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Journal articles on the topic 'Instructional Delivery'

Author: Grafiati

Published: 4 June 2021

Last updated: 27 July 2025

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1

Ertel, Hallie, David A. Wilder, Ansley Hodges, and LeAnn Hurtado. "The Effect of Various High-Probability to Low-Probability Instruction Ratios During the Use of the High-Probability Instructional Sequence." Behavior Modification 43, no. 5 (2018): 639–55. http://dx.doi.org/10.1177/0145445518782396.

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The high-probability (high-p) instructional sequence, which involves the delivery of a series of high-p instructions immediately before delivery of a low-probability (low-p) instruction, is a commonly used procedure to increase compliance among children and individuals with intellectual disabilities. Although the modal ratio of high-p instructions to low-p instructions is 3:1, other ratios may be more effective. In the current study, we compared three ratios of high-p with low-p instructions (i.e., 1:1, 3:1, and 5:1) during use of the high-p instructional sequence to increase compliance among

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Clark, Richard E. "Confounding in Educational Computing Research." Journal of Educational Computing Research 1, no. 2 (1985): 137–48. http://dx.doi.org/10.2190/hc3l-g6yd-bak9-eqb5.

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Despite considerable evidence in research that computer-based instruction enhances student learning, an argument is presented that most of this research is confounded. Wherever computers are used to deliver instruction (including the teaching of programming languages), any resulting change in student learning or performance may be attributed to the uncontrolled effects of different instructional methods, content and/or novelty. The evidence for this confounding places the independent variables in most of these studies in doubt and diminishes the role of educational computing research in the de

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Celestine Unoh Nkanu, John Eteng Imoke, and Anthony Etta Bisong. "Integrating Telegram Messenger Application for Effective Instructional Content Delivery in Post COVID-19 Era." SIASAT 8, no. 2 (2023): 103–10. http://dx.doi.org/10.33258/siasat.v8i2.150.

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Since the emergence of the novel Corona-Virus 2019 (COVID-19) pandemic and its attendant effect which span through all aspects of human endeavours including education, it has necessitated both the instructors and the learners to adopt and adapt several mobile and social media applications for instructional delivery and learning purposes. These mobile and social media applications allow for synchronous and asynchronous instructions and learning. Telegram as one of such media has proven to be a better substitute to the conventional classroom for both instructors and learners alike. Research late

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O Carrascal, Myrnah, and Napoleon U Meimban. "Parents - Mediated Instructional Delivery to Kindergarten Learners." International Journal of Science and Research (IJSR) 11, no. 7 (2022): 1921–28. http://dx.doi.org/10.21275/sr22728072857.

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Danladi, Dyikuk Lengji, Patrick Tashaka Peter, G. Emmanuel Danwanzam, and Yaduma S. P. Prof. "Skills Required of Office Technology and Management Lecturers for Instructional Delivery in Colleges of Education in North Central States of Nigeria." International Journal of Advanced Academic Research 11, no. 1 (2025): 30–42. https://doi.org/10.5281/zenodo.14742639.

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<em>The advent of the 21<sup>st</sup> century has brought about significant transformations in the educational landscape particularly in the realm of instructional delivery. The rapid evolution of technology and the increasing demand for digital literacy have necessitated the acquisition of specialized skills by educators. The integration of entrepreneurship and word processing skills is crucial for effective instructional delivery in institutions of learning. The main purpose of this study is to determine the difference in the entrepreneurship and word processing skills required by lecturers

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Stonebraker, Peter William, and Gezinus J. Hidding. "Comparing Traditional and Online Instructional Delivery." International Journal of Online Pedagogy and Course Design 10, no. 3 (2020): 78–90. http://dx.doi.org/10.4018/ijopcd.2020070105.

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This paper first describes the dilemma of online pedagogies. Then it reviews prior research in business courses about the outcomes of online instruction compared with traditional methods. Prior research suffers from various research methodology issues that are categorized. Subsequently, a pre/poststudy of over 200 undergraduate business statistics students is presented using one-sample and two-population tests to address the learning outcomes of instructional delivery. Overall, based on this sound research design, online instructional delivery resulted in learning outcomes, measured on three d

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Osei-Amankwah, Lydia, Philip Oti-Agyen, and Seth Twumasi. "Instructional Leadership Behaviours as Correlate Instructional Practices." international journal of Education, Learning and Development 12, no. 1 (2024): 1–14. http://dx.doi.org/10.37745/ijeld.2013/vol12n1114.

