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Journal articles on the topic 'Anchored instruction'

Author: Grafiati

Published: 4 June 2021

Last updated: 26 July 2025

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1

Bottge, Brian A., Mary Heinrichs, Shih-Yi Chan, Zara Dee Mehta, and Elizabeth Watson. "Effects of Video-Based and Applied Problems on the Procedural Math Skills of Average- and Low-Achieving Adolescents." Journal of Special Education Technology 18, no. 2 (2003): 5–22. http://dx.doi.org/10.1177/016264340301800201.

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The purpose of this study was to investigate the effects of video-based, anchored instruction and applied problems on the ability of 11 low-achieving (LA) and 26 average-achieving (AA) students to solve computation and word problems. A repeated-measures design with staggered baselines was used to compare the performance of two groups of LA students and one group of AA students across three instructional conditions: (a) baseline instruction, (b) anchored instruction, and (c) instruction with applied problems. The performance of all three groups was higher during anchored instruction than during

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Abella, Rongie C. "Anchored Instruction in Teaching Business Mathematics." Pertanika Journal of Social Sciences and Humanities 30, no. 1 (2022): 31–40. http://dx.doi.org/10.47836/pjssh.30.1.02.

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This study aims to determine the effectiveness of Anchored Instruction in teaching Business Mathematics to the senior high school students of Simala National High School in Cebu, Philippines. Anchored Instruction is a teaching method in which the learners can generate problems, look for the relevant data, and find solutions from the situated problem-solving environment shown through videos. Its instructional design highlights three main features: generative stories, embedded data, and problem complexity. A quasi-experimental research method was utilized using pretest-posttest control and exper

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Kurz, Terri L., and Ivana Batarelo. "Using Anchored Instruction to Evaluate Mathematical Growth and Understanding." Journal of Educational Technology Systems 33, no. 4 (2005): 421–36. http://dx.doi.org/10.2190/78jg-57n4-0702-xh25.

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Anchored instruction is designed to present problems in a meaningful context to allow for investigations into real life environments. The Jasper Project was created to allow students to investigate mathematical dilemmas using anchored instruction techniques. This study uses case study methods to examine the perceptions that preservice teachers have toward the use of anchored instruction after having the opportunity to investigate and evaluate a Jasper predicament as a group. The guiding research questions were: 1) Through exploration and evaluation, are preservice teachers able to determine si

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Langone, John, D. Michael Malone, Pamela M. Stecker, and Eric Greene. "A Comparison of Traditional Classroom Instruction and Anchored Instruction with University General Education Students." Journal of Special Education Technology 13, no. 4 (1998): 99–109. http://dx.doi.org/10.1177/016264349801300403.

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The effects of a traditional instruction format and an anchored instruction format on the immediate and long-term acquisition of knowledge of 100 university general education majors was examined. Participants were administered multiple-choice and essay format pre-tests, post-tests, and follow-up tests. Results revealed somewhat different within group patterns as well as important between group patterns. Both groups performed better on the post-test and follow-up test than on the pre-test. No differences between the two groups on the post-test were recorded. The anchored instruction group outpe

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Abulkhayirov, Doston Fayzullo ugli, and Hayotjon Golib ugli Akramov. "A RESEARCH ON HOW STUDENTS PERCEIVE DIFFERENTIATED INSTRUCTION WHEN IT COMES TO LEARNING ENGLISH GRAMMAR IN INSTITUTIONS THAT DO NOT SPECIALIZE IN LINGUISTICS." Innovative Development in Educational Activities 2, no. 11 (2023): 119–22. https://doi.org/10.5281/zenodo.8044748.

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<em>Differentiated instruction has been hardly recognized and/or used in the local EFL class. Thus, the purpose of this study was to explore high school students’ perception of differentiated instruction as translated into classroom practices through flexible grouping, tiered activities, anchored activities, scaffolding techniques in learning English grammar. The findings further revealed that learning via differentiated instruction provided students time to think and complete activities at their own pace and time. Overall, the study concluded that students had favorable perceptions of d

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Li, Wenfang, Dan Wang, and Yali Cao. "Influences of Anchored Instruction on Fragmented Learning Outcomes of University Students." International Journal of Emerging Technologies in Learning (iJET) 18, no. 17 (2023): 223–35. http://dx.doi.org/10.3991/ijet.v18i17.41355.

