable them effectively use instructional methods in a manner that focuses to develop English writing skills among students per requirements of the subject syllabus

Community college student perceptions of digital anatomy models as a curricular resource.

Digital model platforms and applications are common in anatomy education and continue to grow in number, which suggests that educators and students find use for these tools despite the lack of widely accepted best practices. Consequently, it is a challenge for educators to mindfully integrate digital models into curriculum. This short-term, longitudinal study investigated the effects of integrating a monoscopic digital model as a teaching tool during lectures on reproductive and endocrine anatomy as an intervention in a community college human anatomy and physiology course. Student use and perceptions of digital models were analyzed for correlation with the nature of the course content and the intervention (n = 92). Academic content significantly affected self-reported student use (p < 0.001) as well as student perceived usefulness of the model (p = 0.02). These findings support the conjecture that digital anatomy models may be better for achieving certain specific learning goals opposed to all learning goals. Integration of digital models as an instructional method did not consistently influence student behavior but it made a difference in participant ability to recognize this technology outside of the lecture. Overall, participants had a positive perception of digital models, although they were not perceived as more important than all other curricular resources. Inclusion of monoscopic digital models for teaching anatomy should be considered by educators since teaching with digital models can demonstrate strengths and weaknesses for students within the context the of learning objectives, assisting students to make more informed decisions about effective learning tools.