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The objectives of the study were to determine instructional leadership behaviour commonly practiced by heads, establish relationship between heads instructional leadership behaviours and teachers’ instructional practices. One research question and two hypotheses were raised to guide the study. The study employed descriptive survey design. Purposive sampling technique was used to select the teachers. A sample of 96 teachers was drawn from three senior high schools. Questionnaire was used to gather data from respondents. The overall reliability coefficient of 0.82 was obtained from the pre-testi

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Kyasimire, Prudence, Irene Aheisibwe, and Enoch Barigye. "The Relationship between Appraisal Practices and Teachers’ Instructional Delivery Methods in Isingiro North Constituency Primary Schools of Isingiro District, Uganda." East African Journal of Education Studies 5, no. 2 (2022): 54–60. http://dx.doi.org/10.37284/eajes.5.2.653.

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The study established the relationship between appraisal practices and teachers’ instructional delivery methods in Isingiro North Constituency Primary Schools of Isingiro District, Uganda. A descriptive survey design was adopted. The target population of this study comprised of head teachers, teachers in the Primary schools and inspector of schools in Isingiro north constituency. Questionnaires were used to collect data from respondents. The results indicated that there was a positive statistically significant relationship between appraisal practices and teachers’ instructional delivery method

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Blackhurst, A. Edward, Rene M. Hales, and Elizabeth A. Lahm. "Using an Education Server Software System to Deliver Special Education Coursework via the World Wide Web." Journal of Special Education Technology 13, no. 4 (1998): 78–98. http://dx.doi.org/10.1177/016264349801300402.

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The World Wide Web (Web) has considerable potential for delivering distance education programs. A new genre of computer software programs is being developed to facilitate the management of instruction and communication among students and instructors who are involved with the delivery of Web-based instruction (WBI). One such program is the TopClass educational server software system. This investigation was designed to examine the feasibility of using TopClass to deliver University-based special education coursework via the Web. Procedures required to set up an education Web server were examined

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Shanley, Lina, Mari Strand Cary, Jessica Turtura, Ben Clarke, Marah Sutherland, and Marissa Pilger. "Individualized Instructional Delivery Options: Adapting Technology-Based Interventions for Students With Attention Difficulties." Journal of Special Education Technology 35, no. 3 (2019): 119–32. http://dx.doi.org/10.1177/0162643419852929.

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Students who demonstrate mathematics difficulties (MDs) in the early grades are at risk of poor educational outcomes. Fortunately, strategic early mathematics intervention programs can improve academic outcomes for students with MDs, and instructional technology has demonstrated promise in delivering targeted and individualized mathematics instruction. However, it is unclear whether instructional technology is effective for all students, and there is a dearth of research on adaptations to technology-based interventions for students with difficulties attending to instruction. To this end, the c

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Justice, Keri E. "The Three C’s of Effective Online Instruction." POJ Nursing Practice & Research | Volume 1- Issue 3 – 2017 1, no. 3 (2017): 1–3. http://dx.doi.org/10.32648/2577-9516/1/3/005.

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Although much focus is given to the technological and instructional delivery aspects of online learning, there is also much research available that indicates that online learners perceive instructional effectiveness in the online classroom based on cognitive and social aspects more so than the mechanisms for delivery of content. The perception that online learners do not crave a socially intimate and cognitively meaningful learning experience is false, and often these aspects contribute the greatest to the student’s overall satisfaction with the online learning experience. Behaviors and action

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Soetan, Aderonke Kofo, and Adesina David Cokerb. "University lecturers’ readiness and motivation in utilizing online technologies for instructional delivery in Kwara state, Nigeria." World Journal on Educational Technology: Current Issues 10, no. 4 (2019): 165–81. http://dx.doi.org/10.18844/wjet.v10i4.4080.

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This study examined university lecturers’ readiness and motivation towards nutilizing online technologies for instructional delivery in Kwara State, Nigeria. The study adopted a survey research design. A total of 254 lecturers drawn from three universities within Kwara State, Nigeria represent the sample for the study. Four research questions were raised to guide the study. The results reveal that lecturers do access online technologies, however at a relatively low extent. Respondents are relatively ready to utilize online technologies in teaching and learning situations and they are also moti

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Khalil, Mohammed K., and Ihsan A. Elkhider. "Applying learning theories and instructional design models for effective instruction." Advances in Physiology Education 40, no. 2 (2016): 147–56. http://dx.doi.org/10.1152/advan.00138.2015.

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Faculty members in higher education are involved in many instructional design activities without formal training in learning theories and the science of instruction. Learning theories provide the foundation for the selection of instructional strategies and allow for reliable prediction of their effectiveness. To achieve effective learning outcomes, the science of instruction and instructional design models are used to guide the development of instructional design strategies that elicit appropriate cognitive processes. Here, the major learning theories are discussed and selected examples of ins

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MacLeod, Rebecca B. "The Perceived Effectiveness of Nonverbal, Co-Verbal, and Verbal String Ensemble Instruction: Student, Teacher, and Observer Views." Journal of Music Teacher Education 27, no. 3 (2017): 65–79. http://dx.doi.org/10.1177/1057083717739790.

