Supplemental Instruction Research Articles

Course Transformation to Enhance Student Learning in Undergraduate Nursing Course: From a Self-Determination Theory Perspective.

The purpose of the study was to investigate whether course transformation teaching strategies using repetitive quizzing and peer-tutor supplemental instruction help enhance students' learning experiences and learning outcomes based on self-determination theory. Undergraduate baccalaureate pharmacology and pathophysiology courses were redesigned as part of a campus-wide course transformation program to promote students' perceptions of learning and academic achievement. Students in the nursing pathopharmacology course participated in the two-time online perception survey (pretest and posttest) and knowledge-based exams. Results revealed that the course transformation implemented to support students' basic psychological needs was significantly associated with both learning outcomes and students' feelings of competence while also decreasing attrition rates. Considering the depth and breadth of pathopharmacology content, the teaching intervention using repetitive quizzing and peer-tutor supplemental instruction may contribute to improving students' understanding of the course content while promoting their competence.

Preliminary Discussion on the Teaching of Medical Majors and Non-medical Majors in Digital Vision

With the extensive application of modern information technology in the field of pedagogy, medical and other non-medical majors, through online teaching, combined with their professional characteristics, ameliorate traditional learning models, productively design online teaching models, and apply them in practice. Good results have been achieved. In the learning mode under the background of online education, online learning is a new learning method that is different from the traditional offline face-to-face learning. Online learning breaks through various limitations such as time, place and age, which to a large extent broadens the vision of learners, promotes the circulation of knowledge, and breaks through the barriers of theory and practice for students. At present, online education methods, such as MOOCs, SPOC, micro-course, online virtual training, and online case teaching have been gradually applied in medical and non-medical education, and have become one of the most important teaching methods. Online teaching can not only supplement teaching resources and content, increase students 'enthusiasm for vigorous learning, but also enhance communication between teachers and students and improve teachers' exclusive quality. This paper explores how to make finer use of the advantages of online teaching by exploring the online teaching of medical majors and other majors, and can guide the direction for further work.

The Effect of Mother Tongue Translation on Iranian Extroverted and Introverted EFL Learners’ Vocabulary Learning

Vocabulary is an essential language component that will affect all four language skills. Therefore, any technique that can help promote vocabulary learning should be encouraged. The current study aimed to explore the effect of first-language translation on Iranian intermediate extroverted and introverted EFL learners’ vocabulary learning. The authors chose 80 Iranian EFL learners using convenience sampling and applied a quasiexperimental design for the research. First, they administered the Oxford Placement Test, the Eysenck personality questionnaire, and a vocabulary pretest and posttest. Then, the treatment started using the first language to teach vocabulary to introverted and extroverted learners. The findings showed that first-language translation had a statistically significant effect on developing Iranian intermediate extroverted EFL learners’ vocabulary learning. The results implied that the instructors could use L1 in teaching a language in general and vocabulary in specific as an effective strategy, just for extroverted learners, as it was found ineffective for introverted learners. Furthermore, the results showed that L1 translation as a learning strategy can be more effective for vocabulary learning by extrovert EFL learners than introverts. Therefore, it can be concluded that the learners’ personality traits should be considered in teaching and learning vocabulary, but as a supplementary teaching strategy since using the first language was just effective for parts of the learners, extroverts.

FILektura: SUPPLEMENTAL TOOLS FOR DEVELOPING KNOWLEDGE IN FILIPINO LESSON TO INCREASE STUDENTS’ PERFORMANCE

FILektura from the word FILIPINO and LEKTURA additional materials or Supplemental teaching tool. It aims to develop the knowledge of Filipino Studies to increase the students performance. Lessons are tailored to the Most Important Learning Skills or MELCs provided by the Department of Education (DepEd). MELCs determine the needs of a student to continue his grade and pass to the next grade. In the study done, it came out that the level of using FILektura as a supplemental Tool for the Development of Filipino Lessons, examining the students performance through a questionnaire based on the content that consists of the Objective, Presentation, Development, and Application has a comment that is acceptable and has a literal explanation that is extremely high. Also, the resulting result based on the attribute consisting of organization, appropriateness, and design has a comment that is acceptable and has a literal explanation of a very high level. Whereas, in reading comprehension, there is a descriptive equivalent of Excellent and a literal explanation of Satisfactory. It has been proven that it is important to have an understanding of what they read and learn because this will prove the development of knowledge in the lesson of Filipino. In the reflection writing it is shown that the students Performance level based on reading comprehension and Writing reflection has a descriptive equivalent of Better and a literal explanation of Better. And if There is no significant relationship between the content and characteristics on the performance based on the students understanding is not accepted, it shows that there is a significant relationship between them that will increase the performance of the students in the subject Filipino In the end, FiLektura as a Supplemental Tool for the Development and Comprehension of Filipino Lessons does not have a significant relationship with the increase in students performance. In general, the p-values obtained are more than 0.05 level of significance, null and it shows that it is “significant”

