Instructional Tool Research Articles

Design and Development of Small Engine Mock-up

This study focused on the construction and evaluation of an improvised motorcycle electrical trainer. It is a type of instructional tool that is an electrically powered device that can be used to practice automotive electrical components. The trainer was developed based on the stages of the ADDIE model and was evaluated by three (3) groups of respondents, including industrial technology students, industrial technology teachers, and industry experts from the city of Cabanatuan, Nueva Ecija. They were asked to assess the technical characteristics of an improvised motorcycle electrical trainer in terms of functionality, usability, portability, and level of effectiveness. The researcher analyzed the collected data using a weighted mean. According to the findings of the study, respondents evaluated and agreed with this particular technology. And by utilizing this trainer as an instructional tool, it will provide a deeper understanding of the topic and improve the teaching-learning process.

Interactive Learning Media With Augmented Reality (AR) Geogebra for Teaching Geometry in Elementary School

In Semarang's elementary maths education, augmented reality (AR) and three-dimensional tech are underused in geometry instruction. These technologies promise an engaging and interactive presentation of three-dimensional objects. Presently, educators are confined to traditional tools like PowerPoint, providing a less immersive learning experience. This study addresses this gap with AR Geogebra, a tailored interactive tool for geometry instruction. Developed using the ADDIE model, the study involved fifty fifth-semester university students. Notably, material and media validation scored 90%, deeming it "extremely valid." Practicability, assessed by the experimental class and subject teacher, reached 90%, indicating high practicability. Post-test results showed an N-gain of 0.39 for the exposed group, surpassing the control group's 0.02. In conclusion, AR Geogebra proves an effective pedagogical approach for geometry instruction in elementary maths education.

Teaching Algerian Third-Year Elementary-school Pupils English Vocabulary Through Songs: An Effective Instructional Tool to Enliven English Classes

Research objectives (aims), issues or problems: The study accentuates the significant role that integrating songs into the teaching of English vocabulary has for third-year elementary-school pupils in Algeria. It aims to make English vocabulary acquisition effortless and fun for young learners and seeks to facilitate teaching English as a second foreign language for newly recruited instructors. In fact, a major query of this research concerns the incomprehensible lack of songs, poems, and nursery rhymes in the English textbook for third-year pupils, who are 8 to 9 years old, i.e., at an age when musical activities help them become motivated and interested in class activities.
 Research methods: To test the efficacy of songs in teaching English vocabulary to young third-year learners, the researchers opted for a true experimental research method. An experimental group of 26 pupils was exposed to nursery rhymes about numbers, colors, and family members, while a control group of 25 pupils was taught the same vocabulary items for three weeks using lessons from the textbook only.
 A short description of the context of the presented issue: The experiment took place in one of elementary schools in the city of Mostaganem, where the researchers’ former student works as a teacher of English. The experiment lasted three weeks: from January 10 to January 31, 2023.
 Research findings: The findings of this research indicate that the use of songs considerably improved the average vocabulary scores for the 26 young pupils in the experimental group compared to the control group. Therefore, this research paper concludes that songs enhance natural and effortless vocabulary acquisition among third-year pupils who are learning English for the first time.
 Conclusions and/or recommendations: Moreover, this study encourages elementary-school English teachers to give more pedagogical consideration to the use of children’s songs in teaching English to their pupils so as to enliven the lessons and to raise the pupils’ motivation to learn this foreign language.

USING YOUTUBE AS A LEARNING MEDIUM FOR EFL STUDENTS TO ENHANCE LISTENING AND SPEAKING SKILLS

The purpose of this study was to investigate a method for integrating English foreign language learners with YouTube media to enhance listening and speaking skills. This analysis uses a qualitative method by adopting a survey research design. Data collection involved the distribution of questionnaires via Google Forms to English as a Foreign Language (EFL) students at both high school and university levels. The researchers aimed to investigate the acquisition of English, focusing on listening and speaking abilities, through the use of the YouTube app. A total of 79 respondents, comprising 23 men and 56 women, participated in this study. The research included an exploration of YouTube media as a tool for English language instruction to enhance listening and speaking skills. The procedures in this study include searching for data from online forms as well as various opinions from respondents which are useful for finding accurate research results. These findings are to be useful because they can give teachers and administrators a practical and theoretical understanding of undergraduate EFL learners perception of using YouTube as a supplemental resource for language acquisition.

