Instructional Strategies Research Articles

Development of a Rubric using RubiStar

This paper discusses the development of a rubric using RubiStar, an online tool that facilitates the creation and customization of assessment rubrics for educators. The study highlights the importance of rubrics in providing clear expectations and criteria for student performance, thereby enhancing learning outcomes. By utilizing RubiStar, teachers can quickly generate rubrics tailored to specific assignments, saving time while ensuring that assessment criteria are transparent and accessible. Additionally, the paper explores how RubiStar's rubric analysis feature can assist educators in evaluating class performance, identifying areas for improvement, and refining instructional strategies. The development of a rubric using RubiStar offers a streamlined approach to creating effective assessment tools tailored to specific learning objectives. This platform not only simplifies the rubric creation process but also allows teachers to select from various templates and customize criteria based on their unique instructional needs. The user-friendly interface enables educators to modify existing templates or create new rubrics from scratch, promoting efficiency without sacrificing quality. Ultimately, this research underscores the value of integrating technology into the rubric development process to support effective teaching and learning, fostering a culture of continuous improvement in student achievement.

Listening strategy instruction for EMI learners to understand teacher input in science classrooms

Abstract Listening strategies have mostly been investigated in contexts where learners listen to audio recordings. However, a much more prevalent and indispensable listening task in the classroom is listening to teacher input, particularly in the English Medium Instruction (EMI) classroom where the goal of learning is directed towards comprehension of content subject knowledge (e.g., science, geography). Research has also shown that teacher talk dominates EMI classroom interaction, making it even more important to understand how learners comprehend teacher input. However, little research has been conducted in this area, and even less attention has been devoted to exploring how learners can learn to listen in this classroom context through strategy instruction. This paper reports on a study that implemented a listening strategy instruction programme for a class of secondary school EMI students. The study started with a needs analysis, followed by strategy instruction sessions, and lesson observations and stimulated recall interviews. This paper presents data from two EMI students as focal participants and explores how they improved their strategic behaviour when comprehending teacher input in the EMI classroom. Both students widened their strategic repertoires, but the high achiever benefited more from the strategy instruction programme than the weaker student. This paper ends with pedagogical implications, highlighting the importance of listening strategy instruction for EMI learners.

Strategic use of machine translation

Abstract The development of generative artificial intelligence (AI) and its associated tools has revolutionised the learning and use of foreign languages (L2). One such tool is machine translation (MT), which has become increasingly popular among university students worldwide, spurring research on MT use in L2 writing. However, previous research has primarily focused on the writing products of intermediate or advanced L2 learners, neglecting the writing process with MT of students with limited L2 proficiency. Therefore, this case study aimed to qualitatively explore how the Common European Framework of Reference for Languages (CEFR) A2 university students employ strategies for L2 writing with MT and how their strategies change after strategy instruction. Seven participants completed writing tasks on a PC before, immediately after, and four weeks after three one-hour out-of-class instruction sessions based on the Strategic Content Learning (SCL) approach. Their writing process was screen-recorded, followed by stimulated recall interviews to elicit their strategies, which were coded and categorised using a framework by O’Malley and Chamot (1990). The results showed an increase in students’ elaborate use of strategies after instruction. In particular, strategy clusters were observed for all participants, demonstrating their cognitive engagement in the writing process. Furthermore, first-language (L1)-related strategies were used more frequently post-instruction, indicating learners’ efforts to create translation-friendly L1 input for MT. The findings suggest that teaching MT-use strategies is crucial to fostering learners’ active engagement in the L2 writing process in a technology-enhanced learning environment.

Inclusive Education Practices of Technology and Livelihood Education Teachers in Public Junior High Schools at Lipa City, Batangas