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With the rapid development of information technology (IT), the traditional knowledge media can no longer meet the needs of students to acquire knowledge and instant messages quickly in the information era. Various online learning platforms have been developed accordingly to provide continuous access to fragmented knowledge and information. IT has been extensively applied in the field of education, offering extensive development spaces and technological supports to establish an “anchored” teaching mode based on the constructivism theory. This has made fragmented learning outcomes, which extensi

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Love, Mary Susan. "Multimodality of Learning Through Anchored Instruction." Journal of Adolescent & Adult Literacy 48, no. 4 (2004): 300–310. http://dx.doi.org/10.1598/jaal.48.4.3.

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Kumar, David D. "Intelligent educational systems for anchored instruction?" TechTrends 40, no. 1 (1995): 33–35. http://dx.doi.org/10.1007/bf02763836.

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Bottge, Brian A., Enrique Rueda, Timothy S. Grant, Ana C. Stephens, and Perry T. Laroque. "Anchoring Problem-Solving and Computation Instruction in Context-Rich Learning Environments." Exceptional Children 76, no. 4 (2010): 417–37. http://dx.doi.org/10.1177/001440291007600403.

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Middle school students with learning disabilities in math (MLD) used two versions of Enhanced Anchored Instruction (EAI). In one condition, students learned how to compute with fractions on an as-needed basis while they worked to solve the EAI problems. In the other condition, teachers used a computer-based instructional module in place of one of the EAI problems to deliver formal fraction instruction. The results indicated that students in both instructional formats improved their fraction computational skills and that formal instruction provided an added benefit. Both instructional condition

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Sasindua, Ravinia, Meytij Rampe, and Marlina Karundeng. "Pengaruh Model Pembelajaran Anchored Instruction terhadap Hasil Belajar Siswa." Oxygenius Journal Of Chemistry Education 2, no. 1 (2020): 23. http://dx.doi.org/10.37033/ojce.v2i1.141.

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This research is an experimental study using the Anchored Instruction learning model. This study aims to determine the effect of the Anchored Instruction learning model on student learning outcomes on the mole concept subject. This research was conducted in class X SMA Negeri 2 Siau Timur with a sample of 40 people. The research design used was a pre-test and randomized two group design. The experimental class uses the Anchored Instruction learning model and the control class uses the conventional learning model. Analysis of the hypothesis test using t-test with a significant level α = 0.05. T

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Scharnhorst, Ursula. "Anchored Instruction: Situiertes Lernen in multimedialen Lernumgebungen." Swiss Journal of Educational Research 23, no. 3 (2001): 471–92. http://dx.doi.org/10.24452/sjer.23.3.4615.

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«Anchored Instruction» ist ein konstruktivistischer Ansatz aus den USA, dessen Vertreter technologisch unterstützte, situierte Lernumgebungen für verschiedene schulische Fächer und Altersstufen entwickeln, implementieren und erforschen. Wichtige Ziele, Gestaltungsprinzipien und Merkmale solcher Lernumgebungen sowie ihre Implementation im Unterricht werden anhand von zwei Anwendungen näher dargestellt: (1) «The Adventures of Jasper Woodbury», eine Serie von Video-Geschichten und Zusatzmaterialien, die Schüler mit komplexen mathematischen Problemstellungen konfrontieren, und (2) ”The Little Plan

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Alison, Davis. "Developing student agency through motivationally anchored instruction." Set: Research Information for Teachers, no. 2 (October 20, 2019): 42–48. http://dx.doi.org/10.18296/set.0142.

