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Journal articles on the topic 'Instructional aids'

Author: Grafiati

Published: 4 June 2021

Last updated: 12 February 2022

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1

Perloff, Joseph K., and Jon Wergin. "Luncheon panel: Instructional skills and developing instructional aids." Journal of the American College of Cardiology 8, no. 2 (August 1986): 480–81. http://dx.doi.org/10.1016/s0735-1097(86)80081-x.

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2

Torgesen, Joseph K., and Theodore A. Barker. "Computers as Aids in the Prevention and Remediation of Reading Disabilities." Learning Disability Quarterly 18, no. 2 (May 1995): 76–87. http://dx.doi.org/10.2307/1511196.

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This article provides examples of ways that computer-assisted instruction can help children with learning disabilities (LD) learn to read more effectively. Computer-assisted instruction and practice in reading is fit within an instructional model for LD children that recognizes their special needs for assistance in acquiring accurate and fluent word identification skills. The theory that reading disabilities are phonologically based is discussed as a context for focusing instruction on alphabetic reading skills. Computer programs that provide training in phonological awareness, specific context-free word identification skills, and reading of connected text are described, and preliminary evidence about their instructional effectiveness is presented.

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3

Raphael, Dennis, and Merlin Wahlstrom. "The Influence of Instructional Aids on Mathematics Achievement." Journal for Research in Mathematics Education 20, no. 2 (March 1989): 173–90. http://dx.doi.org/10.5951/jresematheduc.20.2.0173.

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Data from the Second International Mathematics Study were analyzed using dual scaling or correspondence analysis to identify dimensions on which 103 Ontario Grade 8 mathematics teachers varied in reported use of instructional aids. These dimensions were then related to teacher and student characteristics and student achievement in mathematics. Teachers reporting greater use of a variety of instructional aids in the teaching of geometry and of ratio, proportion, and percent also reported greater course coverage. Experienced teachers reported more use of instructional aids. Student achievement in geometry was related to teaching experience and occasional use of a variety of instructional aids. Student achievement in ratio, proportion, and percent was related to teaching experience but was associated with extensive rather than occasional use of aids. The effect of instructional aids did not remain after the influence of topic coverage was removed. The use of instructional aids in the teaching of measurement was unrelated to virtually all teacher and student characteristics as well as student achievement.

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4

Burke, Patricia A., Jennifer L. Etnier, and Howard J. Sullivan. "Navigational Aids and Learner Control in Hypermedia Instructional Programs." Journal of Educational Computing Research 18, no. 2 (March 1998): 183–96. http://dx.doi.org/10.2190/hjxt-yh1k-6pdx-5fe4.

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This study examined the effects of learner control and navigational aids on performance in a hypermedia instructional program. Results indicated that students who were permitted to move freely within the program and had access to navigational aids, interacted more with the program and this was associated with higher performance on the posttest. The findings revealed that students who had control over the sequence of their instruction deviated from a linear path significantly more often when provided with navigational aids such as those used in this study. Navigational aids may provide a structure that promotes more explanatory behavior or interaction for students under learner control conditions.

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5

Wayne Coates. "Instructional Aids for Teaching Soil Dynamics." Transactions of the ASAE 28, no. 5 (1985): 1389–92. http://dx.doi.org/10.13031/2013.32446.

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6

Muslih, Muslih. "Pemanfaatan Media Pembelajaran Berbasis ICT pada Lembaga Pendidikan Non-Formal TPQ." Dimas: Jurnal Pemikiran Agama untuk Pemberdayaan 16, no. 2 (December 7, 2016): 215. http://dx.doi.org/10.21580/dms.2016.162.1090.

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<p>It is the fact that technology has developed rapidly today. Such a development has influenced communication pattern among people, including communication in the field of education, particularly the process of instruction in a class between teacher and student. Audio visual aids began to be utilized to deliver educational messages. In this case, these audio visual aids were functioned not merely as device aids in education but more than that they can function as an effecitve educational message deliverer. To support the success of teaching and learning process in a class, the utilization of audio visual aids need to be maximized. The utilization of instructional media, especially the ones based on Information and Communication Technology (ICT) is a must and need to be adopted by all teachers today if they wish to have effective and efficient instructions. This is valid for not only teachers who work in formal educational institution like a school, but also for teachers working in non-formal educational institution such as educational park of the Quran (TPQ).</p>

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7

Norwani, Norlia Mat. "The Effectiveness of Instructional Aids in Assisting Students to Understand Concepts in Principles of Accounting." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (April 11, 2021): 1064–73. http://dx.doi.org/10.17762/turcomat.v12i3.843.

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This study was conducted to determine the effectiveness of instructional aids in the teaching and learning (T&L) of Principles of Accounting among form four students. This is quasi-experimental study involving 60 form four students in a secondary school in Klang, Selangor. The instructional aids utilized are concept charts, brief notes, powerpoint slides and supported by the text book. Pre-test and post-test were conducted to assess students’ performance before and after the treatment. The findings of the study found that the performance of experimental group is significantly better than the control group using the traditional approach. Consequently, the positive impact of using various aids in T&Lcannot be denied. Teachers should take the time to incorporate instructional aids in T&L to assist students learning. School administrator must provide the facilities required to encourage teachers to employ instructional aids in T&L.

