Instructional Strategies Research Articles

Development of Database System Principles and Applications Course based on Task-based Learning and Team-based Learning to Enhance Database Design Abilities of Second Year Students in Fujian University of Technology

Background and Aim: The undergraduate database system principles and applications course grapples with issues such as the gap between theory and practice, outdated content, and limited teaching methods. Addressing these challenges necessitates a comprehensive reform to enhance students' practical skills and adaptability to technological advancements. This study aimed to：1) study the background information focusing on course components of Database system principle and application course to enhance students’ database design ability, 2) develop a Database system principle and application course based on Task-based learning and Team-based learning to enhance students’ database design ability, and 3) determine the effectiveness of implementing the database system principle and application course based on Task-based learning and Team-based learning. Materials and Methods: The sample was second-year students majoring in Internet of Things engineering in the academic year 2023-2024 of Fujian University of Technology, the People’s Republic of China was 30 students from 1 classroom derived by cluster random sampling. The experimental design adopted in this study is a group Post-test-only design. The research instruments from each Phase of the study were as follows: Phase I: Interview forms for teachers and students on course-related questions. Phase II: 1) Database system principles and applications course based on Task-based learning and Team-based learning with a very high level of appropriateness. 2) Eight lesson plans based on Task-based learning and Team-based learning with a very high level of appropriateness. 3) An evaluation form of database design ability includes knowledge and skills. 4) a learning achievement test and 5) a student satisfaction questionnaire with a reliability of 0.897. The data were analyzed by using mean, standard deviation, and the one-sample t-test. Results: The results of the study were as follows: 1) The researchers reviewed the literature about the Database System Principles and Applications course and interviewed four teachers and 20 students for problems of the Database System Principles and Applications course, and the information gathered was used to develop the course. The database system principles and applications course in undergraduate education faces problems such as the disconnection between theory and practice, the lag in updating course content, and the single teaching method. These challenges emphasize the urgent need for comprehensive reform of the course content, teaching methods, and assessment system to enhance students' practical skills and their ability to adapt to the rapidly changing technological environment. 2) The Database System Principles and Applications Course based on Task-based Learning and Team-based Learning consisted of the principle, objective, content, instructional strategy, materials, and evaluation. 3) After implementing through Database system principles and applications course based on Task-based learning and Team-based learning, the students’ database design ability (Knowledge) was higher than the determined criterion of 70% at a significance level of .05 (M = 31.33, SD = 3.76, t = 4.825, p = .000) and the students’ database design ability (Skills) was higher than the determined criterion of 70% at a significance level of .05 (M = 45.12, SD = 2.89, t = 5.913, p = .000). 4) The students’ satisfaction was statistically higher than the determined criterion of 70% at a .05 level of statistical significance. Conclusion: To development of a task-based learning and team-based learning database system principles and applications course is significantly effective in enhancing students' database design ability.

Future-Oriented Science Learning and its Effects on Students’ Emotions, Futures Literacy and Agency in the Anthropocene

AbstractScience education bears the broader objective of nurturing students today to be scientifically-literate citizens of tomorrow who are able to foresee challenges, invent solutions and make responsible decisions for global issues. As a prelude to the new focus of agency in the Anthropocene, this paper presents an intervention on climate change with upper secondary students in a museum of natural history in England. Instructional strategies such as infusing scenarios and arts into scientific discussions were adopted to induce imagination, future-oriented thinking and emotional responses. Statistical results showed that the intervention significantly enhanced participants’ futures literacy, environmental agency and positive emotions. However, it did not increase their interests in learning science in out-of-school context. Implications of this study will shed light on futurising science and climate education in research and practice.