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Shyu, Hsin-Yih. "Effects of Media Attributes in Anchored Instruction." Journal of Educational Computing Research 21, no. 2 (1999): 119–39. http://dx.doi.org/10.2190/2cnp-lw7k-bv2r-581u.

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Tamilarasan, P., S. Vijayakumar, T. Sugadev, et al. "Effectiveness of Anchored Instruction in Online vs. Blended Language Immersion for Public Speaking in Foreign Language Teaching." Theory and Practice in Language Studies 15, no. 3 (2025): 1017–29. https://doi.org/10.17507/tpls.1503.36.

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Anchored instruction, a well-established pedagogical theory, enhances learning outcomes by situating information within real-world contexts and leveraging instructor facilitation. This study conducts a comparative analysis of two instructional modalities—blended and online immersion—in a tertiary-level Public Speaking course, framed within the theoretical construct of anchored instruction. The research involved two homogeneous cohorts (N=66), one group receiving blended learning and the other online immersion. Verbal and nonverbal communication competencies were assessed through video recordin

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Lastriani, Kartika Septina, and Muhammad Fajar Safa'atullah. "Mathematical representation ability based on learning styles of students on Anchored Instruction assisted Problem Card." Unnes Journal of Mathematics Education 8, no. 3 (2019): 181–87. http://dx.doi.org/10.15294/ujme.v8i3.32638.

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Learning outcomes and abilities of class VIII students of SMP Negeri 1 Banyubiru on the aspects of mathematical representation are not optimal. Each student has a different learning style that influences the process of representing mathematical problem solving. In this study, the application of the Anchored Instruction model assisted by Problem Card aims to find out students 'classical completeness and describe the students' mathematical representation abilities for each type of learning style, namely Visual, Auditorial, and Kinesthetic (V-A-K). This research method is mixed methods or combina

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Nisa, Khoirun, and Maria Agustina Ngadha. "PENGEMBANGAN MODUL ELEKTRONIK BERBASIS ANCHORED INSTRUCTION PADA MATERI EKSKRESI SISWA KELAS VIII." Jurnal Pendidikan Biologi 13, no. 1 (2022): 60. http://dx.doi.org/10.17977/um052v13i1p60-65.

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Abstrak. Penelitian ini bertujuan untuk menghasilkan sebuah produk berupa Modul Elektonik Berbasis Anchored Instruction dengan menggunakan metode penelitian Research dan Development (R&D). Metode penelitian ini di gunakan untuk menghasilkan produk dan menguji kelayakan produk tersebut.Model penelitian ini yaitu melalui : 1) penelitian dan pengumpulan data, 2) perencanaan, 3) pengembangan draf produk awal, 4) uji coba lapangan awal, 5) revisi hasil uji coba, 6) uji coba lapangan produk utama, 7) revisi produk, 8) uji kelayakan, 9) revisi produk final, 10) desiminasi dan implementasi. Pengum

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Xing, Bang Sheng, Xue Feng Wang, Wei Li, and Ning Ning Wang. "Transient Dynamics Research for Self-Anchored Suspension Bridge." Applied Mechanics and Materials 201-202 (October 2012): 721–24. http://dx.doi.org/10.4028/www.scientific.net/amm.201-202.721.

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The Parallel Finite Element Analysis Software ANSYS is used for transient dynamics of self-anchored suspension bridge. The paper studies influence on structure transform under a lotus function and frequency of self-anchored suspension bridge, vehicle together to drive to influence a little bit greatly towards self-anchored suspension bridge structure, difference drive to Self-anchored Suspension Bridge the structure influence smaller, VonMises stress of Suspension Bridge medium node will decrease, when angle frequencies augment, conclusions have instruction function to Self-anchored Suspension

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Blackhurst, A. Edward, and Timothy E. Morse. "Using Anchored Instruction to Teach About Assistive Technology." Focus on Autism and Other Developmental Disabilities 11, no. 3 (1996): 131–41. http://dx.doi.org/10.1177/108835769601100302.