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The purpose of this study was to determine how students, teachers, and outside observers perceive teaching effectiveness within a university-level string ensemble rehearsal setting. Students, teachers, and observers reflected on six rehearsal segments that used primarily nonverbal, co-verbal, or verbal instruction as outlined by Bob Culver in the Master Teacher Profile. Overall, participants viewed the verbal teaching episodes as being most effective, and expressed a preference for several elements associated with the verbal instructional mode. Five common elements of effective rehearsals iden

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Kawashima, Michie. "Giving instruction on self-care during midwifery consultations in Japan." Journal of Asian Pacific Communication 20, no. 2 (2010): 207–25. http://dx.doi.org/10.1075/japc.20.2.03kaw.

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This study focuses on instructional talk during prenatal visits in Japan. In order to prepare an upcoming delivery, a midwife often engages in instructional talk about the patient’s self-care at home. Yet, giving instruction is an interactionally challenging task, even in the medical setting. For example, a recipient may not accept advice easily, since this may reveal a recipient’s lack of knowledge and incompetence. By using conversation analysis, I find some interactional steps through which a midwife establishes interactional relevance of instruction. These steps include (1) assuring readin

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B.J., Anjan Kumar, and Manjunatha A.M. "A STUDY ON ELEMENTARY PHYSICAL EDUCATION FOR BUILDING A SOLID MOVEMENT FOUNDATION AMONG SCHOOL CHILDREN'S." Shanlax International Journal of Arts, Science and Humanities 6, S2 (2019): 1–7. https://doi.org/10.5281/zenodo.2566929.

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<em>Quality physical education is both developmentally and instructionally relevant for all children. Appropriate instructional practices in physical education are those that recognize children’s development and changing movement abilities, as well as their individual differences. Children’s past motor skill, sport, cognitive and social experiences also are considered in lesson and program design and delivery. Individual characteristics such as physical maturation and fitness, skill levels and age are reflected in designing lessons and selecting instructional strategies. Appropriat

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Culajara, Carla Jobelle. "Physical Education Teachers’ Strategies and Challenges in Instructional Delivery in the Post Pandemic Era." International Journal of Social Learning (IJSL) 4, no. 2 (2024): 142–56. http://dx.doi.org/10.47134/ijsl.v4i2.194.

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The study explores the physical education teachers’ strategies and challenges in instructional delivery in the post-pandemic era. The study used qualitative research design using phenomenological approaches. Ten physical education teachers participated in the survey to share their experiences delivering instructions in the post-pandemic era. Codes and themes were transcribed in the study. Based on the study, the following themes have emerged: technology-based instructions, differentiated teaching strategies, socio-emotional preparedness, and engagement of students. Based on the findings, as pa

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Ndawula, Stephen, and Elizabeth Kyazike. "Investigating the Precursors of Instructional Delivery Competence among Kyambogo University Teaching Staff." East African Journal of Education Studies 8, no. 1 (2024): 71–84. https://doi.org/10.37284/eajes.8.1.2553.

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Instructional delivery is one of the critical measures of productivity of an academic teaching staff. Universities need to invest in developing the teaching capacities of their academic workforce to deliver effective teaching and learning processes to the students. This study investigated the influence of pedagogical competencies (PC) on instructional delivery among the teaching staff at Kyambogo University (KyU). The study sample was 51 teaching staff members from the Faculty of Education and the Faculty of Arts, who comprised the Heads of Department and the lecturers. Using random and purpos

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Rai, Ashim, and Devi Prasad Pokharel. "The Dynamics of Teachers’ Instruction in Nepali Classrooms." International Journal of Language Instruction 4, no. 1 (2025): 20–32. https://doi.org/10.54855/ijli.25412.

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Regardless of the significant role of instruction-giving in EFL classrooms in achieving lesson goals, some research in Nepal explores its impact on classroom efficiency and student participation. This paper intends to bridge this research gap by assessing the instructional strategies of English teachers. Conducted in Nepal, the research observed 15 English teachers during their lessons to assess their instruction-giving techniques. Using a mixed-methods approach, data was collected through classroom observations and analyzed both qualitatively and quantitatively. Findings reveal that repetitio

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Munyi, Monica Werimba. "Enhancing educational excellence: An analysis of teacher capacity building and its impact on instructional delivery in public secondary Schools in Kenya." World Journal of Advanced Research and Reviews 21, no. 3 (2024): 995–1002. https://doi.org/10.5281/zenodo.14062833.

