Quality Of Instruction Research Articles

On the Quality and Validity of Course Evaluation Questionnaires Used in Tertiary Education in Greece

In compliance with national legislation, Greek tertiary education institutions assess educational quality often using a standardized anonymous questionnaire completed by students. This questionnaire aims to independently evaluate various course components, including content organization, instructor quality, facilities, infrastructure, and grading methods. Despite widespread use across universities, the questionnaire’s validity remains unexamined. This study addresses this gap by analyzing 48,000+ questionnaire responses from the University of the Peloponnese (2014–2022), encompassing 68 undergraduate and graduate programs. Confirmatory factor analyses were used to assess the quality of the questionnaire, while exploratory factor analyses were used to assess the dimensions of the tool based on the data. Both analyses reveal shortcomings: confirmatory analysis detects strong correlations between supposedly different factors, and exploratory analysis identifies dimensions inconsistent with the expected structure. These findings question the questionnaire’s quality and the validity of drawn conclusions, while additionally identifying opportunities for reducing the number of questions, which can contribute to increased questionnaire submission rates. Given its common use across Greek universities and its influence on shaping courses, urgent redesigning of the questionnaire for tertiary education evaluation is recommended.

Enhancing IoT Security in Russian Language Teaching: A Improved BPNN and Blockchain-Based Approach for Privacy and Access Control

Russian language instruction emerges as a pivotal course in tertiary education, necessitating novel approaches to maintain instructional quality and efficacy. This study introduces a novel approach to Russian language teaching that combines the robustness of Machine Learning with the security framework of Blockchain technology and is tailored to the unique needs of the Internet of Things (IoT) environment. At its core, the study creates an advanced back-propagation deep neural network enriched with a deep noise-reducing auto-encoder and a support vector machine to improve privacy and access control in IoT-based educational platforms. The proposed model employs a polynomial kernel function and a one-error penalty factor in a single hidden layer, resulting in a system that is not only efficient in handling small-scale data samples but also adept at processing larger data volumes, a common scenario in IoT settings. This design effectively overcomes the problems of overfitting and slow convergence that are common in traditional models. Furthermore, the incorporation of blockchain technology ensures a decentralized and secure data handling framework, reinforcing the privacy and access control aspects that are critical in the digital education domain. The combination of these technologies yields a more rational, scientifically based evaluation system, propelling the standardization and enhancement of Russian language instruction forward. This method not only improves language teaching quality, but it also paves the way for more secure, scalable, and efficient IoT applications in educational settings.

CHALLENGES OF ELEMENTARY TEACHERS IN TEACHING ENGLISH: INSTRUCTIONAL SUPERVISION AND PEDAGOGICAL PRACTICES IN FOCUS

The main purpose of this study is to discover the instructional supervision and pedagogical practices as major strategies used by teachers who are currently teaching in the elementary schools. This study will focus on the commitment of the teachers to teaching elementary students and how they boost perseverance in achieving their goals in teaching English. The decreasing number of students and increasing accountability to the public challenge in the Philippines is the sustainable development of schools. Schools must provide quality education to attract students and maintain their brand. For sustainable development, leaders are expected to strengthen the professional competency of teachers and staff, formulate strategic plans, and build collaborative relationships with external parties to manage change. Principals, as instructional leaders, are primarily responsible for promoting effective teaching implementation. Effective principals continually engage teachers in instructional dialog and reflective practices to ensure that they are thoroughly equipped to improve student performance. Effective principals are aware of the varied instructional strategies that directly or indirectly improve teachers professional development. When teachers are not well supervised, effectiveness in instruction will be adversely affected and the instructional purposes may not be well realized. Negligence in the improvement of instruction through improper instructional supervisory practices by school heads may go on without being detected. This may lead to low quality of instruction and invariably teachers lack of commitment to their job. KEYWORDS: Instructional supervision, pedagogical practices, challenges, elementary teacher

An analytical model of college students' self-assessed satisfaction with the effectiveness of online learning: a structural equation model integrating LICE and S-O-R models.

