Instructional Planning Research Articles

Investigating the effect of instruction designed according to the ARCS model enriched with web 2.0 tools on students' mathematics achievement and motivation

This study aimed to investigate the effect of instruction designed according to the ARCS model enriched with Web 2.0 tools on the mathematics achievement and motivation of secondary school students and to examine student opinions regarding the applied instruction process. A mixed-methods approach was employed in the study since both quantitative and qualitative data were collected. To support quantitative data with qualitative data, a sequential explanatory design was chosen from mixed-methods designs. The research was conducted in the 2022–2023 academic year with the participation of 40 7th grade students enrolled in a public school in Niğde province. The research process was planned for 10 weeks, including a pretest administration in the first week, an eight-week intervention, and a posttest administration in the last week. In the experimental group, a mathematics instruction plan designed according to the ARCS model enriched with Web 2.0 tools was implemented, while in the control group, only the existing mathematics instruction plan was implemented. Quantitative data were collected using the ratio, proportion and percentage achievement tests and the mathematics motivation scale. Qualitative data were collected through focus group interviews with experimental group students. Data analysis was conducted, which included independent samples t-tests, paired samples t-tests, MANOVAs, and content analysis. The findings obtained from this study revealed that teaching with the ARCS model enriched with Web 2.0 tools had a positive effect on students' academic achievement. When the sub-dimensions of motivation were analyzed, no significant difference was found between the groups in the posttest motivation scores, but most of the participant students in the focus group interviews expressed positive opinions about the process and mentioned the effectiveness of the process. This study provides important information about the effectiveness of integrating Web 2.0 tools into the ARCS model in secondary school mathematics education in terms of the effectiveness of the teaching process and its contributions to students' achievement.

노인의 인지기능 저하 예방을 위한 청각 집중력 게임 개발에 관한 연구

The purpose of this study is to develop an auditory concentration game to prevent cognitive decline in the elderly. Previous studies have identified that hearing loss affects cognitive function due to the process of aging, and it has been confirmed that it is necessary to prevent this. Accordingly, based on Keller's (2013) ARCS model, an auditory concentration game was developed to prevent cognitive decline in the elderly with advice from two board game developers and an education expert. The auditory concentration game is, first, a card image and sound source that consider the emotions of the elderly with the goal of maintaining and improving cognitive function of the elderly. Through the auditory concentration game, interest and motivation for the prevention of cognitive decline were induced through the auditory concentration game, and the will to prevent dementia was promoted to improve cognitive function. Second, the stage of game development was reorganized into ideas and concept planning → category and mechanism → game rule production → game design and component production → game test five-step procedure, and it was produced with images and sound source considering the emotions of the elderly. Third, the sound source is significant in that it can be recorded in consideration of the emotions of the elderly and enjoyed various game methods, and can be applied to the cognitive program of the elderly by adjusting the difficulty of the game. Based on this study, the following studies are needed in subsequent studies. First, since it was developed as an auditory concentration game to prevent cognitive decline in the elderly, it is necessary to analyze whether it has an effect on the improvement of cognitive function. Second, it is necessary to analyze the correlation or difference because it was targeted at the entire elderly regardless of gender. Third, it is necessary to develop a specific instructional plan that can be used for the cognitive program of the elderly, and it is expected to be used as a cognitive program for the elderly such as senior citizen centers after supplementing and modifying the currently developed auditory concentration game to produce a complete game.

Effectiveness of Acceptance and Commitment Based Group Therapy with the Islamic Approach on Diabetes Control and Increasing Self-Care Behaviors in Patients with Type II Diabetes in Yazd province.

Objective: The purpose of this study was to investigate the effectiveness of acceptance and commitment based group therapy (ACT) with the Islamic approach to diabetes control, increasing self-care behaviors in patients with type II diabetes mellitus (T2DM) referent to the Yazd Diabetes Research Center.
 Materials and Methods: The study method was semi experimental with control group. For this purpose, 40 diabetic patients were randomly divided into two experimental and control groups. The study was in Yazd diabetes research center. The purposeful sampling method was done. So, all of the patients did the A1C hemoglobin test, and completed the self-care questionnaire for diabetic patients (SDSCA). Then, the experimental group received ACT with an Islamic approach during 16 weeks. The population of both groups performed the A1C Hemoglobin test and completed the self-care questionnaire again after performing the instructional plan. In this research, the covariance analysis test was done to analyze the results.
 Results: The findings of the research showed that ACT group therapy with an Islamic approach effects on HbA1c decreasing (P: 0.001) and self-care behaviors improvement (P: 0.001) in T2DM patients.
 Conclusion: This study showed that the treatment group based on commitment resulted in a significant reduction of HbA1 and a significant increase in self-care activities in patients with T2DM.

