Instructional Tool Research Articles

Concept mapping and conceptual change texts: a constructivist approach to address the misconceptions in nanoscale science and technology

Nanoscale Science and Technology (NST) is a rapidly evolving field with profound implications for various industries and our everyday lives. However, misconceptions among learners can hinder their ability to grasp the fundamental concepts of NST, thereby impeding their potential contributions to this advancing domain. Concept maps (CM) and conceptual change texts (CCT) are graphical and written representations of knowledge that enable learners to visualize relationships between concepts and assess the coherence of their understanding. In this pursuit, we engage with the concept of rehabilitation for misconceptions, viewing the learning process as a transformative journey akin to cognitive rehabilitation. Through this CM-CCT constructivist approach, learners are encouraged to engage in critical reflection, self-questioning, and peer discussions, which facilitate the identification of misconceptions. Moreover, CM-CCT provide a structured framework for presenting accurate information about NST, offering a clear depiction of the hierarchical and interconnected nature of nanoscale phenomena. The aim of this study was to evaluate the effectiveness of CM-CCT in correcting the misconceptions of undergraduate university students regarding nanotechnology and the taxonomy of nonmaterial. Prior to the implementation of the CM-CCT, an assessment of pre-existing knowledge of the students was performed through the structure of the observed learning outcomes (SOLO) taxonomy. A quasi-experimental research design was carried out. A total of 70 undergraduate university students, divided into two intact groups, were cross-examined for the study. Further, before and after the instructional tools, an achievement test based on nanotechnology and classification of nonmaterial was conducted, covering all six cognitive domains of the Bloom taxonomy of educational objectives. Data analysis revealed that the instructional tools based on constructivist approach had a statistically significant impact on students for elimination of their misconceptions about nanotechnology, nano science and classification of nonmaterial.

The Issue of Podcast Effectiveness in Higher EducationA Case Study of the University of Georgia

The podcast, originating in 2001 in the U.S. and later expanding globally, challenges traditional media with its customizable content. Podcasts distinguish themselves by affording listeners the agency to curate content to their preferences, a departure from the prescriptive nature of conventional media. Comparable to having a bespoke show tailored to individual interests, podcasts have emerged as a sophisticated and customizable avenue for content consumption. This article explores the transformative role of podcasts in higher education in Georgia, investigating their developmental stages, diverse perspectives, and implications for the education system. With four main objectives, the research first examines divergent perspectives on podcast integration in higher education. It then presents qualitative and quantitative findings on podcast impact, focusing on comparative statistical research in Georgia and developed countries. Additionally, the study evaluates the effectiveness of podcasts as instructional tools and their contribution to the learning process. Lastly, it explores student preferences, seeking to understand why students favor podcasts over traditional courses and analyzing the implications of this shift. Revealing a prevalent interest among students, the study shows that they not only express interest but also independently integrate podcasts into their learning practices. The positive impact on student knowledge levels, as indicated by the survey, adds valuable insights to the evolving relationship between podcasts and education in Georgia.

Classroom observational data: a professional development tool for introductory college mathematics instruction

Two groups of mathematics faculty, one from a four-year college and one from a two-year college, redesigned their respective introductory college mathematics courses following presentation of observational data regarding how faculty had been teaching the courses. This presentation emphasised how infrequently faculty teaching introductory college mathematics employed recommended pedagogical practices. This work was part of a multi-year federal grant project designed to increase the numbers of underrepresented students majoring in STEM disciplines. While the two teams developed very different redesigned course activities, in both instances the primary motivation for initiating the work was the information provided to faculty in a professional development workshop regarding how they had previously been observed teaching the mathematics content and how infrequently they utilised the pedagogical practices recommended by STEM education experts. The paper also highlights faculty resistance to curricular reform and enumerates some ways of addressing this resistance. The paper also discusses why faculty from two-year and four-year institutions resisted working together on course redesign and provides recommendations for future efforts addressing course redesign.

