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Journal articles on the topic 'Discussion Instructional Strategy'

Author: Grafiati

Published: 5 June 2025

Last updated: 1 August 2025

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1

OKUNADE, Adesina Isaac (Ph.D). "Effect of Discussion Instructional Strategy On Secondary School Students' Performance in Biology in Ekiti State." Commonwealth Journal of Academic Research (CJAR) ® 2, no. 12 (2021): 7–15. https://doi.org/10.5281/zenodo.5826711.

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This study examined the effect of discussion instructional strategy on secondary school students’ performance in Biology in Ekiti State. This study adopted a pre-test, post-test, control group quasi experimental design in which two groups (one experimental group and one control group) were involved. The population of the study comprised of all S.S.S. 2 students offering Biology in all the public secondary schools in Ekiti State. The sample consisted of 101 students offering Biology drawn from 4 public secondary schools in Ekiti State. The sample was selected using multistage sampling pro

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Dixon, Felicia A. "The discussion examination:Making assessment match instructional strategy." Roeper Review 23, no. 2 (2000): 104–8. http://dx.doi.org/10.1080/02783190009554076.

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Amena, Masrur Ali Tayyab Saad Ali Khan Memoona Mansoor Furqan Ahmed Khan Syed Shoaib Shah. "The Impact of Utilizing Gagne's Instructional Strategy for Teaching A-Scan Biometry to Undergraduate Medical Students." Multicultural Education 7, no. 12 (2021): 1. https://doi.org/10.5281/zenodo.5750000.

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<em>Introduction</em> <em>A structured approach is important when teaching procedural and clinical skills to medical students; otherwise, most learners would feel incompetent when performing the skill independently.This study aimed to investigate the impact of using Gagne’s instructional plan in teaching A-scan biometry to undergraduate medical students.</em> <em>Methods: </em> <em>A total of 96 4th year medical students of the Islamabad Medical and Dental College rotating in the ophthalmology clerkship were recruited in the study. The students were randomly distributed into 8 groups of

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Jung, Ki Mook. "Discussion-Style Collaborative Learning Applying Flipped Learning Instructional Strategy." Journal of Korean Evangelical Missiological Society 32, no. 4 (2015): 155–86. http://dx.doi.org/10.20326/kems.32.4.155.

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Raza, Kashif. "Adapting Teaching Strategies to Arab Student Needs in an EFL Classroom." Journal of Ethnic and Cultural Studies 5, no. 1 (2018): 16–26. http://dx.doi.org/10.29333/ejecs/93.

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Despite vast research on differentiated instruction, little has been done on tailoring the instructional strategies for Arab student needs in an EFL classroom. However, language teachers endeavor to implement differentiated instruction by adapting materials and modifying teacher-talk for mixed-ability classrooms, this practice is not always treated as an indispensable strategy for implementing a relevant and effective Foreign Language (FL) teaching strategy. A classroom with distinct levels of language competencies requires instructors to address the learning needs of his/her students through

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Mallillin, Leovigildo Lito D., Jocelyn B. Mallillin, Yolanda D. Ampongan, Imelda C. Lipayon, Mercy M. Mejica, and Jocelyn Z. Burabo. "Instructional design for effective classroom Pedagogy of teaching." Eureka: Journal of Educational Research 1, no. 2 (2023): 41–52. http://dx.doi.org/10.56773/ejer.v1i2.6.

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The study aims to examine the contribution of instructional design for effective classroom pedagogy of teaching among the respondents and identifies what makes instructional design that leads to effective classroom pedagogy of teaching among the respondents. The research employs the descriptive quantitative design because the method describes the variables and characteristics of the study. Purposive sampling is highlighted in the study. The study comprised Seventy (70) respondents only. Results show that learning process and strategy for effective pedagogy of teaching show to actively involve

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Trespalacios, Jesús, and Lida J. Uribe-Flórez. "Case Studies in Instructional Design Education: Students’ Communication Preferences During Online Discussions." E-Learning and Digital Media 17, no. 1 (2019): 21–35. http://dx.doi.org/10.1177/2042753019874149.

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The analysis of case studies is an important constructivist instructional strategy that shows potential for engaging students in asynchronous online discussions. However, little is known about the use of audio-based discussions to promote this type of analysis. Twenty-nine students from two sections enrolled in an online instructional design course participated in the study. Students from both sections had the opportunity to experience different learning activities including online case-based discussion forums using text-based (Moodle) and audio-based (VoiceThread) formats. Data from a course

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Cason, Debra, Rosemary Wade Wilson, Paul K. Chafetz, and Donald D. McIntire. "A Model Strategy for Teaching Prehospital Personnel Management of Patients with Alzheimer's Disease." Prehospital and Disaster Medicine 7, no. 4 (1992): 383–85. http://dx.doi.org/10.1017/s1049023x00039819.

