Instructional Strategies Research Articles

Teacher self-efficacy and teaching quality: A three-wave longitudinal investigation.

Self-efficacy beliefs have cyclical nature as they enhance performance and performance, in turn, influences subsequent self-efficacy beliefs. Likewise, teacher self-efficacy is proposed to shape teaching quality which, in turn, informs future teacher self-efficacy beliefs. To examine these associations, longitudinal studies are needed but are still sparse. Therefore, the present research employed a three-wave longitudinal design to examine the predictive effects of teacher self-efficacy on teaching quality as well as the predictive effects of teaching quality on future teacher self-efficacy by using data from large samples of secondary school teachers (N = 1030) and their students (N = 17,381). Teachers self-reported their efficacy for student engagement, efficacy for instructional strategies and efficacy for classroom management whereas students rated the teaching quality (i.e., cognitive activation, classroom management, and student support) of their teachers. The results of the multilevel structural equation modelling showed that all three dimensions of teacher self-efficacy predicted teaching quality but teaching quality, in turn, predicted only teacher efficacy for student engagement. These results suggest that efforts in raising teacher self-efficacy may show fruitful in raising overall teaching effectiveness.

Promoting Language and Scientific Literacy Through Children's Literature: A Systematic Literature Review

ABSTRACT Children's literature is widely recognized for its potential to enhance student development. Despite existing research and publications on the topic, a thorough study on integrating children's literature into language and scientific literacy has not been widely conducted. This systematic literature review aimed to comprehensively explore current literature on innovative strategies and the effects of integrating children's literature to improve language and scientific literacy. Utilizing the Systematic Literature Review (SLR) and Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) methods, this review analyzed 54 studies from the Scopus database spanning 2010 to 2024. The Publish or Perish and VOSviewer applications supported the identification, screening, eligibility, and inclusion stages. Scopus-indexed articles totaling 275 were initially identified and filtered into 54 relevant pieces. The findings highlight that integrating children's literature into science education effectively bridges language and scientific literacy, enhancing cognitive development and comprehension. The potential of this interdisciplinary teaching model suggests practical applications for educators seeking to enrich their instructional strategies by employing diverse literary forms such as informational texts, biographies, comics, dramas, and science fiction. Ultimately, this review emphasizes children’s literature's significant role in advancing language and scientific literacy in educational contexts. Keywords: children’s literature, language literacy, scientific literacy

An Examination on the Planning and Practice of Bilingual Education in Primary and Secondary Schools in Taiwan

Over the past few years, several reforms in language education have been outlined to implement the full-scale bilingualization of the education system in Taiwan. Among the 3392 public primary and secondary schools, nearly one-third of them have been implementing bilingual education in certain subjects. The vast majority of these schools have adopted Immersion, CLIL, or EMI as models for bilingual education. It has been argued that these exotic models cannot be “transplanted” to the education context of Taiwan, and he proposes the FERTILE model. Adopting this model as the theoretical framework, this qualitative study aims to examine how school practitioners plan and practice bilingual education in Taiwan. Data were collected through the document analysis of the progress reports from thirty-five primary and secondary schools and three focus group discussions (FGDs) with nine subject teachers. The findings show that the participants made considerable efforts to construct a bilingual environment and have an identical understanding about the strategies for bilingual instruction that emphasize subject knowledge and students’ comprehension. However, the participants experienced a diverse ecology of bilingual teacher learning communities and received differential support from the principals. Qualified and stable teaching manpower was identified as the key to sustain bilingual education. Implications to different education stakeholders are also discussed.