Evaluating effectiveness of immersive virtual reality in promoting students’ learning and engagement: a case study of analytical biotechnology engineering course

We conducted an immersive virtual reality (IVR) intervention in an analytical biotechnology course to evaluate its effectiveness in promoting student learning and engagement. The objective was to assess the impact of an IVR tool on learning infrared (IR) spectroscopy and academic engagement. The IVR experience was integrated into the course sessions, which included theoretical framework, IR spectra exercises, an individual quiz, and competition games. Students were immersed in a first-person IVR experience simulating an analytical room, where they performed sample analysis and operated a virtual IR spectrometer. The quiz and survey assessed their understanding and perception of the IVR experience. When compared to control groups, IVR intervention group achieved higher scores on midterm exam questions related to IR spectroscopy and reported greater academic engagement according to the satisfaction survey. The findings highlighted the effectiveness of IVR in enhancing learning outcomes, curiosity, motivation, and engagement among students. Moreover, our research provides empirical evidence of IVR’s positive impact on student learning and engagement in the context of biotechnology engineering. Based on the study’s implications, educators in engineering fields should consider integrating IVR as an instructional tool, particularly for laboratory-related topics with limited equipment accessibility and overcrowded courses. Future research should explore the generalizability of these findings across different subjects and educational levels. Additionally, investigating the underlying factors influencing the effectiveness of IVR in promoting academic engagement would further enhance the understanding and implementation of this technology in educational settings.

An Investigation of the Correlation between Lecturers’ Instructional Practices and the Level of ICT Tools Use in Teacher Training Programmes

This study investigates how lecturers' instructional practices and ICT tools usage relate to the teaching and learning of mathematics at Kyambogo University in Uganda. A questionnaire was used to collect data (N=50), and Pearson's correlation analysis was used to analyze the results. Using SPSS 25, it had a Cronbach's alpha coefficient (α) of 0.728. The study employed a quantitative research methodology and a correlation research design. The null hypothesis for the study was rejected by the analysis, which showed that lecturers' instructional practices are significantly impacted by the usage of ICT tools (r=0.796, p<0.01). ICT integration into teacher preparation courses could greatly enhance mathematics instruction in Uganda. From the above r=0.796, p<0.01, there is a strong interdependence linking ICT tools and lecturers’ teaching practices which portrays the essence of integrating ICT tools into mathematics education curricula. The implication is that adopting ICT for teacher education improves lecturers’ teaching methodology and, eventually, their learners’ attitudes towards mathematics.

Progression from the mean: Cultivating instructors' unique trajectories of practice using educational technology

AbstractBackgroundIn taking up educational technology tools and student‐centered instructional practice, there is consensus that instructors consider the unique aspects of their instructional context. However, tool adoption success is often framed narrowly by numerical uptake rates or by conformity with non‐negotiable components.PurposeWe pursue an alternative ecosystems framing which posits that variability among contexts is fundamental to understanding instructors' uptake of instructional tools and the ways their teaching trajectories develop over time.Design/MethodThrough a multiple‐case study approach using interviews, usage data, surveys, and records of community meetings, we examine 12 instructors' trajectories to illustrate the dynamic uptake of a technology tool.ResultsCross‐case analysis found that instructors' trajectories are tool‐mediated and community‐mediated. We present five cases in detail. Two foreground ways that instructors gained insight into student learning from student responses in the tool. Two illustrate the role played by the project's Community of Practice (CoP), an extra‐institutional support for deepening practice. The final case illustrates the complexity of an evolving instructional ecosystem and its role in instructors' satisfaction and continued use.ConclusionsUse of the educational technology tool perturbed ecosystems and supported instructors' evolving trajectories through mediation of instructor and student activity. Instructors' goals guided initial uptake, but both goals and practice were adapted using information from interactions with the tool and the CoP and changes in instructional contexts. The study confirms the need to understand the complexity of the uptake of innovations and illustrates opportunities for educators, developers, and administrators to enhance uptake and support diversity goals.

Digital Storytelling Animation Media with Minimum Competency Assessment to Enhancing Students Folktales Reading Comprehension

This research is motivated by observational data indicating the low learning outcomes of second-grade students in the competency of reading to folktales, which is attributed to the limited use of media in teaching. Therefore, this research aims to developed an instructional tool: digital animation storytelling media with Minimum Competency Assessment (MCA). The research method employed in this study was Research and Development (R&D), utilizing the ADDIE model. This study involved a class teacher and 26 learners in grade II of an Elementary School. The primary objective of this research was to analyze the feasibility and effectiveness of the digital animation storytelling media with MCA for the second-grade class in enhancing the competency of reading to folktales. Data were collected using a questionnaire to assess media feasibility and pretest-posttest questionnaires to measure the media's effectiveness. The results of the media feasibility assessment, based on the questionnaire, obtained a percentage of 90%, indicating "Very Feasible" according to content experts, while media experts rated it at 84%, indicating "Eligible." Regarding the effectiveness of the media, as assessed through pretest-posttest questionnaires, the N-Gain test revealed an average improvement of 0.48 on a small scale with an average difference of 22.5. Based on these findings, it can be concluded that the digital animation storytelling media with MCA for the second-grade class is not only suitable for instructional use but also effectively enhances students' learning outcomes in the competency of reading to folktales.