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Bhusan, Uma. "An anchored instruction activity to teach crisis communication." Mass Communicator: International Journal of Communication Studies 13, no. 2 (2019): 39. http://dx.doi.org/10.5958/0973-967x.2019.00012.7.

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Zydney, Janet Mannheimer, Arne Bathke, and Ted S. Hasselbring. "Finding the optimal guidance for enhancing anchored instruction." Interactive Learning Environments 22, no. 5 (2012): 668–83. http://dx.doi.org/10.1080/10494820.2012.745436.

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Maharani, Israq, Risna Mira Bella Saragih, and Dwi Wahyuni. "Pengaruh Model Pembelajaran Anchored Instruction Terhadap Kemampuan Pemahaman Konsep Matematik Siswa Kelas XI SMA Al-Maksum Cinta Rakyat." OMEGA: Jurnal Keilmuan Pendidikan Matematika 1, no. 1 (2022): 18–21. http://dx.doi.org/10.47662/jkpm.v1i1.165.

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Tujuan dari penelitian ini adalah untuk mengetahui pengaruh pembelajaran anchored instruction terhadap kemampuan pemahaman konsep matematika siswa. Desain yang digunakan dalam penelitian ini adalah pretest postest kontrol grup design, dimana terdapat dua kelompok yang dipilih secara random untuk mengetahui pengaruh pembelajaran terhadap kemampuan pemahaman konsep matematik siswa. hasil penelitian menunjukkan bahwa rata-rata kelas eksperimen sebesar 83,7 dan kelas kontrol 75,3. untuk rata-rata postest kelas eksperimen sebesar 90,3 dan kelas kontrol sebesar 83,7. dalam uji hipotesis analisis dat

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Prayitno, Sunyoto Hadi, and Oscar Jaya Alphareno. "Efektivitas Model Pembelajaran Anchored Instruction dalam Pembelajaran Matematika Terhadap Kemampuan Berpikir Kritis Siswa." Jurnal Cendekia : Jurnal Pendidikan Matematika 5, no. 2 (2021): 1842–53. http://dx.doi.org/10.31004/cendekia.v5i2.565.

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Pembelajaran konvensional dengan metode ceramah yang digunakan oleh sebagian guru SMP Al-Amin Surabaya membuat kemampuan berpikir kritis siswa kurang terlihat menonjol. Maka peneliti melakukan penelitian menggunakan model pembelajaran Anchored Instruction yang memiliki tujuan untuk mengetahui efektif tidaknya penerapan model pembelajaran Anchored Instruction dalam pembelajaran matematika terhadap kemampuan berpikir kritis siswa. Keefektifan penelitian ini ditinjau dari 4 variabel sebagai berikut: (1) kemampuan guru, (2) aktivitas siswa, (3) hasil belajar siswa, dan (4) respon siswa. Metode pen

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Pichert, James W., Christopher Smeltzer, Gabriele M. Snyder, Rebecca P. Gregory, Rebecca Smeltzer, and Charles K. Kinzer. "Traditional vs Anchored Instruction for Diabetes-Related Nutritional Knowledge, Skills, and Behavior." Diabetes Educator 20, no. 1 (1994): 45–48. http://dx.doi.org/10.1177/014572179402000109.

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This paper describes a nutrition education experiment in which traditional direct instruction was compared with a problem-solving method called anchored instruction (AI). Participants were 69 children ages 9 to 15 years, with insulin-dependent diabetes mellitus (IDDM), who attended a diabetes camp. Following pretesting, campers were assigned to AI or direct instruction control classes. Posttests involved evaluating diabetes knowledge, personal meal plan knowledge, ability to choose an appropriate meal from a buffet line, and ability to pack appropriate meals for an overnight campout. AI and di

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Bottge, Brian A., Michael D. Toland, Linda Gassaway, et al. "Impact of Enhanced Anchored Instruction in Inclusive Math Classrooms." Exceptional Children 81, no. 2 (2015): 158–75. http://dx.doi.org/10.1177/0014402914551742.