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This study investigates the relationship between teacher capacity building, instructional delivery, and effectiveness in public secondary schools. Utilizing the descriptive survey methodology, data were collected from 400 teachers in Embu and Tharaka-Nithi Counties, Kenya. A survey questionnaire was used for data collection, whereby the efficacy of instructional delivery was assessed through a Likert-scale survey consisting of 17 items. Demographic information highlighted the diverse composition of the teaching workforce, with varying age groups, educational qualifications, and work experience

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Belmes, Marty Gee D. "Emotional Well-Being and Organizational Commitment of Teachers Instructional Delivery." International Journal of Research and Innovation in Social Science IX, IIIS (2025): 3979–4032. https://doi.org/10.47772/ijriss.2025.903sedu0285.

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The main objective of this study is to examine the influence of emotional well-being and organizational commitment on teachers’ instructional delivery, and to find out the relationship among these variables. A descriptive-correlational research design was employed, utilizing a structured questionnaire to gather data from 225 public elementary and high school teachers in the Division of Valencia City, Bukidnon. The data collection was conducted during the fourth quarter of the 2024–2025 academic year. Findings revealed that the majority of respondents reported a positive level of emotional well

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ADAM, IBRAHIM. "Lived experience of subject matter experts in the instructional design process for blended learning at The Maldives National University: a phenomenological study." Maldives National Journal of Research 10, no. 2 (2022): 7–29. http://dx.doi.org/10.62338/wfn0p667.

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Blended learning requires the detailed combination of both in-person and online learning activities. To achieve the best result of improved learning outcomes, the conversion of a face-to-face course for blended learning delivery should follow a systematic process of instructional designing. The process involves collaboration between instructional designers (IDs), who are well-trained in adult pedagogical methods, and faculty Subject Matter Experts (SMEs), who provide expertise on the content to be delivered through the blended course. As a review measure on the instructional design process at

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Munyi Monica Werimba. "Enhancing educational excellence: An analysis of teacher capacity building and its impact on instructional delivery in public secondary Schools in Kenya." World Journal of Advanced Research and Reviews 21, no. 3 (2024): 995–1002. http://dx.doi.org/10.30574/wjarr.2024.21.3.0268.

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This study investigates the relationship between teacher capacity building, instructional delivery, and effectiveness in public secondary schools. Utilizing the descriptive survey methodology, data were collected from 400 teachers in Embu and Tharaka-Nithi Counties, Kenya. A survey questionnaire was used for data collection, whereby the efficacy of instructional delivery was assessed through a Likert-scale survey consisting of 17 items. Demographic information highlighted the diverse composition of the teaching workforce, with varying age groups, educational qualifications, and work experience

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Ortiz, Jr., Oliver, Hermie Blancia, Mirasol Pamittan-Gabaran, Vincent Lee Corpin-Garcia, and John Michael Dela Cruz. "School Heads’ Instructional Leadership Styles and Administrative Challenges as Perceived by School Heads and Teachers in The Philippines." Pedagogy Review: An International Journal of Educational Theories, Approaches and Strategies 4, no. 2 (2025): 114–21. https://doi.org/10.62718/vmca.pr-ijetas.4.2.sc-0225-009.

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Instructional Leadership is one of the most critical fibers to weave with all other aspects of leadership and governance among public schools in the Philippines. This study described and examined the instructional leadership styles of school heads and the administrative challenges they encountered relative to the delivery of instruction among the selected secondary schools in the Philippines. It utilized descriptive-correlational design where 100 randomly selected school heads and 100 randomly selected teachers from selected public schools participated as respondents of the study. Survey-quest

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IK and Joseph Parker. "Students’ Perception on Web-Based Technology in Teaching Biology in College of Education." Science Education International 33, no. 2 (2022): 242–50. http://dx.doi.org/10.33828/sei.v33.i2.12.

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The perception of students in six (6) Southern Colleges of Education in Ghana on the use of web-based technology software for teaching and learning of biology was studied using 120 students. A questionnaire was used to collect data from the students on the perception they have about the use of web-based technology. The data from the questionnaire were analysed using descriptive statistics. The findings revealed that the use of web-based technology instructional approach during lessons delivery and accessing the internet to search for information during instructional hours provided opportunitie

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Guyosiddinovna, Radjabova Gulnoza. "Instructional Delivery And Assessment Strategies For Online Learning In Uzbekistan." American Journal of Social Science and Education Innovations 02, no. 12 (2020): 54–61. http://dx.doi.org/10.37547/tajssei/volume02issue12-11.