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8

Huerta, Grace C. "Implementing AIDS Education." education policy analysis archives 4 (August 15, 1996): 13. http://dx.doi.org/10.14507/epaa.v4n13.1996.

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The world has been challenged by the AIDS epidemic for 15 years. In 1985, the U.S. Department of Health and Human Services, Centers for Disease Control, allocated funds to all state departments of education to assist schools in the development of AIDS education policies and programs. Yet, these policies do not ensure that all students receive effective AIDS education. On September 21, 1991, the Arizona Legislature passed Senate Bill 1396, which requires public schools to annually provide AIDS education in grades K-12. The bill was rescinded in 1995. With prohibitive curriculum guidelines, limited teacher training opportunities and tremendous instructional demands, this educational policy was implemented in disparate forms. By examining the perspectives of the Arizona educators (representing three school districts), this qualitative study reveals how teachers ultimately controlled the delivery and nature of AIDS instruction based upon personal values, views of teacher roles, and their interpretation of the mandate itself.

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Roelle, Julian, Kirsten Berthold, and Alexander Renkl. "Two instructional aids to optimise processing and learning from instructional explanations." Instructional Science 42, no. 2 (April 7, 2013): 207–28. http://dx.doi.org/10.1007/s11251-013-9277-2.

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10

Fisk, Arthur D., Mark W. Scerbo, and Richard F. Kobylak. "Relative Value of Pictures and Text in Conveying Information: Performance and Memory Evaluations." Proceedings of the Human Factors Society Annual Meeting 30, no. 13 (September 1986): 1269–72. http://dx.doi.org/10.1177/154193128603001306.

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This paper describes the results of two experiments that examine the relative value of pictures and text for transmitting information in technical documentation. Work on this topic is required because, at present, there are few guidelines for deciding how to present information to communicate procedural information (such as technical manuals, job aids, programmed instruction, etc) when decisions must be made between pictures and text (as they often must when attempting to computerize documentation). The results of both experiments do provide some support for previous research showing that it is best to provide procedural instructions both pictorially and textually. An important finding was that if performance speed is important then, as expected, pictures are generally preferable to textual instructions; however, if memory of the instructions is important and instructional designs cannot predict what environment subjects may be faced with (at least if recognition is critical) then textual instruction should be provided because it appears that it provides more flexibility in usage.

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11

Gurung, Regan A. R. "Pedagogical Aids and Student Performance." Teaching of Psychology 30, no. 2 (April 2003): 92–95. http://dx.doi.org/10.1207/s15328023top3002_01.

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I tested whether students' reported use and perceived helpfulness of textbook pedagogical aids and other instructional methods (e.g., group discussion) related to better exam performance. More than 200 undergraduates rated 10 commonly used pedagogical aids and instructional techniques. Students reported using boldface and italics terms and practice test questions most often, and they considered boldface and italicized terms, practice test questions, and online quizzes most helpful. The reported use of pedagogical aids and their perceived helpfulness did not relate to student performance on exams. Furthermore, the rated helpfulness of key terms related to worse scores on exams. Pedagogical aids may be useful teaching tools and learning enhancers, but this commonsensical hypothesis must be tested.

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MacKnight, Carol B., and Santosh Balagopalan. "Authoring Systems: Some Instructional Implications." Journal of Educational Technology Systems 17, no. 2 (December 1988): 123–34. http://dx.doi.org/10.2190/u66e-eckr-cyj5-83l9.

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The strengths and weaknesses of our four authoring systems are described in terms of their power, ease of use, and productivity. Productivity aids for graphics and logic, tern plating functions, lesson testing, including menu and icon structures are discussed.

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13

Adebayo, Odeniyi Olujinmi, and Saladin Quadri Adigun. "Impact Of Instructional Aids On Students’ Academic Performance In Physics In Secondary Schools In Federal Capital Territory (FCT) Abuja, Nigeria." European Scientific Journal, ESJ 14, no. 4 (February 28, 2018): 366. http://dx.doi.org/10.19044/esj.2018.v14n4p366.

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This research work investigated the extent of availability, application and impact of instructional aids on improving academic performance of physics students in Federal Capital Territory (FCT) secondary schools Abuja. The population of the study was limited to secondary schools in three Area councils of the FCT. The sampled schools used for the research had a total 3,150 students with teaching staff strength of 163. The study was carried out among the senior secondary SS2 and SS3 physics students and their teachers. Descriptive survey method was adopted for this study with 60 items on the questionnaire for students and 15 items for teachers. Six research questions were asked and analyzed using frequency counts and percentages. The data gathered were further analyzed and interpreted to arrive at findings which showed that the physics teachers in FCT secondary schools were using instructional aids, there was significant difference in academic performance of students taught with instructional aids; findings equally revealed that there were shortfalls in availability of some materials. Recommendations were suggested that government should formulate policy statement on availability, distribution, selection and maintenance of instructional aids in FCT secondary schools.