ChatGPT and ELT: Exploring Teachers’ Voices

This study investigates the perceptions of English language teachers regarding the use of ChatGPT in English Language Teaching (ELT). The study aims to fill the research gap by exploring teachers' perspectives on the integration of ChatGPT as an instructional tool and its implications for ELT practices. Using a mixed methods approach, the study employed focus group discussions and an online survey to gather insights from a sample of 115 English language teachers in Metro Manila, Philippines. Findings revealed English language teachers’ perspectives on the use of ChatGPT in ELT including potential use of ChatGPT in ELT (e.g., integration for vocabulary expansion and writing practice and enhancing language fluency and communication), potential benefits of ChatGPT to English languge learners (e.g., translation and language comprehension support, conversational practice and language development, access to information and cultural understanding), and potential limitations of using ChatGPT in ELT (e.g., cheating and plagiarism, lack contextual understanding and nuance, reliability and accuracy of information). These findings shed light on teachers' perceptions of ChatGPT as a language teaching tool including ChatGPT’s integration into ELT, use of ChatGPT in writing activities, use of ChatGPT in improving language skills, and other benefits of using ChatGPT, including teachers' concerns regarding the authenticity of AI-generated content and the potential impact on language learning outcomes. The findings of this research contribute to the existing literature on the integration of AI technology in ELT and offer practical recommendations for educators seeking to leverage the potential of ChatGPT in language teaching. By giving voice to teachers' perspectives, this study underscores the importance of considering teachers' perceptions and experiences when incorporating emerging technologies like ChatGPT into the ELT classroom. Ultimately, this research aims to foster a deeper understanding of the complex dynamics between AI technology and language teaching, paving the way for informed decision-making and effective implementation in the field of ELT.

Utilizing university food gardens as an instructional tool for teaching horticulture: Gaining insights from project experience

Advanced Horticultural Production Technology is a course that may be chosen as an option in the Agrotechnology Study Programme. Ineffective legal laws and slow technical progress hinder the growth of Indonesian horticulture products. Additionally, insufficient human resource capabilities, weak horticultural institutions, and suboptimal technological innovation further impede this development. Horticultural Postharvest Technology students find this material inspiring and beneficial. This course instructs students in applying agronomy, plant breeding, plant protection, soil science, and social sciences to enhance resource efficiency, quality, and sustainability in agricultural activities. Tropical horticultural items, such as vegetables and fruit, will experience an impact. This research is limited to examining commodities, morphology, plant environment, plant varieties, and growth methodology specifically related to tomato-produce plants. Students participate in offline and online FGBL activities—an initial questionnaire ascertained identity. Questionnaires, brainstorming, assignments, and monitoring of media reports are used to evaluate each stage of FGBL activities. To gain these abilities, employ the method of project-based learning (FGBL). FGBL includes the development of a project plan and timetable, assessing student attributes, formulating structured inquiries for experimental design, supervising progress through reports, exchanging ideas, and evaluating the project. This article provides a detailed discussion of various measures that assess student motivation for learning, such as participation during lectures and engagement in brainstorming activities.

실용보컬 기초발성과 호흡 훈련의 실기교육 사례 연구

This study applied and guided systematic vocal education through private lessons for practical vocal majors through actual cases, qualitatively analyzed post-student feedback, and argued this. For this purpose, an objective vocal theory that can be commonly applied to classical vocal music and practical music vocals was presented, and based on this, ‘Concone’ and parts of Berklee College of Music’s vocal textbook were used as students’ assignments. Additional breathing exercises were also conducted to help with vocalization. After completing 15 weeks of practical training, all students responded to a survey that these vocal tasks had a positive effect and help on their singing, indicating that these vocal training tools are meaningful training tools in practical music vocal instruction. It can be seen as meaning. In addition, it was indirectly confirmed that 1:1 apprenticeship classes that allow interaction and intensive hands-on training between instructors and students are very effective in practical music vocal education.