Exploring the Effect of Mathematics Skills on Student Performance in Physics Problem-Solving: A Structural Equation Modeling Analysis

AbstractStudents’ success in physics problem-solving extends beyond conceptual knowledge of physics, relying significantly on their mathematics skills. Understanding the specific contributions of different mathematics skills to physics problem-solving can offer valuable insights for enhancing physics education. Yet such studies are rare, particularly at the high school level. This study addresses the underexplored area of this topic in secondary education by investigating the associations between physics problem-solving performance using a robust methodological framework. We applied exploratory factor analysis (EFA) to identify latent sub-mathmetics skills relevant to physics problem-solving and employed structural equation modeling (SEM) to examine the causal impact of these skills on students’ performance in physics. The study analyzed data from a municipal-wide assessment involving 1,878 grade 12 students in Southern China. The results demonstrate that mathematics skills impacting high school students’ physics problem-solving performance can be categorized into two sub skills, algebraic skills and geometric skills. It also indicates that algebraic skills have a stronger direct effect on physics problem-solving performance compared to geometric skills in high school setting. These findings suggest that integrating focused algebraic training within physics education can significantly improve student outcomes in STEM fields. We recommend that educators design curricula and instructional strategies that emphasize the development of algebraic skills necessary for solving complex physics problems. Additionally, these findings have important implications for policymakers, who should consider integrating targeted mathematics training within physics curricula to foster interdisciplinary learning and better prepare students for challenges in STEM education.

The Impact of Immersive 360-Degree Video Learning on Enhancing Oral Communication Skills

This study investigates the pivotal role of immersive 360-degree video and its perceived advantages on the enhancement of oral communication skills within the framework of the ELC650 course, 'English for Professional Interaction'. The research involved twenty-four students enrolled in the Bachelor of Applied Language (Arabic Communication Professionals) (Hons) program. The distribution of questionnaires immediately after the students watched the video aimed to assess the role of immersive 360-degree video and its perceived advantages of this technology in preparing students for conducting assessments within a meeting discussion. Employing a cross-sectional design, the study collects both closed-ended and open-ended responses through the distributed questionnaires. The latter serves as a crucial means of triangulating the data, offering real-time insights into the students' understanding of professional interaction and assessment practices using 360-degree video. The study's findings on the use of 360-degree video in education can inform government decisions and contribute to achieving SDG 4, which aims to improve the quality of education. It is important for government and learning institutions to recognize and embrace the role of 360-degree video in enhancing learning quality, specifically in fostering communication skills within the area of professional interaction in English. Other than that, this study holds implications for refining curriculum design, shaping instructional strategies, and optimizing the integration of innovative technologies in language education, particularly for students specializing in Arabic communication.

Estrategias instruccionales efectivas para desarrollar habilidades de escucha en adolescentes con TDAH

Introduction: Natural interactions and understandable linguistic input are essential to build attractive conditions for acquiring the English language. Effective exposure to language, both oral and written, is essential to understanding and producing a language. However, developing listening comprehension skills can be challenging for students with ADHD due to difficulties in attention, behavior, and cognition, as well as the unique characteristics of the English as a Foreign Language (EFL) context. Objectives: In this regard, this research aims to document effective instructional strategies to improve listening skills among high school students with ADHD. Methodology: To this end, an exploratory-deductive qualitative research design was applied through an extensive review of the literature. Data were collected from 60 academic sources and analyzed using a neurolinguistic and pedagogical approach using a constant comparative coding method. Results: The results suggest that, to guide students with ADHD in developing English listening competencies, language instructors must build a learning environment that includes simplified inputs and content, clear instructions, multisensory conditions, and student-centered instruction based on individual needs. Conclusions: Simple, linguistically rich, engaging, and multisensory environments facilitate learning for students with ADHD and can have an impact on their overall academic performance and language development. Study Area general: Education. Specific area of study: English as a Foreign Language. Type of study: Literature review.

Do instructor beliefs and attitudes matter? Understanding associations between beliefs, attitudes, and practices

A mixed-method approach is used to examine the relationship between university instructors’ practices in blended courses and their epistemological and pedagogical beliefs, and their attitudes toward technology. The study draws from a socio-constructive perspective and uses Fishbein and Ajzen’s belief and attitude theory and applies it to a blended framework. Data were collected using an online survey of 71 instructors, semi-structured individual interviews with 24 instructors and one to four classroom observations of 15 instructors. The interviews were audio-recorded, and the classroom observations were collected via hand-written notes. Data were analyzed via NVIVO 12 and SPSS. Findings explore relationships between instructors’ beliefs around knowledge, hard work and student self-regulation skills to their instructional strategies and involvement of students. The study also looks at instructor use of different technologies in blended courses and explores the connection between their attitudes towards technology and their practices. This study, thus, offers guidance to academic leaders, instructors, developers, and policymakers and has several implications for research and instructor development workshops.