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14

Memunat Tunrayo, Ajadi, Falaye Elijah Kayode, and Adebayo Babatunde Samson. "Dynamism of Instructional Aids on Teaching Physical Education Among Secondary School in Kogi State, Nigeria." Indonesian Journal of Sport Management 1, no. 1 (April 26, 2021): 41–49. http://dx.doi.org/10.31949/ijsm.v1i1.931.

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This study examined Dynamism of instructional aids on teaching of Physical Education among secondary school in Kogi State, Nigeria. Descriptive research design of survey type was used. The population for this study consist all Secondary School students within the study area. Purposive and random sampling techniques were used to select 394 respondents. Researcher–structured questionnaire was used for data collection. The instrument was validated by three lectures in the department of Human Kinetics Education, University of Ilorin and tested for reliability. A correlation coefficient of 0.85 was obtained. The administration of the instrument was done by the researchers. The data collected were analysed using Pearson Product Moment Correlation (PPMC) and percentage count. The results revealed that, there was a significant relationship between behavioural benefits and cognitive benefits of instructional aids on teaching of Physical Education among Secondary Schools. The study concluded that uses of instructional aids are significant to quality teaching of physical education in schools. The study recommends that effective uses of instructional aids plays a significant role in teaching and learning of Physical Education in schools which also enhance the behavioural and cognitive benefits of the students.

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15

Raphael, Dennis, and Merlin Wahlstrom. "The Influence of Instructional Aids on Mathematics Achievement." Journal for Research in Mathematics Education 20, no. 2 (March 1989): 173. http://dx.doi.org/10.2307/749281.

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16

Webb, Jayson M., and Arthur F. Kramer. "Learning Hierarchical Menu Systems: A Comparative Investigation of Analogical and Pictorial Formats." Proceedings of the Human Factors Society Annual Meeting 31, no. 9 (September 1987): 978–82. http://dx.doi.org/10.1177/154193128703100911.

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The studies investigated the relative efficacy of different instructional aids for the learning and use of a hierarchical database system. Previous research has suggested that subjects who study a spatial map of the structure and objects in a database perform better on data retrieval tasks than subjects who study other types of material. The results of the present studies suggest that analogies are useful instructional aids for learning hierarchical databases.

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17

Miller, Glenn, and Carl Gabbard. "Effects of Visual Aids on Acquisition of Selected Tennis Skills." Perceptual and Motor Skills 67, no. 2 (October 1988): 603–6. http://dx.doi.org/10.2466/pms.1988.67.2.603.

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The study compared the effects of supplemental visual aids on the acquisition of selected tennis skills. The forehand and backhand drive placement tests of the Hewitt Tennis Achievement Test were used to pretest, midtest, and posttest 55 subjects who were assigned to one of three treatments: control (instructor's verbal feedback only), videotaped replay viewing (with instructor's feedback), and loop-film viewing (modeling, with instructor's feedback). Each received 1200 min of instruction. There were no statistically significant differences among groups, however, empirical evidence suggested that the use of videotaped replay and loop-film technique has merit and might be given consideration for use in instructional settings.

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18

Rhodes, Fen, and Richard Woutski. "Effect of Instructional Videotapes on Aids Knowledge and Attitudes." Journal of American College Health 37, no. 6 (May 1989): 266–71. http://dx.doi.org/10.1080/07448481.1989.9937493.

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19

Naudé, Drienie H., and Resia E. Pretorius. "Proposing an instructional framework for children with HIV/AIDS." British Journal of Special Education 30, no. 3 (September 9, 2003): 138–43. http://dx.doi.org/10.1111/1467-8527.00299.

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20

Tyree, Rhonda Beach, THOMAS A. FIORE, and REBECCA A. COOK. "Instructional Materials for Diverse Learners." Remedial and Special Education 15, no. 6 (November 1994): 363–77. http://dx.doi.org/10.1177/074193259401500605.

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In today's diverse classrooms, teachers need and students deserve educational tools that serve a wide range of learners. Fortunately, making instructional materials more accommodating does not have to mean sacrificing the needs of one group of students for those of another. Many features that are good for diverse learners are good for all learners. Text characteristics that have been shown to enhance learning are proposed to improve the audience appropriateness, text organization, and use of organizational aids in instructional materials. Reform of the design, selection, and use of materials will require a concerted effort by publishers, policymakers, and practitioners.

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21

Gibbons, Stephen, and Michael J. Singer. "Evaluation of Decision Aids for Training Device Design." Proceedings of the Human Factors Society Annual Meeting 33, no. 19 (October 1989): 1294. http://dx.doi.org/10.1177/154193128903301912.

