Supplemental Instruction Research Articles

The Impact of Climate and Weather on a Small Tourism Business: A wSWOT Case Study

Climatic variability and shifting weather patterns, resulting in extreme weather events and natural disasters, pose risks to small businesses in the United States. This is particularly true in coastal regions of the southeast United States where extreme events such as hurricanes, flooding, and thunderstorms are projected to increase in frequency and intensity. Yet, the vast majority of small business owners do not have a disaster plan in place and an estimated 40% to 60% of small businesses that have experienced a natural disaster never reopen. This teaching case explores the impact of climatic trends and weather on one location of an outdoor tourism industry business in the coastal community of Virginia Beach, Virginia. The case draws from observed weather and sales data for the local small business. Students will draw from descriptive statistics, statistical analysis, and graphs to explore (a) long-term climatic trends for the business; (b) relationships between small business sales and local weather; and (c) strengths, weaknesses, opportunities, and threats relative to weather conditions and climate change. Instructors can give the body of this document to students. They can also make use of the supplemental teaching notes to assist them with teaching this case.

Supplemental Instruction and Embedded Tutoring Program Assessment: Problems and Opportunities

ABSTRACTMany scholars have sought to measure the effectiveness of diverse supplemental instruction programs. Nevertheless, it is difficult to generalize about supplemental instruction or compare data, given methodological and statistical incongruities and diverse approaches and student populations at various institutions. Quantitative and qualitative data suggest that supplemental instruction and embedded tutoring programs facilitate learning and success in all disciplines. We describe best practices for embedded tutoring and supplemental instruction across disciplines and course modalities, evaluate metrics used to assess community college embedded tutoring and supplemental instruction programs, and suggest mixed methods models for assessing these programs.

Participation in Peer-Led Supplemental Instruction Groups, Academic Performance, and Time to Graduation

This study investigates the relationship of students’ participation in peer-led Supplemental Instruction groups, called facilitated study groups (FSGs), with their academic performance and years to graduation. In 2017, the full academic records of about 2,400 students who started university between 2005 and 2007 and took Psychology 100 (PSY100) during their first year were analyzed. Students who attended two or more FSG sessions received about 5% higher marks in PSY100 than those who did not, after controlling for gender and tuition status (domestic or international). Students with higher PSY100 marks took less time to graduate and were more likely to have graduated by 2016. After controlling for gender, tuition status, and marks in PSY100, however, no relationship was found between FSG participation and degree completion time.

TRANSLATION AS A METHOD IN TEACHING ESP: AN INDUCTIVE THEMATIC ANALYSIS OF LITERATURE

Using translation in ESP teaching and learning is an important issue but it has been very scarcely researched so far because of the negative connotations with the grammar-translation method. But since the last decade of the 20th century, revival of interest in the use of translation and use of L1 in foreign language teaching has been noticeable. Therefore, the main aim of this paper is to analyse academic publications on the use of translation (and L1) in the ESP teaching and learning in order to see what aspects are raised by researchers and practitioners as regards the efficiency of translation as a teaching method in ESP classes in higher education. The objectives of this paper are: (1) to see what important and telling themes are evident in the selected academic publications, and (2) to analyse the attitudes of the authors of the papers towards using translation as a supplementary teaching method in teaching/learning ESP. For this paper, inductive thematic analysis has been chosen as a useful qualitative analytic method (Brown and Clarke 2006). The data corpus for this paper (14 quality papers) has been collected by conducting a systematic literature search of two academic online databases: EBSCO Academic Search Complete and Web of Science. Initially, emerging themes have been grouped under two headings – learner needs and teaching practices – and elaborated further on as specific themes: defining learner profile, course design, translation as a communicative activity, focusing on accuracy, facilitating understanding, defining specific tasks, consolidating particular skills, balancing the amount of translation in the ESP classroom. The inductive thematic analysis of the academic publications done for this paper shows that translation-based activities are useful for the ESP learner and that translation is an efficient ESP teaching and learning method if the amount of translation done is well-balanced, activities are well-planned and the learner profile and needs in each specific course well-analysed. Translation activities consolidate reading, writing, speaking and listening skills of the ESP learners, facilitate communication and comprehension of a specific field, develop analytic skills and teach to focus on accuracy.