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AbstractAccompanying the graying of America is the increased incidence of Alzheimer's Disease (AD) and the need to teach prehospital personnel how to manage these patients. The purpose of this project was to develop an instructional strategy to teach prehospital personnel about AD and some basic management techniques. This information includes: causes of acute and gradual onset confusion in the elderly; symptoms and course of AD; mental status exam; methods to facilitate communication; techniques to avoid confrontation; and means to identify personal feelings about the elderly and AD.Teaching

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McCann, Jack, Carrie Stringham, and Sheree Nelson. "Student Perceptions Of The Online Discussion Board." Management and Economics Research Journal 9, no. 2 (2023): 1–8. http://dx.doi.org/10.18639/merj.2023.9900078.

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This research examined student perceptions of asynchronous discussion boards using the focused group methodology using an applied research approach. The research purpose was to explore what online students perceive to be worthwhile discussion board content and interactions in online college courses. Ultimately, the goal was to add to the growing body of literature that fosters a deeper understanding of how to improve both teaching strategy and instructional design and increase both the quality and quantity of student participation. The researchers recruited volunteers from closed undergraduate

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Sharma, B. Umeshkumar. "The Role of Co-Teaching in Enhancing Instructional Strategies in Inclusive Classrooms." International Journal of Research and Scientific Innovation XII, no. V (2025): 1248–53. https://doi.org/10.51244/ijrsi.2025.120500120.

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Co-teaching is an essential collaborative instructional strategy that addresses diverse learning needs in inclusive classrooms. This paper explores how co-teaching enhances instructional strategies through the integration of differentiated instruction (DI), adaptive learning, and Universal Design for Learning (UDL). Drawing from Sharma’s (2024a, 2024b, 2024c) research, the paper highlights evidence-based practices and their impact on student achievement, engagement, and equity. Co-teaching models like Station Teaching, Parallel Teaching, and Alternative Teaching are examined for their alignmen

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Wahyuni, Sri, Aan Erlyana Fardhani, and David Imamyartha. "PORTRAIT OF STRATEGIES TO PROMOTE STRUGGLING READERS’ ENGAGEMENT IN JUNIOR HIGH SCHOOL." Wiralodra English Journal 8, no. 2 (2024): 96–110. http://dx.doi.org/10.31943/wej.v8i2.313.

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The present study sought to investigate the strategies employed by an English teacher in teaching reading at a junior high school. Different from previous research, which generally recruited several respondents, this study exclusively focused on a single teacher. This enabled a more detailed exploration of instructional strategies geared to a specific classroom setting. Employing qualitative descriptive design, the research was geared to examine the types of instructional strategies the teacher engaged, how these strategies were put at play, and their effectiveness in promoting students' Engli

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Costello, Jane, and Linda E. Rohr. "Effectiveness of Guests in Large Enrolment Online Courses as an Instructional Strategy." Proceedings of the International Conference on Networked Learning 10 (May 9, 2016): 295–98. http://dx.doi.org/10.54337/nlc.v10.8881.

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This paper introduces preliminary findings of an evaluation of the design-effectiveness of the guest instructional strategy focusing on guest speakers' effectiveness for learning (Costello, 2012; 2014a, b) and enhancing social presence (Short, Williams & Christie, 1976) in a networked learning course. HKR 1000, Fitness and Wellness, is an introductory online course widely subscribed by students at Memorial University, seeing about 1000 yearly registrations. In each of the three (fall, winter, spring) thirteen-week semesters, sections of 80 students are virtually combined into one course sh

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Rexhepi, Besjana. "THE MODELLING PROCESS AS AN INSTRUCTIONAL STRATEGY IN LANGUAGE TEACHING PROCESS." Pendas Mahakam : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar 6, no. 1 (2021): 8–16. http://dx.doi.org/10.24903/pm.v6i1.663.

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 Modelling has to be considered as a new form of learning or as a facilitation of learning units from the students' side, but also for teachers too in the form of teaching units. From modelling, teachers demonstrate units or different teaching tasks to their students so they can understand them more easily. Modelling it is become like a bridge between students and teachers too, because from it all the lessons become more clear. Through modelling, students are actively involved in the learning process and interactive methods enable students to take initiatives. They combine initiatives, t

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Subramaniam, Nantha Kumar, and Maheswari Kandasamy. "Mastering New Information through Facebook and a Discussion Forum: A Comparative Analysis." Asian Association of Open Universities Journal 9, no. 1 (2014): 1–15. http://dx.doi.org/10.1108/aaouj-09-01-2014-b002.