Effect Of Virtual Field Trip Instructional Strategy On Student Academic Achievement And Interest In Chemistry In Ikono Local Government Area, Akwa Ibom State, Nigeria

The study examined the effect of virtual field trip instructional strategy on student academic achievement and interest in chemistry in Ikono LGA. The study adopted a quasi-experimental design with a sample size of 86 senior secondary II students drawn from the population using multi-staged sampling technique, three research questions and hypothesis guided the study. The research instrument were chemistry achievement test (CAT) and an interest questionnaire with a reliability of 0.86 and 0.73 respectively. Descriptive and inferential statistics were used to analysed the data collected. The result indicated a significant difference in the academic achievement of student taught chemistry in favour of those in the experimental group with mean difference of 77.30 for students in the VFT group against 59.67 for those in the control. The result also indicated no significant difference in respect to gender and interest. It is recommended that chemistry and science teacher implore the use of virtual field trip in enhancing academic achievement and interest in chemistry

Application of a Prediction Problem-Based Learning (PPBL) Method in an Undergraduate Biomechanics Course

Abstract Challenge As biomedical engineers revolutionize medicine, biomedical engineering programs must adapt to the diverse learning styles of the current student population. Students are learning in new ways and instructional strategies need to be adopted. Novel Initiative Understanding generational attributes is crucial for developing effective teaching pedagogy. Generation Z, also known as “zoomers” and “digital natives,” will dominate higher education for the next decade. In response to the shift of how students are learning, a new teaching method called Prediction Problem-Based Learning (PPBL) was implemented in an undergraduate Biomechanics course. PPBL combines the retrieval of information with problem-based learning to enhance student engagement and active learning. Reflection Comparing this method to traditional teaching approaches demonstrated significant improvements in a course learning outcome and exam performances among students exposed to PPBL. These results suggest that PPBL fosters a deeper understanding of the material and promotes a more effective learning strategy. Further analysis and testing of this method are recommended to confirm its efficacy and explore its potential for broader application in biomedical engineering educational courses. This innovative approach aligns with the needs of Generation Z learners, who thrive in interactive and technology-enhanced educational environments, thereby providing greater opportunities for academic success and professional preparedness.

Navigating the seas of the curriculum: A mathematics teacher’s interactions with curriculum materials

Curriculum materials are not a fixed object; they are an active partner in a teacher’s practice. Teachers and curriculum materials interact in a participatory relationship where both the characteristics of the teacher and the characteristics of the curriculum material affect the instruction. Teachers interpret and tailor these materials to create particular instructional strategies, therefore, teachers can be considered as lesson designers. The study presented in this paper uses longitudinal case study design to investigate the relationship between a mathematics teacher and curriculum materials over a period of nine years. Using the lens of curricular noticing, the study examined what the teacher attends to, interprets and responds to while planning a lesson. Data collection occurred at four distinct time points, encompassing both teacher observations during lesson planning and interviews after lesson planning, as well as the teacher’s lesson plans for the same topic at each time point. The obtained longitudinal data provided comprehensive insights into how the teacher’s curricular noticing changed over time and how it affected the teacher’s practice. The findings show that the teacher attended the national curriculum and textbook at all four time points, indicating the stability of these particular resources; however, the interpretation of the textbook elements and response to this interpretation changed significantly. The teacher’s practice became more student-centered and inquiry-oriented. The implications of the study are also discussed.