Inclusive education is an approach that ensures every student, regardless of their learning needs, has fair access to quality education. This study delved into the inclusive education practices, difficulties, and recommendations of Technology and Livelihood Education (TLE) teachers in public junior high schools in Lipa City, Batangas, Philippines. Drawing inspiration from frameworks, like the Salamanca Statement, Gardner’s Theory of Multiple Intelligences and Vygotsky’s Social Constructivism, the research explored how TLE teachers incorporated education into their curriculum design, instructional strategies, and assessment of learning. Using a descriptive-quantitative research design, this research surveyed 81 TLE teachers from 21 public junior high schools. Their demographic profiles were collected, along with their inclusive education practices in the aspects of curriculum design, instructional strategies and assessment of learning. Significant differences were observed in the teachers’ curriculum design and instructional practices while there was no significant difference in their assessment of learning when grouped according to their ages and educational attainment. No significant difference was observed in the three aspects of their inclusive education practices when grouped according to their sex, number of years in teaching, areas of specialization, and length of inclusive education training attended. A comprehensive professional development program for TLE teachers in Lipa is proposed as a way of addressing key challenges and opportunities in the practice of inclusive education. It emphasizes inclusivity in practices and acknowledges the significance of equal provision of high-quality education for all students, stakeholder collaboration, sufficient fund allocation, and continuous professional development to further improve inclusivity and ensuring that no student is left behind in any learning process.

Preparing Early Interventionists/Early Childhood Special Educators with Knowledge and Practices to Collaborate with Families: A Mixed-Methods Systematic Review

Due to the important impact family-professional collaboration has on child outcomes for infants, toddlers, children, and students with disabilities, research in special education preservice personnel preparation has evaluated the impact of higher education programs and curricula geared towards improving preservice educators’ knowledge and practices regarding family-professional collaboration in inclusive settings. The resulting literature has provided the field with insights as to instructional strategies faculty have implemented to better prepare preservice special educators to collaborate with families. The purpose of this mixed-methods systematic review was to identify and synthesize the current state of knowledge behind these instructional strategies intended to increase preservice educators’ knowledge and practices to collaborate with families. A total of 15 peer-reviewed journal articles published between 1968-2024 were included in the study. Findings indicate that various instructional strategies and outcome measures were used to measure preservice educators' knowledge and practices. Implications for future research are described.

Exploring the Role of Artificial Intelligence in Enhancing Teachers' Competencies: A Comprehensive Review

This study was conducted to explore the role of Artificial Intelligence in enhancing the teachers' competencies. This was a theoretical study in nature conducted while using the secondary data collected from the available books, journals, and dissertations. The results revealed that AI has great potential to enhance teachers' competencies while helping them design relevant educational content aligned with learning objectives and providing feedback on their instructional strategies and practices. It also allowed to automate the student attendance and grading on the teacher's side. It will also assist the teachers in selecting suitable strategies and teaching aids for aiding a wide variety of students including those with special needs. Yet, it is also important to underscore that AI ought to act in support of and not replace with machine algorithms infallible virtues inherent to human education: sympathy; a creative spark; and the ability to individually adapt for each student.

Identifying university students’ online self-regulated learning profiles: predictors, outcomes, and differentiated instructional strategies

Identifying university students’ online self-regulated learning profiles: predictors, outcomes, and differentiated instructional strategies

From Paired Text to Blended Genres: Pairing Picturebooks with Poems

This article introduces the concept of blended genres and describes a rationale for using blended genres to teach important topics in the English Language Arts (ELA) classroom. It begins with a vignette that sparked curiosity about, and the motivation to develop, a variety of blended genres. It describes blended genres as rooted in traditional notions of paired text, provides theoretical background on the benefits of paired text, and highlights intertextuality as one important benefit, among others. It shares examples of blended genres and illustrates samples of instructional strategies used with blended genres to support intertextuality and student learning on important topics in English/Language Arts (ELA). It ends with concluding thoughts.

Communicative Competence and the Speaking Performance among Senior High School Students

This study was conducted to determine the relationship between communicative competence and speaking performance among senior high school students. Using a descriptive-correlational research design, thirty (30) Grade 11 STEM students from Padre Garcia Integrated National High School during the academic year 2023-2024 were selected as respondents of the study. Five expert teachers validated the instrument. The test questionnaires were used as the primary instruments to evaluate communicative competence among participants. The questionnaire consisted of a test aimed at gathering data regarding participants' communicative competence and a rubric to test speaking performance. Statistical tools such as frequency, percentage, and Pearson R were utilized to test the relationship of the independent and dependent variables. Hypotheses were tested and the findings revealed the following information: the hypothesis that there is no significant relationship between communicative competence and the speaking performance of senior high school learners is accepted. Having all those findings, this study recommends diversifying instructional strategies in enhancing sociolinguistic and strategic competence; conducting Focus Group Discussion (FGD); integrating speaking skills development across the curriculum and implementing cross-domain training. Future researchers may conduct a study on communicative competence and speaking performance of senior high school on a large scale such as regional or national level.

