Instructional Materials Research Articles (Page 1)

This article examines the evolving cultural, cinematic, and educational status of The Secrets of the Princesse de Cadignan, a lesser-known novella by Honoré de Balzac published in 1839, whose successive adaptations have elevated it from a commercially motivated serialized novel to a canonical culture-text. Focusing on Jean-Paul Carrère’s 1960 TV-film, Jacques Deray’s 1982 adaptation, and Arielle Dombasle’s 2023 cinematic release, the study investigates how these versions negotiate the novella’s place within The Human Comedy, highlighting its increasing integration into France’s school curricula and its role in shaping the nation’s collective memory. The article’s central research question asks how these adaptations bridge the gap between canonicity, celebrity, and curriculum, while also respond to shifting aesthetic, pedagogic, and commercial priorities. Furthermore, it explores how each adaptation engages with Diane de Cadignan’s agency, the films’ varied endings in comparison to the original, and the intergenerational parallels, particularly between the 1960 and 2023 versions. The analysis draws on archival records from the RTF and the ORTF, close readings of the films, and pedagogic materials including parascolaire [extracurricular] editions and the Zéro de conduite [Zero for Conduct] teaching kits, while engaging with key scholarship on adaptation, canonicity, and cultural memory. These adaptations do not merely pay homage to Balzac’s work; they actively reshape its meaning and legacy. The recurring appearance of Balzac himself as a character, the intertextual allusions to his other major works such as Father Goriot (1835) and Lost Illusions (1837-1843) and the persistence of visual and narrative motifs all contribute to a cinematic reimagining of Balzac’s oeuvre. In other words, The Secrets of the Princesse de Cadignan becomes a dynamic case study of how literary heritage is continually redefined through adaptation. It demonstrates the enduring vitality of Balzac’s fiction, which never ceases to be critically, pedagogically, and cinematically reinterpreted for new generations.

The implementation of the MATATAG Curriculum in the Philippines presents opportunities for innovation, yet also poses challenges for teachers, especially those teaching Filipino as out-of-field instructors. This qualitative multiple-case study aimed to describe their lived experiences, analyze the challenges they encountered, and document the coping mechanisms and practices they employed in applying pedagogical approaches and assessment strategies. Using maximum variation sampling, five teachers from different types of schools participated, and data were gathered through in-depth interviews, validated through triangulation with other relevant informants. Ethical protocols, including informed consent, confidentiality, and compliance with the Data Privacy Act of 2012, were observed to ensure the trustworthiness of the findings. From the thematic analysis, the following themes emerged regarding teachers’ experiences: challenges in curriculum implementation, adjustments in strategies based on students’ abilities, a lack of support and instructional materials, classroom teaching experiences, and changes in teachers’ perspectives and efforts. In connection with this, the mechanisms for addressing the challenges were documented, including adapting pedagogy to students’ abilities and contexts, collaborating and consulting with fellow teachers, engaging in continuous professional learning, sourcing instructional materials, and practicing humane pedagogy. Although the cases showed similarities in changes in perspective, their differences in other dimensions were evident, emphasizing the importance of contextualized resources and teacher support. The study suggests that the successful implementation of the MATATAG Curriculum depends on sustained teacher training, adequate instructional support, and teachers’ creative adaptation to diverse contexts. The findings provide insights for policymakers, curriculum developers, and educational leaders on strengthening teacher support and professional development that are responsive to classroom realities.

Science textbooks often include text and diagrams to aid learner understanding. Yet traditional written instructions in textbooks often separate them, which can increase cognitive load and hinder effective learning. This research proposes and tests a novel presentational format for written instruction that incorporates spatial contiguity, numbered reading sequences, and color matching, aiming to enhance science learning. The effectiveness of the novel format was assessed through two randomized experimental studies. The first study involved 349 high school students in a popular science context, and the second included 187 students in a complex physics course. The results revealed statistically significant improvements in students’ learning outcomes and self-perceived understanding when exposed to the novel instructional format. The improvements were particularly notable in the study focused on complex scientific laws in physics. Furthermore, students reported lower levels of mental effort with the novel format compared to traditional formats, particularly in contexts involving more challenging materials. These results align with cognitive load theory in multimedia learning. The novel presentational format can significantly enhance student learning outcomes and understanding level. It offers a practical and more efficient alternative for instructional material design.