Describing teacher educators’ metatalk moves enacted for teaching how to teach concepts

ABSTRACT Higher education settings necessitate reflective decision-making through metacognitive thinking. As teacher educators prepare prospective teachers responsible for enhancing their students’ metacognitive abilities, they must employ metacognitive prompts that encourage students to engage in metacognitive thinking. This study aims to analyse and exemplify the talk moves used by teacher educators to stimulate metacognitive thinking among their students. The research delved into 22 teacher educators, scrutinising 36 in-class teaching sessions totalling 4536 minutes using a multiple case study approach. Through classroom discourse analysis, the study reveals that participants employed 24 distinct types of moves organised around eight overarching themes (framing, wrapping up, consistent and contingent thinking, monitoring cognition, apparent and elicited oral communication, transferring understanding, experiencing, legitimating, and justifying thinking and reasoning) to foster metacognitive thinking among students. The study’s implications emphasise how teacher educators can leverage talk moves to promote various metacognitive thinking processes in students. Notably, the research establishes a data-based coding framework facilitating examining educators’ metacognitive moves, indispensable tools in university-level instruction. The findings underscore the significance of instructional noticing for teacher educators, particularly in cultivating metacognitive thinking.

TERTIARY STUDENTS’ PERCEPTIONS ON ELSA SPEAK APPLICATION FOR PRONUNCIATION LEARNING

In the context of Industry 4.0, the integration of Artificial Intelligence (AI) into English language education is increasingly prevalent. Notably, the proliferation of English language applications, exemplified by the Elsa Speak Application, underscores the noteworthy advancements in pedagogical tools for English instruction. This study aims to scrutinize the perspectives of non-specialized students within the High-quality program at Can Tho University (CTU), investigating their encounters with learning English pronunciation through the application of Elsa Speak. The research employed a structured questionnaire distributed to a cohort of 180 students. The outcomes reveal a predominantly positive reception among students regarding the process of acquiring pronunciation skills through the Elsa Speak Application. Significantly, the application contributes to an augmented grasp of pronunciation, development of English language proficiency, and overall enhancements in learning outcomes. This exploration provides insights into the efficacy of the Elsa Speak Application in fostering positive educational experiences for non-specialized students, thereby contributing valuable data to the discourse on the integration of AI in language education within the Industry 4.0 paradigm.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0018/a.php" alt="Hit counter" /></p>

Video Blog (Vlog): Media Innovation in Mathematics Learning explores creative mathematics learning

Students often need help acquiring information about mathematics delivered in class within a limited timeframe, without the opportunity for repeated discussions or comprehensive review. Additionally, retaining previously taught material might be challenging. Hence, educators must establish efficacious instruction that stems from pioneering pedagogy. One of the advancements is the utilization of educational media. This study examines the existing literature about using video blogs (vlogs) as a medium for educational purposes. This study employs the Systematic Literature Review (SLR) methodology. Data was gathered by systematically collecting and scrutinizing articles about vlogs as an educational medium published between 2013 and 2023. This research utilized eight papers, theses, and dissertations from reputable national journals or conferences. The materials were collected through the Publish or Perish tool. The research findings indicate that including vlog media in the learning process can enhance the efficacy of instruction and positively impact students' learning outcomes. Thus, vlogs can be utilized as an educational tool for mathematics instruction. The essay provides a comprehensive analysis of the practicality of this innovation in enhancing mathematics education.