Transformational Leadership, Cultural Intelligence, Self-Efficacy, and Productivity among Higher Education Faculty: A Structural Model

This study aimed to assess the productivity of higher education faculty by developing a structural model incorporating predetermined factors such as transformational leadership exhibited by academic heads, the faculty's cultural intelligence, and self-efficacy. After undergoing scientific validation and reliability tests, this study utilized questionnaires in a descriptive-correlational and causal-comparative research design. Data were gathered from 500 higher education faculty in Northern Mindanao, Philippines. The results revealed a high level of productivity among higher education faculty, particularly in producing instructional tools, engaging in professional development and community service, and a moderately productive level in research and publication. Remarkably, academic heads demonstrated an excellent display of transformational leadership. Higher education faculty exhibited high levels of cultural intelligence and self-efficacy. This implies that the academic head's exemplary display of transformational leadership highlights a commendable commitment to inspiring positive change and fostering growth within the academic setting. Simultaneously, the Higher Education Faculty exhibits remarkable levels of cultural intelligence and self-efficacy, showcasing their proficiency in navigating diverse cultural landscapes and their confidence in their capabilities. Ultimately, the structural model revealed that the productivity of higher education faculty is best explained by the influence of academic heads' transformational leadership, coupled with faculty cultural intelligence and self-efficacy. This model is known as Apdian’s Model of Productivity Among Faculty in State Universities.

Advantages of using Digital Media to Teach English

Utilizing digital media as a pedagogical tool for English instruction presents a multitude of benefits in the contemporary landscape influenced by technology. It facilitates involvement and interactivity in the educational experience. The purpose of this study is to examine the advantages connected with the use of digital media as an educational instrument for the training of the English language. The primary focus of this study is to investigate how students interpret digital media within the framework of English Language Teaching (ELT). The information is obtained using a questionnaire administered by the studies. This study employed an empirical case study design. The data obtained from the questionnaire is subjected to descriptive analysis. The findings of this study indicate that the students exhibited a strong inclination toward digital media as a viable resource for English reading materials. The questionnaire yielded a mean score of 3.49, indicating a classification of "High" when interpreted. In addition to encountering challenges related to the utilization of digital media, students and teachers have experienced several obstacles. These include limited access to mobile phone facilities, restricted online containers and issues with insufficient connectivity.

Artificial Intelligence Supporting Independent Student Learning: An Evaluative Case Study of ChatGPT and Learning to Code

Artificial intelligence (AI) tools like ChatGPT demonstrate the potential to support personalized and adaptive learning experiences. This study explores how ChatGPT can facilitate self-regulated learning processes and learning computer programming. An evaluative case study design guided the investigation of ChatGPT’s capabilities to aid independent learning. Prompts mapped to self-regulated learning processes elicited ChatGPT’s support across learning tools: instructional materials, content tools, assessments, and planning. Overall, ChatGPT provided comprehensive, tailored guidance on programming concepts and practices. It consolidated multimodal information sources into integrated explanations with examples. ChatGPT also effectively assisted planning by generating detailed schedules. However, its interactivity and assessment functionality demonstrated shortcomings. ChatGPT’s effectiveness relies on learners’ metacognitive skills to seek help and assess its limitations. The implications include ChatGPT’s potential to provide Bloom’s two-sigma tutoring benefit at scale.

Göz Önünde Gizlenmek: Öğretmen Adaylarının Dil Derslerinde Web 2.0 Araçlarını Kullanmaları

In recent years, it has been witnessed that the incorporation of web-based tools for classroom instruction has brought several significant efficiencies in language classes. However, the research shows that even competent teachers may have difficulty coordinating these tools with specific learning goals and fail to reach the objectives of their lessons. Instructional gaps in lesson planning, delivery, and classroom management can be witnessed due to over-reliance on off-the-shelf digital materials or exercises. Therefore, this study aimed to figure out to what extent pre-service teachers use these tools, how much time they allocate to these implementations, which language skill they focus more on, and the perceived benefits of carrying out the courses. Thus, this study focuses specifically on 16 pre-service teachers' 12 week-long practicum days in which they were expected to deliver lessons once each week. The quantitative data were gathered by examining the frequency of digital materials used in classes, time allocated for these materials in their lesson plans, and actual time spent in the lesson delivery and from scores from supervisor observation scale. The qualitative data were elicited from pre-service teachers' reflection notes for themselves and their peers, and structured open-ended questions regarding the use of digital tools in language classes. The results have shown that pre-service teachers rely heavily on vocabulary exercises through digital materials and use them until the end of the lesson without exerting extra effort into constructing knowledge together or engaging learners with more writing and speaking practices.