This study aimed to develop a comprehensive guide for teaching strategies for pre-service teachers to address the educational gaps created by the COVID-19 pandemic. The guide was designed for use across various Grade 7 subjects and used the 5E model for lesson exemplars. A descriptive research design, particularly the Modified Sidek's Instructional Materials Development Design, was employed to guide the process. Field experts evaluated the guide and found it acceptable in terms of clarity, usefulness, language, presentation, and content. The panel consisted of ten experts (seven content experts with at least three years of experience teaching Grade 7 or mentoring pre-service teachers, and three material experts with expertise in instructional design). Key 21st-century skills were integrated into the strategies. Before finalization, the guide underwent validation and minor revisions based on expert feedback to improve language use and formatting for potential future publication. The study's findings offer a valuable resource for educators seeking to enhance teaching practices in the post-pandemic era.

This qualitative document review analyses the contextual and systemic barriers to the effective use of the Direct Method in French language instruction across Nigerian schools. Drawing on ten national policy papers, five Universal Basic Education Commission (UBEC) reports (2013–2025), and twenty peer-reviewed studies, the study identifies major constraints such as overcrowded classrooms, insufficiently trained teachers, limited instructional materials, and inadequate learner readiness. Anchored in Krashen’s Input Hypothesis and Vygotsky’s Sociocultural Theory, findings reveal that while the Direct Method promotes communicative competence, its application requires context-sensitive adaptation in under-resourced educational systems. The paper concludes with practical recommendations for teacher retraining, methodological hybridisation, and policy reform to align instructional realities with linguistic goals. The study contributes to applied linguistics and African education policy by illustrating how global language teaching methods can be localised for sustainability.

Background: Rehabilitation depends on using instructional materials, which many patients find difficult to understand; thus, their adherence to the safety and care may be affected. Text simplification systems used, in general, do not usually focus on procedure-oriented guidance or the degree of personalization required in rehabilitation settings. Methods: We present PatientEase, a domain-aware retrieval-augmented generation framework that changes rehabilitation instructions to simple words without changing the clinical meaning. PatientEase incorporates two complementary retrievers that is a corpus retriever that is tuned for rehabilitation and a user-aligned retriever that is conditioned on patient profiles, together with a role-structured, multi-agent rewriting pipeline; outputs can be further refined by using reinforcement learning from human feedback with a composite reward for readability, factuality, and clinician-preferred structure. Results: The latter was quite comprehensively compared in four benchmark tests against baselines, wherein SARI, FKGL, BERTScore, and MedEntail indices are employed, as well as clinician-patient assessments. PatientEase achieves 52.7 SARI and 92.1% factual entailment, and receives the highest fluency and simplicity ratings; ablations also underline each module’s role. Conclusions: PatientEase paves the road for safer, patient-centered communication in rehabilitation and lays the groundwork for trustworthy clinical dialogue systems.

This study investigates the significant impact of ICT education from the Higher Secondary Certificate (HSC) on Bangladeshi students' progress in tertiary STEM fields. Through utilizing a comprehensive examination of demographic profiles, proficiency assessments, facility rating systems, and satisfaction measures, this study determines the complex relationships between HSC-level ICT education as well as success in STEM areas at the university level. Data were collected through an online survey from 244 students enrolled in Computer Science and Engineering (CSE), Software Engineering (SWE), and Information Technology Management (ITM) departments. The results highlight how many different factors have significant effects on students' first-semester SGPA. Several variables, including prior ICT knowledge on data handling from college, quality of instruction provided by the college ICT teacher, and HSC-level ICT course grade, have strong relationships with student performance at the university level. This study illustrates the positive impact of improved instructional materials and teacher-led projects on strong skill development, a phenomenon that will increase overall satisfaction among learners. Although geographical location, gender, and college type have been explored, it does not appear that they have significantly affected ICT course grades directly. Instead, instructional components and techniques for improving skills become important factors in determining students' academic performance. The study not only finds significant relationships but also promotes curriculum improvements with a focus towards ICT education technique optimization. With an aim of improving instructional methods and curriculum design, these observations provide governments and other individuals within education with suggestions that are applicable. The study highlights how important it is to effectively utilize ICT education in order to encourage overall STEM development in Bangladesh's educational system.