Impact of Learning Styles on Students’ Retention of Information

This study investigates the impact of Visual, Auditory, and Kinesthetic (VAK) teaching methods on student retention within the context of China's evolving educational landscape. Acknowledging the country's significant strides in educational reforms and technological integration, the research aims to empirically determine the effectiveness of these teaching methodologies have on enhancing student engagement and information retention. The study is of critical importance as it seeks to inform educational practices and policies, with the goal of improving instructional strategies to align with diverse learning preferences. The research fills a notable gap in the empirical literature regarding the comparative impact of VAK methods on student retention in China, where traditional lecture-based methods are still predominantly employed. Findings from this study could influence teacher training programs and contribute to the development of a more inclusive educational system that caters to the varied learning styles of students. Through a synthesis of existing literature and the researcher's observations of differing engagement and retention rates with traditional versus varied teaching methods, the study provides valuable insights into the potential benefits of integrating visual, auditory, and kinesthetic elements into teaching practice. The research aligns with a body of studies that have demonstrated the effectiveness of VAK methods in enhancing learning outcomes, although it acknowledges the variability in outcomes based on context, subject matter, and individual learner differences. This paper also recognizes the importance of ongoing assessment and customization of teaching strategies to meet the specific needs of students in diverse educational settings.

Analyzing Instructional Strategies in Science Education: A Dual Approach Combining Systematic Review and Secondary Qualitative Data Analysis

This study employed a dual research approach, incorporating both systematic review and secondary qualitative data analysis, to investigate instructional strategies and their rationales utilized by pre-service and in-service science teachers (PaIST) in physics topics. We chose widely recognized and readily accessible sources with extensive study coverage, including Web of Science, SCOPUS, Taylor & Francis Online, and ProQuest. Only four studies that conformed to our inclusion and exclusion criteria were identified for examination. The analysis unfolded in two phases: first, the identification of instructional strategies employed by PaIST, and second, the exploration of the underlying rationales guiding their choices. Our findings revealed a diverse array of instructional strategies, encompassing direct instruction, thought experiments, demonstrations, hands-on activities, think-pair-share, peer teaching, laboratory exercises, discussion/questioning techniques, drama, and real-life narratives. The rationales underpinning these strategies were multifaceted, aiming to enhance student motivation, stimulate cognitive development, facilitate collaborative group work, and foster meaningful learning experiences. Despite evidence supporting the effectiveness of various external strategies such as STEM education, out-of-school learning, and project-based teaching on students, pre-service and in-service science teachers appear hesitant to adopt these methods. Further research is needed to explore the barriers and factors influencing their instructional choices.

Exploring the Influence of Syntactic Structures on English Syntactic Priming

Abstract: English syntactic structures are essential components in the process of learning English as a second language (ESL) and play a critical role in the acquisition process. Based on previous research, this paper discusses the impact of syntactic structures on English L2 syntactic priming among Chinese learners from three perspectives: research paradigms, priming structures, and the factors influencing priming effects. The findings indicate that, given syntactic structure interchangeability, different syntactic structures exhibit varying degrees of priming effects. Key factors such as L2 proficiency, syntactic usage preferences, and language structureincluding both structural differences within English and similarities between the learner's native language and Englishsignificantly affect the extent of these priming effects. These insights not only contribute to further research on English L2 syntactic priming but also provide practical guidance for ESL teaching, highlighting the importance of understanding these dynamics to improve language acquisition and instructional strategies. It also enables English as a second language learners to fully understand the mechanisms of syntactic priming effects, providing them with scientific learning methods, thereby allowing them to learn English more efficiently.