From Tradition to Innovation: Mind Map Generation in Higher Education

In higher education, effectively delivering complex topics to students with diverse learning preferences remains a pressing challenge. This comprehensive survey delves into the utilization of mind maps as an innovative instructional tool to navigate this challenge. From 2003 to 2022, we review the implementation of mind maps in higher education, highlighting aspects such as the year of the paper, the techniques employed for mind mapping, target audiences, objectives, and outcomes. Mind maps, centralized and radial visual techniques, have been recognized for their capacity to enhance memory retention, comprehension, and active student engagement. We identify two primary scenarios: Learner-Driven and Lecturer-Driven Development. While students employ mind maps for revision and understanding, lecturers utilize them as visual aids to structure content and elucidate intricate relationships. The paper underscores the need for inclusivity, accommodating varied learning styles, and integrating mind maps into a broader educational toolkit. Through this study, we uncover research gaps and propose future avenues to further amplify the potential of mind maps in academia.

Methodology for Rationalization of Pre-Production Processes Using Virtual Reality Based Manufacturing Instructions

This article deals with the rationalization of manufacturing processes within the product life cycle with emphasis on the pre-production phase of production. A new methodology for evaluating the applicability of modern visualization tools in manufacturing processes is presented. This methodology includes a modified Z-score for categorizing manufacturing processes and has been validated by the successful implementation of 10 real projects. Ultimately, the methodology provides a practical decision-making aid for manufacturing companies in deploying such Computer Aided Instruction tools. For the pre-production phase of products and their development, the possibilities of using modern visualization tools to support CAD instructions and assembly instructions are being explored. These modern visualization tools are video tutorials, augmented reality tutorials and virtual reality tutorials. This paper explores the use of these tools for rationalization of pre-production processes. A methodology was designed to select the most appropriate tool for rationalizing process execution in preparation for production. The functionality of the methodology was verified by applying the methodology in industrial practice and subsequent implementation of the recommended solutions. The methodology was validated by testing key combinations that can arise based on the methodology directly in the operations of manufacturing companies. A total of 10 implementations in real production processes were tailored to this study and carried out over 2 years and the functionality of the methodology was confirmed (that consisted also of a new software development). It was found that there is a dependency between the visualization tools chosen to create the instructions in the context of organizational production preparation and the nature of the production processes.

Students’ Performance, Satisfaction, and Experiences in Graphic Organizer Integrated Online Instruction of Astronomy

This quasi-experimental study determined Graphic Organizer Integrated Online Instruction’s effectiveness in understanding astronomy concepts. Three groups of Secondary Science Education students from a state university in Central Visayas, Philippines, were exposed to text, both text and graphic organizers, and the latter only. Study findings revealed that students across the three groups obtained above-average performances and improved performance; these groups also showed no significant difference in the improved performance. Using graphic organizers yielded high retention and satisfaction among the students, as they were immersed in visual-verbal instruction, a valuable learning scaffold, and a fun experience. In conclusion, the use of Graphic Organizer Integrated Online Instruction was effective in improving student performance, retention, and learning experiences. Integrating these visual tools in online instruction is highly recommended for use at the undergraduate level in the new normal.

Pengembangan Phantom Bantuan Hidup Dasar Sederhana sebagai Alat Bantu Praktikum Resusitasi Jantung Paru

Typically, practical laboratory activities employ teaching media such as phantoms or props. Due to the increased demand for borrowing and utilization of laboratory equipment, as well as the presence of nursing laboratory standards, the Educational Laboratory Staff (PLP) is compelled to devise innovative solutions to address the shortage of instruments. One such solution is the Basic Life Support (BHD) phantom. The study aimed to create a straightforward Cardiopulmonary Resuscitation (CPR) model for Basic Life Support (BHD) training, utilizing manikin displays and indicator lights. The tool fabrication process began with rudimentary materials yet yielded comparable advantages to commercially available tools, enhancing the efficacy of practical tasks in laboratory experiments, research endeavors, and community outreach initiatives. The research employed the Research and Development Study approach and was conducted in the D3 Nursing Study Program laboratory at Poltekkes Kemenkes Tanjungpinang. The research process consisted of three distinct stages: tool design and assembly, trial phase, and tool acceptance or feasibility testing. The findings of this study demonstrated that the straightforward BHD phantom was deemed practical and suitable as an instructional tool in BHD training, specifically for Cardiopulmonary Resuscitation (CPR). Future researchers must advance the development of this straightforward BHD phantom learning media to enhance the current prototype.