This phenomenological study aimed to explore and understand the teaching strategies of ten (10) Cebuano teachers from Kindergarten to Grade 3 in Indigenous Peoples Education (IPEd) Implementing Schools in the District of Alabel 1, as well as how these strategies influenced their motivation to teach. Through in-depth interviews and thematic analysis, the following themes emerged: the use of instructional materials, the application of appropriate teaching strategies, and consulting with language experts. Findings revealed that these approaches positively affected the teachers' motivation, inspiring them to become more creative, determined, and enthusiastic in their teaching. The study also highlights the importance of the Blaan language as the primary medium of communication and learning among students, emphasizing the need for continuous training for Cebuano teachers. As a general recommendation, the study underscores the importance of providing training, professional development, and support from the government and the community to strengthen the competence of Cebuano teachers further and ensure quality and inclusive education for indigenous learners.

Quality assurance is a significant part of achieving sustainable development goal 4 and has remained a challenge to higher education institutions (HEIs) worldwide. Thus, this paper aims to propose a quality assurance framework for hybrid-flexible (HyFlex learning) learning based on the perspectives of faculty and students. This study utilized a descriptive developmental mixed-method research design to dissect the richness and beauty of the data collected using the self-developed survey questionnaire and interview protocol guide. The findings revealed that both students and faculty preferred the utilization of flexible learning as their learning modality. Also, a significant difference when grouped according to UNESCO’s quality and learning indicators is also observed in the study. Accessibility and usability, learning assessment strategies, vision and institutional leadership, learning activities and learning interaction, instructional materials, social and student engagement, stakeholders’ support, course structure, learning outcomes and competencies, evaluation and feedback, social and student engagement, flexibility and adaptability of education, security and safety, and infrastructure, facilities, and equipment were the emergent themes which were utilized to craft the quality assurance framework. The proposed framework provides a transparent and reliable workflow for implementing, monitoring, and evaluating quality assurance of all HyFlex learning modalities in the university.

<span lang="EN-US">This study aims to investigate the needs of students and lecturers regarding interactive multimedia resources in linguistics at the Faculty of Teacher Training and Education, Universitas Borneo Tarakan, to facilitate further development. The findings reveal a significant gap between current instructional provisions and the specific needs of students and faculty, highlighting the necessity for pedagogical innovation to enhance interaction and understanding in linguistics. Utilizing a mixed-methods approach, the research included surveys and interviews with participants in linguistics courses. Results indicated that 86% of students sought in-depth knowledge of linguistics, and 73% felt that existing support was inadequate. It underscores a high demand for a focus on selected topics, simplified explanations, and multimedia interactivity. The findings demonstrate that instructional materials are poorly aligned with teaching needs, negatively impacting educational methodologies and failing to effectively address students' relevant needs. The implications of this study extend to practice and further research, urging faculty members to increasingly integrate multimedia elements into their teaching and develop tailored resources based on identified needs. Newly created materials should undergo practical evaluation to enhance student satisfaction and performance in linguistics studies.</span>

Introduction. The integration of AI in education has gained significant attention, and its potential to enhance teaching and learning outcomes is increasingly recognized. This study aimed to investigate whether the combination of Project-Based Learning (PBL) and artificial intelligence (AI) could improve pre-service teachers' pedagogical skills and the quality of their instructional materials. Methods. A quantitative, pre-experimental design with a one-group pretest-posttest format was employed. Thirty pre-service biology teachers participated in the study. Data were collected using a product assessment rubric to evaluate the quality of the e-worksheets created before and after the intervention. Additionally, a post-intervention questionnaire was administered to gather participants' perceptions and experiences. Paired samples t-tests were conducted to analyze the significance of the changes in e-worksheet quality. Results. The findings revealed a significant improvement in the quality of e-worksheets developed by the pre service teachers after participating in the AI-integrated PBL (M = 36.83, t = 26.33, p = .000). All aspects of the assessment covering content, design, functionality, accessibility, and technicality increased significantly (p = .000). This implied that the implementation of AI-assisted PBL enhanced pre-service teachers’ ability in developing biology e-worksheets. At the end of the class session, they also showed a very positive response (N = 30, Q = Q4) towards the experience of learning how to develop biology e-worksheets using AI. They agreed that AI-assisted PBL could enhance their creativity, problem-solving skills, and technology integration abilities. KEYWORDS Conclusion. This study highlights the potential of AI-assisted PBL as a valuable approach for enhancing pre service biology teachers’ ability to develop e-worksheets, especially in the aspects of content, design, functionality, accessibility, and technicality. This study also gives a worthy learning experience in the age of AI by conducting an AI-powered learning mode. Thus, the findings of this study imply that teacher education programs should consider the integration of AI to help biology preservice teachers master AI-enhanced pedagogy and prepare them to be technologically literate teachers in the future.