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Prose Ivy G. Yepes. "THE USE OF AN INSTRUCTIONAL GUIDE FOR DIVERSE LEARNING STYLES IN BIOLOGICAL SCIENCE INSTRUCTION." Journal of Educational and Human Resource Development (JEHRD) 2 (December 10, 2014): 126–32. http://dx.doi.org/10.61569/th8s7314.

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This study evaluated the effects of using an “Instructional Guide for Diverse Learning Styles” on the biological science students’ performance. Results revealed that mismatches exist in the biological science classrooms however with the use of the instructional guide, a highly significant pre-post mean difference in the students’ achievement test was obtained. This implies that the instructional guide for diverse learning styles is found effective as evidenced by the improved students’ academic performance. Anchored on Herzberg’s Content Theory on Motivation, this study concludes that when an

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Dewi, Bq Intan Patmala, Ni Nyoman Sri Putu Verawati, Hikmawati Hikmawati, and Satutik Rahayu. "The Influence of the Anchored Instruction Model assisted by PHET on Students' Problem Solving Abilities." Hydrogen: Jurnal Kependidikan Kimia 12, no. 3 (2024): 487. https://doi.org/10.33394/hjkk.v12i3.12179.

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Abstract This research aims to test the effect of the anchored instruction model assisted by PhET on students' physics problem solving abilities in optical instruments at SMAN 1 Sukamulia. The type of research used is quasi experimental with a pretest-posttest control group design. The population is all students in class XI MIPA SMAN 1 Sukamulia, totaling 52 people. The research sample was taken using a saturated sampling technique and class XI MIPA 1 was selected as the experimental class and class XI MIPA 2 was selected as the control class. The experimental class was treated with an anchore

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McCleery, Jennifer A., and Gerald A. Tindal. "Teaching the Scientific Method to At-Risk Students and Students with Learning Disabilities Through Concept Anchoring and Explicit Instruction." Remedial and Special Education 20, no. 1 (1999): 7–18. http://dx.doi.org/10.1177/074193259902000102.

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Increased attention is being devoted to the development of science literacy as repeated findings demonstrate students' lack of scientific understanding. To provide all students an opportunity to become science-literate, significant changes have been proposed in both the content being addressed and the instructional practices being used in teaching science. In this study, we manipulated both of these facets to teach the scientific method to at-risk students and students with learning disabilities. The content was framed with concepts and principles, and instruction was explicit, using rules to

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Vidyastuti, Annisa Nurina, Baiduri Baiduri, Siti Inganah, and Emmanuel Hagenimana. "Improving mathematical communication and critical thinking in middle school students: Study of anchored instruction learning assisted by edpuzzle." Al-Jabar : Jurnal Pendidikan Matematika 14, no. 2 (2023): 501. http://dx.doi.org/10.24042/ajpm.v14i2.16419.

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Background: Mathematics learning often appears unattractive to students due to its monotonous, intimidating, and boring nature. Active engagement in learning mathematics requires students to effectively utilize their communication and critical thinking skills.Aim: This study aims to 1) analyze the critical thinking abilities of students in a learning context, 2) assess their written and oral mathematical communication abilities, 3) evaluate their critical thinking skills in problem-solving, and 4) explore the impact of the Anchored Instruction learning setting assisted by Edpuzzle on these com

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Shyu, Hsin‐Yih Cindy. "Using video‐based anchored instruction to enhance learning: Taiwan's experience." British Journal of Educational Technology 31, no. 1 (2000): 57–69. http://dx.doi.org/10.1111/1467-8535.00135.

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Anggoro, Subuh, Azmi Fitriati, Ng Khar Thoe, Corrienna Abdul Talib, and Lia Mareza. "Differentiated instruction based on multiple intelligences as promising joyful and meaningful learning." International Journal of Evaluation and Research in Education (IJERE) 13, no. 2 (2024): 1194. http://dx.doi.org/10.11591/ijere.v13i2.24791.