What shapes statistical and data literacy research in K-12 STEM education? A systematic review of metrics and instructional strategies

AbstractThe pervasive digitization of society underscores the crucial role of data and its significant impact on decision-making across various domains. As a result, it is essential for individuals to acquire competencies in handling data. This need is particularly pertinent in K-12 education, where early engagement with data and statistics can lay a foundational understanding for future academic and professional endeavors. Additionally, K-12 education should provide students with critical skills necessary for navigating the complexities of daily life and making informed decisions in a data-rich society. This systematic review examines the state of research on statistical and data literacy in K-12 STEM (Science, Technology, Engineering, and Mathematics) education. It focuses specifically on cognitive, affective, and behavioral metrics and pedagogical approaches empirically investigated in this context. Using a rigorous selection process, we identified and synthesized 83 original empirical papers. Additionally, we invited the authors of these studies to share their perspectives on future strategies for addressing statistical and data literacy. The results indicate that the included studies primarily focus on the construct of statistical literacy, which is operationalized through a diverse array of metrics, predominantly within the context of mathematics education. We identified effective pedagogical approaches, such as authentic problem-solving and the integration of real-world data. The researchers surveyed emphasized the importance of interdisciplinary teaching, adapted curricula, and improved professional development for pre- and in-service teachers. Our findings underscore the growing relevance of this field, but suggest that integrated perspectives on statistical and data literacy within STEM subjects are limited.

Psychometric properties of an instrument to assess teachers’ practice of differentiated instruction (IATPDI): a confirmatory factor analysis on Bhutanese teachers’ data

IntroductionWe developed the IATPDI questionnaire, comprising seven scales for assessing teachers’ implementation of assessment methods, content, process, and product differentiation, familiarity with and use of various differentiated instruction (DI) strategies, factors influencing DI implementation, and resources used to enhance DI efficacy. This study examined the psychometric properties of the initial four scales with 35 items.MethodsThe questionnaire was administered to a sample of 237 Bhutanese teachers (66.2% male, 33.8% female), and confirmatory factor analysis (CFA) was used for psychometric evaluation.ResultsCFA supported the hypothesized four scales (CFI = 0.911, TLI = 0.903, SRMR = 0.052, RMSEA = 0.059, χ2/df = 1.58). Cronbach’s alpha coefficients ranged from 0.83 to 0.92, and Composite reliability (CR) ranged from 0.86 to 0.92, indicating high internal consistency reliability. Inter-factor correlations supported discriminant validity for most factor pairs, but correlations exceeding 0.85 between some pairs suggested potential overlap, prompting further investigation. Average Variance Extracted (AVE) values for assessment, content, process, and product factors were 0.50, 0.41, 0.53, and 0.51, respectively. While AVE for process and product factors surpassed the commonly accepted threshold (0.50) for convergent validity, the assessment factor approached the threshold and the content factor fell below it, indicating the need for further refinement of its indicators. However, all standardized factor loadings were significant (p < 0.05), confirming convergent validity.DiscussionThese results indicate that the proposed four scales of the IATPDI questionnaire are reliable and valid in measuring the intended constructs. Nevertheless, they also highlight the need for further refinement in identified areas to enhance the tool.

Comparing Computer-Assisted and Teacher-Led Instruction for Teaching Emergent Literacy Skills to Chinese Preschoolers With Autism

Emergent literacy skills are critical for future reading development, but children with autism commonly struggle with these skills. Computer-assisted instruction (CAI) is increasingly utilized to enhance literacy skills in these children, yet research on the relative efficacy of CAI and traditional teacher-led instruction (TLI) for these children has yielded inconsistent findings. The varied implementation of CAI and TLI has further complicated efforts to determine their relative efficacy. This study combined a multiple probe and multitreatment design to compare the efficacy of CAI and TLI, incorporating consistent instructional strategies, in teaching Chinese emergent literacy skills to three preschoolers with autism. Results showed significant progress in emergent literacy skills for all children. Computer-assisted instruction slightly outperformed TLI in overall emergent literacy scores and character application scores, while differences in pronunciation-form-meaning were minimal. Recommendations are proposed to enhance CAI and emergent literacy intervention strategies for children with autism.