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This article focuses on the experience with the online learning of undergraduate students of Uzbek State World Languages University. The aim of the article is to reveal whether online eduaction has positive or negative impact on the achievements of undergraduate students; and what should be done to make it successful and engaging. Data were collected through the students’ achievents on the basis of two courses. Moreover, online surveys were done to investigate how the learners evaluate their experience regarding online learning. The results of the experiment have shown that the absense of real

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Apache, R. R. Goyakla. "Activity-Based Intervention in Motor Skill Development." Perceptual and Motor Skills 100, no. 3_suppl (2005): 1011–20. http://dx.doi.org/10.2466/pms.100.3c.1011-1020.

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This study assessed the effectiveness of an activity-based intervention program and a direct instruction program for preschool children with disabilities. Two groups of preschool students (average age = 4.1 yr.), classified as having developmental delays or at risk for such delays, were selected. They were provided 15 weeks of physical education through activity-based intervention and 15 weeks of physical education by direct instruction. Instruction was provided three times a week for 30-min. each session. In the fall semester the morning group received physical education through activity-base

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Viswanathan, Vimal Kumar, Nikhitha Reddy Nukala, and John Solomon. "Enhancing Students' Conceptual Understanding with Engineered Course Material Delivery." Journal of STEM Education: Innovations and Research 25, no. 2 (2024): 6–14. https://doi.org/10.63504/jstem.v25i2.2500.

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This paper describes the application of a new brain-based instructional approach called "Tailored Instructions and Engineered Delivery using Protocols" (TIED UP) in an engineering classroom. Although the use of brain-based approaches has been tested extensively in K-12 education, its application in STEM higher education has been scarce. This study aims to demonstrate its effectiveness in teaching complicated engineering concepts. TIED UP adopts the brain-based instructional methodology to create a set of easy-to-follow protocols that can be adopted by any STEM instructor. The results show a si

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Bello, Lukuman Kolapo, Amos Olugbenga Ojebisi, and Adetayo Adekunle Adebanjo. "The Impact of Perceived Relevance and Technology Anxiety on Readiness to Use Digital Storytelling." International Journal of Teacher Education and Professional Development 4, no. 2 (2021): 82–96. http://dx.doi.org/10.4018/ijtepd.2021070106.

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This study investigated the effect of pre-service teachers' perceived relevance and technology anxiety on their readiness to use digital storytelling for instructional delivery. The study adopted a mixed-method research design. Pre-service teachers were trained on the basic procedures in creating digital storytelling for classroom instruction. Quantitative data was analysed using inferential statistics and qualitative data was content analysed. The result indicated that there was a high level of readiness among pre-service teachers to use digital storytelling for classroom instruction. Pre-ser

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Oguguo, Basil, Roseline Ezechukwu, Fadip Nannim, and Kelechi Offor. "Analysis of teachers in the use of digital resources in online teaching and assessment in COVID times." Innoeduca. International Journal of Technology and Educational Innovation 9, no. 1 (2023): 81–96. http://dx.doi.org/10.24310/innoeduca.2023.v9i1.15419.

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The study considered the use of online learning applications for instructional delivery and assessment purposes in higher institutions of learning that stimulates a new atmosphere where lecturers could utilize these facilities to promote learning. The study also determined the gender difference between lecturers use of online learning applications for instructional delivery and classroom assessment in a post-covid context. The digital applications analyzed in this study include Google classroom, Email, Moodle, Canvas, Google, Microsoft Team, Zoom, Google Meet, Cisco Webinar, Facebook groups, O

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Bunga, Jaime B., Maria Luisa R. Olano, and Manuel R. Morga. "Differentiated Instruction in Multigrade Classrooms: Bridging Theory and Practice." International Journal of Educational Methodology 11, no. 3 (2025): 377–91. https://doi.org/10.12973/ijem.11.3.377.

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This qualitative study explored the implementation of Differentiated Instruction (DI) in Philippine multigrade classrooms with the aim of understanding teachers’ experiences, strategies, and challenges, as well as developing a performance appraisal tool. Guided by its specific objectives, the research examined how teachers plan, deliver, and manage differentiated lessons while addressing the diverse learning needs of students across multiple grade levels. Findings revealed that effective DI is rooted in intentional instructional planning, including learner profiling, curriculum mapping, and fl

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Isma’il, Akilu, and Mujidat Lukman Olatunbosun. "Impacts of Virtual and on-Site Mentoring on Instructional Delivery Effectiveness of Secondary School Biology Teachers in Ecology." Middle East Research Journal of Humanities and Social Sciences 4, no. 02 (2024): 42–51. http://dx.doi.org/10.36348/merjhss.2024.v04i02.003.