The Peer Tutor and Supplemental Instruction Leader Experience: Perceived Gains in Learning, Connection to Campus, and Fulfillment

This study explored the perceived gains of postsecondary peer educators, specifically related to their views of learning,feelings of connection to campus, and feelings of fulfillment as a result of their roles. The peer educator in the campuslearning center is a critical but undervalued resource for student success. This is reflected in the literature, which has agap in the research related to the experience of the peer educators themselves. To address this problem, a survey wassent through public listservs to college learning assistance professionals, who then distributed it to their respective peertutors and SI leaders (N = 1217). Using three open-ended questions from the Peer Educator Experiences Survey, I analyzedresponses to generate several themes for each question. I identified five distinct themes from responses to the firstquestion, which asked participants about their views of learning. Of the five themes, “learned how/ways people learn”had the highest frequency of responses (n = 239). I discovered four themes from responses to the second question thatasked about the most rewarding aspect of their jobs. For this question, the theme of “helping/witnessing growth” wasthe most evident response (n = 326). The final question asked about participants’ connections to campus; again, fourthemes identified four distinct themes. The theme of “campus people/resources” proved to be the most populous (n =203). Institutions and learning center administrators should consider these results when recruiting, training, assessing,and requesting funds for these programs.

Ideal Types and Ideal(ized) students in Internationalized Post-secondary Pedagogy

This article explores the relevance of Weber’s sociocultural concept of ideal types in the context of modern Canadian post-secondary education. Ideal types are simplified or distilled representations of socio-cultural values, with relevance to various social (Prandy, 2002) and educational (Hayhoe, 2007; Hayhoe & Li, 2017; Wong & Chiu, 2021) analyses. This article builds upon Hayhoe and Li’s (2007) comparison of Confucian and Western ideal types, focusing on implications for internationalized education and implicit values within. The article explores the caveats of reductive thinking regarding cultures, particularly considering culture as a proxy for race where values differ. It revisits research exploring Western students studying in an East Asian context and East Asian students studying in a Western context (Chen, 2014; Maton & Chen, 2020), using ideal types as an analytical lens for underlying values and gaps in expectations. Specifically, it considers the pedagogical implications of the differing educational cultures and values as represented by Western and Confucian ideal types, and how a broader appreciation might supplement teaching approaches founded on either type to be more inclusive and beneficial for the various learners in Canadian higher education.

Pilot Testing of Virtual Simulation-Based Experiences in an Oncology Nursing Seminar.

The coronavirus disease 19 (COVID-19) pandemic challenged nurse educators to develop teaching strategies to engage students in a virtual classroom. This pilot study examined the effect of virtually delivered video-recorded (VDVR) simulation-based experiences (SBEs) with standardized participants on the management of clinical emergencies in patients and families affected by cancer on nursing student learning outcomes. A pre- and posttest, one-group, convergent mixed-methods design with questionnaire variant was used. Data were collected before and after SBEs. Nineteen senior baccalaureate nursing students participated in this pilot study. The VDVR SBEs resulted in a significant increase in self-perceived competence. Participants had positive perceptions about the use of VDVR SBEs as a teaching strategy. Qualitative themes included realism, critical analysis, and preference for hands-on learning. The VDVR SBEs were well-received by prelicensure nursing students as a supplemental teaching strategy to enhance self-perceived competence. Additional research is needed about the effects of VDVR SBEs on learning outcomes. [J Nurs Educ. 2023;62(3):167-170.].

Keep DRAGging ON: Is solving more problems in DragonBox 12+ associated with higher mathematical performance during the COVID‐19 pandemic?