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Newly developed cost and training effectiveness models are being used by training developers to control costs and to insure systematic training device design. The problem for the user is how to select the appropriate design aid. Unfortunatly, there are no quick objective methods on which to base this selection. The selection decision for a particular application can be made based on three issues. The first issue is how the design aid addresses device instructional and fidelity features. The second issue is how the design aid formalizes the device design decision process. The third issue is to compare the systems on their ease of implementation. Two decision aids are analytically evaluated on their approach to training device design: OSBATS (Optimization of Simulation Based Training Systems), which is in prototype development, and ASTAR (Automated Simulator Test and Assessment Routine), which is ready to be fielded. These decision aids are based on differing theoretical approaches to formalizing training device design. OSBATS's taxonomy of fidelity features relates instructional features to individual tasks. OSBATS contains a tradeoff function which uses historical cost and benefit values for individual features. It uses large amounts of detailed information to drive its algorithms. ASTAR is a management tool which organizes the diverse interests of a design group to address design issues. ASTAR obtains judgments about instructional approach and device similarity for each training objective. ASTAR facilitates communication between members of a design team and insures a consensus on the issues.

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Mitsuda, Motoo. "Elaboration of instructional aids in computerized text comprehension tasks (I)." Proceedings of the Annual Convention of the Japanese Psychological Association 81 (September 20, 2017): 2A—066–2A—066. http://dx.doi.org/10.4992/pacjpa.81.0_2a-066.

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23

Harmon, Paul. "Expert systems, job aids, and the future of instructional technology." Performance + Instruction 25, no. 2 (March 1986): 26–28. http://dx.doi.org/10.1002/pfi.4150250212.

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24

Berthold, Kirsten, and Alexander Renkl. "Instructional aids to support a conceptual understanding of multiple representations." Journal of Educational Psychology 101, no. 1 (February 2009): 70–87. http://dx.doi.org/10.1037/a0013247.

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Bednall, Timothy C., and E. James Kehoe. "Effects of self-regulatory instructional aids on self-directed study." Instructional Science 39, no. 2 (November 28, 2009): 205–26. http://dx.doi.org/10.1007/s11251-009-9125-6.

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Freeman, Jared T. "I'Ve Got Synthers, Who Could Ask for Anything More?" Proceedings of the Human Factors and Ergonomics Society Annual Meeting 46, no. 25 (September 2002): 2044–48. http://dx.doi.org/10.1177/154193120204602511.

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Synthetic agents can enrich the environment for practice of complex skills such as airborne command and control. Even in a robust simulation, however, synthetic teammates and opponents are not sufficient to train students. We identify several additional requirements for training: a well-focused curriculum, automated performance measures that drive feedback, strategies for managing real-time feedback and off-line instruction, and learning aids that provide instructional scaffolding for novice users. We describe methods of fulfilling these requirements and recommend future paths of research in the new domain of Intelligent Team Tutoring Systems.

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27

Newell, Kirsten W., and Theodore J. Christ. "Novice Interpretations of Progress Monitoring Graphs: Extreme Values and Graphical Aids." Assessment for Effective Intervention 42, no. 4 (February 1, 2017): 224–36. http://dx.doi.org/10.1177/1534508417694855.

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Curriculum-Based Measurement of Reading (CBM-R) is frequently used to monitor instructional effects and evaluate response to instruction. Educators often view the data graphically on a time-series graph that might include a variety of statistical and visual aids, which are intended to facilitate the interpretation. This study evaluated the effects of brief training, graphical aids, and presence of extreme/outlier values on accuracy. Novice visual analysts ( N = 173) were randomly assigned to a training condition: control, trend line calculation, or extreme value identification. All participants interpreted graphical displays of progress monitoring data with and without trend lines and extreme values. Novice visual analysts’ performance on a knowledge test was uniformly high. Results indicate that the overall probability of an accurate response was .80, which improved to a maximum of .94 within the condition with trend lines and no extreme values. Specifically, results indicate that even in the presence of extreme values, trend lines facilitate novice visual analysts’ accuracy.

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Torruam, Japheth, and Cyprian Abur. "The Impact of ICT-Driven Instructional Aids in Nigerian Secondary Schools." International Journal of Basic and Applied Science 1, no. 3 (January 31, 2013): 511–18. http://dx.doi.org/10.17142/ijbas-2012.1.3.6.

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Webb, Jayson M., and Arthur F. Kramer. "Maps or Analogies? A Comparison of Instructional Aids for Menu Navigation." Human Factors: The Journal of the Human Factors and Ergonomics Society 32, no. 3 (June 1990): 251–66. http://dx.doi.org/10.1177/001872089003200301.

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Seufert, Tina, and Roland Brünken. "Cognitive load and the format of instructional aids for coherence formation." Applied Cognitive Psychology 20, no. 3 (2006): 321–31. http://dx.doi.org/10.1002/acp.1248.

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Schroeder, Noah L., Joshua Chin, and Scotty D. Craig. "Learner Control Aids Learning from Instructional Videos with a Virtual Human." Technology, Knowledge and Learning 25, no. 4 (June 17, 2019): 733–51. http://dx.doi.org/10.1007/s10758-019-09417-6.