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This paper investigated the effect of productive failure (PF) as an instructional strategy in computer-supported collaborative learning (CSCL) groups using Facebook and a discussion forum. PF is an instructional mode design that advocates the delaying of support for the learners during learning — the more they struggle, and even fail, while trying to master new information, the better they are likely to recall and apply that information later. PF has been used successfully in the classroom. However, it is not known whether the use of a PF instructional modewith adult learners in CSCL groups su

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Syatriana, Eny, and Erwin Akib. "The effect of mapping instructional materials on EFL learners with different types of materials." International Journal of Humanities and Innovation (IJHI) 2, no. 2 (2019): 20–24. http://dx.doi.org/10.33750/ijhi.v2i2.37.

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The present study examined the effect of mapping Instructional Materials on EFL learners of different types of materials, and the participant learned a different kind of book content, design, and layout of instructional materials. Also, it describes need analysis and creates a model of instructional materials through in-depth discussion among teachers of secondary schools. Data of the study were collected from six English teachers and students of three classes at three different secondary schools in Makassar, South Sulawesi, Indonesia. This study provided critical, meaningful data collection t

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Gabena Siregar, Nofita Asyiah, and Winda Primasari. "STRATEGI KOMUNIKASI INSTRUKSIONAL GURU BAHASA INDONESIA DENGAN SISWA DI SMP AMAL MULIA KLAPANUNGGAL BOGOR." Makna: Jurnal Kajian Komunikasi, Bahasa, dan Budaya 6, no. 1 (2015): 32–41. http://dx.doi.org/10.33558/makna.v6i1.822.

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SMP Amal Mulia is a private junior high school standing in the Klapanuggal in 1999. The school is located in the residential neighborhood residents sunda, many students SMP amal mulia are used to communicating with sundanese therefore Indonesian teacher uses instructional communication strategies to increase students' language skills SMP Amal Mulia. This study reviews Instructional Communication Strategy with Student Teachers in SMP Amal Mulia in Klapanunggal Bogor. The purpose of this study was to analyze the instructional communication strategies used by Indonesian languange teacher to impro

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Kamps, Debra M., Betsy Leonard, Jessica Potucek, and Linda Garrison-Harrell. "Cooperative Learning Groups in Reading: An Integration Strategy for Students with Autism and General Classroom Peers." Behavioral Disorders 21, no. 1 (1995): 89–109. http://dx.doi.org/10.1177/019874299502100103.

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A reversal design in two classrooms was used to examine the effects of Cooperative Learning Croups (CLCs) for three students with autism and their general education peers. Pretreatment reading instruction consisted of whole language, teacher-led activities including teacher-student discussion of vocabulary, story concepts, main ideas, and story-mapping with reading aloud by individual students. Intervention conditions consisted of continued teacher-led instruction plus supplemental CLCs including three activities: (a) peer tutoring on vocabulary words, (b) comprehension questions, and (c) acad

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Okotcha, Evangeline N., Patricia N. Eze, and Uche Augustina Ewuotu. "Effects of Prior Conception, Exploration, Discussion, Dissatisfaction and Application (PEDDA) Model and PEDDA-Animated Instructional Model on Achievement of Pre-Service Chemistry Teachers'." International Journal of Research 10, no. 6 (2023): 178–92. https://doi.org/10.5281/zenodo.8068077.

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This study sought to determine the effect of Prior conception, Exploration, Discussion, Dissatisfaction and Application (PEDDA) model and PEDDA-ANIMATED instructional model on achievement of male and female pre-service chemistry teachers in Delta State. Two research questions and three hypotheses that were tested at 0.05 level of significance guided the study. The population of the study consisted of seventy two (72) pre-service chemistry teachers and the sample for the study was made up of forty (40) pre-service chemistry teachers drawn from the only Federal Coll

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Kareem, Adeyinka Oluwaseun, and Temitayo Grace Ewuola. "Effectiveness of Peer-Tutoring and Experiential Instructional Strategies in Improving Secondary School Biology Students’ Learning Outcomes." Acta Educationis Generalis 15, no. 2 (2025): 21–37. https://doi.org/10.2478/atd-2025-0019.

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Abstract Introduction: The research determined the effectiveness of Peer-tutoring Instructional Strategy (PTIS) and Experiential Instructional Strategy (EIS) on Biology students’ academic performance and self-efficacy in schools. Methods: The research adopted a pre-test, post-test, control group quasi-experimental research design. The data collected were analysed with the use of One-way Analysis of Covariance (ANCOVA) and Two-way Analysis of Variance (ANOVA). Results: The findings of the study indicated that there existed a significant difference in the effectiveness of PTIS, EIS, and CIS on t

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Shamsul Hoque, Mohammed, Lamessa Oli, Md Abdul Momen Sarker, Tahsina Shabnam, Md Mostafa Ali, and R. Rajadurai. "Assessing Students’ Perception of the Effectiveness of Group Discussion in Improving Speaking Skills." World Journal of English Language 15, no. 2 (2024): 68. http://dx.doi.org/10.5430/wjel.v15n2p68.