Effectiveness of Acceptance and Commitment Group Therapy with the Islamic Approach to Reduce Anxiety and Depression in Type II Diabetes People in Yazd

Objective: The purpose of this study was to investigate the effectiveness of acceptance and commitment based group therapy (ACT) with the Islamic approach to reduce anxiety and depression in patients with type II diabetes referent to the Yazd Diabetes Research Center.
 Materials and Methods: The study method was the semi experimental. Forty diabetic patients were simple randomly divided into two equal experimental and control groups. The study was done in the patients referent to the Yazd diabetes center (n= 5000), using a purposeful sampling method. So, all of the patients did completed the beck anxiety (BAI) and depression (BDI-II) questionnaire for diabetic patients. Then, the experimental group received ACT with an Islamic approach every other week during 16 weeks and 120 minutes for each time, and the control group continued their normal plan. The population of both groups performed the anxiety (BAI) and depression (BDI-II) questionnaire again after performing the instructional plan.
 Results: In this research, the covariance analysis test was used to analyze the results. The findings of the research showed that ACT with an Islamic approach effects on the anxiety (P: 0.001) and depression (P: 0.001) in type II diabetes people.
 Conclusion: The results showed that ACT with Islamic approach is effective on reducing anxiety rate and depression of type 2 diabetic people. Scores of post-test confirmed the effect of treatment method ACT with Islamic approach on reducing of anxiety and depression rate.

Development of Didactical Design Concepts of Areas of Squares and Rectangles Assisted by Geogebra in Middle School

The comprehension of overarching principles in texts for elementary and junior high school is deficient. The objective of this study is to create an instructional plan for understanding the notion of square and rectangular regions using GeoGebra as a tool. This study employs a didactical design research methodology with a descriptive-qualitative approach. The didactic design discussed in this study pertains to the acquisition of knowledge regarding square and rectangular regions in junior high school. The study was carried out in a public junior high school located in Sungai Raya Kubu Raya. The data sources consist of primary and secondary data. Primary data is collected firsthand from sources in the field, directly from the research subject. The data is derived from test results and observations of eighth-grade students and mathematics teachers, which serve as the foundation for the development of didactical design. The secondary data consists of a literature review, which is derived from relevant literature sources that provide support or relevance to this publication, such as earlier research. The findings revealed that students had difficulties mostly in identifying flat shapes, calculating the area of squares and rectangles, understanding the correlation between square and rectangular areas, and utilising the notion of square and rectangular areas to solve problems. This learning impediment is surmounted by implementing a didactic design. The resulting didactic design incorporates the utilisation of GeoGebra software to address and overcome students' learning hurdles in the context of square and rectangular materials, with a focus on problem-solving.

TEACHERS’ PROFESSIONAL SKILLS AND THEIR CORRESPONDING SCHOOL CLIMATES: A COMPARATIVE ANALYSIS OF PROFESSIONALLY QUALIFIED AND NON-QUALIFIED TEACHERS

This research study gives a comparative analysis of professionally qualified and non-qualified teachers (PNQTs) regarding their professional skills and their relevant school climates. The quantitative, causal-comparative design was suitable to determine professional qualification as a cause of varying school climates. The data was collected from 112 teachers (56 PQT and 56 PNQT) and their 224 students from public schools of Punjab province. One observation sheet to measure teachers’ professional skills and one questionnaire on the Likert scale were developed to measure school climates. The observation sheet was derived from National Professional Standards for Teachers (NPSTs) in Pakistan and school climate was based on four domains given by Wang and Degol (2016). These instruments were validated by calculating CVI and reliability was ensured to greater than 0.7 Cronbach Alpha. Descriptive (Mean, SD) and inferential statistics (t-test and correlation) were employed for data analysis. The results revealed PQTs exhibit better skills under seven delimited standards of NPSTs including subject matter knowledge, human growth and development, Islamic and ethical practice, instructional planning, assessment, learning environment, and collaboration in schools than PNQTs. However, diversity has been found in the skills and school climates of PNQTs indicating a varying effect of professional qualification. There is enough empirical evidence that professional education may be a pre-requisite for teachers’ appointments in Punjab School Education Department.