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The study aimed to assess the impact of virtual and on-site mentoring interventions on the instructional delivery effectiveness of secondary school biology teachers in teaching ecology. The study adapted a quasi-experimental design with structured observations, incorporating interventions within two designated groups, with non-random assignment of participants. Through purposive sampling, 40 early-career biology teachers were assigned to both the virtual and on-site mentoring groups. The study raised and addressed three research questions. The research instrument utilized for data collection w

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Elenwo, Pritta Menyechi, and Joyce Vadukweenem Oteyi. "Perceived Influence of Human Resource Management on Instructional Delivery in Primary Schools in Rivers State." European Journal of Arts, Humanities and Social Sciences 1, no. 1 (2024): 3–11. http://dx.doi.org/10.59324/ejahss.2024.1(1).01.

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This study investigated perceived influence of human resource management on instructional delivery in primary schools in Rivers State. The study used three research questions and three hypotheses. The study adopted a descriptive survey design. The total population was 988,508 (961 headteachers and 987,547 teachers) from all 961 primary schools in Rivers State. A sample size of 460 (60 headteachers and 400 teachers) was determined using multi-stage sampling technique. The instrument for the study was a self-structured questionnaire titled “Perceived Influence of Human Resource Management on Ins

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Elenwo, Pritta Menyechi, and Joyce Vadukweenem Oteyi. "Perceived Influence of Human Resource Management on Instructional Delivery in Primary Schools in Rivers State." European Journal of Arts, Humanities and Social Sciences 1, no. 1 (2024): 3–11. https://doi.org/10.59324/ejahss.2024.1(1).01.

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This study investigated perceived influence of human resource management on instructional delivery in primary schools in Rivers State. The study used three research questions and three hypotheses. The study adopted a descriptive survey design. The total population was 988,508 (961 headteachers and 987,547 teachers) from all 961 primary schools in Rivers State. A sample size of 460 (60 headteachers and 400 teachers) was determined using multi-stage sampling technique. The instrument for the study was a self-structured questionnaire titled “Perceived Influence of Human Resource Management

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Re'vell, Mike D. "Moving Toward Culturally Restorative Teaching Exchanges." International Journal of Smart Education and Urban Society 10, no. 2 (2019): 53–69. http://dx.doi.org/10.4018/ijseus.2019040104.

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The assumed achievement gap between students of color and their counterparts continues to be a source of public concern. Educators have reacted to this difference in achievement by allocating more and more instructional time to covering instructional content through direct instruction, remediation and memorization of lower order skills without regarding the contextual factors that influence instructional delivery. For more than three decades Geneva Gay has advocated for teachers to match instruction. However, despite best practices culturally responsive teaching still continues to be under-use

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Tsojon, Jifin Danbeki. "Design and Construction of Combined Drip and Sprinkler Irrigation Prototype for Instructional Delivery in Agricultural Education in College of Education, Zing, Taraba State, Nigeria." Global Journal of Agricultural Research 10, no. 5 (2022): 1–9. http://dx.doi.org/10.37745/gjar.2013/vol10n519.

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The purpose of the study was to design and construct a drip and sprinkler combined prototype irrigation for instructional delivery in College of Education, Zing, Taraba State, Nigeria. The need for a facility such as this cannot be over-emphasized as it will enhance academic achievement of students of agriculture. The design was based on combined drip and sprinkler irrigation methods for teaching and learning. The study presents a novel combined irrigation system that is suitable for instructional delivery in institutions of learning. The result shows that the discharge of individual emitters/

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Afo, Odey, Okanazo Okechukwu, Akubue Gladys, and Ediongsenyene Ekanem. "Efficacy in Utilization of Computer Artificial Intelligence in Instructional Delivery of Business Education Courses: Business Education Lecturers Perceptions." Teacher Education and Curriculum Studies 9, no. 3 (2024): 52–59. http://dx.doi.org/10.11648/j.tecs.20240903.11.

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The study titled &quot;efficacy in Utilization of computer artificial intelligence in instructional delivery of business education courses: business education lecturers perceptions&quot; aimed to investigate the perceptions of business education lecturers towards the utilization of artificial intelligence (AI) in instructional delivery of Business Education courses. The researches employ a mixed-methods approach, combining surveys and interviews to gather quantitative and qualitative data. A sample of business education lecturers from various institutions in Cross River State was used

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Odewumi, Michael Olubunmil. "Lecturers Awareness and Integration of Learning Space Technology for Instructions in Nigeria." Unnes Science Education Journal 9, no. 3 (2020): 120–27. http://dx.doi.org/10.15294/usej.v9i3.39023.

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Learning Space is imperative in content delivery in institutions of higher learning. However, despite its value and worth to instructional delivery, the awareness and integration to instruction in Nigeria University by the lecturers have not been significantly established. Therefore the objectives of this study were to examine the lecturersâ€™ awareness of learning space and investigate the lecturersâ€™ integration of learning space for instruction at the University of Ilorin, Nigeria. The study was of a descriptive nature and cross-sectional survey. 120 lecturers was sampled in the faculty of

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Plungis, Joan. "Book Review: Creative Instructional Design: Practical Applications for Librarians." Reference & User Services Quarterly 57, no. 3 (2018): 218. http://dx.doi.org/10.5860/rusq.57.3.6612.