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Kent, Shawn C., Jeanne Wanzek, and Leticia Martinez. "The Application of Empirically Supported Practices in Middle School Social Studies Classrooms." Remedial and Special Education 39, no. 6 (December 25, 2017): 341–52. http://dx.doi.org/10.1177/0741932517744662.

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Material encountered in social studies has been shown to be challenging for students with reading difficulties, including those with disabilities. This study first examined the amount of time eighth-grade U.S. History teachers implemented empirically supported instructional practices. Second, this research investigated the association between instruction and student growth in content knowledge. The sample included 188 students identified with low reading ability, of which 20% were students with disabilities. Instruction in 30 classrooms was coded for the presence of learning strategy instruction, study aids, graphic/spatial organizers, peer-mediated instruction, computer-aided instruction, and mnemonics. Utilization of these practices was limited (~20% of total instruction), with the use of spatial/graphic organizers and peer-mediated activities most prevalent. Time allocated to these practices was not significantly associated with student gains in content knowledge. Additional research to determine how to best impact content learning for students at-risk for poor learning outcomes is warranted.

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Minervino, Ricardo, and Máximo Trench. "The Simulation of Situation Models Aids Analogical Transfer Between Algebra Problems." Journal of Cognitive Education and Psychology 15, no. 3 (2016): 428–43. http://dx.doi.org/10.1891/1945-8959.15.3.428.

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Several studies on analogical transfer to algebra word problems have demonstrated that adapting solutions learned from worked examples to nonisomorphic problems of the same type is challenging and that most instructional aids do not alleviate this difficulty. At the same time, various authors have suggested that transfer difficulties sometimes originate in students’ lack of disposition to relate algebraic formulas to the real-world situations to which they refer. We designed a noninteractive intervention encouraging students to elaborate situation models for base and target problems, and to ground algebraic formalisms in these representations. One experimental group simulated situation models by physical object manipulation, whereas another experimental group performed those simulations mentally. Both conditions outperformed a control group that did not run simulations. This intervention was more effective when the transformations posed by target problems were intrinsically more difficult to assimilate into the learned equation. Implications for the design of instructional interventions are discussed.

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Tosho, Abdulrauf. "Conceptual Design Model of Instructional Interfaces." International Journal of Quality Control and Standards in Science and Engineering 7, no. 1 (January 2019): 1–10. http://dx.doi.org/10.4018/ijqcsse.2019010101.

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The study investigates the usability of the proposed model for instructional design on Courseware for Inclusive Education System (C4IES). The usability evaluation on courseware is an important constructivist instructional strategy for inclusive educational systems. The study used the comparative analysis technique to evaluate the usability level of proposed model of C4IES. Then, a field study with observation and survey approach were carried out on randomly selected students among distance learning institutes, whereby a group of students was exposed to non-interactive learning aids, whereas the other group was aided with C4IES prototype. The model has been reviewed by seven experts and validated by 202 respondents from approved distance learning through prototyping. On top of that, the findings of user experience indicated that the C4IES is able to fulfil the instructional interface needs for the non-impaired, low-visual, and hearing-challenged learners in terms of motivation in the use of courseware next time. All these findings demonstrate that the proposed model of C4IES is useful for information accessibility and contributes to the designing of instructional design.

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Frederiksen, Christian, E. James Kehoe, and Robert Wood. "Effects of instructional aids on the acquisition of dynamic decision-making skills." Learning and Instruction 21, no. 5 (October 2011): 601–13. http://dx.doi.org/10.1016/j.learninstruc.2011.01.002.

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Dowaliby, F. "Adjunct aids in instructional prose: a multimedia study with deaf college students." Journal of Deaf Studies and Deaf Education 4, no. 4 (December 1, 1999): 270–82. http://dx.doi.org/10.1093/deafed/4.4.270.

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Johnson, Gladys, Richisa L. Johnson, and Celestine R. Jefferson-Aker. "HIV/AIDS Prevention Effective Instructional Strategies for Adolescents with Mild Mental Retardation." TEACHING Exceptional Children 33, no. 6 (July 2001): 28–32. http://dx.doi.org/10.1177/004005990103300604.

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38

Prihatiningtyas, Suci, and Heny Ekawati Haryono. "Alat Peraga Sebagai Upaya Peningkatan Pemahaman Konsep Peserta didik Pada Materi Mekanika Fluida (Teaching Aids as Efforts to Increase Students' Concepts Understanding on Fluid Mechanics)." SEJ (Science Education Journal) 3, no. 2 (June 10, 2020): 131. http://dx.doi.org/10.21070/sej.v3i2.3095.

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This research is aimed to increase students' understanding of the concepts of fluid mechanics by applying teaching aids. The research method uses pre-experiment. The research design uses the One Group Pretest-Posttest Design. Data collection techniques using the test of understanding the concept of fluid mechanics as many as 10 essay questions. N-gain test is used to determine the increase in understanding of the concepts of learning outcomes before and after being taught using teaching aids. The results showed that learning by using instructional media in the form of fluid mechanics teaching aids influences students' understanding of concepts by 0.71 with high criteria. This proves that there is an increase in students' understanding of the concepts of fluid mechanics.