Computational Thinking Integrated in School Subjects – A Cross-Case Analysis of Students’ Experiences

The integration of computational thinking (CT) into K-12 education offers substantial potential to improve digital literacy and deepen students’ understanding across various subject areas. By embedding computational procedures and solution-oriented approaches into traditional curricula, students can develop essential skills that are critical for thriving in an increasingly digital world. However, the effective integration of CT into subject-specific learning poses challenges for educators, largely due to a lack of training and experience in implementing interdisciplinary instructional strategies. This study explores the impact of integrating CT into K-12 education through diverse instructional approaches, including modelling, storytelling, and unplugged activities. The research examines how students' subject knowledge, CT concepts, and practices evolved under each CT integration practice, as well as their acceptance toward CT integrated lessons. The study was conducted in different subjects, including language arts, biology, and physics, and at different grade levels. The technology acceptance model was used as a theoretical framework to understand students' adoption towards the different integration practices. The study revealed that different CT integration practices yield varying impacts on students' attitudes, particularly in relation to their prior programming experiences. Namely, primary school students with prior programming experience display a higher behavioural intention due to a lack of early biases toward programming. Conversely, secondary school students, less familiar with interdisciplinary approaches, initially show less enthusiasm for future engagement. These insights underscore the need for tailored instructional strategies that consider students' prior experiences and the broader goal of preparing them to contribute to a technologically driven society.

School Students' Perceptions on School Management and Pedagogical Approaches

This study investigates students' perspectives on teaching-learning pedagogy and school management techniques. The information was collected from 240 students attending schools in urban, suburban, and rural areas, across different grade levels. To get this data, a variety of research techniques were combined. Through surveys, interviews, and focus groups, the study looked at students' attitudes, beliefs, and experiences in the classroom. The results provide a comprehensive understanding of students' viewpoints on a range of school administration topics, such as classroom dynamics, teacher-student interactions, administrative policies, and the use of technology in the classroom. Ann extensive analysis was conducted to obtain a comprehensive understanding of students' inclinations, difficulties, and recommendations concerning instructional strategies, evaluation procedures, and the school's general ethos. The study underlines the value of taking into account students' opinions when making decisions about education and stresses the necessity of creating a welcoming and stimulating learning environment that can accommodate a wide range of learner needs. The implications for educators, policymakers, and school administrators are examined in this paper. It makes recommendations for improving teaching-learning pedagogies and school management techniques to support student engagement, academic achievement, and general well-being.

An analysis of learners' mental constructions in learning and solving trigonometric equations

Learners' construction of mathematical concepts is an issue of global concern. As a result, scholars advocate that mathematical topics identified as problematic for learners should be analyzed through research. This paper reports on an APOS (action, processes, objects, and schema) analysis of Grade 11 learners' mental constructions of trigonometric equations. The aim is to reveal the nature of the learners' mental constructions rather than provide a statistical analysis of their performance. This qualitative study was conducted with 17 purposively selected Grade 11 learners doing pure mathematics. The data used in this study were generated from learners' written responses and semi-structured interviews. Using the constructs of APOS theory, our analysis of learners' mental constructions revealed that most learners are operating at the action stage, which means that their knowledge construction of trigonometric equations is at the developmental stage. We further observed that learners needed external cues to trigger their thinking of how they should go about solving the trigonometric equation. All the procedural steps were explicitly written down, meaning they did not internalized the process of solving trigonometric equations. Furthermore, our analysis revealed that while learners can carry out procedures, meaning they can perform step-by-step procedures, they struggle to integrate concepts. The struggle to integrate concepts emanates from not constructing the concept image of trigonometric equations but rather constructing the concepts as isolated facts. Based on the findings, we argue that for learners to develop a schema for trigonometric equations, instructional strategies must focus on helping learners construct the concept image of trigonometric equations. Construction of the concept image will help learners start to internalize the procedures, thus leading to the interiorization of action to process and then encapsulate the process to an object stage.