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Group discussion is highly recommended as a crucial instructional method in schools to enhance students' speaking skills. The main objective of this study is to examine the effects of group discussion on students' speaking skills. This study employed both quantitative and qualitative methodologies. A simple random sampling technique was used to select 133 tertiary-level students at Rift Valley University, Burayu Campus, Ethiopia. A Likert-scale questionnaire was employed to collect primary data, which was subsequently analyzed using SPSS and Excel. The study found that group discussion is a hi

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Damiani, Jonathan, and Douglas Wieczorek. "Managing the Ebb and Flow:." Journal of School Administration Research and Development 2, no. 1 (2017): 8–17. http://dx.doi.org/10.32674/jsard.v2i1.1921.

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   This case study explored how a principal in a suburban elementary school in the northeastern United States empowered students and used student voice to develop his own leadership. The researchers collected and analyzed data in the form of observations, principal interviews, and student focus groups. Results and discussion describe and explain how the principal engaged with students’ perspectives to structure his experiences of school and learn- ing. Also, results indicate that the principal’s self- awareness of his instructional leadership actions, particularly regarding t

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Ajayi, Victor Oluwatosin, and Christina Tanko Audu. "Adaptation and Implementation of Spaced Learning Integrated with Technology (SLIT) Instructional Strategy and Students' Academic Performance in Chemistry." Journal of the International Centre for Science, Humanities and Education Research (ICSHER) 5, no. 3 (2023): 52–64. https://doi.org/10.5281/zenodo.13344567.

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The study was on the adaptation of spaced learning integrated with technology (SLIT) instructional strategy and also investigated if the implementation of SLIT instructional strategy in chemistry classroom could improve students’ academic performance. A pretest, posttest, control group, quasi-experimental research design was adopted in this study. The instruments used for data collection was Chemistry Academic Performance Test (CAPT). SLIT instructional strategy was modified from Spaced learning (SL). SLIT lesson plans and CAPT were validated by two experts in Science Education. Kuder-Ri

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Ayimbila, Ezekiel Akotuko, and Diana Akantagriwon. "EFFECT OF CONCEPT MAPPING INSTRUCTIONAL STRATEGY ACCOMPANIED BY DISCUSSION WEB ON STUDENTS’ ACADEMIC ACHIEVEMENT IN THE CONCEPT OF GENETICS." Journal of Education and Practice 5, no. 3 (2021): 1–16. http://dx.doi.org/10.47941/jep.668.

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Purpose: This study explored the effect of Concept Mapping Instructional Strategy Accompanied by Discussion Web on students’ academic achievement in the concept of Genetics at Navrongo Senior High School, generally, and on gender basis. Methodology: The study adopted quasi-experimental design (pretest, posttest non-equivalent design). The sample comprised of 80 Navrongo Senior High School Form Three Gold Track and Green Track science students. Students from the Green Track class and Gold Track class were assigned experimental group and control group respectively. The experimental group c

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Zhang, Yong Fang. "Research on New Equal and Interactive Relationship between Teachers and Students under the Network Environment in China." Advanced Materials Research 971-973 (June 2014): 2607–10. http://dx.doi.org/10.4028/www.scientific.net/amr.971-973.2607.

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In China, the network technology can promote reform of factors as instructional mode, instructional strategy, instructional content and instructional process with unprecedented power. These reforms inevitably will lead to change of existing pattern for relationship between teachers and students, while this paper will research the new relationship between teachers and students under the network environment in the theme, through analyzing the current status of relationship between teachers and students. We put forward that under the network environment we should build up the interactive relation

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Mariati, Sri, and I. Ketut Wiriawan. "COLLABORATIVE STRATEGY ON SUPPORTING BILINGUALISM EDUCATION IN ONLINE LEARNING." Yavana Bhasha : Journal of English Language Education 8, no. 1 (2025): 56–63. https://doi.org/10.25078/yb.v8i1.4119.

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Being bilingual is a common phenomenon around the world. Since many children learn two different languages from an early age, bilingual programs get more attention in the educational field. The programs drive the development of instructional strategies to cope with the goals of the bilingual education programs and to promote children’s competencies in two languages. In promoting the degree of bilingualism in the classroom, the challenge is not only to do with the choice of appropriate strategies but also to deal with children motivation to learn. The lack of motivation on the part of the stude

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Michael, Tulia, and Abdon Ephrem. "Instructional Strategies in Developing Critical Thinking Skills in Non-Formal Secondary Education in Tanzania." Pedagogika. Studia i Rozprawy 31 (2022): 33–49. http://dx.doi.org/10.16926/p.2022.31.03.