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Boredom has previously been linked to negative academic outcomes such as academic motivation, strategies, and achievement. The understanding of multiple intelligence approaches creates opportunities for all learners to develop their potential to optimize learning through differentiated instructions. This research aims: i) to design and to develop differentiated instruction based on learners’ multiple intelligences for elementary schools; and ii) to measure the effectivity of students’ learning attitude and mastery of concepts. Using design and development research (DDR) anchored on analysis, d

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Anggoro, Subuh, Azmi Fitriati, Ng Khar Thoe, Corrienna Abdul Talib, and Lia Mareza. "Differentiated instruction based on multiple intelligences as promising joyful and meaningful learning." International Journal of Evaluation and Research in Education (IJERE) 13, no. 2 (2024): 1194–204. https://doi.org/10.11591/ijere.v13i2.24791.

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Boredom has previously been linked to negative academic outcomes such as academic motivation, strategies, and achievement. The understanding of multiple intelligence approaches creates opportunities for all learners to develop their potential to optimize learning through differentiated instructions. This research aims: i) to design and to develop differentiated instruction based on learners’ multiple intelligences for elementary schools; and ii) to measure the effectivity of students’ learning attitude and mastery of concepts. Using design and development research (DDR) anchored on

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Bottge, Brian A. "Language and Technology: Partners in Helping Students with Disabilities Develop Numeracy." Australasian Journal of Special Education 26, no. 1-2 (2002): 3–15. http://dx.doi.org/10.1017/s103001120002491x.

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Improving the mathematics skills of students with disabilities has long challenged both teachers and researchers. Not surprisingly, the research in this area has focused primarily on identifying and teaching students strategies for unlocking the meaning of text-based problems because most instructional materials and assessments define problem solving this way. However, text-based problems rarely generate the academic, attitudinal, and emotional responses in low-achieving students that problems in everyday life do. This paper describes how Enhanced Anchored Instruction (EAI) uses video-based ma

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Malapad, Lee P., and Maria Anna T. Quimbo. "Designing an Instructional Module for Classroom Teaching Based on the Multiple Intelligences Theory." Philippine Social Science Journal 4, no. 3 (2021): 9–18. http://dx.doi.org/10.52006/main.v4i3.372.

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Lesson content needs active engagement to excite student interest. Teachers face challenges on student engagement in classroom teaching where learning has become procedural. This field study developed an instructional module integrating the 5Es method of instruction anchored on Howard Gardner’s Theory of Multiple Intelligences. Chislett’s multiple intelligence (MI) test was administered to Grade 7 students and the Science teacher for learning needs assessment determining their dominant multiple intelligences. The dominant MI of the students determined the enrichment activities incorporated in

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Kuntadi, Dedi, and Hellen Lie Grace Ghautama. "PENERAPAN MODEL PEMBELAJARAN ANCHORED INSTRUCTION UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH PESERTA DIDIK." Journal of Teaching and Learning Physics 1, no. 1 (2019): 13–18. http://dx.doi.org/10.15575/jotalp.v1i1.3433.

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The purpose of study is to exam the influence of the anchored instruction model on student’s problem solving ability of physics. The method used in this research is quasi-experiment and used non-equivalent control group design. Two samples consist of treatment class learned by using anchored instruction model and control class learned by using conventional model who were selected using purposive sampling techniques. The study was conducted in Abdi Karya senior high school Tanjungsari class X. The magnitude of the increase problem solving ability of students can be seen from the average N-Gain

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Saputra, Edy, and Rahmy Zulmaulida. "PENGARUH GAYA KOGNITIF TERHADAP KEMAMPUAN KOMUNIKASI MATEMATIS MELALUI ANALISIS KOEFISIEN DETERMINASI DAN UJI REGRESI." Jurnal Ilmiah Pendidikan Matematika Al Qalasadi 4, no. 2 (2020): 69–76. http://dx.doi.org/10.32505/qalasadi.v4i2.2250.

