Selection Of Instructional Materials Research Articles

Assessment on Utilization of Instructional Materials among Araling Panlipunan Teachers

This study attempted to determine the level of assessment on the utilization of instructional materials in Araling Panlipunan among secondary school teachers in Misamis Oriental during the School Year 2022-2023. Specifically, this paper sought to: a) describe the respondents' characteristics, b) identify the respondents' level of assessment on the utilization of instructional materials in Araling Panlipunan, and c) determine the significant difference in the respondent's assessment of the utilization of instructional materials when grouped according to their characteristics. The respondents were the one hundred fifty (150) Araling Panlipunan teachers currently teaching in selected High Schools in the Division of Misamis Oriental. The instrument is the questionnaire adapted from DepEd Order No.76, s. 2011 known as “The Learning Resource Management and Development Systems.” Descriptive Statistics such as frequency, percentage, mean, and standard deviation were used to describe the variables in the study. T-test and F-test were utilized to determine the significant difference in the respondent's assessment of the selection and utilization of instructional materials when grouped according to their characteristics. Findings show that respondents in Araling Panlipunan have an above-average level of assessment in utilizing instructional materials. The respondents' assessments of the utilization of instructional materials in Araling Panlipunan were significantly different when grouped by age. It is recommended that DepEd should conduct regular training on the utilization of instructional materials in Araling Panlipunan, orient all teachers concerning Intellectual Property Rights (IPR) related to the production of instructional materials, and train teachers on the alignment of curriculum standards, learning objectives and the designed instructional materials of the teachers.

Research on the Current Status and Countermeasures of Children's Piano Education in China

With the flourishing of China's social economy, there has been a significant surge in the public's desire for a more enriched cultural experience. The piano, renowned for its exquisite artistry as a Western musical instrument, has emerged as an especially popular choice. Consequently, the importance of piano education for children is gaining prominence. This study delves into the current state of children's piano education in China through field interviews, questionnaire surveys, and discussions with training institutions, revealing numerous challenges. The investigation encompasses the perspectives of piano education institutions, children, parents, and teachers, scrutinizing teaching methods, content, and the selection of instructional materials. Notably, a critical concern lies in the waning interest and enthusiasm among children in piano learning. This decline is predominantly influenced by external factors, particularly societal attitudes and prevailing utilitarian views. To address this issue, educators and parents must gain a clearer understanding of the purpose and values of children's piano education, bearing the responsibility of nurturing a sustained interest in the piano. This can be achieved by fostering a conducive environment that nurtures their innate curiosity and passion for music, thereby paving the way for a more vibrant and productive future for children's piano education in China.

A teacher's choice: Preschool teachers’ selection and use of picture books for mathematics instruction

Preschool teachers’ selection and use of instructional materials play an important role in their provision of qualitative mathematics instruction. Picture books were recently shown effective for supporting early mathematical competencies. Picture book features further contributed to their effectiveness. The current study aimed to investigate teachers’ selection and use of picture books for mathematics instruction with special attention for their evaluation of picture book features. We also analyzed the contribution of teachers’ beliefs and children's age to teachers’ picture book selection and use. Sixty-six preschool teachers participated in an online interview about (a) their picture book use for (mathematics) instruction and (b) the domain-specific (i.e., numeracy) and general features they rate important when selecting a picture book for mathematics instruction. Teachers also filled in a questionnaire regarding their beliefs about mathematics and learning and teaching mathematics. Results showed that more than 90 % of the teachers used picture books for mathematics instruction. About 40 % used them at least once and maximum four times a week and 6 % used them on a daily basis. When selecting picture books for mathematics instruction, teachers rated general features more important than domain-specific features and features related to basic mathematical content more important than features related to complex mathematical content. Teachers’ instruction and scheme and formalism beliefs contributed to their preference for Arabic numerals and comparisons between quantities. Children's age was positively related to teachers’ preference for complex mathematical content. The limited focus on mathematical content when selecting and using picture books points to the importance of teacher professional development on the selection and use of picture books for enhancing early mathematical competencies.