AbstractPrior research has shown that game‐based learning tools, such as DragonBox 12+, support algebraic understanding and that students' in‐game progress positively predicts their later performance. Using data from 253 seventh‐graders (12–13 years old) who played DragonBox as a part of technology intervention, we examined (a) the relations between students' progress within DragonBox and their algebraic knowledge and general mathematics achievement, (b) the moderating effects of students' prior performance on these relations and (c) the potential factors associated with students' in‐game progress. Among students with higher prior algebraic knowledge, higher in‐game progress was related to higher algebraic knowledge after the intervention. Higher in‐game progress was also associated with higher end‐of‐year mathematics achievement, and this association was stronger among students with lower prior mathematics achievement. Students' demographic characteristics, prior knowledge and prior achievement did not significantly predict in‐game progress beyond the number of intervention sessions students completed. These findings advance research on how, for whom and in what contexts game‐based interventions, such as DragonBox, support mathematical learning and have implications for practice using game‐based technologies to supplement instruction. Practitioner notesWhat is already known about this topic DragonBox 12+ may support students' understanding of algebra but the findings are mixed. Students who solve more problems within math games tend to show higher performance after gameplay. Students' engagement with mathematics is often related to their prior math performance. What this paper adds For students with higher prior algebraic knowledge, solving more problems in DragonBox 12+ is related to higher algebraic performance after gameplay. Students who make more in‐game progress also have higher mathematics achievement, especially for students with lower prior achievement. Students who spend more time playing DragonBox 12+ make more in‐game progress; their demographic, prior knowledge and prior achievement are not related to in‐game progress. Implications for practice and/or policy DragonBox 12+ can be beneficial as a supplement to algebra instruction for students with some understanding of algebra. DragonBox 12+ can engage students with mathematics across achievement levels. Dedicating time and encouraging students to play DragonBox 12+ may help them make more in‐game progress, and in turn, support math learning.

Practicing to sing in chorus: Challenges and opportunities of collaborative inquiry-based learning in an Iranian EFL secondary school context

Not dissimilar to many other English as a foreign language (EFL) contexts, inquiry-based approaches to teaching and learning English appear to be both under-implemented and under-researched in Iranian English education settings, particularly in the public sector. In this study, the researchers explored the challenges and opportunities of teaching English based on collaborative inquiry-based learning (IBL) in an Iranian EFL secondary school context. To that end, supplementary teaching materials and classroom practices were developed for one of the national English textbooks, drawing upon inquiry phases of engagement in the topic of inquiry, exploring various sources, explaining the collected information collaboratively, and extending understanding. The participants of the study were 60 students taking English, as a compulsory school subject, in a vocational high school. The data for the study were collected through multiple sources including a semester-long class observation, teacher reflective journals, student-generated documents, and focus group interviews. The analysis of the data revealed that the students initially faced several challenges in their shift of paradigm from conventional to IBL practices, chiefly among which was their lack of tendency to sing in tune as community members. Notwithstanding the challenges, the practices also provided them with several learning opportunities like developing a searching spirit, practicing autonomy, creativity, team working, as well as voicing the self in a foreign language. We hope the research findings and classroom practices will be inspirational for curriculum designers, materials developers, and English teachers both in the Iranian context of English education and other EFL contexts worldwide.

메타버스를 활용한 앙트러프러너십 교육프로그램 개발

The purpose of this study is to develop a program suitable for specialized high school students by operating an entrepreneurship education program to enhance the creativity of specialized high school students using the metaverse. In this study, research data were collected through the participation observation, interviews with students, FGI, and questionnaires. The learners who participated in the Entrepreneurship Education Program responded that they did not know why they had to study Entrepreneurship. However, the learners acquired new concepts and information each time the session progressed, and each team was able to come up with an idea to solve the problem in a creative way and implement a solution on the metaverse. In the process of implementing solutions after discovering problems, the method of using the metaverse provided an opportunity to understand the entrepreneurship program. Learners responded that it was difficult for the class to understand the concept of Entrepreneurship, but they recognized the whole program positively and said that participating in this class would help them in their social life. However, in the course of this research, it was judged that there is a need to develop and supplement teaching and learning methods that allow students of specialized high schools to understand entrepreneurship more easily. To do so, it is necessary to seek teaching methods based on an in-depth understanding of the school culture of specialized high schools and methods of rapport formation.

The Effect of Supplemental Instruction on STEM Course Performance

ABSTRACT This study investigates the relative impact of online delivery of supplemental instruction (SI) to undergraduate students enrolled in STEM courses at a large, four-year, Hispanic Serving Institution (HSI) in the southern United States. A multi-condition, randomized trial comparing the relative performance of in-person to online SI was implemented across 20 classroom-based courses over six academic semesters. Application of multilevel ordinal regression models to data obtained from implementation of two experimental conditions revealed that students assigned to in-person SI had higher final course grades than their online SI counterparts, but only when the online SI condition did not include access to the session recordings. These results suggest that synchronous online delivery of SI can be as efficacious as in-person SI when supplemented with asynchronous course resource supports. Implications for the design and future testing of SI models are discussed.