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The title of this book might lead readers to expect a manual filled with examples of jazzy learning objects; however, the content goes far beyond that, broadly defining instructional design as “intentional, sound instructional or programmatic creation, delivery, and assessment that takes into account the audience, course, or program context, and shared learning goals” (p. ix). Why does instructional design in this larger sense matter for librarians? The way that libraries define themselves has shifted from materials to services, so the quality and relevance of instruction classes, online conte

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Walker, Virginia L., Karen H. Douglas, and Chelsea Brewer. "Teacher-Delivered Training to Promote Paraprofessional Implementation of Systematic Instruction." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 43, no. 3 (2019): 257–74. http://dx.doi.org/10.1177/0888406419869029.

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As paraprofessionals gain more instructional responsibilities for individual students, feasible training strategies must be established to promote effective delivery of instruction. This train-the-trainer study was designed to teach paraprofessionals how to implement an evidence-based instructional practice under the direction of the classroom teacher. After receiving training from a university researcher, a special education teacher trained three paraprofessionals to implement constant time delay while teaching three students with multiple disabilities. The paraprofessional training consisted

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Boor, C. H., A. K. Tukur, and A. A. Yunusa. "INTEGRATION OF INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) IN INSTRUCTIONAL DELIVERY AMONG LECTURERS OF PART-TIME POSTGRADUATE PROGRAMMES IN THE DEPARTMENT OF LIBRARY AND INFORMATION SCIENCE, AHMADU BELLO UNIVERSITY, ZARIA." Sokoto Educational Review 15, no. 2 (2014): 10–20. http://dx.doi.org/10.35386/ser.v15i2.164.

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The advancement which ICT resources offer in university education can be evidenced through instructional delivery. Productive instructional delivery enhances learner’s creativity and intellectual development through the use of ICT resources. The level of utilization of ICT in the field of information management education is still low; recent studies have shown that many lecturers hardly comprehend the benefits of ICT in the teaching of information professionals. This study examined the state of ICT integration in instructional delivery of the part-time postgraduate program in the Department of

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Elenwo, Pritta Menyechi, and Cordelia Dike. "Selected Co-Teaching Models and Effective Instructional Delivery Among Educational Management Teaching Staff in Public Universities in Rivers State." European Journal of Contemporary Education and E-Learning 1, no. 2 (2023): 3–10. https://doi.org/10.59324/ejceel.2023.1(2).01.

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The study investigated selected co-teaching models and effective instructional delivery among educational management teaching staff in public universities in Rivers State. This study used correlational research survey design and comprised two specific objectives, two research questions and two hypotheses. The population of the study was 104 Educational Management teaching staff in all public universities in Rivers State. A sample size of 104 was derived from the population using census sampling technique. The data collecting instruments were two self-structured questionnaires titled Co-Teachin

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Jessahmae, O. San Roque, and M. Valle Azel. "School Heads' Instructional Supervision: Its Impact to Teachers' Self-Efficacy." INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND ANALYSIS 08, no. 04 (2025): 1612–21. https://doi.org/10.5281/zenodo.15173491.

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Building and maintaining a positive work environment requires careful attention to various aspects. This study investigated the impact of school heads' instructional supervision, focusing on delivery mode, teachers' activity monitoring, and assessment, on teachers' self-efficacy in both professional and social aspects. Using a correlational and causal design, the study analyzed responses from 146 teachers across four elementary schools in Cagayan de Oro. Descriptive statistics and Pearson’s Product Moment Correlation, along with Multiple Linear Regression analysis assessed the relationsh

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Behehsti, Mobina, Ata Taspolat, Ã–mer Sami Kaya, and Hamza Fatih Sapanca. "Characteristics of instructional videos." World Journal on Educational Technology: Current Issues 10, no. 1 (2018): 61. http://dx.doi.org/10.18844/wjet.v10i1.3186.

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Nowadays, video plays a significant role in education in terms of its integration into traditional classes, the principal delivery system of information in classes particularly in online courses as well as serving as a foundation of many blended classes. Hence, education is adopting a modern approach of instruction with the target of moving away from traditional instructional approach as Video Based Learning (VBL). VBL is a powerful approach used in education in order to enhance learning results as well as learnersâ€™ satisfaction. The aim of this study is to explain advantages, disadvantages

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Ugwuanyi, Christian Sunday, and Chinedu I. O. Okeke. "Enhancing University Students’ Achievement in Physics using Computer-Assisted Instruction." International Journal of Higher Education 9, no. 5 (2020): 115. http://dx.doi.org/10.5430/ijhe.v9n5p115.