Instructional strategies used by K-12 teachers during the COVID-19 pandemic

Instructional strategies used by K-12 teachers during the COVID-19 pandemic

Analysis of students’ conceptual change in learning Newton’s third law with an integrated framework of model analysis and knowledge integration

The purpose of this study is to examine how students may hold coexisting and competing conceptual ideas and how students’ uses of such ideas may evolve during the process of conceptual change by combining two complementary methods including model analysis and the conceptual framework model of knowledge integration. Conceptual change is fundamental to science learning, highlighting the processes of students’ transitions from predominantly relying on alternative views to using scientific ones. Recent studies suggest a growing consensus that alternative views and scientific conceptions coexist and compete in students’ learning. However, explicit research on how the states of coexistence and competition evolve during the process of conceptual change is underdeveloped. Building on existing research, the model analysis provides a quantitative framework to represent the different consistent and coexisting/competing states through probabilities of consistent and/or mixed (coexisting) use of incorrect and scientific ideas. Meanwhile, the conceptual framework model of knowledge integration provides content-specific, cognitive explanations for the developmental levels and processes of conceptual change from novice to expert. By combining these two methods, researchers can gain insights into how the coexistence and competition among different conceptual ideas may evolve as conceptual change progresses. To target the research goal, a model-based knowledge integration assessment of Newton’s third law is developed to measure students’ levels of knowledge integration and model states in a single test. Quantitative data were collected from Chinese high school students, supplemented by interviews with a subgroup from the same population. The model analysis results show the heterogeneity of conceptual development and the evolving competition across novice, intermediate, and expert students, as well as across different concept dimensions. The interviews provide cognitive explanations for the observed model states, framed from the lens of knowledge integration. These insights can inform the development of effective assessments and instructional strategies to facilitate favorable conceptual change in student learning. Published by the American Physical Society 2024

A systematic review on robot-assisted language learning for adults

In the 21st-century era of globalization, language proficiency is a pivotal connector across cultures, with artificial intelligence (AI) revolutionizing educational paradigms through Robot-Assisted Language Learning (RALL). This systematic review examines the role of RALL in adult second language acquisition, focusing on its pedagogical strategies and learner engagement. Unlike the previous systematic reviews that explore the multifaceted roles of robots in language learning, including as teachers, tutors, assistants, and peer learners, we identify explicit and implicit instructional strategies within RALL, highlighting the unique learning landscape of adult learners characterized by self-regulation and self-direction. We assess the latest advancements in RALL for adult learners through three research questions, compare the effectiveness of explicit versus implicit instructions, and investigate affective factors enhancing RALL performance. Our review contributes a comprehensive status analysis, in-depth exploration of interaction modes, and insights for future research directions, providing a roadmap for academic research and practical guidance for educators and robot developers. This study aims to optimize RALL strategies to better meet the needs of adult learners, fostering a more efficient and engaging language learning experience.

Evaluation and optimization of basketball tactics training effect in physical education: Application research using Decision Tree (DT) algorithm

In this study, the decision tree (DT) technique is developed to assess the basketball strategies’ training impact on physical education (PE). The recommended DT method effectively guesses the tactics of two teams based on the locations of basketball players with only a small amount of training data. Next, using data concerning ball possession, the interaction of these teams’ tactics, and the distinctive features of basketball strategies, the DT approach changes the team’s strategies. Therefore, effective findings from prediction could be produced because the suggested DT approach predicts the team strategies that meet these requirements. The suggested DT approach is implemented using the Python platform to analyze efficiency in terms of several metrics. Additionally, the DT method’s effectiveness is contrasted with that of other approaches. Based on the results of the experiments, the suggested approach outperforms the current approaches in assessing the impact of basketball strategy instruction in physical education.

An Analysis of Classroom Management Conducted by the English Teacher at a Private Islamic Junior High School

This study investigates the classroom management strategies of an English teacher at a private Islamic Junior High School in Sidoarjo, focusing on time and space management, student behavior, and instructional strategies. The research aimed to evaluate the effectiveness of these strategies in creating a conducive learning environment. Observations were conducted during two meetings on May 28 and 29, 2024, using an observation checklist based on McLeod, Fisher, and Hoover's classroom management theory. Additionally, an interview with the teacher provided further insights. The results revealed that the teacher effectively managed classroom time and space, scoring 50% in both sessions. However, student behavior management could have been more effective, with scores of 45% and 50% in the respective meetings. Instructional strategies were also limited, with scores of 40% in both meetings. The study highlights a well-organized classroom environment but points to areas for improvement, including enhancing behavior management techniques and incorporating diverse instructional strategies. The implications suggest a need for more dynamic and responsive approaches to classroom management, including integrating technology and fostering personal connections with students to improve engagement and learning outcomes.