Nowadays, e-learning significantly affects college students' academic life. This study aims to examine the factors that influence college students' satisfaction with online learning outcomes. The study population consisted of undergraduate students from Dalian Medical University, with a total of 715 college students participating in the study. Out of these participants, 602 valid questionnaires were obtained. Demographic data was analyzed using SPSS.22, and the data was cleaned and prepared for testing the research hypotheses. The proposed research framework was examined using structural equation modeling (SEM) through Smart-PLS 3.0. The results of the study showed that student satisfaction with learning outcomes was positively correlated with several factors: quality of teacher instruction (β = 0.100, p < 0.0001), quality of e-learning platforms (β = 0.059, p < 0.0001), individual learner factors such as learning motivation (β = 0.112, p < 0.001), and e-learning environment (β = 0.469, p < 0.001). Additionally, self-learning efficacy (β = 0.081, p < 0.0001), learning strategies (β = 0.031, p < 0.001), and learning motivation (β = 0.039, p < 0.001) were found to have mediating effects. Understanding the satisfaction of college students with the effect of e-learning holds great significance in coping with teaching methods in unexpected situations. It enables adjustments to teaching strategies, improvements to learning platforms, and mobilization of students' motivation. Thus, it serves as a valuable reference in addressing unexpected teaching scenarios.

Unlocking Teacher Professional Performance: Exploring Teaching Creativity in Transmitting Digital Literacy, Grit, and Instructional Quality

Schools need teachers’ professional performance to ensure the quality of educational output. Therefore, this research explores teachers’ professional performance based on digital literacy, grit, and instructional quality mediated by teaching creativity. The research participants are 465 junior- and high-school teachers in Indonesia. Structural equation modeling (SEM) is utilized in the data analysis, along with common method bias and correlational and descriptive analyses. The results show a significant relationship between digital literacy, grit, and instructional quality and teaching creativity and teacher professional performance. Teaching creativity also has a significant relationship with teachers’ professional performance and mediates the influence of digital literacy, grit, and instructional quality on teachers’ professional performance. This finding promotes a new empirical model of the causal relationship between digital literacy, grit, instructional quality, and teacher professional performance through teaching creativity. Consequently, it is proposed that teaching creativity, grit, digital literacy, and high-quality instruction can all improve teachers’ professional performance. Therefore, in order to advance teachers’ professional performance in the future, practitioners and researchers should discuss, modify, and possibly even adopt the new empirical model.

Remote teaching as the catalyst for change in teaching values and practices: experiences of instructors within one chemistry department during the COVID-19 pandemic

This study examines the unique challenges and transformations in higher education instruction during the COVID-19 pandemic, focusing on a strategic response from one chemistry department. The COVID-19 pandemic created many obstacles to providing quality instruction. To support chemistry instructors during the challenging transition to remote teaching, the leadership within one chemistry department created an initiative to ease feelings of isolation and support instructors in undergraduate teaching. Within this manuscript, we triangulate recordings of instructors’ discussions about remote teaching, course syllabi, and open-ended surveys to understand the teaching experiences of the instructors within this department during the COVID-19 pandemic. Our findings expose various points of tension instructors faced and demonstrate how the pandemic and the departmental initiative changed instructors’ teaching values. Despite the unfortunate context of the pandemic, these data reveal how this department-wide initiative has impacted the instructors and the department’s climate around teaching, which underscores the importance of collaborative efforts in navigating unprecedented educational challenges.