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This study examined the contribution of instructional strategies in developing critical thinking skills in non-formal secondary education in Tanzania. The study was carried out in Kinondoni Municipal council in Tanzania. Qualitative approach with phenomenology design was employed in this study. The study sample comprised 36 learners and 8 teachers that make total of 44 participants. The study used purposeful sampling to all participants. Methods used to collect data in this study were interviews, focused group discussions and observations. This study employed thematic analysis to analyze the d

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Suhendra, Erwin. "Parliamentary English Debate Within Communicative Language Teaching Context: A Personal Reflection." EDULANGUE 3, no. 1 (2020): 93–102. http://dx.doi.org/10.20414/edulangue.v3i1.2033.

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This paper discusses further contributions of English debate within the Communicative Language Teaching framework (therefore CLT). In the English as a Foreign Language classrooms (henceforth EFL), presentation remains the prominent instructional strategy, which does not accommodate learners’ English skills and critical thinking skills development in a more engaging, interactive and critical way. Parliamentary English debate as an interactive instructional strategy has been found to mediate the aforementioned skills and the macro skills being learnt such as reading, speaking, listening and writ

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Łodej, Monika, and Sylwester Łodej. "Addressing Social-Emotional Learning Needs in Polish Tertiary Education: A Case Study of Reciprocal Peer Tutoring in Remote and Blended Learning Environments." Roczniki Humanistyczne 71, no. 10sp (2023): 79–101. http://dx.doi.org/10.18290/rh237110sp-4.

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Until now, peer tutoring as an instructional strategy has not been widely endorsed at Polish universities. The relationship between peer tutoring and the affective domain of learning has received little or no attention. The period of emergency remote instruction triggered by the COVID-19 pandemic elevated the significance of social and emotional learning needs. The restoration of on-campus classes exemplified this need even stronger as students returned to classrooms being more socially and emotionally vulnerable than before. The present study contributes to the ongoing discussion over the sig

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Arabian, Nasrin, Ali Mohammad Fazilatfar, and Seyyed Mohammad Anooshe. "The Effects of Generating Questions and Raising Discussion on L2 Critical Reading." New Trends and Issues Proceedings on Humanities and Social Sciences 2, no. 9 (2017): 100–106. http://dx.doi.org/10.18844/prosoc.v2i9.1090.

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The current study seeks to explore the effects of generating questions and raising discussion, on the improvement of critical reading of English learners. 53 participants were divided into 3 groups, one control group and two experimental groups. For one experimental group the strategy of question generation was selected and for the other the strategy of raising discussion. After conducting the pre-test, the instructional session and the post-test, the writings of the learners were scored by two raters. ANOVA was the selected test. Result indicated that the two strategies have positive impact o

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Marlina, Ani. "PENGARUH STRATEGI PEMBELAJARAN INDUKTIF (MELALUI METODE CERAMAH DENGAN METODE DISKUSI) DAN MOTIVASI BELAJAR TERHADAP PENGETAHUAN SISWA TENTANG KEANEKARAGAMAN HAYATI EKSPERIMEN DI MTs ALHIKMAH PULOGADUNG JAKARTA." IJEEM - Indonesian Journal of Environmental Education and Management 2, no. 2 (2017): 51–65. http://dx.doi.org/10.21009/ijeem.022.04.

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The objective of this research in the find out the effect of extension strategy Inductive (lecture method vs discussion method) and the learning motivation on the student’s knowledge about diversity. The strategy used was a quasi-experiment of 2 x 2 factorial design on the grade-VII students of Public Junior High School – Al-Hikmah Jakarta. The sample 0f 70 students were used, which they were divided in group. The results showed as follows; (1) there is a significant difference between the students knowledge about environment that was taught with lecture method with the students taught with th

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Xu, Huina. "Optimization of English Online Teaching Scheme Based on Cloud Platform Technology." Mathematical Problems in Engineering 2022 (June 6, 2022): 1–9. http://dx.doi.org/10.1155/2022/2493632.

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Due to the increasing progress of IT and cloud computing technology, traditional teaching methods and instructional resources can no longer meet the needs of modern education. How to use network technology to optimize classroom teaching and improve the quality and effect of online education is a topic worthy of in-depth discussion. Based on the current situation of English online education, this paper analyzes the theoretical basis and application status of cloud computing and puts forward the optimization strategy of English online education under the network environment, combining with the t

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Moon, Sung-Jae, and Yeon Kim. "A Study on Teacher's Instructional Organization for Mathematical Discussion and Empowerment." Korean Society of Educational Studies in Mathematics - School Mathematics 25, no. 3 (2023): 341–59. http://dx.doi.org/10.57090/sm.2023.09.25.3.341.