A Proposed Supplementary Teaching Materials in Teaching Grade 7 Mathematics: Its Acceptability

The researcher aimed to conduct a study which will help the learners understand more on their lessons especially during the second quarter topics. Supplementary teaching materials can help improve the performance of the students which will lead to a better performance. Based on the findings, there is a significant difference between the pretest and posttest of the students after using the proposed teaching material. It was shown that the teaching material was advantageous to the students’ performance because after using the teaching material their performance became better. The two groups of respondents show that their evaluation about the proposed supplementary teaching material are both the same which is to accept the said teaching material. After using the proposed teaching material the performance of the students improved.

Pengembangan Media Story Telling Berbasis Montase Sederhana Sebagai Suplemen Bahan Ajar Tema Peduli Terhadap Makhluk Hidup Kelas IV Sekolah Dasar

The background that encourage of this study is the lack of thematic learning media involving student creativity and supporting school literacy activities as a source of student learning materials. The purpose of the study to determine the feasibility of a simple story-based media story telling as a supplement of teaching materials theme of Care Against 4th grade elementary school. The type of research used is Research and Development (RnD) with Borg and Gall thinking model. Data analysis techniques used descriptive qualitative and quantitative descriptive. The feasibility result based on data analysis by experts obtained the average percentage of 92.46% for media feasibility and 91.31% for the feasibility of learning materials. The acquisition of teacher response to media acceptance obtained percentage in SD Negeri Mranggen 01 equal to 95,58%, SD Negeri Mranggen 02 equal to 88,25% and SD Negeri Mranggen 04 got percentage equal to 91,17% Result questionnaire student response learn 90,64% Elementary School of Mranggen 01, 93.21% in SD Negeri Mranggen 02 and 85.36% in SD Negeri Mranggen 04. Media story telling simple montage based as a supplement teaching materials subject to the theme of living beings have met the criteria very well and deserve to be used in learning process

The development of Messenger bots for teaching and learning and accounting students’ experience of the use thereof

AbstractThis study reports on the development of two Messenger bots, designed to facilitate the learning of introductory and intermediate accounting. The Messenger bots were developed using a visual development environment that requires no coding knowledge. A thick description of the development of the Messenger bots is provided to encourage replication. It is submitted that instructors, rather than programmers, should take ownership of developing Messenger bots for teaching and learning. Preliminary exploration of the students’ satisfaction yielded positive results. Suggestions are made for specific applications of Messenger bots in teaching and learning and for further research exploring the use of Messenger bots in teaching and learning. Practitioner NotesWhat is already known about this topic Mobile instant messaging (MIM) applications (apps) have potential to facilitate effective social constructivist‐based collaborative learning. Students extensively use MIM apps. There is reluctance from instructors to engage in after hours MIM student consultation. Messenger bots can deliver content on demand, using inter alia text, images and video, and the effective use thereof in teaching and learning has not yet been explored. What this paper adds Instructors, without coding knowledge, are enabled to develop Messenger bots for teaching and learning. Social constructivist‐based suggestions for specific teaching and learning applications of Messenger bots are provided. Preliminary evidence suggests students positively experienced the use of Messenger bots in their learning. Implications for practice and/or policy Messenger bots may support instruction in large classes. Messenger bots may be suited to supplemental instruction rather than replacing face‐to‐face instruction. Specific teaching and learning applications of Messenger bots should be implemented and the effectiveness thereof explored.