Perception of Early-Career Biology Teachers on the Impacts of Mentoring Modes on Instructional Delivery Effectiveness

Advancements in technology have led to virtual mentoring complementing or replacing face-to-face mentoring, but the perceived effectiveness of each by early-career biology teachers remains understudied. This study investigated the comparative effectiveness of on-site and virtual mentoring modes as perceived by early-career biology teachers. Three research questions and two null hypotheses were answered and tested, respectively. A descriptive survey research design was adopted for the study. The study involved 80 early-career biology teachers with less than five years of teaching experience, divided into on-site (n=40) and virtual (n=40) mentoring groups. Data was collected through a validated questionnaire having a reliability coefficient of 0.81. Percentages, means, standard deviations, and t-tests were used for data analysis. The findings revealed that on-site mentoring was perceived to significantly improved content knowledge, instructional strategies, and professional rapport. In contrast, virtual mentoring fostered reflective practice and provided extensive resource access but faced challenges such as scheduling conflicts and technological barriers. Significant differences in perceived effectiveness and challenges between the two modes of mentoring led to the rejection of both null hypotheses. On-site mentoring was perceived as more effective due to its immediate, hands-on support, while virtual mentoring offered valuable flexibility and resource access despite its challenges. A blended mentoring approach was recommended to combine the strengths of both modes for early-career biology teachers.

Unlocking Insights: Harnessing Primary School Children's Experiences and Reflections on Emergency Remote Learning to Shape K-12 e-Learning in the Post-Pandemic Era

The study aimed to investigate the impact of the COVID-19 pandemic on primary education in Cyprus and to discern the implications for the post-pandemic era, specifically focusing on the Emergency Remote Learning (ERL) experiences and reflections of upper primary students (ages 9-12). Grounded in socio-constructivist learning theory, which emphasizes the importance of active student engagement and social interaction in the learning process, the research explored the challenges students faced during the rapid shift to remote education. A mixed-methods design was employed, using an in-depth online survey that incorporated both quantitative and qualitative questions. Data were collected from a sample of 204 students selected through non-probability, convenience sampling. The analysis revealed that students experienced several challenges, including technology constraints, lack of interaction, and difficulty maintaining concentration, which are consistent with global findings on K-12 ERL. Among demographic factors, the type of school attended (public vs. private) had a significant influence on most aspects of students' ERL experience. Private school students reported more favourable conditions than their public school counterparts, which facilitated a smoother shift to both asynchronous and synchronous ERL, resulting in a more positive overall ERL experience. Regardless of the type of school attended, students overwhelmingly expressed a strong preference for face-to-face learning. Comparisons with other studies conducted in Cyprus during the same period involving older student age cohorts suggest significant age-related differences. The young students in our study encountered greater challenges during the transition to ERL, which can be attributed to their heightened need for scaffolding and external regulation to learn in the virtual space, as well as the higher importance they attached to the social aspects of school life taken away by ERL. Despite their largely negative experiences with ERL, a high proportion of the children advocated integrating the e-learning tools and technologies they got acquainted with during ERL into the normal context of schooling. These findings underscore the importance of further research into effective instructional strategies tailored to young learners in both online and blended learning settings. They also highlight the potential benefits of incorporating e-learning tools into conventional classrooms to enhance the teaching and learning process.

Exploring the connections: Elementary teachers’ narratives of Mexican deaf children’s play behaviours, social interactions, and communication development

ABSTRACT This study explores the experiences and perspectives of eight elementary teachers regarding the play behaviours of deaf children in their classrooms in Mexico City. Through a narrative inquiry design, this research comprehensively explains teachers’ insights and observations on social interactions and communication development among deaf children. The findings indicate patterns in social interactions related to play behaviours, language development through imitation, and communication variations contingent on proficiency in Lengua de Señas Mexicana (LSM). The study emphasises the necessity of creating inclusive educational environments and providing appropriate support for the communication development of deaf children. Employing a qualitative research approach, this study involves in-depth interviews with Deaf elementary school teachers with experience working with deaf children. This study aims to elucidate teachers’ perceptions and interpretations of language acquisition and play behaviours concerning social interactions and communication development by analysing their narratives. Three key dimensions emerged from the narratives: linguistic proficiency, play behaviours, and social engagement, which intersect and influence each other. The findings hold significant implications for educators, policymakers, and parents, offering valuable insights that can inform the development of more effective instructional strategies and support systems tailored to the unique needs of deaf children in educational settings.