Development of E-modules to Improve Critical Thinking Skills of Grade IV Elementary School Students

The use of science material textbooks in the digitalization era needs to be developed into supplement teaching materials that are packaged electronically. Science learning is required to contain a combination of theory and practice to improve critical thinking skills. The purpose of this study is to determine the effectiveness of E-modules in improving students' critical thinking skills. The method used is Research and Development (RD) with a 4D model with stages of define, design, develop, and disseminate. Inkiri-based e-modules using inquiry syntax, there are materials, educational games, inquiry-based student worksheets are the main characteristics of inquiry-based E-module media that are developed. Based on the results of the study, the average score percentage of the validity of inquiry-based e-modules by material experts and media experts was obtained at 91.94% with details of material expert validation of 92.38% and media experts of 90.5% so that it can be used. Teacher and student responses to the practicality of inquiry-based e-modules Keywords: [E-modules, Inquiry, Critical Thinking]

Supplementary Discourse - Forming an Online Learning Community with Asynchronous Discussions

The use of social media platforms to promote social interaction in a digital classroom is a common approach used by many educators. However, implementing such a platform is met with many challenges, the biggest being student shyness and reluctance in participating publicly. In this paper, we introduce the Supplementary Discourse (SD) model, inspired by the Supplementary Instruction (SI) model, where the goal is to promote student–student interactions in an online space. The SD model is also applied in an introductory organic chemistry course using Discord, a channel-based social media platform. By engaging students with tutors and discussion questions, we successfully catalyzed the formation of a student learning community, with the Discord server accumulating an average of 86 messages per week in a 13-week period, with students commenting that they felt less intimidated to ask questions in the server.

Development and Evaluation of Educational Games Using Lumi Education in General Biology 1 for STEM Students: Basis for Recommended Supplementary Teaching Materials

This study aimed to assess the perceived effectiveness of the educational games and the overall performance of the students after it was introduced to them. A descriptive-comparative method of research was utilized. Respondents of this study were twenty-six (26) Grade-12 STEM students. Researcher-made validated questionnaire based on a 5-point Likert scale was used for data collection. The findings of this study revealed that the contents used for educational games were about the cell cycle and cell membrane. Most Essential Learning Competencies were focused on describing, identifying, relating, and explaining biology contents. All of the educational games were rated strongly agree by the respondents. Students enjoyed the games and increased their motivation, interest, cooperation, and participation which transcribed better performance in class. Individual mean scores per lesson indicate that students fully understood the cell cycle concept: mitosis and meiosis. However, further interventions are needed to fully comprehend the function of the cell membrane components and transport mechanisms in the cell. Data analysis also shows a significant difference in the respondent’s responses on the perceived effectiveness of educational games and their mean scores when grouped according to gender. On the other hand, there was no significant relationship between the perceived effectiveness of educational games and the performance of students. A proposed action plan was designed to further improve the effectiveness of educational games in enhancing students learning in General Biology 1. Also, the researcher recommends that teachers may try to develop their games using Lumi Education software.

Using a design-based research approach for a supplementary instruction programme: A pedagogical intervention during the COVID-19 pandemic

Using a design-based research approach for a supplementary instruction programme: A pedagogical intervention during the COVID-19 pandemic

USE OF THREE DIMENSIONAL (3D) PRINTED MODELS OF SHEEP BRAIN IN ONLINE VETERINARY ANATOMY EDUCATION

Three dimensional (3D) printing technology in veterinary anatomy education is an evolving area providing accurately, rapidly, and reproducibly anatomical specimens. In this study, 3D printed sheep brain models were produced using magnetic resonance imaging (MRI) scanning, and their effectiveness was compared with cadaveric materials by creating three groups from undergraduate veterinary students. The study was performed when veterinary anatomy lectures in Erciyes University were carried out via live fully online learning platforms in virtual classes like many other universities in the world due the Covid-19 pandemic. Participants were subjected to an approximately 30 minute online lecture on the external and internal anatomy of the sheep brain using cadaveric materials only (n=21, Group 1), 3D printed models only (n=20, Group 2), or a combination of cadaveric materials and 3D printed models (n=20, Group 3) as teaching aids. Online post-tests carried out following the online lectures showed no statistically significant difference between the scores of the groups. Furthermore, online questionnaires conducted after the post-tests demonstrated that 3D printed models helped students learn about sheep brain anatomy. The finding of this study suggests that 3D printed models can be considered as a supplement teaching resource to cadaveric materials in veterinary anatomy education particularly when students are supposed to learn more in a limited time regardless of whether or not the Covid-19 pandemic might end.