The Impact of Self-Compassion on Adolescent Post-Traumatic Growth: The Moderating Role of Basic Psychological Needs

As a mental technique, self-compassion may also buffer in opposition to stressful stories and sell put up-stressful growth. To fill this gap, the existing take a look at tested how self-compassion affects teenagers' post-stressful growth and examined fundamental mental desires satisfaction as a moderator between self-compassion on one side and posttraumatic increase on the opposite facet. A questionnaire with the Self-Compassion Scale, Post-Traumatic Growth scale, and Basic Psychological Needs Questionnaire changed into completed by means of adolescents, whilst statistical methods have been applied to investigate facts. This examine confirmed that adolescent self-compassion had an influential positive impact on submit-demanding growth, and that assembly the needs of fundamental mental additionally accomplished as a crucial moderator between self-compassion and PTG. The findings recommend that once educators satisfy the basic mental needs of teenagers, they might be much more likely to grow following trauma, and provide instructions for intervention strategies. This research has important implications for knowledge the intellectual fitness of young people and developing mental interventions that paintings.

A situated expectancy-value theoretical perspective of teaching presence and student engagement in blended learning environments

Teaching presence is a key factor affecting student engagement, yet scant research has examined the uniquely longitudinal effect of teaching presence on student engagement. This study, guided by the the processual, situated, and directional lens of Situated Expectancy-Value Theory (SEVT), employed longitudinal structural equation modeling to analyze data from 258 undergraduate students at a Chinese university, investigating how initial teaching presence influenced subsequent motivational constructs (self-efficacy and course value) and student engagement in blended learning environments. Our findings longitudinally revealed there was an evolving and complex interplay among these constructs. Teaching presence demonstrated a sustained autoregressive effect of itself. Meanwhile, teaching presence acted as a situated catalyst that not only affected student engagement during the observation period but also later perceptions of course value and self-efficacy, which in turn increased student engagement levels at the end of the semester. Furthermore, while self-efficacy and course value mediated the relationship between teaching presence and student engagement, the mediating effect of course value was more pronounced. Additionally, the directionality of predicting relationships, revealing a predominant influence from teaching presence to student engagement, rather than a reciprocal relationship. This research underscores the importance of instructional strategies prioritizing a robust teaching presence to initiate a cycle of positive student engagement in blended learning environments. By understanding the longitudinal effects of teaching presence, educators can develop more effective approaches to enhance student engagement and learning outcomes.

USING TED TALKS IN ENGLISH LANGUAGE TEACHING

The results of a quantitative investigation on how incorporating TED Talks media into language training affects students' speaking abilities are presented in this article. The purpose of the study was to evaluate how well students' verbal expression and communication skills may be improved by using TED Talks videos as a resource. After incorporating TED Talks, students' speaking abilities significantly improved, according to an examination of pre- and post-test results. The integration of genuine and captivating information from TED Talks introduced students to a diverse range of subjects, accomplished presenters, and everyday language usage, resulting in improved pronunciation, vocabulary, and fluency. These findings highlight the TED Talks' potential as a useful educational resource for enhancing students' speaking abilities during language training. It is highly recommended that language instructors use TED Talks into their instructional strategies to establish engaging and interactive learning environments that promote language proficiency and proficient communication. The study adds to the body of knowledge already available on the use of multimedia materials in language instruction and provides teachers looking for creative ways to improve their students' speaking skills with useful advice.

The Effects of Looping on Undergraduate Students’ TESOL Knowledge Acquisition and EFL Teaching Career Preparation: A Qualitative Case Study

Looping is an educational policy in which a teacher teaches the whole or part of the same class in consecutive years. It is advocated as one of the most useful 21st century instructional strategies. Research has reported that looping results in greater success in students’ learning of some school subjects, including mathematics, sciences, languages, and social sciences, while it is also claimed to be instrumental in fostering students’ appropriate behavior. However, studies on looping in higher education are scarce. Our study aimed to understand the effects of looping of a TESOL teacher educator on pre-service EFL teachers’ academic achievements in TESOL education and their career preparation for EFL teaching. We designed a case study to understand the looped students’ real-life experiences. The qualitative data were collected from three sources: documents, semi-structured interviews, and field notes (observation) for data and method triangulation. The data were analyzed using Williams and Moser’s (2019) qualitative data coding and following phenomenological reduction, bracketing (Dornan et al., 2005), and essences (Ganeson & Ehrich, 2009). The findings showed that the looping of a proficient, experienced, and effective TESOL lecturer results in the success of undergraduate students’ acquisition of TESOL skills, and in developing their readiness for career start in EFL teaching.