Pemanfaatan Penilaian Otentik Berbasis Kemandirian Siswa dalam Pembelajaran Sejarah

Independent learning is a type of learning in which students must complete authentic assessments based on their own initiative. As a result, various approaches to developing quality history learning steps and a Pancasila profile in relation to independent schools with student autonomy are required. The development of history learning can be accomplished through three methods of implementing the social profile: teaching resources, learning methods, and authentic assessment. The use of authentic assessment will encompass the selection of instructional materials and learning models, making it a significant channel. Authentic assessment guides learning by allowing students to create various learning activities that contain the Pancasila Profile's contents during the learning process. Authentic assessment provides a true picture of students' reading abilities as well as a measure of their progress toward independence. As a result of this fact, authentic assessment can aid in the improvement of history learning as well as the development of student independence.

Perception of Teachers and Administrators on Instructional Materials Utilization Effective Teaching of Electrical Installation and Maintenance Works in Technical Colleges of Adamawa State, Nigeria

The main aim of the study was to assess the perception of teachers and administrators on instructional materials utilization effective teaching of Electrical Installation and Maintenance Works in Technical Colleges of Adamawa State, Nigeria. The study which adopted a descriptive survey research design has two research questions and two null hypotheses. The population of the study was 37 subjects consisting of 13 electrical installation and maintenance works trade teachers and 24 administrators of the three Technical Collages in Adamawa State. Mean and t-test were used to answer the three research questions and test the null hypotheses of the study at 0.05 level of significance respectively. Findings of the study revealed that Instructional materials such as electrical drawings for residential wiring diagrams, recorded compact disc, filmstrips, computers, audio players, microphones and televisions are available for teaching and learning of electrical installation and maintenance works trade. The study further revealed that the attitude of teachers toward the use of instructional materials includes: poor selection of relevant instructional materials, and non-application of instructional materials for lesson delivery. Based on the findings of the study, government should provide relevant and more additional instructional material for the teaching and learning of electrical installation and maintenance works trade in all the Technical Colleges; and Ministry of education should sensitize teachers on how to select relevant instructional materials and its implementation in lesson delivery for effective teaching and learning of electrical installation and maintenance works trade in all the technical colleges.

Analisis Pemanfaatan Penilaian Otentik Berbasis Kemandirian Siswa dalam Pembelajaran Sejarah di SMA

Independent learning is a type of learning in which students must complete authentic assessments based on their own initiative. As a result, various approaches to developing quality history learning steps and a Pancasila profile in relation to independent schools with student autonomy are required. The development of history learning can be accomplished through three methods of implementing the social profile: teaching resources, learning methods, and authentic assessment. The use of authentic assessment will encompass the selection of instructional materials and learning models, making it a significant channel. Authentic assessment guides learning by allowing students to create various learning activities that contain the Pancasila Profile's contents during the learning process. Authentic assessment provides a true picture of students' reading abilities as well as a measure of their progress toward independence. As a result of this fact, authentic assessment can aid in the improvement of history learning as well as the development of student independence.

Checklists in Material Selection: Developing Criteria for ESL Learners at University in Sri Lanka

Instructional materials are a very significant aspect of the learning-teaching process, and in the field of foreign language learning, it is generally known that students learn well when they are enthusiastically engaged with the material. In order to make the learning process successful for the many stakeholders, a checklist approach has been developed. This provides a set of standards for the selection of instructional materials that ensure greater quality and consistency of the material to be exploited in the classroom. In this study, an attempt is made to design a checklist for selecting course materials for compulsory English as a Second Language course for all first-year undergraduates in a state university in Sri Lanka. This is to pinpoint a sustainable method for developing teaching materials that might be beneficial for many English as a foreign language programmes since checklists are expected to provide material developers with design guidelines on which course materials can be prepared. This study comprised three main phases: the exploration of existing checklists, the design of a tentative checklist based on the comments received via a questionnaire administered to the sample and lastly, a review of the developed checklist by the sample. The participants were intentionally sampled from the most senior members of the staff at the English Language Teaching Unit of the University of Sri Jayewardenepura, Sri Lanka, with more than fifteen years of experience in teaching English as a foreign language at university. With the expert views of the participants, the tentative checklist was revised. The final verified checklist ensures validity, reliability, and teacher satisfaction for the material selection process and can be used as a professional selection tool when developing instructional materials. The findings report that the top teacher-preferred criteria focused on relevance and authenticity of the content, contextualization of grammar structures, and importantly, accommodating different proficiency levels with comprehensive and communicative tasks. It is concluded that teaching materials immensely contribute to English as a foreign language learners’ progression, to the professional development of material designers, and to the success of English as a foreign language programmes in general.