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Penelitian ini bertujuan untuk mengetahui pengaruh gaya kognitif pada pembelajaran Anchored Instruction terhadap kemampuan komunikasi matematis siswa melalui analisis koefisien determinasi dan uji regresi. Jenis penelitian yang digunakan adalah penelitian korelasional yang bertujuan menyelidiki sejauh mana variasi pada satu variabel berkaitan dengan variasi pada satu atau lebih variabel lain, berdasarkan koefisien korelasi dan persamaan regresi. Teknik pengumpulan data dalam penelian ini menggunakan tes GEFT dan tes kemampuan komunikasi matematis. Tes diberikan pada 25 orang siswa SMA kelas X.

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Cahyati, Ineu, Dedi Kuntadi, and Diah Mulhayatiah. "PENERAPAN MODEL PEMBELAJARAN ANCHORED INSTRUCTION UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH PESERTA DIDIK PADA MATERI KALOR." Journal of Teaching and Learning Physics 1, no. 1 (2019): 19–23. http://dx.doi.org/10.15575/jotalp.v1i1.3434.

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The purpose of study is to exam the influence of the anchored instruction model on student’s problem solving ability of physics. The method used in this research is quasi-experiment and used non-equivalent control group design. Two samples consist of treatment class learned by using anchored instruction model and control class learned by using conventional model who were selected using purposive sampling techniques. The study was conducted in Abdi Karya senior high school Tanjungsari class X. The magnitude of the increase problem solving ability of students can be seen from the average N-Gain

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Melka, Yirgalem Girma, and Italo Beriso Jatta. "Study the Effects of Differentiated Instruction on English Grammar Teaching in Ethiopia." Development of education 5, no. 3 (2022): 19–31. http://dx.doi.org/10.31483/r-103546.

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The purpose of the current study was to explore the effects of differentiated instruction, a neglected instructional practice in the Ethiopia in the EFL class in the contemporary diverse classroom situations. To achieve this purpose, the study adopted the quasi-experimental study design and randomly selected two intact classes consisting of 84 grade 12 students (CG:43, EG:41) and pre-tested to prove the comparability of the students’ grammar learning achievement. Relevant quantitative data were gathered using an English grammar learning achievement test. The intervention lasted for 12 consecut

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Kang, In Ae. "Alternative Consructivist Models: Cognitive Apprenticeships, Anchored Instruction, and Cognitive Flexibility Theory." Journal of Educational Technology 12, no. 1 (1996): 3–23. http://dx.doi.org/10.17232/kset.12.1.3.

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Han, Gwi-eun. "DiagramFor Problem-Solving On The Narrator Of Fictions And Anchored Instruction." Journal of Curriculum and Evaluation 4, no. 1 (2001): 67–78. http://dx.doi.org/10.29221/jce.2001.4.1.67.

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Pichert, James W., Gabriele M. Snyder, Charles K. Kinzer, and Elaine J. Boswell. "Problem solving anchored instruction about sick days for adolescents with diabetes." Patient Education and Counseling 23, no. 2 (1994): 115–24. http://dx.doi.org/10.1016/0738-3991(94)90049-3.

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Castillo, Jennifer. "Multimedia Instructional Materials for an Improved Cognitive and Technical Skills in Food and Beverage Services." Psychology and Education: A Multidisciplinary Journal 42, no. 5 (2025): 652–69. https://doi.org/10.70838/pemj.420501.

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This study explores the effectiveness of multimedia teaching resources in improving the cognitive and technical skills of Grade 11 students enrolled in the Food and Beverage Services (FBS) strand at General Mariano Alvarez Technical High School. Anchored in Richard Mayer’s Multimedia Learning Theory, the research connects theoretical insights with classroom application through the use of videos and interactive instructional materials. It evaluates instructional videos in enhancing student learning and examines the relationship between cognitive and technical competencies. Using a pre-experimen

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张, 帅. "Study on Monitoring and Diagnostic Course Teaching Based on Mixed Teaching Model of Anchored Instruction and Scaffolding Instruction." Vocational Education 11, no. 06 (2022): 651–55. http://dx.doi.org/10.12677/ve.2022.116100.