Thinking ‘out of the box’ When Designing Formative Assessment Activities for the E-Portfolio

E-Portfolios of on-line scholars are integral to instructional planning and the design of authentic, engaging, and active tutoring for periodic self/peer-and-instructor formative assessments. In addition, the formative assessment in open distance and e-learning (ODeL) is meant to provide and facilitate contact, support, and structure to the learning experiences of students who are often unfamiliar and alienated by the distance learning experience. Previous research has focused on formative assessment strategies, results, and feedback in distance learning, but little has been studied on how to design suitable formative assessment activities in this format. This article, therefore, presents findings of how lecturers can the design a formative assessment for e-portfolio activities for online learning. Ten lecturer participants were purposively sampled from three colleges within the ODeL university. These semi-structured interviews, together with an e-portfolio checklist formed the basis for the interpretative analysis of how formative assessment activities are designed for the e-portfolios. The lecturers are guided by the student’s learning outcomes and use sequential activities for students to do via the e-portfolio. This, therefore, involves the lecturer’s consideration of graded and non-graded formative assessment activities of individual and group work e-portfolios to provide evidence and make judgments about each student’s progress. This study’s findings emphasize the importance of designing formative assessment activities to help students learn the content and develop their understanding which further deepens their knowledge and acquisition of the module outcomes. The research shows that the benefits of optimal student engagement, performance, and learning are the result of the creative design of formative assessment activities.

예비영어교사의 평가 전문성 신장 지도 방안

Objectives Given the necessity and importance of improving the pre-service English teachers’ assessing ex-pertise, this study was to propose an instruction for improving their assessing expertise through process-based assessment, to conduct the instruction to them, and to examine their perceptions of it.
 Methods For this purpose, based on the literature on assessment theory and process-based assessment, an in-struction plan for improving assessing expertise through process-based assessment was devised. This was con-ducted on 20 pre-service English teachers at a university in Seoul in the second semester of 2022, and their per-ceptions of the instruction were analyzed through self-assessment, self-reflection reports, and a questionnaire survey.
 Results As for the instruction, six types of process-based assessing methods were used to organically link teach-ing, learning, and assessment throughout the semester, to manage the learner-centered class, and to provide them with individual feedback. As a result, the prospective English teachers were found to perceive that their as-sessing expertise was changed and developed in various aspects.
 Conclusions This study revealed that compared to the instruction through product-based assessment, focusing on paper-and-pencil tests, the suggested instruction was conducive to developing the prospective teachers’ knowledge, skills, and attitude toward the assessment field. Therefore, it was concluded that the instruction through process-based assessment could be a way to enhance prospective English teachers’ assessing ex-pertise and related research should continue to be conducted in the future.

Learning the Learning Stages: An Examination of an Online Module for Training Pre-service Teachers

Teachers of students with disabilities require a vast set of knowledge and skills for effective practice. While preparation programs provide a broad array of content and experiences through course work and guided practice, the wide scope of knowledge and skills required for beginning teachers, in conjunction with increased accessibility to online learning tools, creates an opportunity to enhance and augment teacher education beyond traditional delivery. We investigated an online module using practice-based videos with embedded training and assessment on learning stages in special education. We assessed the skills of pre-service students from three universities in the United States and Canada before and after online training in the stages of learning, specifically in self-appraisal and accuracy of identification related to instructional planning and assessment. Participants’ high self-assessment of their knowledge and skills did not match their skills in identifying the learning stages or appropriate instructional approaches.