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This study aims to analyze teachers and students' perceptions of lessons, focusing on the concept of responsiveness and empowerment. As a result of the analysis, it was observed that the teacher's instructional organization, which wanted to distribute authority to students, shifted to a teacher-led discussions as soon as the entire class discussion proceeded. In response, the students conceived that they were contributing to the class by teacher’s organizations, and they did not pay attention to the process of elaborating their ideas in whole-class discussions. With these research results, thi

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A. Markarma, Darmawansyah, and Masmur M. "THE IMPLEMENTATION OF INSTRUCTIONAL LEADERSHIP OF HEADMASTER AT MAN 1 PALU." Paedagogia: Jurnal Pendidikan 12, no. 2 (2023): 460–78. http://dx.doi.org/10.24239/pdg.vol12.iss2.461.

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The objectives of this research are: 1) To discover the description of the instructional leadership of Headmaster at Madrasah Aliyah Negeri 1 Palu; 2) To discover the strategy for implementing instructional leadership of headmaster at Madrasah Aliyah Negeri 1 Palu. The type of this research is descriptive-qualitative with a pedagogical, sociological and philosophical approaches. The data collection techniques are observation, interviews and documentation. The results of research showed that: 1) The application of instructional leadership is reflected on the leadership of headmaster which is or

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De Jesus-Ojeda, Lizbelle, Maria T. San Martin, Barbara Segarra, Karen G. Martinez, and Ruth Rios-Motta. "3364 Implementation of Instructional Design through a Learning Management System to Engage Scholars in Novel Methodologies Health Disparities Research Tracks." Journal of Clinical and Translational Science 3, s1 (2019): 71. http://dx.doi.org/10.1017/cts.2019.168.

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OBJECTIVES/SPECIFIC AIMS: This project presents the implementation of research tracks instructional design using a learning management system (LMS). METHODS/STUDY POPULATION: On January 2018, a Novel Methodologies in Health Disparities Research Symposium was held, with participation of local and national collaborators. The purpose was to identify the most important areas of knowledge, essential skills, available online resources and conferences associated with each research track. The recommendations provided contributed to the instructional design of novel methodologies research tracks aiming

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Sedhu, Daljeet Singh, and Raja Nor Safinas Raja Harun. "The role of interdiscursitity in learners’ discussion when writing a formal letter." SHS Web of Conferences 53 (2018): 03004. http://dx.doi.org/10.1051/shsconf/20185303004.

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Writing is the foundation of real formal task which allows writers to engage in real communication outside the classroom. Thus, formal letter writing is a range whereby learners get engaged in a wide range of writing tasks not limited to corrective facts but also the language used outside of the classroom. This study emphasises on the use of interdiscursivity through learners’ group discussion when writing a formal letter. A qualitative method was employed in this study whereby the participants’ discussions on the process of formal letter writing were recorded. The recordings were then transcr

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Fletcher Jr., Edward C., and Yenni Djajalaksana. "Predictors of Instructional Strategy Use of Faculty in Career and Technical Education Programs." International Journal of Adult Vocational Education and Technology 5, no. 3 (2014): 45–65. http://dx.doi.org/10.4018/ijavet.2014070104.

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The purpose of this research study was to identify potential signature pedagogies in the field of CTE as well as specific disciplines within CTE, and to explain instructional strategy use by faculty's demographic characteristics, course delivery modes, and academic discipline. Based on a national survey of CTE faculty teaching at the postsecondary level, this study found faculty which teach in family and consumer sciences education are significantly more likely to use authentic reflective assessments; Engineering and technology education faculty are significantly more likely to implement knowl

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Hoffman, Ellen S. "Beyond The Flipped Classroom: Redesigning A Research Methods Course For e3 Instruction." Contemporary Issues in Education Research (CIER) 7, no. 1 (2013): 51. http://dx.doi.org/10.19030/cier.v7i1.8312.

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The "flipped classroom" has gained in popularity as a new way to structure teaching in which lectures shift from in-class events to digitally-based homework, freeing up class time for practice exercises and discussion. However, critics note such a teaching strategy continues emphasis on the less effective techniques of the lecture as transmission-based knowledge dissemination. They urge rethinking from single instructional tasks to learning environments that promote not just assignment goals but also knowledge application and broader learning outcomes. What do we want students to be able to do

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Ajayi, Victor Oluwatosin, and Josiah Ogbeba. "Possibility of Improving Students' Engagement and Academic Performance in Chemistry using Three-Dimentional Puzzle-Based Instructional Strategy: A Field Report." Kogi Journal of Education and Pedagogy (KOJEP) 1, no. 1 (2020): 142–50. https://doi.org/10.5281/zenodo.13343983.