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Twenty-first century classrooms have come with a lot of changes in instructional delivery at various levels of education. However, most lecturers in Nigerian universities still adopt the traditional method of instruction not minding the demands of the twenty-first century classrooms. As a result of this, there is a dearth of empirical evidence on the impact of computer-assisted instruction on the students’ achievement in physics. This study, therefore, sought the efficacy of computer-assisted instruction (CAI) on students’ achievement in physics. A randomized controlled trial experimental desi

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Mohammad, Nagham M., Mihai Nica, Daniel Kraus, Kimberly M. Levere, and Rachel Okner. "Student experience using synchronous and asynchronous instruction in mathematics classes." Pedagogical Research 9, no. 2 (2024): em0194. http://dx.doi.org/10.29333/pr/14244.

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This paper aims to study the effects that asynchronous and synchronous instructional methods have on student perceptions and attitudes towards online education. We analyze both qualitative and quantitative survey responses from 496 students in three large (greater than 200 enrolled students) first-year calculus classes at the University of Guelph. The survey results show significant differences among the three online instructional formats in students’ attitudes toward asking questions, the similarity of each instructional modality to face-to-face delivery, technology issues encountered, studen

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K. Kourouma, Mathieu, Ratana Warren, Lynette Jackson, Deidra S. Atkins-Ball, and Raven Dora. "Multimodal Course Design and Implementation using LEML and LMS for Instructional Alignment." International Journal of Managing Information Technology 14, no. 3 (2022): 1–21. http://dx.doi.org/10.5121/ijmit.2022.14301.

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Traditionally, teaching has been centered around classroom delivery. However, the onslaught of the COVID-19 pandemic has cultivated usage of technology, teaching, and learning methodologies for course delivery. We investigate and describe different modes of course delivery that maintain the integrity of teaching and learning. This paper answers to the research questions: 1) What course delivery method our academic institutions use and why? 2) How can instructors validate the guidelines of the institutions? 3) How courses should be taught to provide student learning outcomes? Using the Learning

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Dhindsa, Hartrisha, and Jerry Rudmann. "Honor Students Serve as Peer-Teachers to Implement the Introductory Psychology Initiative." Psi Beta Research Journal - Brief Reports 3, no. 1 (2023): 68–75. http://dx.doi.org/10.54581/prnm1641.

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Our department has developed a unique way to support APA’s Introductory Psychology Initiative (IPI) (Rudmann et al., 2022). Advanced students, all Psi Beta honor students, train and deliver supplemental instruction to introductory psychology students. Supplemental instruction includes lessons covering evidence-based study skills and applications of basic scientific concepts to topics of interest to students. The scientific concepts align with material presented in most introductory psychology courses (Becker-Blease et al., 2021; Stevens et al., 2016). Several forms of instructional delivery ar

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Sudaria, Ronel, and James L. Paglinawan. "Instructional Delivery, E-Literacy, and Total Quality Management on Entrepreneurial Competence of Faculty in State Colleges and Universities." International Journal on Integrated Education 8, no. 4 (2025): 189–99. https://doi.org/10.31149/ijie.v8i4.5398.

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Abstract: The purpose of this study was to determine the entrepreneurial competence of faculty considering their instructional delivery, e-literacy and total quality management in state colleges and universities in Northern Mindanao, Philippines. The study employed descriptive correlational design with 439 participants. The study revealed that faculty are proficient in instructional delivery in terms of teaching strategy, mastery of the subject matter, classroom management and instructional assessment. Moreover, faculty are literate in e-literacy as measured through technical, pedagogical, eth

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Ubong, Samuel Anietie, Nseabasi Peter Essien, and Emmanuel Philip Ododo. "DEVELOPMENT AND UTILIZATION OF DIGITAL BOARD FOR INSTRUCTIONAL DELIVERY IN PUBLIC TECHNICAL COLLEGES IN AKWA IBOM STATE." American Journal of Engineering and Technology 6, no. 9 (2024): 116–43. http://dx.doi.org/10.37547/tajet/volume06issue09-14.

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The study was on development and utilization of ‘ESUB’ digital board for instructional delivery in public technical colleges in Akwa Ibom state. The purpose of this study was to develop and utilize ESUB digital board for instructional delivery in Technical Colleges in Akwa Ibom State. This study was carried out in Technical schools in Akwa Ibom state.the study was guided by three specific purpose of the study. Two designs were adopted in the study, Iterative design and descriptive survey design. The population of the study consisted of 1690 teachers and students from the nine public Technical

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