Iranian English as a Foreign Language (EFL) teachers' professional development needs in educational contexts: Exploring the challenge of reflective practice.

This study investigated Iranian, English as a foreign language (EFL) teachers' attitudes toward reflective teaching compared with their classroom assessment preferences and up-take of strategy-based instruction. It compared their views in the two key higher education provider contexts of the university and institute. In this cross-sectional correlational study, a total of 90 teachers, half drawn from each university in a major city in Iran, were selected using controlled quota sampling. Data were collected through a four-part survey. Besides gathering demographic data (Part A), the survey drew upon three established instruments that used a Likert Scale format. Part B comprised the Teacher Reflectivity questionnaire, and Part C focused on the Classroom Assessment Preferences Survey Questionnaire for Language Teachers. Also, part D administered the Teachers' Beliefs Inventory for Strategy Instruction. The reliability of this and the CAPSQ-LT was confirmed by the researchers using Cronbach's alpha at 0.842 and 0.951, respectively. A total of 90 questionnaires were distributed, with 72 fully completed (80%) and returned. the Statistical Package for Social Sciences (SPSS) was employed to analyze the data, using the independent sample t-test and ANOVA. Also, Pearson product-moment correlations were used to measure the association between the variables. A p-value less than 0.05 was considered as significant. As shown in findings, a statistically significant and positive correlation was found between the teachers' reflective teaching scores and classroom assessment preference scores (r=0.473, p0=.001). This correlation was moderately high and positive, thus supporting that higher teacher reflective practices reflect a broader application of classroom assessment. The Table also shows that there was no significant correlation between the teachers' attitudes toward reflective teaching and their uptake of strategy-based instruction (r=0.094; p=0.434). Similarly, there was no statistically significant correlation between the teachers' attitudes toward classroom assessment preferences and their beliefs about strategy-based instruction (r=0.038, p=0.752). As shown, no statistically significant difference was observed between the teachers' attitudes toward reflective teaching and their uptake of strategy-based instruction (p<0.05). This study draws attention to the need for teachers in EFL contexts, such as this, to have access to professional development opportunities that deeply engage and guide them to be reflective practitioners who can make the connections between assessment techniques, strategy-based instruction, and students' improved language learning outcomes.

Effective blended learning instructional design strategies in medical education

With the rapid development of technology and societal change, a shift from traditional classroom instruction to more diverse educational methods in medical education is necessary. As an effective approach to providing flexibility and accessibility while maintaining the benefits of face-to-face interactions, blended learning, which integrates online and offline learning, has gained attention. This study examines the current status and best practices of the aforementioned blended learning, analyzes its application in domestic and international contexts, and derives effective instructional design strategies. A comprehensive review of previous research and empirical cases reveals a conceptual framework and core principles for designing such blended learning. Key considerations include strategic integration of online and offline activities, facilitation of self-directed learning and interaction, effective use of technology, and continuous quality improvement. Furthermore, we suggest contextually relevant strategies, such as designing curricula focused on clinical reasoning, providing iterative practice opportunities, enhancing reflection, and fostering future competencies. The case analysis establishes that blended learning is implemented in various forms across different medical schools and curricula. Common features include the linkage of online and offline learning, incorporation of learner-centered methods, and emphasis on practical competencies. However, the limited number of cases suggests that generalizations may be premature. Successful implementation requires multifaceted efforts, including gradual introduction, faculty support, flexible curricula, safety measures, and institutional support. Accumulating empirical research and evidence of their effectiveness can facilitate their wider dissemination. This study provides implications and future directions for innovative medical education using hybrid learning.

Think-Pair-Share Instructional Strategy and its Effects on Upper Basic Social Studies Students’ Academic Performance in Delta State

Think-Pair-Share Instructional Strategy and its Effects on Upper Basic Social Studies Students’ Academic Performance in Delta State