Differential instructional qualities despite equal tasks: Relevance of school contexts for subdomains of cognitive demands

Cognitive demand is a crucial dimension of instructional quality. Its heterogenous operationalizations call for refined investigations, with respect to discursive richness (generic conceptualizations) and conceptual richness (subject-related conceptualizations). Considering not only teachers’ intended cognitive activation (operationalized, e.g., by tasks), but also the enacted activation and individual students’ participation as realized in the interaction, raises the question of how far the interaction quality is associated with students’ prerequisites, school context, and class composition. In this paper, we present a video study of leader-led small-group instruction (in 49 groups of 3–6 middle school students each) with the same fraction tasks, so that differences in interaction quality can be scrutinized in generic and subject-related conceptualizations. In spite of equal task quality, large differences occurred in interaction quality across heterogenous class compositions. The regression analyses revealed that the enacted activation and individual participation were significantly associated with the school context (of higher-tracked and lower-tracked schools), but much less with individual learning prerequisites. These findings reveal the need to capture students’ collective and individual engagement in cognitive demands in the interaction and in generic and subject-related conceptualizations and to systematically investigate their association with class composition.

Massive Open Online Course (MOOCs) English Courses Based On Hamiltonian Deep Neural Network

Numerous researchers are now concentrating on the English course on intercultural communication. Notwithstanding, these courses encounter several obstacles, including student variations in traditional English for cross-cultural instruction, developing students' cross-cultural communication skills, and improving the quality of instruction. To overcome these problems, in this manuscript, a Hamiltonian deep neural network (NN) approach is proposed for improving the teaching quality of massive open online course (MOOCs) based English course. Initially, data is given from English-language massive open online courses (MOOCs) teaching adult basic life support (ABLS) dataset. Afterward the data is fed to Switching Hierarchical Gaussian Filter. The pre-processing output is provided to the Hamiltonian Deep Neural Network (HDNN) used to improve the teaching quality of MOOC English course. The learnable of the optimized is using Coati Optimization Algorithm (COA). The proposed technique is executed in Python and the effectiveness of the proposed MOOCEC-HDNN method is improved by using various performances evaluating metrics like, teaching Efficiency, Robustness Gain, teaching quality and system Efficiency are analysed. The proposed MOOCEC-HDNN method is shows the higher teaching efficiency of 78%, Robustness Gain of 28dB and teaching quality 68% while comparing other existing methods such as massive open online course (MOOCs) based English course based on Gannet algorithm and Neural Network (MOOCEC-GA-NN), MOOCs based English course based on K-modes algorithm and Neural Network (MOOCEC-KMA-NN) and MOOCs based English course based on Conventional Neural Network (MOOCEC-CNN), respectively.

Classroom Management Effectiveness Assessment Model of English Teaching Based on Gustafson-Kessel Clustering Based Takagi-Sugeno Fuzzy Model with Wild Geese Algorithm

The classroom's evaluation of the teaching effect English has a demanding workload, complex statistics, among other factors. The assessment of classroom instruction quality plays a crucial role in creating a supportive environment that encourages and guides the improvement of university administration and services, as well as in igniting teacher enthusiasm, boosting their efficacy as teachers, and raising the standard of talent development. Strong ambiguity, fuzziness, and inexactness are the main questions that come up while thinking about the case of teaching quality evaluation. The Gustafson - Kessel Clustering Based Takagi-Sugeno Fuzzy (GK-TSF) model along with wild geese algorithm (GKTSF-WGA) method is proposed for classify the skills, attitudes, and verbal, classifications to improve the above issues. Initially, the data’s are gathered via the dataset of teaching assistant evaluation dataset. Afterward, the data’s are fed to pre-processing. In pre-processing segment; it removes the noise and enhances the input data’s utilizing adaptive robust cubature kalman filtering. The feature extraction section receives the output of the preprocessing. Fluency is extracted as a feature using the One - dimensional quantum integer wavelet S-transform in this case. After that, the extracted features are given to the GK-TSF model with wild geese algorithm for effectively classify skills, attitudes, and verbal. The proposed ET-GKTSF-WGA approach is implemented in MATLAB. The proposed ET-GKTSF-WGA method attains 23.05%, 28.95%, and 26.56% higher accuracy for skills; 23.12%, 25.43%, and 27.45%, higher accuracy for attitudes; 25.86%, 27.73%, and 21.04%, higher accuracy for verbal. The computational time performance of the proposed method attains 70.85%, 45.7%, 60.12%, and 35.34%, lower computation. The proposed ET-GKTSF-WGA method is in contrast to the current techniques like ET-FCE, ET-q-ROFs, and ET-K-MC, respectively.