Digital Information Resources and Business Education Delivery in Tertiary Institutions in Bayelsa State

The study investigated the relationship between digital information resources and business education delivery in tertiary institutions in Bayelsa State. The study determined the relationship between the dimensions of digital information resources and business education delivery; thus, six objectives, research questions, and hypotheses guided the study. A correlational research design was used to carry out the study. The population of this study consisted of fifty-two (52) lecturers in business education from the three tertiary institutions in Bayelsa State. The census sampling technique was used in selecting the sample size of 52 business education lecturers for the study. The questionnaires for the study were developed based on the research objectives. The questionnaire was titled "Digital Information Resources and Business Education Delivery Questionnaire (DIRBEQ)." The questionnaire was subjected to face and content validity. The pilot-test approach was used to determine the reliability of the instrument. Cronbach’s alpha was also used to measure internal consistency. A reliability coefficient of 0.807 was obtained. This was considered sufficient for the study. The instrument was distributed by the researcher. Fifty-two copies of the questionnaire were filled out and collected. The research questions were answered using Pearson's product-moment correlation, while simple linear regression analysis and analysis of covariance were used to test the hypotheses at the 0.05 significance level. The study revealed that the extent of the relationship between e-book resources and business education delivery in tertiary institutions in Bayelsa State is weak, while the extent of the relationship between e-journal resources and business education delivery in tertiary institutions in Bayelsa State is very strong, among others. Furthermore, the study disclosed that there is a significant relationship between e-book resources and business education delivery in tertiary institutions in Bayelsa State and that there is a significant relationship between e-journal resources and business education delivery in tertiary institutions in Bayelsa State. The study concluded that digital information resources are an integral instructional delivery tool that can improve the quality of business education delivered to students at tertiary institutions in Bayelsa State. It was recommended that lecturers of tertiary institutions in Bayelsa State be trained in the use of e-book resources as well as the use of digital mediums in business education delivery, so that appropriate delivery of the lecture materials is ensured, and management of tertiary education in Bayelsa State should establish appropriate e-journal information management strategies that can foster lecturers' research skills, attitude, and competence for information literacy, effective e-journal use, and professional practices, among others.

A BRIEF EXPLORATION OF ARTIFICIAL INTELLIGENCE IN DENTAL HEALTHCARE: A Narrative review

Artificial intelligence is a computer system which can replicate human behavior and largely supports human actions and interpretation, but not replace human responses. Over the past few decades, the field of artificial intelligence (AI) has experienced phenomenal development and expansion. We are surrounded by several instances of AI. The most typical examples include Chat GPT, Alexa, Google Maps, autocorrect and text editors, e-payments, virtual travel booking agent, social media monitoring, gaming, including chess matches involving computers versus human chess masters, self driving cars, adaptive cruise control, parking assistance, and facial recognition for biometrics such as retinal scans and fingerprint scans. AI has applications in different branches of Dentistry. This review article attempts to highlight these points and lays an emphasis on how AI is driving dentistry in the present and will improve dental care in the future. A total of 59 papers from an electronic search using Google Scholar and PubMed were used to create this narrative review. Artificial intelligence can be utilised for diagnosis, decision-making, treatment planning, early detection and prevention of oral disease, and finally result prediction by utilising cutting-edge technology in imaging. It shows how dentists can use it as a useful tool at various phases of clinical cases. The future of AI in dentistry appears to be outstanding with advancements in full artificial intelligence technology, dental assistance, and dental instructional tools. In order to help dental professionals better grasp AI as a tool to assist their work with enhanced efficiency, investigations need to be done to uncover patterns and foresee future related to oral health concerns.