DEVELOPING ENGLISH READING TEACHING MATERIALS WITH ISLAMIC MATERIALS AND VALUES FOR STUDENTS AT ISLAMIC BOARDING SCHOOLS BASED ON CONTEXTUAL TEACHING LEARNING

Most of students in class XI at Darussalam Kepahiang Modern Islamic Boarding School, Bengkulu, encountered many problems in reading skill. The main problem was there were not appropriate teaching English reading materials yet that give big portion and opportunity for the students to read actively based on their contextual or daily experiences in order to support teaching and learning process of English reading in Islamic boarding school. The objective of this research was developing a set of supplementary teaching English reading With Islamic Materials and Values for the students based on Contextual Teaching and Learning. This research used Research and Development design with the procedures: conducting need assessment, developing supplementary materials, conducting expert validation, revising the materials, trying out the materials, and revising the materials. The researcher collected the data by using questionnaires, interviews, analyzing the syllabus, and field notes. The product of this research is four units of supplementary teaching English reading class XI at Pondok Pesantren Modern Darussalam Kepahiang, Bengkulu, Indonesia

Supplemental Instruction at a Hispanic-Serving Institution: Moving Towards a Model to Improve Equity in Student Outcomes

ABSTRACT This research examines the role of Supplemental Instruction in assisting students at a small Hispanic-Serving Institution (HSI) in the Southwest United States to improve their final grades in a required statistics course for criminal justice majors. Data collected over three semesters were analyzed using multivariate regression to test if participation in Supplemental Instruction moderates the relationship between race, ethnicity, and final grades earned, with Latinx students and students from other historically underrepresented racial and ethnic groups especially benefitting from SI participation. We find positive interactions for race, ethnicity, and final grades; however, the interaction term is only statistically significant for students from other, non-Latinx underrepresented racial and ethnic groups. These students attended SI most frequently, derived the most benefits from their participation, and were also notably the most underrepresented in the institution and the course. We go on to discuss evidence-based recommendations that SI and other collaborative learning programs may consider if their goal is to move toward servingness by improving equity in performance and academic success outcomes across students from diverse backgrounds.

Does Peer-Assisted Instruction for Physics Help Improve Student Learning?

Supplemental Instruction (SI) is a teaching method adopted by academic institutions to strengthen and extend learning opportunities beyond regular classroom lectures. The supplemental instructor is a junior or senior-level student with a track record of a sound knowledge of the material and works closely with the students seeking help. The SI leader is free to provide different teaching/learning strategies to foster problem-solving skills and critical thinking behavior. While the supplemental instructors are independent in conducting the learning sessions, they work closely with the course instructor. In this work, we investigate the efficacy of the SI model in college physics compare to university physics at Southern Arkansas University using data from ten years. Furthermore, we discuss how this additional teaching pedagogy elucidates to successful completion of a physics class, retention in the department/university, and overall academic success through the peers’ support.

PODCASTING THROUGH THE PANDEMIC: STUDENTS’ PERCEPTIONS AND PERFORMANCE AT AN ODL INSTITUTION

Abstract: The pandemic has prompted the use of supplemental learning tools such as podcasts to become increasingly used to bridge the gap between lecturers and students. This paper argues that podcasting not only sharpens students’ listening skills but also enables them to engage with content more efficiently. This paper is underpinned by the transactional distance theory and the community of inquiry theory to understand the role of podcasting in teaching and learning in distance education. In an attempt to decrease transactional distance, this case study evaluates students’ perceptions of the implementation of podcasts in one South African ODL university, as an example, and investigates the effectiveness of using podcasts as a supplemental teaching tool in an English language module. The findings suggest that supplemental learning does decrease the transactional distance between lecturers-students and students-content. Moreover, the study found that podcasts tend to foster a teaching, social and cognitive presence that forms a community of inquiry. This paper concludes by providing pedagogical recommendations for teacher and student development in distance education contexts.