The relationship between English language proficiency and academic performance among English learners: A subgroup analysis by home language background

In U.S. K-12 public education, states' English language proficiency (ELP) standards and assessments have undergone changes in their content to correspond to the language demands of new academic content-area standards (e.g., Common Core State Standards). However, empirical investigations about how English learner (EL) students perform on the new assessments are limited despite the continued use of ELP assessments for making various decisions about students' academic paths. Addressing this gap, this study focused on criterion-related validity evidence by examining the relationship between ELP and content assessment performances of fifth-grade EL students in one state. We examined all EL students and EL home language subgroups. The results suggest that the ELP Reading subdomain was a significant predictor of content assessment scores in English language arts and mathematics; however, the patterns and magnitude of ELP and content relationship differed across different home language groups. Implications for practice, policy, and research are discussed. Educational relevance statementStates' standards-based ELP assessments play a vital role in making decisions about individual EL students' academic paths as well as in school planning for resources and instruction for EL students. The findings of the present study provide important validity evidence to support the intended use of ELP assessments. The study also underscores the importance of investigating within group variations, as the EL group is tremendously heterogenous in terms of their cultural and linguistic backgrounds, socioeconomic status, length of U.S. residence, and formal schooling experience. The results of the study shed light on a more nuanced understanding of the relationship between ELP and the academic performance of EL students from different home language backgrounds.

Using coaching and mentoring supervision of lesson study to enhance classroom research competencies: a multi-case study

PurposeThe purpose of this paper is to explore the coaching and mentoring supervision of the Lesson Study to enhance preservice mathematics teachers' research competencies.Design/methodology/approachThe researcher employed a multi-case study design to describe the internship experiences of practicing coaching and mentoring supervision while preservice teachers engaged in Lesson Study. A total of six preservice teachers were the samples, and they were teaching six lessons. A classroom observation evaluation form was used to collect data from 60 observers, with a proportion of 10 observers to each sample to assess and provide feedback on the samples' research competencies. This was followed by 12 individual, semi-structured interviews using interview protocol. The participants included 60 Lesson Study group members and six mentors from the three research schools, together with the samples' internship advisors from Suratthani Rajabhat University, totaling to 72 assessors. Data were examined using the thematic analysis method.FindingsThe results of 60 observation evaluations revealed that coaching and mentoring supervision of Lesson Study can develop samples' research competencies in four capabilities, namely, instructional planning, classroom management, instructional delivery and professional development. The 12 interview results indicated that the six samples' research competencies were improved in these four aspects, namely, data collection and analysis, collaboration, reflection and pedagogical content knowledge.Practical implicationsMentoring and coaching supervision of Lesson Study holds great potential for collaborative professional development and continuous improvement of mathematics teachers' research competencies.Originality/valueThis article suggests meaningful professional benefits of participation in mentoring and coaching supervision.

Enhancing learners' self‐efficacy to support L2 motivation: The need for strengths analysis

AbstractMany second language pedagogy experts recommend that curricular and instructional planning should begin with needs analysis. Few, however, recommend assessing students' strengths, and those that do seem not to consider learners' strengths to be integral to planning or instruction. Teacher preparation programs and materials that foreground needs analysis while unintentionally marginalizing students' assets might lead teachers to develop a deficit perspective (see Hertzog, 2011), perhaps even leading them to see learners as problems and engender in students a “deficit ESL identity” (Marshall, 2009, p. 51). This article seeks to rectify this imbalance by reporting the results of a case study in which an adult learner's nonscholastic strengths were identified and then foregrounded during instruction to help encourage and reinforce their developing sense of L2 self‐efficacy. The results suggest that systematic analysis and reminders of learners' nonscholastic strengths and successes can have powerful effects on learners' L2 self‐efficacy beliefs, thereby building and sustaining momentum in the face of language learning obstacles and threats to motivation. The study also has implications for teacher educators in that preparing teachers to focus on learners' assets prior to and during instruction could enhance teachers' understanding of and expectations for their students.

Arts integrated historical empathy: Preservice teachers’ engagement with pluralistic lived experiences and efforts toward instructional application

ABSTRACT From a sociocultural perspective, historical empathy emphasizes the reconstruction of perspectives and experiences needed to understand historical figures’ actions and lived experiences. Yet, historical evidence that informs pluralistic lived experiences may often be lacking. Arts integration, which simultaneously draws upon artistic and disciplinary practices, may be a promising avenue for informing engagement in historical empathy by harnessing the humanizing power of art. This descriptive case study explored that possibility by examining Arts Integrated Historical Empathy’s (AIHE) capacity for informing preservice social studies teachers’ (PSTs) pluralistic engagement with historical figures’ lived experiences and their subsequent efforts toward instructional planning for the secondary classroom. Analysis of recorded discussions, work products, written reflections, interviews, and the PSTs’ instructional planning revealed that arts integration added a sense of realism to historical figures’ contextually specific circumstances, fostered reflexive connections to historical figures’ perspectives and affective responses, and promoted pluralistic engagement with historical figures’ socioculturally situated perspectives. Moreover, the creation process embedded in AIHE played a crucial role in promoting engagement and display of historical empathy. However, despite recognizing and reflecting on these affordances, the PSTs struggled to plan inquiries that balanced disciplinary and artistic priorities to take advantage of AIHE’s mutually reinforcing elements.