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Frost, Mary E., Dustin C. Derby, and Andrea G. Haan. "Using computer-assisted learning to engage diverse learning styles in understanding business management principles." Journal of Chiropractic Education 27, no. 2 (September 1, 2013): 141–46. http://dx.doi.org/10.7899/jce-13-1.

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Objective Changes in small business and insurance present challenges for newly graduated chiropractors. Technology that reaches identified, diverse learning styles may assist the chiropractic student in business classes to meet course outcomes better. Thus, the purpose of our study is to determine if the use of technology-based instructional aids enhance students' mastery of course learning outcomes. Methods Using convenience sampling, 86 students completed a survey assessing course learning outcomes, learning style, and the helpfulness of lecture and computer-assisted learning related to content mastery. Quantitative analyses occurred. Results Although respondents reported not finding the computer-assisted learning as helpful as the lecture, significant relationships were found between pre- and post-assisted learning measures of the learning outcomes 1 and 2 for the visual and kinesthetic groups. Surprisingly, however, all learning style groups exhibited significant pre- and post-assisted learning appraisal relationships with learning outcomes 3 and 4. Conclusion While evidence exists within the current study of a relationship between students' learning of the course content corollary to the use of technologic instructional aids, the exact nature of the relationship remains unclear.

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Panter, A. T., G. J. Huba, Lisa A. Melchior, Donna Anderson, Mary Driscoll, Victor F. German, Harold Henderson, et al. "Trainee Characteristics and Perceptions of HIV/AIDS Training Quality." Evaluation & the Health Professions 23, no. 2 (June 2000): 149–71. http://dx.doi.org/10.1177/016327870002300202.

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HIV/AIDS education and training have played a vital role in keeping health providers up to date on emerging developments and approaches. This study reports findings from seven HIV/AIDS education and training projects. Participants in more than 600 training sessions described themselves, their professional background, and their general reasons for taking the training. Immediately following the training, they also rated the quality of their educational experience along several dimensions. Trainee characteristics were related to assessments of training quality, using a regression decision-tree analytic approach. Although effect sizes were generally small, quality ratings of the HIV/AIDS training experiences were associated with certain projects, basic trainee demographic characteristics, professional background, and experience in the HIV field. Greater understanding about participant characteristics can provide clues about how these training experiences are perceived and processed and may inform decision making about instructional HIV/AIDS curricula.

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Elaimam, Amal Mussa Abbass. "Using the Image in Teaching Arabic Language Vocabulary to Non-Native Speakers: The Experience of the Arabic Language Institute - King Abdul-Aziz University - as a Model." Journal of the College of Education for Women 31, no. 4 (December 27, 2020): 50–59. http://dx.doi.org/10.36231/coedw.v31i4.1429.

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The study aims to demonstrate the importance of instructional methods in teaching Arabic language as a second language or teaching the Arabic language to non-native speakers. The study is in line with the tremendous development in the field of knowledge, especially in the field of technology and communication, and the emergence of many electronic media in education in general and language teaching in particular. It employs an image in teaching vocabulary and presenting the experience of the Arabic Language Institute for Non-Speakers-King Abdul-Aziz University. The study follows the descriptive approach to solve the problem represented by the lack of interest in the educational methods when teaching Arabic as a second language. Accordingly, the study is to answer the following questions: What is the importance of using teaching aids when teaching Arabic to non-Arabic speakers?What are the methods of employing (an image) as an instructional tool in teaching vocabulary? The study has reached that teaching aids are of great importance in studying the Arabic language for the non-native, the image of the audio and visual aids plays a great role in teaching vocabulary to the beginners. In its modern version, it helps directly in teaching the language from a distance and thus fulfills the hopes of many in teaching Arabic language and covers the acute shortage of a language teacher.

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Boyd-Kimball, Debra. "Adaptive Instructional Aids for Teaching a Blind Student in a Nonmajors College Chemistry Course." Journal of Chemical Education 89, no. 11 (July 18, 2012): 1395–99. http://dx.doi.org/10.1021/ed1000153.

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Jackiewicz, Jacek. "Manufacturing of instructional aids for students at low cost by means of 3D printing." Materials and Manufacturing Processes 32, no. 10 (December 27, 2016): 1116–30. http://dx.doi.org/10.1080/10426914.2016.1257135.

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Twiningsih, Anik Twin. "Improving Learning Outcomes Through the Use of Media STEM Based in Volcano Eruption Simulation in the Theme of Natural Events." International Journal of Theory and Application in Elementary and Secondary School Education 2, no. 2 (October 31, 2020): 64–78. http://dx.doi.org/10.31098/ijtaese.v2i2.229.