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The study investigated if three-dimensional puzzle-based instructional strategy could improve senior secondary students’ engagement and academic performance in chemistry. A sample of 143 Senior Secondary 2 Students from 4 senior secondary schools in Makurdi Local Government Area of Benue State, Nigeria was used. The study adopted non-equivalent quasi-experimental research design. The instruments used for data collection were Chemistry Engagement Questionnaire (CEQ) and Chemistry Performance Test (CPT) with the reliability values of 0.89 and 0.93 using Cronbach Alpha and Kuder-Richardson

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Sidek, Harison Mohd, and Hazrimah Ab Rahim. "Using a Text-Based Discussion Instructional Strategy in theTeaching of Reading in Arabic as a Foreign Language." ʻUlūm Islāmiyyah Journal 10 (June 2013): 81–92. http://dx.doi.org/10.12816/0002862.

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Hidayat, Raden Aulia Utami, Gin Gin Gustine, and Sri Setyarini. "Critical Literacy Strategy and Challenges: Voice from a High School EFL Teacher." Jurnal Penelitian Pendidikan 20, no. 3 (2020): 315–24. http://dx.doi.org/10.17509/jpp.v20i3.25399.

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This qualitative case study is proposed to investigate the implementation of critical literacy strategy in the English as a Foreign Language (EFL) classroom by one English teacher from one of the public senior high school in Indonesia. The qualitative analysis of the data collected from classroom observation and interview show that the teacher implements the five-steps instructional framework of critical literacy. In the implementation stage, the teacher conducted the framework's whole steps and emphasized the group discussion session where the students could be free to state their opinion. Al

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Roy, George J., Vivian Fueyo, Philip Vahey, Jennifer Knudsen, Ken Rafanan, and Teresa Lara-Meloy. "Connecting Representations: Using Predict, Check, Explain." Mathematics Teaching in the Middle School 21, no. 8 (2016): 492–96. http://dx.doi.org/10.5951/mathteacmiddscho.21.8.0492.

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Although educators agree that making connections with the real world, as advocated by Principles to Actions: Ensuring Mathematical Success for All (NCTM 2014), is important, making such connections while addressing important mathematics is elusive. We have found, however, that math content coupled with the instructional strategy of predict, check, explain can bridge such real-world contexts. In so doing, this procedure supports the research-informed teaching practices of using evidence of student thinking and aiding meaningful mathematical discussion.

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Annamma, Subini, Amy Eppolito, Janette Klingner, Amy Boele, Alison Boardman, and Stephanie J. Stillman-Spisak. "Collaborative Strategic Reading: Fostering Success for All." Voices from the Middle 19, no. 2 (2011): 27–32. http://dx.doi.org/10.58680/vm201118370.

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The authors interviewed 17 middle school reading and language arts teachers as part of a larger study on an evidence-based intervention called Collaborative Strategic Reading (CSR). CSR is a multi-component reading instructional model combined with cooperative grouping and peer discussion. We show from the teacher interviews that CSR has benefits for all middle school students, especially those historically at risk for school failure, including English Language Learners, struggling learners, and students designated with a special education label. The teachers’ perceived benefits for these stud

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IJOKO, Gregory A., Anthony UGBOJA, and Sunday S. EMAH. "Cooperative Instructional Strategy and Senior Secondary School Students' Academic Performance in Essay Writing in Bayelsa State." FUO-Journal of Educational Research 3, no. 2 (2024): 181–91. https://doi.org/10.5281/zenodo.13825803.

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<strong>Abstract</strong> The study investigated cooperative instructional strategy and senior secondary school students’ performance in essay writing in Bayelsa State. The study was guided with two objectives, two research questions and two hypotheses. The study adopted pre- test post- test quasi- experimental research design. The population for this study was comprised of all nineteen thousand two hundred and eighty two (19,282) senior secondary two (SS2) students in the 319 government secondary schools in Bayelsa State. A simple random sampling technique was used to select 1 local gov

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Ajayi, Oluwatosin Victor, and Terfa Michael Angura. "Improving Senior Secondary Students' Retention in Electrolysis Using Collaborative Concept Mapping Instructional Strategy (CCMIS)." Greener Journal of Educational Research 7, no. 6 (2017): 87–92. https://doi.org/10.15580/GJER.2017.6.092417140.

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In this study, improving senior secondary students’ retention in electrolysis using Collaborative Concept Mapping Instructional Strategy (CCMIS) was examined. A sample of 189 students from six selected secondary schools out of a population of 5,114 Senior Secondary I students from Ardo-Kola Local Government Area of Taraba State, Nigeria was used for the study. Non-equivalent quasi-experimental research design was adopted. The instrument used for data collection was Electrolysis Retention Test (ERT) with the reliability value of 0.78 using Kuder-Richardson. Two research questions and thre

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Ajayi, Evelyn Ehi, and Victor Oluwatosin Ajayi. "Is There Any Possibility of Improving Upper Basic Students’ Self-Confidence and Academic Performance in Social Studies Using PEDDA and IEPT Instructional Strategies? — A Field Report." Journal of Research in Social Science and Humanities 3, no. 9 (2024): 38–51. http://dx.doi.org/10.56397/jrssh.2024.09.05.