PROFESIONALITAS GURU PENDIDIKAN AGAMA ISLAM DALAM MENINGKATKAN PRESTASI BELAJAR SISWA DI MA AL KHOIRIYAH KERPANGAN LECES PROBOLINGGO

study aims to reveal the professionalism of Muslim teachers and their influence on students' learning outcomes in MA Al-Khoiriyah schools. Using a qualitative approach, data were collected through classroom observations, teacher interviews, and document analysis. These results highlight the importance of academic background, subject mastery, and technology integration in improving the quality of education. The results also show that collaboration among teachers and support from government and schools play an important role in creating a professional learning environment. Teachers with appropriate teaching qualifications tend to provide higher quality instruction, and their overall mastery of the subject matter influences student understanding. Technology integration and innovative teaching methods were identified as key factors to increase student engagement. Moreover, cooperation and exchange of experiences among teachers is an effective way to improve teaching skills. Government and school support, including the provision of resources, training and support, has been shown to play an important role in promoting the professional development of Islamic teachers. A supportive work environment and incentives for good performance motivate teachers. The results of this study provide an in-depth understanding of the factors that influence the professionalism of Islamic teachers and their impact on the learning success of students at MA Al-Khoiriyah. Recommendations based on these findings include improving teaching skills, developing innovative teaching methods, and increasing collaboration among teachers. It is hoped that the implementation of these recommendations will positively contribute to improving the quality of Islamic religious education at madrasa level and more broadly in Indonesia.

What Environments Support Reading Growth Among Current Compared With Former Reading Intervention Recipients? A Multilevel Analysis of Students and Their Schools.

School context can shape relative intervention response in myriad ways due to factors, such as instructional quality, resource allocation, peer effects, and correlations between the school context and characteristics of enrolled students (e.g., higher-poverty students attending higher-poverty schools). In the current study, we used data from 16,000 Grade 3 students in a community-based supplemental reading intervention program to investigate the degree to which school context factors (percentage eligible for free/reduced-price lunch [FRPL], school-level achievement) relate to the differences in triannual reading fluency growth rates between students actively receiving supplemental intervention (active recipients) and those that formerly received intervention (and therefore only received general class instruction at this time; former recipients). Using Bayesian multilevel modeling, our findings indicate that school-level FRPL eligibility played a more prominent factor in growth rate differences between these two groups than school-level reading achievement. However, school-level reading achievement was much more strongly related to reading fluency differences between active and former intervention recipients at the beginning of the school year (when controlling for FRPL). Implications for investigating school-level heterogeneity in intervention response and sustainability are discussed.

The Lack of High-quality Educational Resources about Adhesive Capsulitis on YouTube.

Objective The advent of the Internet has provided new, easily accessible resources for patients seeking additional health information. Many doctors and healthcare organizations post informative videos on this platform, and nearly all patients are looking for videos online for a second opinion. Methods The phrases "frozen shoulder," "frozen shoulder treatment," "adhesive" capsulitis, and "adhesive capsulitis treatment" were entered into YouTube's search bar for a normal inquiry. The informativeness and overall quality of the adhesive capsulitis videos were rated using three separate scales. Results The mean and standard deviation values of the scoring systems were JAMA 1.25 ± 0.51, DISCERN 39.4 ± 13.4, GQS 2.83 ± 0.96 and ACSS 7.43 ± 4.86, respectively. Number of views, rate of views, and likes all had a positive correlation with Global Quality Score (GQS), as did DISCERN and ACSS. There was no statistically significant difference between the median JAMA, GQS score and Discern Criteria values according to the video source/uploader (p > 0.05). Conclusion YouTube videos on adhesive capsulitis, thus, need to be of higher quality, reliability, and instructive quality. There is a need for reliable videos about adhesive capsulitis, with instructional and high-quality cited.