Lyrical lessons: The potential of informative comedy music as supplementary teaching material

The comedic arts have provided opportunities for humourists to spread information to audiences, sometimes intentionally and other times as a side effect while trying to create laughter. Educators have also found success incorporating comedy into the classroom with humorous activities. While research regarding comedy as a tool to spread information or educate audiences has focused primarily on literature, broadcast media, and film, the area of informative comedy implemented through music remains relatively unexplored. In this paper, the researcher defines ‘informative comedy’ and takes a critical literacy approach analysing song samples of comedy musician “Weird Al” Yankovic—one of the notable comedic music artists in the 20th and 21st centuries—and discusses how his music could be used in a classroom setting. While comedy such as Yankovic’s is not designed to be an educational tool, the researcher suggests that his songs could be used as supplementary materials in the classroom to reinforce concepts specifically regarding cultural issues through commentary as well as lessons in science and grammar. A central aspect of this exploratory paper involves Yankovic’s mix of comedy andinformative content focused on culture in the United States, using the popular music genre to convey ideas in ways that may be more palatable for wider audiences and that could be used to assist classroom instruction.

Supplemental Phonological Awareness and Phonics Instruction for Spanish-Speaking English Learners: Implications for School Psychologists

Increasingly, school psychologists are providing services for English learners (ELs) with basic reading problems, including helping to identify appropriate supplemental instruction to help ELs acquire basic reading skills. The purpose of this paper is to present a review of experimental and quasi-experimental studies reporting on the effects of supplemental phonological awareness and phonics instruction on K-12 Spanish-speaking ELs’ reading performance. We identified ten original studies that met our inclusion criteria. Five of these studies included PA and/or phonics interventions delivered in English, and five in either Spanish or a combination of Spanish and English. Overall, we summarized supplemental phonological awareness and phonics instruction was effective for helping Spanish-speaking ELs make gains in decoding and reading performance. Several studies reported Spanish-speaking ELs who received supplemental instruction outperformed Spanish-speaking ELs who received business as usual instruction on decoding and reading outcome variables. Descriptions of the supplemental phonological awareness and phonics instruction are provided along with directions for future research and implications for practice.

Use of mobile phones as supplementary teaching and learning tools to learners in South Africa

One of the major challenges in teaching English to speakers of other languages is the issue of inadequate contact time between teachers and learners and between learners and comprehensible English language input. This paper emanated from a burning desire to help learners in South African educational institutions, especially those in remote areas, increase the opportunity for learner-teacher-content contact. The deployment of mobile phones, as tools to supplement teaching and learning off-campus and after school hours, is presumed in this study to be one attempt to increase contact time for learners. A qualitative research methodology, which is interpretive in nature, was used. The study used a descriptive case study research design. It used a sample of 44 learners, drawn from Grade 9 English First Additional Language learners in one school in the Eastern Cape. The participants were sampled, using purposive and volunteer sampling techniques. Mobile phones were used to collect data, which was in the form of short message services (SMSs) and Mxit messages. A questionnaire with open-ended questions was also used to collect data about learners’ perceptions of the use of these devices in the educational process. The data were analysed by incorporating elements of both content analysis and discourse analysis. Despite the fact that some participants were of the view that SMS would corrupt their language and spelling, findings indicate that most SMS and Mxit texts produced by participants displayed full sentences, punctuation marks, correct spelling of most words, acceptable grammar and proper sentence use. Further, findings indicated that while SMS and Mxit communication were largely characterised by short hand and informal writing, when learners were aware that they were using these platforms for learning purposes, the traditional rules of formal writing applied. We conclude that mobile devices can improve the language acquisition of second language learners. We recommend consideration of the official inclusion of mobile devices as supplementary learning tools in the learning programme in South Africa.

Enhancing Teaching-Learning Effectiveness by Creating Online Interactive Instructional Modules for Fundamental Concepts of Physics and Mathematics

This study explored the effectiveness of online instructional modules for providing supplementary instruction in basic mathematics and physics concepts. The modules were developed in accordance with a cognitive apprenticeship model. Participants (N = 47) were students enrolled in a required Statics course at a midwestern university. Participants were randomly assigned to either an intervention or control group. The results show that the intervention group performed significantly better on post-tests through using the online instructional modules, while there was no significant improvement of performance in the control group. Based on survey results, students expressed their engagement to the instructional materials. Furthermore, they expressed a self-paced learning experience through providing feedback that they had control over the course materials by using the developed online instructional modules. Survey results also were indicative of students’ approval of using the modules as a supplemental material to classroom lectures.