An Analysis of Curriculum Development for Economics: A Study on Senior High School Economics Subjects

This study investigated the material structure of new curriculum development for the Economics subject, focusing on a logical rationale approach to enhance the material structure by including necessary information. This study employed a qualitative methodology, utilising a literary review. The objects were newly designed teaching materials for the Economics subject in senior high schools. Data were gathered via documentation and critical analysis as data processing methods. The study revealed that implementing a newly established curriculum resulted in enhanced quality of economic materials among senior high school pupils, positively impacting their academic performance. The modifications made to the Economics curriculum in senior high school ensured that students acquired the necessary foundational knowledge for advanced learning, eliminating any inconsistencies in prerequisite material. The findings demonstrated that aligning the structural modifications of the Economics curriculum with the lesson plan facilitated teachers in integrating all educational resources, instructional tools, and evaluation methods with the learning activities, hence enhancing students' academic achievements.

Development of PJBL-Based Physics Edu Media to Improve The 21st Century Learning Skills of High School Students

The purpose of this research was to create physics teaching resources that would enhance students' 21st century skills in renewable energy. The RD approach was used in conjunction with data collection methods including both test and non-test modes. This study involved three validators who assessed the learning materials from the perspectives of both material and media aspects. According to the assessment results, the material aspect received a rating of 'very good,' whereas the media aspect scored 'good.' The enhancement of 21st century learning competencies was gauged through pretest and posttest evaluation, revealing a rise in critical thinking, creativity, communication, collaboration, use of ICTs, as well as life and career skills. The study determined that the PjBL-Based Physics Edu learning materials could serve as a reliable instructional tool for teaching renewable energy topics with moderate effectiveness.

Instructional and didactic support tool for teaching-learning Post-Partum Haemorrhage care in simulated settings: Creation and validation

ObjectiveTo describe the creation and validation process of an instructional, didactic and self-applied support tool for teaching-learning Post-Partum Haemorrhage care in simulated settings. BackgroundStudents frequently face difficulties performing the actions in the proper sequence in Post-Partum Haemorrhage simulated cases. Even in a controlled environment, anxiety, nervousness and fear of making mistakes are evident, which render the simulated experience highly stressful. Having a tool with a guideline can help students perform these actions more assertively. DesignA methodological study to develop a didactic tool. MethodsThe creation process of the didactic tool, called Instructional Disk for the Management of Post-Partum Haemorrhage, was divided into five phases: Analysis, Design, Development, Implementation and Evaluation. Nine experts specialised in Obstetrics and Midwifery validated the tool by answering a questionnaire with nine items; in turn, 32 undergraduate Midwifery program students carried out the evaluation using a questionnaire on applicability, functionality, clarity, coherence and usability of the tool in Post-Partum Haemorrhage simulated stations. The data were analysed descriptively, considering absolute agreement when the answers to all questions in the five-point Likert scale corresponded to 5 (I totally agree). The Content Validity Index was calculated for the experts' questionnaires. ResultsIn the validation stage, the experts agreed or totally agreed with all nine items, reaching a Content Validity Index = 1. In the total scores assigned by the experts, there was a variation between 80.0% and 100% absolute agreement, with a mean of 95.6%. In the students' assessment, the variation was between 87.5% and 100% absolute agreement, with a mean of 97.7%, in the eight items evaluated. The agreement level above 90% among experts and students was considered high. ConclusionsThe Instructional Disk for the Management of Post-Partum Haemorrhage was validated by experts with extensive experience in Obstetrics and Midwifery care and teaching, ensuring that the content included in the guidelines for the management of Post-Partum Haemorrhage adopted in Brazil is covered. The students positively evaluated this support tool for learning the care to be provided in Post-Partum Haemorrhage cases in the simulated stations.