Learning Barriers and Facilitators for Medical Students in General Surgical Rotations: Insights for Students and Teachers.

Development and evaluation of a retrieval-augmented large language model framework for enhancing endodontic education.

The rapidly changing landscape of pharmacy education has led to a need for fresh and creative pedagogical strategies that bridge the gap between academic knowledge and distinct professional practice. This study explored the effects of authentic learning material (ALM) on classroom engagement, academic performance and students' prior knowledge. The instructional materials were theoretically and epistemologically positioned within the frameworks of Constructivist Learning, Situated Learning, and Bloom's Revised Taxonomy using Quasi-Experimental Design. The results indicated that pharmacy students had from very little knowledge to basic knowledge about a range of pharmacy topics. The academic performances of the students over a Prelim, a Midterm, and a Final after the use of ALMs were statistically significant (p<0.001). The classroom observations averaged a 3.02 rating in the relevant checklist category, which indicated consistent and effective delivery of the instructional material from the instructors perspective. Learners' feedback demonstrated improvements in motivation and levels of engagement, and improved levels of interpretation of complex pharmaceutical concepts. Instructors identify the pedagogical nature of the animated material, and expressed frustrations regarding access to limited internet access and having to create the content in a limited time frame. Animation-based ALMs proved to be effective tools for activating prior knowledge, enhancing competency-based learning, and promoting active classroom participation. Pharmacy colleges should consider integrating multimedia in to their curricula, educating faculty on use of digital content creation and increasing their technical infrastructure to ensure the viability of these creative teaching modalities.

Examining the effects of ARCS-based urinary catheter education on first-year nursing students' learning motivation, self-efficacy and clinical skill levels.

Background. There is a high prevalence of behavioral problems in the south-western region in Masaka district, which is attributed to the prevalence of ADHD. This region is heavily impacted by poverty and HIV/AIDS. This study explores the Participation of Learners with Attention Deficit Hyperactivity Disorder (ADHD) in Academic and Extracurricular Activities in Schools at Makindye Ssabagabo, Municipality, Wakiso district, Uganda. Methodology. The target population comprised two categories of participants, i.e., teachers and learners with attention deficit and hyperactivity disorders. A qualitative research approach, guided by a case study design, was employed in the study. Non-participant observations and Mini Focus Group Discussions were used in collecting data. The study was carried out from June 2022 to March 2023. Results. The majority of the teachers were aged between 30 and 35 years, 4 of the LADHD were aged between 12 and 16 years, and 19% of the LADHD were in the classes of Primary six to Primary seven. Findings show that these learners participate by responding to questions when asked, without internalizing the meaning. They are also assessed using examinations, but take time to complete as compared to their ordinary peers in the class, and when it comes to motivation, LADHD are not self-motivated to participate in activities. Participants do not participate and sometimes even dodge the exams completely. Conclusions. LADHD participants respond to questions in class, collecting books, leading discussions, sharing materials with others, but are also seen disrupting other friends in lessons, and show less attention. Recommendations. Teachers should adjust the time from 30minutes and 40 minutes to 1 hour and 1 hour and 30minutes in lower and upper primary, respectively, and also provide various instructional materials to cater to the varied levels of abilities of LADHD.