The Development of Newtonian Mechanics Conceptual Change Texts to Overcome Students’ Misconceptions

The research aimed to develop a valid and practical Conceptual Change Texts (CCT) of Newtonian mechanics materials. The method used was educational research and development. The data were collected using questionnaires and expert validation sheets, as well as questionnaires and interviews with students. The design of the CCT was developed based on the conceptual change theory using the following format: situation, questions, space for answers and reasons, misconception forms, and correct concept explanations. There have been 21 developed units of the CCT distributed in four chapters, i.e. Basic Laws, Applications of the Basic Laws, Work and Energy, and Impulse and Momentum. The results of the data analysis revealed that the CCT had content, conformity with needs, language, presentation, and graphic feasibility levels of 70%, 40%, 80%, 90%, 87%, respectively to mean that the teaching materials were very valid. Based on the practicality test, the teaching materials were very practical, i.e. 87%. In other words, the Newtonian mechanics CCT was easy to read and understand and could be used to change misconceptions. Educators can use these supplement teaching materials in the Basic Physics courses in college and in mechanics topics in a high school.

Developing antimicrobial medicinal plants pocketbook based on local wisdom of Muko-Muko and Serawai ethnics

The using of teaching materials based on local wisdom is still limited. This study aimed to develop a pocketbook based on research results of antimicrobial medicinal plants from Muko-muko and Serawai ethnics as supplementary teaching materials for senior high school students. This study was Research and Development (R&D) model by Sugiyono that consisted of five stages, namely: potential and problems analysis, data collection, product design, design validation, and design correction. The designed pocketbook was validated by learning source expert and material expert. The data obtained were analyzed using statistical descriptive (percentage). The validation data score from learning source expert was 93.4% and material expert was 98.86% which were recognized as ‘very good’. Thus the developed pocketbook is valid as a supplementary teaching materials in biology learning for senior high school.

Supplementary Resources Materials in English Language Classrooms: Development and Implementation

Supplementary resource materials are additional but more useful in English language teaching (ELT). The teacher needs to supplement materials to promote motivation, which is one of the key factors influencing learning. However, there is a lack of study what supporting materials the teachers are using in English language classrooms for teaching learning purposes. This paper attempts to explore the supplementary teaching materials selected and used in ELT classrooms of community schools in Nepal. The information was collected through observations, interviews and focus group discussion. It was found that non-technical visual supplementary teaching materials were used more than technical and audio/audio visual ones. Most of the materials were used for reading and writing purposes. Teachers’ knowledge about technology, carefulness in using appropriate instructional materials/techniques, infrastructure and existing facilities of schools, are the major factors that affect to use the supplementary materials successfully in classrooms.

Comparison of Tablet-Delivered and Instructor-Delivered Teaching on Receptive Identification in Children With Autism Spectrum Disorders

The purpose of our study was to compare the effectiveness of tablet- and instructor-delivered teaching (i.e., prompting and reinforcement) on the receptive identification of one-word concepts in children with autism spectrum disorders (ASDs). To this end, we embedded a multielement design within a multiple probe design to compare the effectiveness of the two instructional modalities in seven participants. Two of the seven participants showed generalization on all concepts in fewer instructional trials following instructor-delivered teaching, whereas the remaining five participants had mixed results depending on the concept. In total, the participants showed more rapid generalization with the instructor for 14 of the 19 concepts taught. Our results suggest that tablets should not systematically replace instructor-delivered prompting and reinforcement, but that they may be used to provide supplementary teaching to children with ASD.

The effectiveness of supplemental phonics instruction employing constant time delay instruction for struggling readers

AbstractThis study examined the provision of supplemental instruction using constant time delay for struggling readers who had fallen behind in developing word‐blending skills. Additionally, the study examined the utility of adding a material reward contingency to the instructional program with a contingency derived from percentile‐shaping procedures. Procedures were compared in a withdrawal design applied across blocks of letters with word blending as the target response. Participants exhibited substantial learning gains when provided constant time delay instruction in phonics skills as compared to baseline demonstrating clear experimental control. Results for the constant time delay plus reward contingency conditions were clearly differentiated from baseline but undifferentiated from the other instructional conditions. The implications of the findings for intervention for struggling readers and future research relevant to more comprehensive reading interventions are discussed.