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The objective of the study is to reveal the improvement in student learning outcomes in the use of instructional media teaching aids on STEM-Based Volcano Eruption Simulation (Science, Technology, Engineering, Mathematics) on the theme of Thematic Class I learning natural events. This research was conducted on first-grade students of Public Elementary School of Laweyan Surakarta City in the Second Semester of 2018/2019 Academic Year. The number of students was 25 students, consisting of 8 male students and 17 female students. The study was a Classroom Action Research (CAR) with patterns: planning, implementing, observing, reflecting, revising. The data were collected through the method of discussion, observation, tests, field notes, and documentation. Based on the results of the study, it was found that student learning outcomes had increased learning outcomes, they were, the first cycle (79.60%) and the second cycle (84.00%). The study was concluded as through the use of instructional media for teaching aids of STEM-Based Volcano Eruption Simulation (Science, Technology, Engineering, Mathematics) on the theme of natural events Class I can improve the learning outcomes of Class I students of Public Elementary School of Laweyan Surakarta City Semester II in the Academic Year of 2018/2019.

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Wiazowski, Jarosław. "Sight, touch, hearing – the current digital options and challenges in access to math content for learners with visual impairments." Forum Pedagogiczne 8, no. 2 (October 6, 2018): 227–40. http://dx.doi.org/10.21697//fp.2018.2.16.

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Mathematics as a mandatory subject for maturaexams needs to be taken by all high school students, including those with visual impairments. Naczelna Izba Kontroli (or Supreme Audit Office) reported in 2012 that 45% of Polish schools had inadequate learning material for learners with disabilities. It seemed prudent to investigate whether teachers and students have options to choose from. Furthermore the author implies that for any existing digital learning aids to be effective, the best format should be established. Available solutions usually have a combination of input and output methods ranging from visual, auditory to tactile or vibro-tactile systems. The author also discusses advantages and disadvantages of traditional versus digital learning aids and teachers' views of available accessible math instructional solutions.

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Ostroukh, Vitalii, and Iryna Drohushevska. "Use of system approach in creation of educational electronic cartographic aids in Ukraine." Polish Cartographical Review 47, no. 2 (July 1, 2015): 91–98. http://dx.doi.org/10.1515/pcr-2015-0008.

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Abstract Through the example of State Scientific and Production Enterprise «Kartographia» the practical steps on publishing of educational electronic cartographic production in Ukraine are analysed. The main functions of using such products in the process of teaching as a key element of innovation techniques implementation into school education are defined. The authors represent the features of application of system approach to creation of electronic cartographic aids. The requirements to the educational electronic cartographic aids are related to the specific aspects of production tasks and technological solutions. The most essential part of the process of creation of electronic aid is a methodic processing. The quality and efficiency of the aid are defined by it. Electronic aid general structure which includes a list of programme units, intermodular connections, terms and definitions for hyperlinks is a result of this processing. Specificity of production tasks causes additional demands to creation of electronic aids. In the article authors consider the requirements and methodic approaches to the content, font style and color composition of electronic aids. Authors also present the recommendations for editor’s work. Due to the use of system approach to the creation of electronic cartographic aids new models of planning or giving lessons can be used and modern instructional techniques can be implemented as a practical matter.

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Wahyudi, Imam, and Fitri Wijayanti. "PENGEMBANGAN PERANGKAT PEMBELAJARAN BERBASIS COURSELAB PADA PRINSIP KERJA ENGINE BIDANG KEAHLIAN KENDARAAN RINGAN." Jurnal Poli-Teknologi 18, no. 3 (November 11, 2019): 261–70. http://dx.doi.org/10.32722/pt.v18i3.2347.

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Development research focused on developing Courselab-based learning aids on the principle of Light Vehicle Engine Expertise which includes Student Books, Student Activity Sheets and Lesson Plans for grade XI SMK students. The model of development used in this research refers to the model of learning aids development of Dick & Carey which consists of three phases, namely (1) identification phase; at this stage the writing of goals and analysis of instructional learning is conducted, identifying initial behaviors and characteristics of the students, (2) development phase; at this stage the Courselab-based learning tools is developed by formulating the goals and the standard reference tests, as well as developing the strategies and the learning aids, (3) testing and evaluation phase. The developed Courselab-based learning aids has been validated by two experts with revision to obtain a result which is fit to use. The tests carried out in three stages, namely one-on-one testing, small group testing conducted at SMK Nasional Makassar to evaluate the practicality of the learning aids and limited testing conducted at SMK Darussalam Makassar to evaluate the practicality and the effectiveness of the learning aids. The research results show that the developed learning aids, after the validation, was declared valid. The learning aids is attributed practical as the students responded positively to the learning aids they used. The learning aids is considered effective as the students responded positively to the learning aids used. It has met the criteria of effectiveness, with the results: (1) student activities have met the predetermined tolerance limits, (2) the teacher activities have fulfilled the observed aspects, and (3) the student learning outcomes on the working engine principle materials have achieved completeness.

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Yulistiyarini, Harna, and Ali Mahmudi. "Pengembangan Perangkat Pembelajaran Materi Geometri Ruang SMP dengan Memanfaatkan Alat Peraga Manipulatif dan Lingkungan." PYTHAGORAS: Jurnal Pendidikan Matematika 10, no. 2 (December 11, 2015): 155. http://dx.doi.org/10.21831/pg.v10i2.9145.