The Effects of Teacher’s Instructional Strategies on Students Learning Satisfaction with Communication Styles as a Mediator among Students in Jiangxi College of Applied Technology

The Effects of Teacher’s Instructional Strategies on Students Learning Satisfaction with Communication Styles as a Mediator among Students in Jiangxi College of Applied Technology

Applying a Support Vector Machine (SVM-RFE) Learning Approach to Investigate Students’ Scientific Literacy Development: Evidence from Asia, Europe, and South America

Cultivating scientific literacy is a goal widely shared by educators and students around the world. Many studies have sought to enhance students’ proficiency in scientific literacy through various approaches. However, there is a need to explore the attributes associated with advanced levels of scientific literacy, especially the influence of contextual factors. In this context, our study employs a machine learning technique—the SVM-RFE algorithm—to identify the critical characteristics of students with strong scientific literacy in Asia, Europe, and South America. Our research has pinpointed 30 key factors from a broader set of 162 contextual factors that are indicative of outstanding scientific literacy among 15-year-old secondary school students. By utilizing student samples from the three continents, our study provides a comprehensive analysis of these factors across the entire dataset, along with a comparative examination of the optimal set of key factors between continents. The findings highlight the importance of these key factors, which should be considered by educational policymakers and school leaders when developing educational policies and instructional strategies to foster the most effective development of scientific literacy.

Advanced Technologies for Teaching Rachana Sharir: Implications for Academic Education

The study of Rachana Sharira is a cornerstone of educational programs in the biological and healthcare fields. It is crucial that the teaching methods and instructional strategies used in this subject effectively prepare students. Traditionally, Rachana Sharira has been taught through a combination of lectures and hands-on practical sessions involving cadaver dissections and pre-dissected specimens. However, with the advent of modern digital technologies, such as smartphones, QR codes, and virtual reality, along with advanced imaging techniques like radiography, ultrasonography, MRI, and CT scans, the landscape of Rachana Sharira education is evolving. This review aims to explore how these innovative tools are being integrated into academic settings to enhance the diversity and effectiveness of Rachana Sharira teaching, ultimately improving students' understanding of the subject and its clinical applications.

EXPLORING THE ROLE OF L1 LITERACY SKILLS IN L2 READING COMPREHENSION AND VOCABULARY DEVELOPMENT AMONG SENIOR HIGH SCHOOL STUDENTS IN GHANA

This study investigated the relationship between first language (L1) literacy skills and second language (L2) reading comprehension and vocabulary development among students in Ghana. The study was grounded in Cummin’s (1970) Linguistic Interdependence Theory (LIT). The qualitative approach was adopted, and three instruments- focus group discussions, interviews and classroom observations- were used to obtain data from the sample of 300 secondary school students and 40 teachers. The researcher assessed participants' views in L1 literacy domains (phonological awareness, orthographic knowledge, and reading fluency) as well as their views on L2 (English) reading comprehension and vocabulary. The findings revealed a significant positive correlation between students' L1 literacy skills and their achievement in L2 reading comprehension and vocabulary. Those with more advanced abilities in their native language consistently demonstrated higher levels of reading comprehension and broader English vocabulary knowledge. This underscores the critical role of strong foundational literacy in the first language as a precursor to successful second language acquisition. The study also identified key instructional strategies that could help bridge the gap for ESL learners, such as explicit instruction in L1 literacy, structured opportunities for cross-linguistic transfer, and the incorporation of culturally relevant, mother-tongue materials into the curriculum. The implications of these findings for policymakers, curriculum designers, and teachers working to improve educational outcomes for linguistically diverse student populations are discussed.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0799/a.php" alt="Hit counter" /></p>