Instructional Materials for Teaching Performing Arts in Wa Municipality, Ghana

The teaching of performing arts at the Basic Schools in Ghana is geared towards the acquisition of skills by learners. Apart from the use of various techniques for teaching the performing arts, the use of the instructional materials is eminent and legitimate for the pupils to have exposure to these materials in order to have first-hand information. However, the selection of instructional materials for teaching and learning of the performing arts, a strand (an aspect) of the creative arts at the Basic Schools has been a daunting task for both new and old teachers, especially, in the Wa Municipality of Ghana. Using the studio-based design, local materials from Wa municipality were collected and new ones were created through the adaptive creative process. It was found out that the preparation of Teaching and Learning materials for creative arts from the local materials is sine qua non to create a hub of teaching resources for instructional deliveries. It is recommended that the headteachers liaise with the appropriate experts to train teachers to use local materials to prepare instructional resources since they are not readily available in the schools for use.

Factors affecting the selection of instructional materials in the teaching and learning of basic science in secondary schools, Imo State Nigeria

This study was conducted to assess the factors affecting the selection of instructional materials in the teaching and learning of basic science in secondary schools, Imo State Nigeria. The study employed a descriptive survey design to find out how factors affecting the selection of instructional materials in the teaching and learning of basic science in public secondary schools in Owerri Municipal Council, Imo State. Two hundred (200) respondents comprising teachers and students from seven (7) public secondary schools in the council were interviewed using a modified five-point Likert instrument (questionnaire). The data collected were coded into SPSS and analyzed with descriptive statistics. The results showed that 103 persons strongly reported they don’t have availability instructional materials, 68 persons agreed that unfavourable time allocation affects instructional materials used by teachers to develop lesson plan, 69 persons strongly agreed that lack of skills is one of the factors affect instructional materials used in the teaching and learning of basic science in secondary schools. Also, 148 persons strongly agreed that instructional materials should be made available in schools and teachers should be encouraged in using materials during teaching. Then, lack of instructional materials/facilities and non-utilization were among the major causes of poor performance of students in basic science in Owerri Municipal Council. In conclusion, it was understood that non availability of instructional materials, unfavourable time allocation, lack of skills, lack of facilities like basic science laboratory were major factors affect teachers, school administrators and government in teaching and learning of the basic science. Therefore, Government or public school authorities should help to provide instructional materials such as modern textbooks, charts, posters, computers, flip chart, and audio recordings, because basic science in secondary schools cannot be adequate learned without instructional materials.

Factors affecting the selection of instructional materials in the teaching and learning of basic science in secondary schools, Imo State Nigeria

Factors affecting the selection of instructional materials in the teaching and learning of basic science in secondary schools, Imo State Nigeria

Computing Support in Statistical Evaluation of Mathematics Teaching Effectiveness: Development of Students’ Constructive Thinking

One of the main tasks in teaching mathematics is to develop students’ constructive thinking. In order to effectively accomplish this task, it is necessary to make a good selection of instructional materials and teaching aids. In order to make good selection and improve the teaching of mathematics, it is, also, necessary to include a statistical analysis of the certain factors’ impact that affect mathematics curriculum. For the purpose of this research, we used the software computational approach ANFIS (adaptive neuro fuzzy inference system) to determine the qualitative impact of several factors on improving students’ ability to create constructive thinking.

Designing Initiation Materials for Promoting Autonomous Learning in Blended Learning EFL Classroom

One of the components of Blended Learning in English Language teaching model is the development and selection of instructional materials for supporting blended learning process. Blended learning which combines the face-to-face and technology-based learning mode has potential to create learning process for autonomous language learning promotion. To build autonomous learning needs learning materials to initiate learning process called initiation material for promoting autonomous learning (IMPAL). The development of IMPAL refers to all the ways in which the learning materials are designed, selected, and implemented in scenario of blended learning model. The learning materials include the delivery methods, instructional strategies and instruction media. This paper explores some of the IMPAL development related to the enhancement of the autonomous learning in learning English to propose framework of materials for learning innitiation that can be used by any teachers for developing the learning initiation in blended learning model.