Evoking Challenges Associated with the Newness of Teaching: A Collaborative Self-Study of Teacher Educators Forced Online During the Pandemic

ABSTRACT This article reports on how four faculty self-study learning group members reexperienced the newness of teaching when forced to move online because of the COVID-19 pandemic. As a collaborative self-study of experienced teacher educators, we explored our abrupt transitions in teaching over one year through journal entries and individual interviews about our experiences. To better inform and contextualize our analysis, data on our teaching was considered in relation to the PDE 430, an evaluative tool used in our state for assessing both professional employees in PK-12 and the quality of teacher preparation programs. Based on the categories of professional practice reflected in the PDE 430, the findings of our study reveal the various ways in which we struggled to plan for instruction, manage the classroom, deliver instruction, and embody professionalism in our new teaching context. By analyzing these experiences as beginners in the specific context of teaching online, we highlight the importance of developing empathy with teacher candidates, staying current in our fields, and being willing to share our vulnerabilities and uncertainties.

Developing a Hypothetical Learning Trajectory with Problem-Based Learning and a Learning Medium for Middle School

A teacher must consider the learning trajectory that will emerge during the learning process while designing an instructional plan. In mathematics, the degree to which students comprehend the learning context the teacher applies indicates the teacher's ability to construct a learning framework. This study aims to design the Hypothetical Learning Trajectory (HLT) for learning linear equations in two variables using the graphical method, problem-based learning, and the WolframAlpha application (as a learning medium). The design research methodology was used to construct the HLT design. This study begins with interviews with teachers who have taught similar material and students who have received this learning material. The findings from these interviews serve as the foundation for this research. As a result, this study provided an HLT design employing the graphical method for teaching mathematics in middle schools. It was discovered that the order in which students solved problems on the HLT corresponded to their cognitive states. Using the proposed learning trajectory design, students will find it less scary to advance through the current mathematical learning stages. Students might follow each procedural step without teacher pressure using this method. The developed learning strategy is expected to be able to solve the provided mathematical problem. Moreover, this HLT design indicates that the contextual qualities of the problem-based learning model make it best suited for relevant material.

Exploring Innovative Teaching Strategies of the Singapore English Language Curriculum: A Learning Experience of Lesson Study

The innovative teaching strategies employed within the context of Singapore's educational framework have been judiciously applied to enhance and enrich the English Language Curriculum. These have been strategically integrated into the pedagogical landscape of English language education. By infusing the English Language Curriculum with these innovative teaching strategies, educators and learners alike have been afforded a dynamic and progressive educational experience that transcends traditional paradigms. This study was conducted in a lesson study. The conducted Lesson Study unfolded across a meticulously orchestrated tripartite framework encompassing distinct research stages: training, instructional planning, and lesson observation. Initially, the data were subjected to a process of "open coding," as per the methodological tenets. Subsequently, a process of categorical organization ensued, wherein the data were systematically sorted into discrete categories. The finding showed that The intricate interplay between lesson study and curriculum innovation has unfolded as a symphonic harmonization that bridges the theoretical constructs of education with the practical realm of pedagogical implementation, immersing itself deeply within the crucible of the classroom.

Development of Problem-Solving Skills of a Student with Cochlear Implant in Social Studies: An Action Research

Children with hearing loss may have difficulty controlling/manipulating variables when solving multi-item problems when their language skills are not fully developed. Therefore, this situation limits students with hearing loss from using the strategies needed to solve problems. The aim of this research is to study the developmental process of the problem-solving skills of a student with a cochlear implant in Social Studies courses in an inclusive environment. This paper presents action research. The participants of the study consisted of a 6th grade student with cochlear implant in an inclusive environment, the researcher, the social studies teacher, and the members of the validity committee. The research was conducted between September 27, 2022, and January 5, 2023. Research data were collected using individualized education program, instructional plans and audio-visual materials, observations, interviews, documents, problem solving skill assessment rubric and research journal. Based on the outcomes of a fourteen-week teaching practice, it can be claimed that the student has gained an awareness of the operations in the problem-solving process; however, he still has difficulty transferring his existing knowledge of Social Studies subjects and applying it to new tasks, and there is a persisting need for supplementary education in performing these operations independently.