Revitalizing Science Education: Harnessing the Power of Traditional Filipino Games in the Classroom

The primary aim of this research endeavour was to assess the efficacy of integrating traditional Filipino games as an instructional tool for enhancing the motivation, enthusiasm, and academic performance of seventh-grade students in the field of science. The study employed a combined approach, encompassing a descriptive analysis and a quasi-experimental one-group pretest-posttest design. A total of 57 students enrolled in the seventh grade of a laboratory high school participated in the study. The outcomes of the investigation indicated a substantial positive impact of traditional Filipino games on students' motivation, interest, and academic achievements in the context of science. The t-test reveals a significant difference in motivation (t=-3.818, p < 0.01), interest (t=-4.913, p < 0.01), and achievement (t=-8.781, p < 0.01) in science before and after the intervention. These findings imply that traditional Filipino games can be effectively leveraged as a pedagogical strategy to enhance students' motivation, interest, and academic performance in the domain of science.

Teaching the concept of control under IFRS 15: the effect of a three-step teaching approach and analogy usage

PurposeThis study aims to extend the current literature on International Financial Reporting Standard (IFRS) teaching by examining the argument by Hodgdon et al. (2013) that arranging accounting prescriptions into the level of concept, principle and rules is helpful to students in comprehending the complex set of accounting standards. Besides, the study aims to attest the argument that analogy is a useful tool in teaching, especially when dealing with complex knowledge or concepts.Design/methodology/approachThe study used a 3 × 2 between-subjects design, which includes the independent variables of the three-step teaching method (concept-only, concept + principle and concept + principle + rules) and the presence or absence of analogy.FindingsThe findings support Hodgdon et al. (2013). However, the combination of Hodgdon et al.’s (2013) technique with analogy resulted in only better-perceived comprehension under the concept-only condition.Research limitations/implicationsThere are limitations to the use of analogy as an instructional tool. The reasoning behind an analogy is that it is produced from different fields in which the target and source topics have only some similarity in structure or function. This suggests a limited capacity in which the source topic can be used to fully explain a targeted topic, and thus caution needs to be exercised in the use of analogy as a teaching tool. Additionally, this study uses a perceived understanding of control in IFRS 15. While perceived understanding may likely result in actual comprehension, there is a possibility that this may not be the case. Finally, this study did not consider about how rule comprehensiveness is affected.Practical implicationsThe findings of this study provide a useful combination of teaching tools to educators on how to deliver technical business subjects such as accounting effectively.Originality/valueThis paper aims to answer the call by Hodgdon et al. (2013) to verify the effectiveness of teaching IFRS via the three-step approach. In addition, this study extends the literature by examining whether an analogy could be used with the three-step approach to effectively improve students’ understanding of IFRS.

Impact of a video-based nutrition education program on the nutrition knowledge of students and parents: evidence from the North Region of Cameroon.

Schools are an attractive platform for improving the dietary knowledge, attitudes and behaviors of children and their families, yet limited nutrition knowledge amongst educators can impede nutrition education efforts. Information and communication technology (ICT) can potentially overcome this barrier, yet there is limited evidence for its effectiveness in school settings in low- and middle-income countries. We implemented a randomized field experiment in 50 schools in the North Region of Cameroon to assess the effectiveness of a school-based nutrition education program at improving the nutrition knowledge of fifth and sixth grade students and their parents. We evaluate the relative effectiveness of video-based versus typical classroom instruction. Nutrition knowledge is assessed using a pre-post questionnaire and analyzed using analysis of covariance. We find that students exposed to the video treatment improved their nutrition knowledge scores by 0.45 standard deviation more (equivalent to an additional 1.3 out of 14 correct answers) than students that received traditional classroom instruction. There is no differential impact of video on the nutrition knowledge scores of parents. Videos can improve knowledge gains compared with typical classroom instruction, but questions remain as to the conditions under which videos and other ICT are most effective as instructional tools.