HAS GENERAL ENGLISH KNOWLEDGE OF SERBIAN FRESHMEN STUDENTS PREPARED THEM FOR AN ESP COURSE – A PILOT STUDY

This study delves into the language knowledge of incoming freshmen students at two Serbian faculties, the Department of Criminal Investigation of the University of Criminal Investigation and Police Studies and the Faculty of Mining and Geology at the University of Belgrade. The aim of the pilot study was to assess their prior English language proficiency before beginning English for Specific Purposes (ESP) courses. Recognizing the challenges of teaching ESP in large, multi-level groups, the study sought to gather initial data on the distribution of Common European Framework of Reference (CEFR) levels within the student sample. A questionnaire was administered, gathering demographic details on English language learning experiences, alongside a Face2Face Written Placement Test to assess proficiency levels from A1 to C1. The study, conducted during the 2022/2023 academic year, involved 152 voluntary participants from two faculties. The findings offer valuable insights into the dynamics of language education and their impact on English for Specific Purposes (ESP) courses. The results reveal that while a significant portion of students is expected to have a B level of English proficiency upon completing secondary school, the actual language proficiency among students varies widely. ESP courses face the challenge of accommodating students with varying language skills, as this demands tailored language support and instructional strategies to bridge the proficiency gap effectively.

Assessing Student Teachers’ Motivation and Learning Strategies in Digital Inquiry-Based Learning

Over the past two decades, teachers have adopted several teaching and learning strategies for motivating students to learn chemistry. Learning chemistry in context enables students to develop richer crosscutting learning experiences relevant to contributing to solving problems. A qualitative case study method was adopted to examine student teachers’ experiences in digital inquiry-based learning. Questionnaires with closed-ended and open-ended questions were used to evaluate student teachers’ motivational orientations and learning strategies during a general chemistry course for one month. The results show that student teachers utilized varied perspectives such as self-efficacy, task value, and intrinsic goals to elaborate their learning for knowledge construction and application when performing collaborative tasks. The approach enables students to receive maximum support and feedback from instructors who use pedagogical styles to self-direct them during class discussions, which enhances their active participation in learning with the learning materials. The findings provide a practical insight into instructional strategies in delivering chemistry concepts when students are motivated to use and adopt varied learning strategies.

Development of Psychological Course Based on Social Stories and 4MAT Method to Enhance Preschool Students’ Emotional Intelligence in Hancheng Jiada School

Background and Aim: The emotional intelligence of preschoolers has a significant impact on their social interactions, scholastic achievement, and general well-being, making it vital for their overall development. Developing emotional intelligence in young children can be challenging, especially in traditional school environments. The objective of this study was to (1) develop a psychological course based on social stories and the 4MAT method to enhance preschool students’ emotional intelligence, (2) compare preschool students’ emotional intelligence before and after implementing through psychological course based on social stories and 4MAT method, and (3) study the learning progression of preschool students’ emotional intelligence who learned through psychological course based on social stories and 4MAT method each time. Materials and Methods: This study used a cluster sampling method with 30 kindergarten students of Hancheng Jiaoda School, People’s Republic of China. The experimental design adopted in this study was a group pretest-posttest design and the equivalent time-sample design. The research instruments were 1) 8 lesson plans, 2) a Test for assessing preschool students’ emotional intelligence (Knowledge), and 3) an Observation form for assessing preschool students’ emotional intelligence (Behavior). The data were analyzed by using mean, standard deviation the t-test for a dependent sample, and one-way Repeated Measures ANOVA. Results: The results of the study were as follows: 1) The psychological course to enhance preschool students’ emotional intelligence consisted of the principle, objective, content, instructional strategy, materials, and evaluation. 2) After implementing social stories and 4MAT learning, the student’s emotional intelligence was higher than before (t=8.317 p = .001). 3) The students’ emotional intelligence increased in the four tests after the psychological course with the F-test statistic (F=6255.071, p=.001), which was less than .05, indicating that there were statistically significant differences in the mean values of the four times emotional intelligence tests. Conclusion: The innovation of this research was: 1) The course components consisted of six components. 2) The instructional strategy to enhance preschool students’ emotional intelligence had 7 steps: Step 1: personalization, step 2: engagement, step 3: application, step 4: creativity, step 5: visual Support, step 6: progress monitoring, and step 7: Inclusivity.