국립국악원 국악 디지털 음원-국악기 음색을 활용한 <수업 종 만들기> 창작 지도

This study devises a method for instructing the creative activity of 'Making Class
 Bells' using the tone of Korean traditional instruments from the gugak (Korean
 traditional music) digital sound source provided by the National Gugak Center.
 First, as a result of reviewing the aspects of gugak creation content included in
 the 2015 revised middle school music textbook, there were no creative activities
 utilizing the tones of gugak instruments. Based on the reviewed contents, an
 instruction plan of the creative activity using the tone of gugak instruments
 consists of four steps: the step of exploring gugak instruments, the step of
 distinguishing the tones of gugak instruments, the step of utilizing the tones of
 gugak instruments, and the step of submitting what they created. Following these
 steps, the creative activity of 'Making Class Bell', made up of eight classes, was
 applied to the first-year middle school students in Seocho-gu, Seoul. The first
 result is that students were able to experience the tone of gugak instruments and
 further the harmony of sound. Second, they were able to practice gugak in their
 life. Third, this activity shows that the gugak creative education using digital
 media can become active. Fourth, they can enjoy various gugak instruments. Fifth,
 they can develop their creativity through the composition activity.

Using Efficient Planning for Achieving Course Learning Outcomes in EFL Classes at Taif University

This study investigates the efficiency and effectiveness of English as a Foreign Language (EFL) teachers in planning their lectures. The primary objective is to determine the extent to which teachers at the English Language Center (ELC) at Taif University, Kingdom of Saudi Arabia, successfully plan their lessons. A questionnaire was administered to a sample of 26 teaching staff, consisting of 13 males and 13 females. The results of a t-test conducted at a significance level of 0.05 reveal that class or lesson planning plays a crucial role in facilitating effective language teaching and learning. Adequate planning enables teachers to make informed decisions about lesson principles and helps in achieving desired learning outcomes. In order to make informed decisions on the selection of topics, scenarios, methods, techniques, and procedures for their courses, educators are required to adopt a systematic approach. Educators have the potential to enhance the quality of their instructional sessions and optimize educational achievements among learners through the conscientious observance of these facets of lesson preparation. This study contributes to the existing literature on EFL teaching practices by providing insights for educators to improve their instructional planning strategies.
 Overall, the findings emphasize the significance of thorough planning in EFL instruction and highlight its impact on successful teaching and learning experiences.

소규모 중학교 체육 공동교육과정 운영 사례 및 개선 방안 탐색

Purpose: The purpose of this study was to conduct an in-depth analysis of the operation cases ofa small middle school joint Physical Education curriculum, and to explore improvement methods basedon the analyzed cases.
 Methods: Four teachers and four students from two schools located in the J region and operatinga small middle school joint Physical Education curriculum were selected as the study subjects, and data such as operation-related data, observation log data based on participant and non-participant observations, in-depth group interview data and unofficial story data were collected, categorized,analyzed and interpreted.
 Results: As far as the small middle school joint Physical Education curricula are concerned, tennis competition activities and group activities per level were performed using facilities near the two schools to ensure all students’ participation and interest and to overcome the disadvantages of small middle schools. Individualized instruction and interactive instruction were performed through team teaching activities per group led by professional instructors to better improve the advantages of small middle schools. The improvement methods are as follows: First, joint curricula must be planned through avoluntary sense of community along with teachers’ dedication and philosophies shared by the members. Second, it is necessary to derive a process of expanding and elaborating the scope of joint curriculato share and improve the concerns regarding events and joint curriculums among small middle schools. Third, for joint curricula to have a smooth implementation, it is necessary to construct a detailed instruction plan taking into consideration the autonomy of curricula, efficient system securement, andstudents’ individual characteristics and differences.
 Conclusion: The results of this study suggest the need for legitimacy and substantial operation ofthe small middle school joint Physical Education curriculum.