Interlanguage Pragmatics, Communicative Competence, Nigeria’s L2 Classrooms

In Nigeria, much attention has been given to the teaching and learning of grammatical forms and sound sequences with emphasis on their accuracy and correctness (linguistic competence). This has reflected in the selection of course syllabi, curriculum, instructional materials and methods in our classrooms. A lot studies have been carried out by scholars on the non-native speakers’ use and acquisition of linguistic action patterns in a second language. Though such studies, dubbed interlanguage pragmatics, have all been carried out in Europe and America with focus on speakers of English as a Foreign language (EFL). This area of enquiry has not been adequately explored in Africa in general or Nigerian L2 learners of English as the focus. Thus, little or seldom attention has been given to pragmatics and appropriateness in language use (Communicative competence). This study is therefore, a consciousness - raising effort to highlight the relevance and advantages of teaching pragmatics and the development of pragmatics awareness in our classrooms. This is against the backdrop of the fact that the linguistic competence of most learners of English as a second language is not usually at par with their pragmatic competence. This study foregrounds the need for L2 learners of English to develop a concomitant degree of pragmatic awareness in the use of the language. They must learn how to combine form, meaning, force and context. They need, for example, to learn how to say what they want to say with the required formality or politeness, directness or indirectness, e t c, as required by a given situation or sometimes, to even keep quiet and still communicate intention. The study, domesticating the findings of some current researches in instructed pragmatics, discussed and suggested some classroom activities that could be adopted as part of the methods of teaching pragmatics, and by so doing, highlighted the enormous advantages and usefulness of teaching pragmatics and acquiring pragmatic competence in Nigeria’s L2 classrooms.

Transliteracies in Intercultural Professional Communication

Teaching problem: The comparative/contrastive approach to teaching intercultural communication is based on the premise that global rhetorical practices are not mere indicators of the cultural proclivities of a people, but are also a framework for developing a working knowledge about how members of a culture communicate. However, this approach predisposes learners to contrasting those cultures against their own and reinforces their preconceptions about national cultural characteristics. Augmenting that approach with transliteracies—emphasizing the benefits of knowledge sourcing not limited to scholarly/academic sources—offers a multidimensional perspective to intercultural communication. Research question: How can transliteracy inquiry be applied in teaching and learning global rhetorics? Situating the case: The approaches described here draw on the work of literacy researchers who delineate ways in which transliteracy broadens the scope of learning materials, including texts that are cultural and social (as opposed to linguistic) and that can be studied for what they convey about those cultures. How the case was studied: This paper describes the experience of using transliteracies to teach intercultural professional communication. The material was collected informally over the course of two years of teaching the course through observation, student completed research reports, and reflections. About the case: The shortcomings of contrastive and comparative rhetoric pedagogy in intercultural communication may be due in part to instructional materials selection and prioritization of what teachers deem to be scholarly. Reasoning that the basic architecture of a global rhetorics lies in its surrounding culture, artifacts, and communication systems, I designed an assignment that required students to describe how one culture's heritage, history, governmental systems, and value systems contribute to the development of persuasion and uses of rhetoric. Results: Transliteracies opened up spaces that allowed students to gain an in-depth understanding of others’ rhetorical practices without contrasting them against their own and by approaching them as ethnographic objects of study. Students engaged the object of their scholarship more expansively. Conclusions: Transliteracies in intercultural professional communication served to move students toward a more immersive and empathetic understanding of referent cultures, a stance that enriches professional communication. Students displayed a more altruistic value system in representing their objects of study and were careful to recognize that their work might be accessed by a wider audience. Transliteracies offer a practical toolkit for comprehending and fashioning understandable and compelling arguments about other cultures.

Pembelajaran Ansambel Musik Angklung di SLB-C Negeri Pembina Kalimantan Selatan

AbstractThis study aimed to describe the angklung ensemble learning in children with special needs in SLB-C Negeri Pembina Kalimantan Selatan. Aspects studied is about learning methods, the selection of teaching materials and evaluation of learning outcomes. From a qualitative approach-deskpirtif, as well as from the use of observation, interviews and documentation in data collection of this research, it is a picture that the methods used by teachers are: lectures, demonstrations, drill, frequently asked questions, gestures, and reward methods. Selection of instructional materials selected by adjusting the memory skills of students. The material is also delivered with the use of media numeral notation. For the evaluation of learning outcomes, using the teachers assess student performance tests while studying.Keywords: learning, ensemble music, angklung, children with special needs

Software to Promote Young Children’s Growth in Literacy: A Comparison of Online and Offline Formats

The primary goal of this research was to extend our understanding of the strengths and weaknesses inherent in online and offline early literacy software programs designed for young learners. A taxonomy of reading skills was used to contrast online software with offline closed system (compact disc) based programs with respect to number of skills taught, quality of instruction and scaffolding during instruction. Overall, online programs were more comprehensive and provided instruction for more skills than offline software at either the Kindergarten or Grade 1 level. However, offline programs demonstrated some developmentally appropriate selectivity in skills trained. Quality of instruction was variable within and across all programs. Scaffolding of instruction was also variable and surprisingly few programs, either online or offline, provided automatic movement across levels of difficulty. These outcomes have important implications for the selection of instructional materials by parents and educators involved in early literacy instruction and also for future software design.