Thinking on your feet: potentially enhancing phylogenetic tree learning accessibility through a kinaesthetic approach.

Phylogenetics is one of the main methodologies to understand cross-cutting principles of evolution, such as common ancestry and speciation. Phylogenetic trees, however, are reportedly challenging to teach and learn. Furthermore, phylogenetics teaching methods traditionally rely solely on visual information, creating inaccessibility for people with visual impairment. Sensory learning style models advocate for tailoring teaching to individual preferred sensory learning style. However, recent research suggests that optimal learning, independently of preferred learning style, depends on the types of transmitted information and learning tasks. The lack of empirically-supported education into the effectiveness of teaching phylogenetics through alternative sensory modalities potentially hinders learning. The aim of this study was to determine whether phylogenetic trees could be better understood if presented in kinaesthetic or multisensory teaching modalities. Participants (N = 52) self-assessed personal learning style and were randomly assigned to: visual, kinaesthetic or multisensory learning conditions. Phylogeny reading performance was better for both kinaesthetic and multisensory teaching conditions, compared to the visual teaching condition. There was no main effect and no interaction effect of personal learning style. This study establishes a baseline for further research by suggesting that easy-to-implement kinaesthetic teaching modalities might support phylogenetic tree learning and reading. This has practical implications for evolution education and accessibility for students with visual impairment, underscoring the need to shift from vision-centric teaching paradigms towards evidence-based instructional strategies that accommodate sensory diversity. The online version contains supplementary material available at 10.1186/s12052-024-00215-y.

Development of College English Listening and Speaking Course Based on an Outcome-Based Education Approach Combined with Blended Learning to Enhance English Listening and Speaking Skills of Non-English Major Freshmen Students at Xi’an University

Background and Aim: This study was a research and development of a College English Listening and Speaking Course. The objectives of this research were 1) To study the background information focusing on course components and existing problems of the College English Listening and Speaking Course. 2) To develop the components and quality of the College English Listening and Speaking Course based on an outcome-based education approach combined with blended learning. 3) To study the effectiveness of implementing College English Listening and Speaking Course based on outcome-based education combined with blended learning to enhance English listening and speaking skills of non-English major students. Materials and Methods: The sample of this study was 40 non-English major freshmen students from Xi’an University, the People's Republic of China. They were derived by cluster random sampling. The instruments used in this research were 1) College English Listening and Speaking Course based on the outcome-based education approach combined with blended learning and its lesson plans, 2) English listening skills test with .88 of reliability, and 3) English speaking skills test with .74 of reliability 4) students’ satisfaction questionnaire with .79 of reliability. The statistics used to analyze data included mean, standard deviation, and t-test for one sample. Results: The research results found that 1) the background information of the College English Listening and Speaking Course and its current problems were principles, objectives, content, instructional strategy, media, and resource evaluation. 2) College English Listening and Speaking Course based on outcome-based education approach and blended learning consisted of 6 steps, that is, Step 1: Determine expected learning outcomes (OBE) Step 2: Design teaching activities(OBE) Step 3: Design teaching methods (blended learning) Step 4: Design teaching assessments (OBE and blended learning) Step 5: Continuous feedback and adaptation (OBE) Step 6: Reflection and improvement (OBE and blended learning) 3) the results of implementation of College English Listening and Speaking Course based on outcome-based education approach combined with blended learning found that (1) Students’ English listening skills after using outcome-based education approach combined with blended learning method was higher than before at a statistically significant level of .01 (M=24.35, SD=2.46). (2)Students’ English speaking skills after using an outcome-based education approach combined with the blended learning method were higher than before at a statistically significant level of .01 (M=24.35, SD=2.46). (3)The satisfaction of students after using the outcome-based education approach combined with the blended learning method was at a higher level (M=4.11, SD=0.64). Conclusion: The developed College English Listening and Speaking Course based on an outcome-based education approach combined with blended learning has a significant effect on enhancing the English listening and speaking skills of non-English major students at Xi’an University. Students are satisfied with the developed College English Listening and Speaking Course based on an outcome-based education approach combined with blended learning.