Optimize Artificial Intelligence Language Model Use in Medical Board Exams: Insights from Instruction Quality and Domain Context Analysis

Optimize Artificial Intelligence Language Model Use in Medical Board Exams: Insights from Instruction Quality and Domain Context Analysis

Examining teachers’ readiness and perception on distance EFL learning in Taiwanese secondary education

This study assessed the readiness and perceptions of 215 secondary school teachers in Taiwan regarding distance English as a foreign language (EFL) learning. Data collection encompassed survey questionnaires, which were refined based on a pilot study. The responses underwent analysis using descriptive statistics, one-way ANOVA, and the Pearson correlation coefficient in the most recent iteration of SPSS. In addition, content analysis was conducted on follow-up interviews. The findings indicated a noteworthy degree of readiness among teachers for distance EFL learning, nonetheless the challenges arising from the abrupt transition to distance education during the COVID-19 pandemic. While teachers exhibited confidence in their ability to navigate EFL distance learning, they also accentuated the necessity for specialized training and institutional support to effectively manage its demands. Despite their preference for traditional in-person classes, teachers acknowledged the importance of ongoing support and training to enhance the quality of instruction in digital EFL learning contexts, emphasizing the need for continuous development in this newly developed teaching trend to align with evolving educational landscapes.

The Teaching Interns' Use of Kinesics as Non-verbal Communication in the Classroom

This study investigates the use of non-verbal communication, particularly kinesic behavior, by teaching interns during classroom instruction. The primary participants in this study are fourth-year teaching interns during the academic year 2022-2023 at a private higher education institution in Pagadian City, Philippines. The research approach employed is a case study with a qualitative methodology. The objective of this study is to examine the utilization of kinesics as a non-verbal communication tool by teaching interns in their interactions with students. It seeks to understand how teaching interns commonly employ kinesics and its perceived impact on students. Data for this study were gathered from various sources, including interviews conducted with ten teaching interns, feedback from three cooperating teachers, and insights from two students of the research participants. The findings indicate that the use of kinesics is beneficial for teaching interns. The incorporation of kinesics, such as postures, gestures, eye contact, and facial expressions, has created a dynamic classroom atmosphere and heightened students' engagement and the overall quality of instruction. It has positively influenced students' academic performance, leading to improved results and enhanced classroom behavior. Consequently, the integration of kinesics in the classroom supports effective communication between teaching interns and their students, resulting in clear and conducive instructional environments for learning.

Enhancing educational excellence: An analysis of teacher capacity building and its impact on instructional delivery in public secondary Schools in Kenya

This study investigates the relationship between teacher capacity building, instructional delivery, and effectiveness in public secondary schools. Utilizing the descriptive survey methodology, data were collected from 400 teachers in Embu and Tharaka-Nithi Counties, Kenya. A survey questionnaire was used for data collection, whereby the efficacy of instructional delivery was assessed through a Likert-scale survey consisting of 17 items. Demographic information highlighted the diverse composition of the teaching workforce, with varying age groups, educational qualifications, and work experience. The study explored teachers' participation in professional development programs, revealing substantial engagement in subject-specific training among other capacity building programs. Findings indicated high agreement among teachers on statements related to syllabus completion, assignment design aligned with objectives, and regular collaboration with colleagues. Some areas for potential improvement were identified, including the incorporation of student questions to guide lessons, ensuring adequate instructional materials, and integrating higher-order thinking strategies. Capacity building was found to have a significant influence on the effectiveness of teachers in instructional delivery, whereby teachers who had attended more courses obtained higher means scores in instructional delivery than those who had attended fewer or no courses. The study contributes to the understanding of teacher capacity development's impact on instructional practices and effectiveness. The findings underscore the importance of ongoing professional development tailored to teachers' needs, emphasizing collaborative strategies and resource provision. Policymakers, educational administrators, and teachers can leverage these insights to inform targeted interventions that enhance the overall quality of instruction in Kenyan public secondary schools.

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

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

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

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

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

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

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

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