Zoom as an Instructional Tool in Teaching Reading Among Kindergarten Learners During the Covid-19 Pandemic

This study was conducted to determine the effectiveness of Zoom as an instructional tool in teaching reading among kindergarten learners of the three identified private schools, namely the Sae Young Christian Learning Center Inc. (SYCLC)., Thrice Admirable Montessori School (TAMS) and Seed Childhood Education and Learning Center Inc. (SCELCI) during the School Year 2020 - 2021. It utilized a quasi-experimental design to gather the needed data on the effectiveness of Zoom as an instructional tool in teaching reading among kindergarten learners in the three identified schools. There was a total of 30 Kinder 2 learner respondents. Each school has five (5) learners for modular instruction and another five (5) for blended instruction. Results showed that the reading performance of the kindergarten learners during the pretest and post-test was between “Good” and “Easy.” It was found that there is a significant difference in the reading performance of both the pretest and post-test in TAMS and SCELCI, while there is no significant difference in both the pretest and post-test in SYCLCI. Lastly, the effectiveness of Zoom as an instructional tool in teaching reading among kindergarten learners of the identified private schools was very satisfactory. Thus, the researchers recommend using the Zoom application as an instructional tool for teaching reading among kindergarten learners.

Social Studies Teachers’ Challenges in Applying ICT Tools for Effective Instruction in Schools for the Deaf in Ghana

This study investigated the challenges faced by Social Studies teachers in applying Information and Communication Technology (ICT) tools for effective instruction in schools for the deaf in Ghana. The study was conducted in accordance with the pragmatist research philosophy and employed a mixed method approach through convergent parallel research design and used questionnaires and semi-structured interviews to collect data from 28 Social Studies teachers and 14 headteachers from the fourteen public schools for the deaf in Ghana. The data from the questionnaire were analyzed using means and standard deviations and that from the interview were thematically analyzed. The findings revealed that teachers used ICT tools such as projectors, presentation clickers, visualizers, and computers in teaching their students with hearing impairments The findings also revealed that Social Studies teachers faced several challenges such as lack of ICT infrastructure, lack of ICT skills, lack of frequent ICT training, lack of ICT support, and lack of ICT motivation. The study recommended more investment by the Ghana Education Service in ICT infrastructure support for Social Studies teachers in schools for the deaf in Ghana to enhance their ICT integration and instructional effectiveness.

Diversified Teaching Strategies for Ethnic Instrumental Music Courses in Colleges and Universities in the Information Age

Abstract The information age is an era of innovation. Instructional design and development tools make it easier and faster for teachers to organize teaching content; instructional evaluation tools make it more scientific and objective for teachers to evaluate teaching effects; and student management tools pay attention to individual differences of students and realize diversified evaluation perspectives for students. On the basis of the MIDI dataset, signal separation information filtering and other related operations are used to preprocess ethnic instrumental music signals, followed by the construction of an automatic composition model using deep learning technology. Based on the diversified teaching needs of ethnic instrumental music courses in colleges and universities, an instrumental music teaching system was designed by using the automatic composition model and computer programming language, and an empirical analysis of the informatization teaching of ethnic instrumental music courses in colleges and universities was carried out by using experimental comparative analysis. The results show that the overall level of ethnic music in the experimental group improved significantly P<0.05, indicating that the students in the experimental group made significant progress in ethnic music literacy. In contrast, the students in the control group improved but did not highlight, indicating that the proposed teaching system has a facilitating effect on the enhancement of the teaching performance of ethnic instrumental music courses. This study improves the teaching quality of ethnic instrumental music courses in colleges and universities and is of great significance in enhancing students’ music literacy and skills.

Integration of Blogging in Classroom Instruction

This study explored the integration of blogging in classroom instruction, focusing on teachers’ perceptions of its usefulness. Twenty-four teachers in Zamboanga City participated in hands-on activities, specifically, creating blogs on their topics of interest and critiquing them. Semi-structured interviews and a researcher-made questionnaire were employed to gather qualitative and quantitative data. The findings revealed positive reactions from teachers toward incorporating blogs into classroom instruction. They cited benefits such as increased student motivation, real-world learning experiences, and enhanced writing skills. Despite acknowledging challenges in planning and implementation, uncertainties in utilizing blogs due to technological intimidation, concerns about overwhelming students’ activities, doubts about effectiveness, limited computer and internet access, and suitability for younger students; teachers emphasized the positive impacts of blogging on student learning. The questionnaire results, analyzed using Mean and Standard Deviation, indicated an overall positive perception of blogging integration. Each mean score was interpreted as “Agree” to “Strongly Agree.” The grand mean score further affirmed agreement on the perceived usefulness of blogging in classroom instruction. The small standard deviation suggested minimal variation in teachers’ responses, indicating an agreement on the positive impact of blogging as an instructional tool. In conclusion, the integration of blogging into classroom instruction was perceived to be useful. Moreover, the study contributes valuable insights into existing literature about blogging; emphasizing the perceived usefulness of blogging in classroom instruction.