Application of bilingual supplementary teaching materials in nursing teaching

Objective To evaluate the quality and application of the Pocket Book of Bilingual Nursing Vocabulary of Fundamental Nursing Skills. Methods Anonymous questionnaire surveys were conducted among 180 nursing students (English orientation) of Nursing Department of Xiamen Medical College to investigate the application effectiveness of the Pocket Book of Bilingual Nursing Vocabulary of Fundamental Nursing Skills. The contents of questionnaire survey included: the students' views on vocabulary difficulty level, content, and layout of the textbook. A total of 180 questionnaires were distributed and 172 valid questionnaires were retrieved. Percentages were used to describe students' evaluation on the effectiveness of the textbooks. Results 89.4% of students' good evaluation of the teaching material was mainly manifested in the following aspects: large and highly targeted vocabulary by 84.9% (146/172), comprehensive and practical vocabulary by 89.0% (153/172), closely linked to nursing by 81.4% (140/172), focusing on English proficiency by 81.4% (140/172), learning aided with phonetic symbols by 93.0% (160/172) and easy memorizing with illustrated pictures by 94.8% (163/172), small and potable by 95.3% (164/172). Conclusion This teaching material is comprehensive, practical, small and portable and is an innovation of content and format with illustrated pictures, has been proved to be in bilingual nursing teaching. It also provides a positive valuable reference to teachers on the other bilingual teaching or compiling other supplementary bilingual textbooks. Key words: Bilingual education; Supplementary teaching materials; Nursing teaching; Application effect

Perspective Transformation in the Supplemental Instruction (SI) Leader

This qualitative case study explores how former Supplemental Instruction (SI) leaders experienced perspective transformation as a result of serving in a peer leadership role at a 4-year, private university through a blended theoretical framework based on the principles set forth by Mezirow and Nohl. Through their participation in interviews and graphic elicitations, former SI leaders offered valuable insights concerning the transformative nature of student leadership and its impact on the emerging sense of self in social and learning contexts. This study also assists in filling the void in research on how undergraduate students benefit by serving in a leadership role within a peer-facilitated academic assistance program in higher education.

The Role and Impact of Supplemental Instruction in Accelerated Developmental Math Courses

A difficult issue for tutoring programs is low participation, especially at commuter campuses. At the University of Houston-Downtown, this problem seems particularly acute for developmental education (DE) courses. This paper describes the Supplemental Instruction (SI) program at the University of Houston-Downtown (UHD) with focus on the role of the SI Leader in accelerated DE math courses. A study was conducted between Fall 2015 and Spring 2017 to evaluate differences in student performance in two courses between sections that were staffed with an SI Leader and those that had no assistance from the SI program. The study found statistically significant differences in grade performance between SI session participants and non-SI participants. The study also found that students passed at a higher rate in accelerated Intermediate Algebra as compared to traditional biweekly sections. Finally, students passed at a higher rate in accelerated sections that were staffed with an SI Leader compared to accelerated sections without an SI Leader.

An Analysis of Academic and Institutional Factors Affecting Graduation Among Engineering Students at a South African University

The study investigated the relationship between timely graduation and academic and institutional factors for a cohort of Engineering students at a South African university. The sample was restricted to 1595 incoming students beginning during 2009–2011 who were tracked to 2016, allowing for an eight-year graduation period for the initial cohort. Both descriptive statistics and regression models were employed in the analysis. The results demonstrate that the characteristic profile of a student graduating on time in the Engineering programme is likely to be non-African, have high admission point scores (above 40), pass more than 75% of their credits in the first year, have financial aid and make regular use of Supplemental Instruction. In other words, students who have financial and prior academic advantages are the most likely graduates. These results suggest that universities should give serious consideration to academic support and financial aid provision.