The Structural Complexity and Evolutionary Patterns of German Grammar

This study provides a comprehensive analysis of the complexities inherent in German grammar, focusing on key features such as the case system, verb conjugation patterns, and syntactic structures. The research explores the diachronic evolution of German grammar, tracing its development from Old High German through Middle High German, and examines how historical linguistic changes continue to influence modern usage. Additionally, the study addresses the cognitive and pedagogical challenges that learners face, offering targeted strategies for effective grammar instruction, including contrastive analysis and contextualized practice. By situating German grammar within a broader linguistic and historical context, this research contributes to our understanding of language complexity and the interplay between grammatical structure and language learning.

Analysis of the Use of Differentiated Instruction Learning Strategies in Answering Diverse Learning Needs in the Classroom of MAS Darul Hadist Hutabaringin Kec. Siabu Kab. Mandailing Natal

This study aims to analyze the effectiveness of the use of Differentiated Instruction (DI) strategies in responding to diverse learning needs in the classroom of students at MAS Darul Hadist Hutabaringin Kec. Siabu Kab. Mandailing Natal. The research method used is a qualitative approach with data collection techniques through observation, interviews, and document analysis. The results of the study indicate that the implementation of DI can increase students' motivation, involvement, and understanding of the subject matter. Teachers apply grouping based on interests and abilities and vary learning methods to adjust to student characteristics, which contribute positively to their learning outcomes. The implementation of DI faces challenges in the form of limited time, resources, and learning facilities. Teachers need additional preparation to adapt materials and methods, and institutional support is needed so that the implementation of DI runs optimally. This study concludes that DI is an effective learning strategy in improving the quality of education in school environments with diverse learning needs, and recommends that schools support the implementation of DI through ongoing training and improving learning facilities.

Research on the New Era’s Road for Reforming School Sports Instruction

Background: The emphasis on holistic development in school has significantly changed in recent years, placing equal emphasis on academic success and physical and mental well-being. This change has led to a critical analysis of the teaching of sports in schools, which has historically placed a strong emphasis on competitive and performance-oriented goals. Growing worries about the health, involvement, and general development of students highlight the need for reform in school sports instruction. Purpose: The purpose of this study is to examine and assess current reform efforts in school Sports instruction in light of the emerging educational paradigm. Finding workable solutions to raise the standard of sports instruction, increase student engagement, and promote a more inclusive and comprehensive approach to physical education are the goals. Method: Using a mixed-methods approach, the study combines qualitative interviews with quantitative surveys. Information was gathered from a wide range of educational institutions' instructors, students, and policy officials. Analyzing survey data on existing sports curriculum, instructional strategies, and student attitudes toward physical education comprised the quantitative component. In-depth interviews were a part of the qualitative component, which aimed to provide insights into the difficulties and achievements faced by reforming schools. Findings: The study presents a number of important conclusions: First, the necessity of switching from conventional, competition-focused models to more inclusive and diversified sports programs that accommodate a range of interests and ability levels is becoming increasingly apparent. Second, the incorporation of contemporary pedagogical strategies that encourage higher levels of engagement and enjoyment—like cooperative learning and student-centered activities—marks effective reforms. Third, there are still issues like scarce resources and opposition to change, but creative solutions and helpful legislation have made progress toward getting past these obstacles. Overall, the study emphasizes how crucial it is for educators to continue their professional development and how systemic support is required to maintain successful reforms in the teaching of sports in schools. This study offers insightful information to stakeholders, educators, and policymakers that want to improve.