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Penelitian ini bertujuan menghasilkan perangkat pembelajaran materi geometri ruang SMP dengan memanfaatkan alat peraga manipulatif dan lingkungan yang valid, praktis, dan efektif. Penelitian pengembangan ini menggunakan model pengembangan Four-D yang dimodifikasi menjadi tiga tahap: pendefinisian, perancangan, dan pengembangan. Uji pengembangan dilakukan di SMP N 1 Dukuhseti, Pati, Jawa Tengah. Instrumen pengumpulan data meliputi lembar validasi perangkat, lembar observasi keterlaksanaan pembelajaran, lembar penilaian kepraktisan perangkat, dan instrumen penilaian hasil belajar. Analisis data dilakukan secara deskriptif kuantitatif. Hasil penelitian ini berupa perangkat pembelajaran yaitu: RPP, LKS, Lembar Observasi Sikap (LOS) dan Tes Hasil Belajar (THB) dengan tingkat kevalidan 100%. Tingkat kepraktisan LKS, RPP, dan LOS 100% sedangkan tingkat kepraktisan THB 84,36%. Tingkat keterlaksanaan pembelajaran 97%. Tingkat keefektifan RPP dan LKS 81%. Dapat disimpulkan bahwa produk hasil pengembangan yang berupa RPP dan LKS memenuhi kriteria valid, praktis, dan efektif, sedangkan instrumen penilaian yang berupa LOS dan THB memenuhi kriteria valid dan praktis.Kata kunci: alat peraga manipulatif, geometri ruang, lingkungan, pengembangan perangkat. Developing Instructional Materials in Space Geometry for Junior High School Using Manipulative Visual Aids and Environment AbstractThe aims of this research was to result instructional materials in space geometry for junior high school using manipulative visual aids and environment that valid, practical, and effective. This development research using the Four-D development model with modification in three steps: define, design, and develop. The development testing was carried out in SMP N 1 Dukuhseti, Pati, Central Java. The research instruments were a validation sheet, teaching implementation observation sheet, practicality assessment sheet, and competency assessment instrument. The data analysis was conducted quantitative descriptively. This research produced instructional materials including lesson plans, student’s worksheets, observation sheet of attitude, and assessment instrument with the level of validity of the product reached 100%. The degree of practicality lesson plans, worksheets, and observation sheet of attitude were 100%, while the rate of assessment instrument of learning achievement practicality was 84.36%. The level of learning was 97%. The degree of effectiveness of the lesson plans and worksheets products reached 81%. Therefore, it can be concluded that the instructional materials in the form of lesson plans and worksheets were valid, practical, and effective, while the form of assessment instruments observation sheet of attitude, and assessment instrument of learning achievement were valid and practical.Keywords: manipulative visual aid, space geometry, environment, instructional development

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Вавіліна, Світлана Геннадіївна. "USING BLOOM’S REVISED TAXONOMY TO DEVELOP DIGITAL LITERACIES IN THE ESP CLASSROOM." Information Technologies and Learning Tools 79, no. 5 (October 28, 2020): 168–83. http://dx.doi.org/10.33407/itlt.v79i5.3355.

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The article explores some issues to be considered when integrating new technologies into English for Specific Purposes (ESP) learning. The main focus is on the challenges that ESP practitioners face in the context of a multilingual digital Europe. In confronting such problems as changing roles for students and teachers, the spread of English as a medium of instruction and increased emphasis on the subject content in the language classroom, it is necessary for ESP teachers to embrace innovation and develop strategies to improve students’ learning. To benefit from the use of technology, ESP teachers need to concentrate on those aspects which digital knowledge and skills share with traditional literacies. When essential elements of digital literacies are singled out, it becomes possible to employ their full potential for creating a technology enhanced learning environment. This research suggests doing it by drawing upon the Taxonomy of Educational Objectives. The framework, in this case, is used to check that goals falling within different categories of the cognitive domain of learning are aligned with technology-supported instruction delivery methods. While designing instructional techniques, we heavily rely on the idea of scaffolding in the form of visual aids for enabling learners to build on prior knowledge and internalize new concepts. As practical examples show, development of digital literacies proves not only to be compatible with formation of professional intercultural communicative competence but also providing means for activating the most complex cognitive processes of conceptual understanding, critical thinking, decision making, creation and metacognition. The findings may be useful in preparing instructional activities with the help of technological tools to support ESP teaching and learning.

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Rizwan, Muhammad, Sobia Naseem, and Syed Wasif Raza. "USE OF DIAGRAMS AS INSTRUCTIONAL AIDS IN TEACHING OF GEOMETRICAL CONCEPTS AT SECONDARY SCHOOL LEVEL." International Journal on Language, Research and Education Studies 2, no. 1 (February 24, 2018): 1–18. http://dx.doi.org/10.30575/2017/ijlres-2018010401.

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