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This research investigated the possibility of improving upper basic students’ attention and academic performance in social studies in Benue State, Nigeria using Prior-Conception, Exploration, Discussion, Dissatisfaction and Application (PEDDA) and Invitation, Exploration, Proposing-Explanation and Taking action (IEPT). The study adopted a pretest, posttest, control group, quasi-experimental research design. The instruments used for data collection were Social Studies Self-Confidence Scale (SSSCS) and Social Studies Performance Test (SSPT). Cronbach Alpha was used to ascertain the reliability i

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Royer, David J., Kathleen Lynne Lane, Emily D. Cantwell, and Mallory L. Messenger. "A Systematic Review of the Evidence Base for Instructional Choice in K–12 Settings." Behavioral Disorders 42, no. 3 (2017): 89–107. http://dx.doi.org/10.1177/0198742916688655.

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We conducted this systematic literature review to explore the current evidence base of instructional choice, a low-intensity, teacher-delivered strategy to support academic engagement and decrease challenging behaviors. Specifically, we focused on school-based settings, applying quality indicators (QIs) and evidence-based standards of the Council for Exceptional Children (CEC). Included articles met five criteria: (a) independent variables included instructional choice; (b) dependent variables included behavior (e.g., disruptive behavior, problem behavior, aggression), time on task/academic en

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Balgopal, Meena, and Alison Wallace. "Writing-to-Learn, Writing-to-Communicate, & Scientific Literacy." American Biology Teacher 75, no. 3 (2013): 170–75. http://dx.doi.org/10.1525/abt.2013.75.3.5.

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Writing-to-learn (WTL) is an effective instructional and learning strategy that centers on the process of organizing and articulating ideas, as opposed to writing-to-communicate, which centers on the finished written product. We describe a WTL model that we have developed and tested with various student groups over several years. With effective instructor guidance (through prompts and in-class discussion), students demonstrated greater scientific literacy after participating in writing activities about engaging socio-scientific issues. We believe that WTL activities are underused in secondary

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Edidiong, Enyeneokpon Ukoh. "Interactive-Invention Instructional Strategy and Secondary School Students’ Achievement in Selected Electromagnetic Concepts in Ibadan North Local Government Area (LGA), Nigeria." European Scientific Journal, ESJ 18, no. 14 (2022): 38. http://dx.doi.org/10.19044/esj.2022.v18n14p38.

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Physics translates scientific discoveries to technology but students’ achievement in the subject has been observed to be below expectation at all levels of education in Nigeria. Electromagnetism aspect of physics is one of the areas in physics that has been reported to be very wide in coverage and abstract in nature, but students have difficulty understanding it. This paper focuses on determining the effect of interactive-invention instructional strategy on secondary school students’ achievement in electromagnetic concepts in Ibadan North LGA of Nigeria. Mixed methods research design was adopt

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Ahmod, Ujjal, and Wenzheng Zhang. "An Effective Instructional Strategies Approach in Higher Education: A Pilot Investigation." International Journal of Higher Education 10, no. 5 (2021): 68. http://dx.doi.org/10.5430/ijhe.v10n5p68.

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Teaching is one of the major fundamentals in educational planning, which is the most important reason for educational management. The primary strategy of higher education should focus on student’s self-determination activities, the institution’s system a practical and experimental study, where students have a specific intention of studies and they can determine which areas would be studying comfortably. The paper aimed to visualize the usefulness of several potential research and teaching mode practices for instructing students at higher education level and to develop a puzzling concept. In th

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Shrivastava, Saurabh RamBihariLal, and Prateek Saurabh Shrivastava. "Training 1st-Year Medical Undergraduates in Doctor–Patient Relationships Using Gagne’s Model of Instructional Design." Archives of Medicine and Health Sciences 12, no. 1 (2023): 130–33. http://dx.doi.org/10.4103/amhs.amhs_138_23.

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The doctor–patient relationship is an extremely important and indispensable aspect of health-care delivery. Instructional design refers to a structured strategy that a teacher adopts to develop and deliver any educational program or a specific topic in a streamlined manner. Gagne’s model of instructional design has been employed to deliver a wide range of skills in different settings. The topic of the doctor–patient relationship can be explained to the 1st-year undergraduate medical students as a part of the attitude, ethics, and communication module training. The proposed time for the session

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