Coaching Athletes with Learning Disabilities: Three Effective Strategies

Despite the prevalence of students with learning disabilities (LD), athletic coaches face challenges in recognizing and effectively supporting the needs of athletes with LD due to lack of professional development in this area. Sometimes referred to as a “hidden disability”, LD is not easily perceived by teachers and coaches. Students with LD have average level intelligence and often demonstrate both strengths and weaknesses in academics. What coaches may not realize, however, is that athletes with LD can have the same challenges in learning aspects of the sport that they have in learning academics. They can have difficulties with understanding and following multi-step directions, remembering sequences of information (Gargiulo & Bouck, 2018), problems with processing skills and self- monitoring their behavior (Watson et al., 2016). Therefore, addressing the needs of athletes with LD requires a set of specialized instructional strategies that helps athletes focus and increase performance. This article describes three evidence-based instructional strategies which support the needs of athletes with LD: behavior specific praise, explicit instruction, and self-talk. Guidelines for using the strategies are provided and emphasize the importance of modeling of the desired behaviors and providing sufficient opportunities for athletes to rehearse and process the new behaviors. Use of these strategies can enhance the coaching experience for all athletes and promote inclusiveness while at the same time, improving athletic performance.

Mathematical Thinking and Learning in Early Childhood: A Consolidated Qualitative Synthesis of Cutting-Edge Research Literature

This study aims to synthesize current research on early childhood mathematical thinking and learning, focusing on cognitive development, instructional strategies, and environmental influences. The study provides a comprehensive qualitative analysis, integrating diverse theoretical frameworks and recent empirical findings for a nuanced understanding of early math education. Methodologically, it employs a thematic synthesis of qualitative studies, systematically reviewing literature from various academic databases to identify key patterns and themes. The research design involves coding text, developing descriptive themes, and generating analytical themes from peer-reviewed studies published between 2014 and 2024. The primary outcomes highlight the significant impact of play-based learning, interdisciplinary approaches, and parental involvement on early mathematical development. Additionally, the study underscores the role of technology and supportive learning environments in enhancing children's math skills. Conclusions emphasize the importance of holistic and culturally responsive educational practices. The practical implications provide valuable insights for educators, policymakers, researchers, and parents aiming to improve early childhood math education.

ASSESSMENT OF ASEI-PDSI PEDAGOGICAL PARADIGM ON STUDENTS’ MATHEMATICS ATTITUDE AND ACHIEVEMENT IN JUNIOR SECONDARY SCHOOLS (JSS) IN FCT-ABUJA

The ASEI-PDSI pedagogical paradigm championed by SMASE – Nigeria Project in collaboration with Japan International Cooperation Agency (JICA) is designed towards improving the quality of Mathematics which has consistently declined over the years in public secondary schools across the nation. The study assessed the ASEI-PDSI pedagogical paradigm on students’ mathematics attitudes and achievement in Junior Secondary Schools (JSS) in Federal Capital Territory (FCT) – Abuja. Descriptive survey research design was adopted for the study. The study population comprised of all Mathematics teachers in the 161 Public JSS in FCT. 100 Mathematics teachers whom have implemented ASEI-PDSI pedagogical paradigm were selected from the six (6) Area councils of FCT using the proportionate stratified random sampling technique. A researcher made 4-points Likert type of questionnaire was used for data collection and had reliability coefficient of 0.83 determined using the Pearson’s product moment correlation coefficient formula. Collected data was analysed using mean and standard deviation for research questions, while hypotheses were analysed using Chi-square (X2) and tested at 0.05 level of significance. The findings showed that, ASEI-PDSI pedagogical paradigm had a high positive influence on Junior Secondary Students’ Mathematics Attitude and Achievement but the influence was only statically significant on Attitude. The study established that ASEI-PDSI pedagogical paradigm is an appropriate teaching and learning strategy for delivery effective mathematics instruction in JSS in FCT. The study recommended among others; the need for JSS mathematics teachers in FCT implementing the ASEI - PDSI pedagogical paradigm to sustain it application and also for the stakeholders like FCT - Universal Basic Education Board to be encouraged to maintain regular in-service programme for JSS mathematics teachers as well as train those yet to be trained on the paradigm.