Topicalyty. The article explores the prospects of using the Rockerboard balance board as an innovative tool for enhancing the level of coordination abilities in dancers. An analysis of scientific and methodological literature on the role of physical preparation and, in particular, coordination in sports dancing has been conducted. Based on a sociological study (a survey of dancers and coaches, interviews with Rockerboard users), a current need for modernizing the training process and a high interest in implementing non-traditional tools were identified. The expediency of integrating the Rockerboard for the targeted development of static and dynamic balance, strengthening of stabilizer muscles, and increasing athletes' motivation for training has been substantiated. Methodological recommendations have been developed. The purpose of the study is the theoretical substantiation and practical investigation of the prospects of using the Rockerboard balance board to improve the level of coordination abilities in dancers, as well as the development of methodological recommendations for its integration into the training process. Materials and methods: Qualified dance athletes (n=28) and coaches in this sport (n=10) participated in the social study. Research methods: theoretical analysis and generalization of scientific sources and educational and methodological literature; sociological survey in the form of an online questionnaire among coaches and athletes, online interviews with active Rockerboard users; methods of mathematical statistics; visualization methods (development of video materials and schematic images). Results of the study. Methodological recommendations for the integration of the Rockerboard balance board into the training process of sports dancers have been developed and presented. The expediency of its use for improving coordination abilities and modernizing physical preparation has been substantiated. A practical toolkit for coaches has been created, which includes instructional video materials, exercise complexes, and recommendations for conducting sessions, as well as an example of associative games using the Rockerboard for children. Conclusions. The implementation of the proposed Rockerboard balance board, which is a multifunctional tool, will not only contribute to the modernization and improvement of physical preparation but also diversify the training process, which positively affects the motivation and performance of athletes. Training on the Rockerboard develops coordination, motor skills, strengthens stabilizer muscles, stimulates the vestibular system, and enhances imagination, which is critically important for dancers.

Aims: Instructional materials are essential in the teaching–learning process, yet creating interactive workbooks that sustain student engagement poses a challenge. This study developed and evaluated an interactive workbook for field study courses in teacher education using the 4D Model framework (Define, Design, Develop, Disseminate). Study design: This research used the research and development approach using the 4D Model in developing a workbook. The study is quantitative using descriptive design to evaluate and assess the acceptability of the developed workbook. Place and Duration of Study: The study was conducted in a state-run college in the northern province of the Philippines. The research was conducted within one semester or 6 months. Methodology: The study used rresearch and development (R & D) as a strategy and research methods focus on improving the process which will contribute to a well-developed outcome. The procedure R & D cycle, is consist of studying research findings pertinent to the product to be developed, developing the products based on gathered feedbacks. The research was participated by expert evaluators, like professors, teachers, and administrators to assessed the workbook’s content and design, while 150 teacher education students evaluated its acceptability. Data analysis through frequency and percentage informed material refinement. Results: Results indicated strong expert agreement that the workbook aligns with course objectives and incorporates effective interactive and experiential strategies. Students expressed high acceptance, noting the workbook’s relevance and engagement value, with recommendations for minor design improvements. Conclusion: The study concludes that the workbook is a valuable, learner-centered resource that promotes active learning and reflection. Further research is encouraged to enhance and extend its application in teacher education.

As artificial intelligence (AI) transforms the educational landscape, faculty are increasingly tasked with integrating evolving technologies into their teaching practices. A pilot program for AI-Enhanced Development of Open Educational Resources (OER) at the University of New Mexico (UNM) explored the intersection of AI, open pedagogy, and inclusive education. This faculty-centered initiative, an eight-week-long pilot program led by the College of University Libraries and Learning Sciences, aimed to support faculty in developing AI-assisted or co-created openly licensed instructional materials. Grounded in Malcolm Knowles’ Adult Learning Principles, the project combined structured instruction, independent project development, and peer feedback to enhance both technical fluency and pedagogical confidence. Participants reported marked improvements in AI literacy and a substantial increase in familiarity with OER. Faculty projects—including a chatbot featuring multiple characters/personalities for Russian language learners, a personalized learning task generator, and AI-guided case study creation—demonstrated innovation across disciplines. These tools address pedagogical challenges and promote equity, cultural relevance, and student engagement. The program highlights the capacity of academic libraries to facilitate interdisciplinary collaboration and support ethical, critical engagement with AI in higher education.

In this paper, we describe the development and preliminary assessment of ACORN Physics Tutorials, which are designed to elicit and build on common conceptual resources for understanding physics. We articulate our design principles and instructional commitments and how these bear out in the specifics of one ACORN Physics Tutorial about electric circuits. We describe preliminary results from research on the implementation of the circuits ACORN Physics Tutorials. Namely, we observe students’ sensemaking in real time as they complete worksheets; we document shifts in students’ performance and use of specific conceptual resources from pre- to postinstruction using ACORN Physics Tutorials; and we show that students generally perceive their ideas to have mattered as they work with their peers on these worksheets. We hope these results can inform instructor decision making about the appropriateness of ACORN Physics Tutorials for their local contexts.