FABELSEBAGAI BAHAN PEMBELAJARAN BAHASA DAN SASTRA INDONESIA DI SEKOLAH DASAR

Pembelajaran sastra cenderung kurang berani menggali teks dalam konteks yang lebih luas. Padahal sangatlah mungkin sebagai media pendidikan dan hiburan, membentuk kepribadian anak, serta menuntun kecerdasan emosi anak. Penelitian ini bertujuan mendeskripsikan cerita rakyat kategori Fabel untuk kepentingan pemilihan bahan ajar Bahasa dan Sastra Indonesia di SD. Metode yang digunakan dalam penelitian ini adalah metode deskriptif analitik. Data dalam penelitian ini adalah cerita rakyat kategori Fabel. Pengumpulan data dilakukan dengan teknik dokumentasi dari 8 guru SD di 8 kecamatan di Kabupaten Maros Periode Maret-Mei 2014. Teknik analisis meliputi proses pengorganisasian dan pengurutan data tentang Fabel dan pemilihan bahan ajar cerita rakyat ke dalam pola kategori dan satuan uraian. Hasil analisis data dan temuan menunjukkan bahwa rata-rata penilaian responden untuk cerita rakyat kategori Fabel sebesar 3,763 atau pada kategori layak dijadikan bahan ajar. Bahan ajar yang dapat digunakan dalam pembelajaran cerita rakyat adalah jenis bahan ajar cerita rakyat apa saja. Namun, sebaiknya untuk tingkat SD, bahan ajar cerita rakyat yang digunakan adalah bahan ajar ceita rakyat yang isinya harus sesuai dengan karakteristik, pengalaman, dan kebutuhan siswa.

A Cognitive View of Reading Comprehension: Implications for Reading Difficulties

Our aim in the present paper is to discuss a “cognitive view” of reading comprehension, with particular attention to research findings that have the potential to improve our understanding of difficulties in reading comprehension. We provide an overview of how specific sources of difficulties in inference making, executive functions, and attention allocation influence reading comprehension processes and outcomes and may lead to reading comprehension problems. Finally, we discuss how the consideration of these potential sources of difficulty have practical implications for the design and selection of instructional materials.

Great Piles of Stuff or Piles of Great Stuff? Entrepreneurial Curation and the School Librarian

The theme of this issue, "Curation: Building the Learning Resource Base through Selection, Management, and Promotion of School Library Collections,"was prompted by the fact that K-12 instructional planning is changing -- and continues to change very quickly. Whereas teachers were once left to their own devices, and hopefully to their school librarians, to identify and integrate high quality learning resources, the recent past of federal educational initiatives has transformed instructional materials selection from one based on "pull" (i.e., resources gained from colleagues, search engines, and specialized digital libraries) to one based on "push"(e.g., resources presented to teachers in the context of a standards and assessment linked student data systems or a digital library).

Investigating the Role of Self-Efficacy in Manipulating Instructional Textbooks: A Matter of Iranian Language Teachers

Guided by the research on the self-efficacy beliefs on the one hand and the works done on instructional materials evaluation and selection on the other, this study followed a two-fold purpose: first, examining teachers’ reactions towards prescribed textbooks and second, investigating relationships between such reactions and teachers’ sense of self-efficacy. Accordingly, 312 Iranian in-service high school English language teachers (N=312) were asked to respond to two scales: Self-Efficacy to Influence Instructional Textbooks (SEIIT) scale devised by the researchers according to the principles of Social Cognitive Theory and the 12-item Teacher’s Sense of Efficacy Scale (TSES) developed by Tschannen-Moran and Woolfolk Hoy (2001). The data analysis revealed acceptable psychometric properties of the newly developed scale and a degree of correlation between self-efficacy in teaching and in dealing with prescribed textbooks. The findings also provided a number of practical and theoretical implications.