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Nuraidah, Enung, Agus Sapto Nugroho, and Novita Pri Andini. "EXPLORING THE IMPLEMENTATION OF ENGLISH TEACHER’S TEACHING STRATEGIES." LEAD (Language, Education and Development) 1, no. 1 (2021): 1. http://dx.doi.org/10.20884/1.lead.2021.1.1.4826.

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This research-based article is anchored on the investigation of the implementation of English teacher’s teaching strategies. It was aimed to find out what teaching strategies that the teacher used and how they were implemented in the classroom. This qualitative study used a descriptive approach. The participant and the subject was an English teacher teaching grade 8 in senior high school in Purwokerto. The data were collected through observation, interview, and documentation. They were analyzed using a triangulation method. The results show that the English teacher used such strategies as indi

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Ennis, Robin Parks, and Mickey Losinski. "Interventions to Improve Fraction Skills for Students With Disabilities: A Meta-Analysis." Exceptional Children 85, no. 3 (2019): 367–86. http://dx.doi.org/10.1177/0014402918817504.

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Proficiency with fractions is one of the most significant predictors of later mathematics achievement. However, there are currently no meta-analyses that assess the literature base on fractions for students with or at risk for disabilities using quality indicators. We applied the 2014 Council for Exceptional Children Standards for Evidence-Based Practices in Special Education (CEC EBP) to 21 studies, both single-case and group designs, with instructionally based fraction interventions, published from 1986 to 2017. Ten of the included studies met all of the CEC EBP quality indicators, and effec

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Sanchez, Alicia D., Haydee M. Cuevas, Stephen M. Fiore, and Janis A. Cannon-Bowers. "Virtual Field Trips: Synthetic Experiences and Learning." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 49, no. 6 (2005): 732–36. http://dx.doi.org/10.1177/154193120504900603.

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Founded on the principles of experiential learning and anchored instruction, Virtual Field Trips utilize state-of-the art technologies to create immersive, multi-sensory, interactive experiences with real world environments. Virtual Field Trips are designed to be an integral part of a technology-enabled educational system to teach targeted material and motivate students.

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Morano, Stephanie, and Paul J. Riccomini. "Developing Preservice Teachers’ Expertise in Evaluating and Adapting Mathematics Lesson Plans." Journal of Special Education Preparation 1, no. 1 (2021): 36–46. http://dx.doi.org/10.33043/josep.1.1.36-46.

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To provide appropriate and effective instructional supports to students with disabilities, special education preservice teachers require development of expertise in the design and delivery of specially designed lessons. It is critical that special education preservice education programs provide students ample opportunities to learn how to evaluate and adapt lesson plans through the application of the elements of explicit instruction. In this article, we explain how to develop preservice teachers’ expertise in the evaluation and adaptation of mathematics lesson plans with the elements of explic

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Lappin Castillo, Wendie. "Supporting Mathematic Achievement for Students with Learning Disabilities Through Enhanced Anchored Instruction." STEAM 4, no. 2 (2020): 1–14. http://dx.doi.org/10.5642/steam.20200402.18.

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Suhng-June Hur and Han, Yeun Ja. "Effects of Anchored Instruction on The Attention of Children with Low Achievement." Journal of Inclusive Education 2, no. 1 (2007): 99–115. http://dx.doi.org/10.26592/ksie.2007.2.1.99.

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Glaser, Candyce Williams, Herbert J. Rieth, Charles K. Kinzer, Linda K. Colburn, and Jeanne Peter. "A Description of the Impact of Multimedia Anchored Instruction on Classroom Interactions." Journal of Special Education Technology 14, no. 2 (1999): 27–43. http://dx.doi.org/10.1177/016264349901400203.

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Saputra, E., K. Ulya, S. Wahyuni, E. Rahmadhani, and H. Hakim. "Media application in anchored instruction to support mathematics teachers’ pedagogical content knowledge." Journal of Physics: Conference Series 1460 (February 2020): 012042. http://dx.doi.org/10.1088/1742-6596/1460/1/012042.

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