Effect of using mobile devices as an instructional tool on teachers' creativity: an interpretive phenomenological study of Pakistani teachers' experiences

PurposeThe purpose of this study is to investigate the effect of using mobile devices as an instructional tool on teachers' creativity and to promote their usage as instructional tools in educational settings. The research also studies the perceptions of teachers on the effect of using mobile devices as an instructional tool on their creativity and what features of mobile devices are believed to help in terms of enhancing their creativity.Design/methodology/approachThis qualitative inquiry used an interpretive phenomenological analysis (IPA) method for inspecting the professional capabilities of Pakistan's primary and secondary school teachers. Data were gathered from nine individuals through interviews. Three themes regarding creativity emerged from the study data.FindingsIt is found that the use of mobile devices as a teaching tool significantly increases teachers' creativity by enabling them to manifest their creativity and explore different pedagogical vistas in which they can use a wide variety of instructional resources and tools. Using mobile devices as a teaching tool improved three skills: motivation, self-confidence and communication skills. Mobile applications, cameras and portability of these devices are among the features that teachers considered to have encouraged their creativity.Research limitations/implicationsFinding the obstacles and difficulties teachers have while utilizing these tools to demonstrate their creativity may be valuable for future studies. First, because respondents were teachers from elementary and secondary classes, the population was not entirely homogenous, even though they had adequate help. Second, only semi-structured interviews were utilized for data gathering in this study. Further data collection methods, including observational research or participant-written reflective diaries, are thought to have been preferred.Practical implicationsFor future research, it may be interesting to determine whether the results of this study can be applied to other demographic groups. Based on this study, it is also recommended to conduct a quantitative study to know teachers' perceptions of the impact of these devices on creativity, since these studies can have promising results for teachers.Social implicationsThrough the use of various materials, tools and activities, these devices provide several distinctive teaching alternatives. Because of this, using it as a teaching tool gives teachers the ability to tailor courses to a range of learner types. Additionally, having easy access to a multitude of online resources and the capacity to interact with others helped in ideation. The teachers experienced feelings of motivation, self-confidence and a desire to impart information, all of which are traits of creative teachers. Based on the findings of this study, we may now think about using mobile devices in the classroom to encourage teachers' creativity.Originality/valueThe outcomes of this research indicated that teachers' creativity is strongly influenced by their use of mobile devices as instructional tools. This paper advances the understanding of teachers’ creativity by highlighting their lived experiences. This study is novel because it highlights how these devices have the potential to be used as instructional tools, which has not been highlighted by any study so far.

The Effectiveness of Graphic Organisers for Improving Reading Comprehension in ESL Learners: A Systematic Literature Review

The objective of this study is to examine the effects of graphic organisers (GOs) as an instructional tool for enhancing reading comprehension among ESL learners. This paper presents a systematic review of related topics over the past decade, from 2015 to 2020, and found 31 journal papers that fulfilled the research criteria, representing the scholarly work in this field. These studies were published in journals indexed in Google Scholar, Eric, ProQuest, and JStor, and were selected according to a set of inclusion and exclusion criteria. The current literature review reveals that graphic organisers help learners visually organise and structure information, making complex concepts and relationships more accessible. They promote active engagement with the content as well as support the identification of main ideas, supporting details, and relationships between concepts. This enhanced comprehension leads to better retention and understanding of the material. However, the effectiveness of graphic organisers is influenced by issues such as visual literacy challenges, lack of familiarity with GOs, low cognitive level, and selection of an appropriate GO. In conclusion, our findings suggest that incorporating graphic organisers in language learning can be a valuable tool for educators to enhance their students’ reading comprehension skills. By considering the influencing factors, educators can tailor their teaching methods to optimise the benefits of graphic organisers.

The impact of social media as an instructional tool in Japanese culture teaching

The impact of social media as an instructional tool in Japanese culture teaching