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Yoshida, Hiroki. "Perceived Usefulness of “Flipped Learning” on Instructional Design for Elementary and Secondary Education: With Focus on Pre-service Teacher Education." International Journal of Information and Education Technology 6, no. 6 (2016): 430–34. http://dx.doi.org/10.7763/ijiet.2016.v6.727.
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Weiss, Margaret P., Anya S. Evmenova, Michael J. Kennedy, and Jodi M. Duke. "Creating Content Acquisition Podcasts (CAPs) for Vocabulary." Journal of Special Education Technology 31, no. 4 (October 24, 2016): 228–35. http://dx.doi.org/10.1177/0162643416673916.
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Mastering content vocabulary is critical to the success of students with high-incidence disabilities in the general education curriculum. General education classrooms often do not offer the opportunities necessary for these students to master important vocabulary. Teachers often look to technology to help. Several studies have indicated that content acquisition podcasts (CAPs) may have an impact on the vocabulary learning of secondary students with high-incidence disabilities. In this study, 37 in-service teachers enrolled in a master’s program in special education were taught to create CAPs for vocabulary terms in a course focused on methods for secondary-level instruction. Teacher-created podcasts were assessed on the presence of Mayer’s instructional design principles as well as evidence-based practices for vocabulary instruction. Although teachers were able to include many instructional design principles related to technology in their CAPs, their use of instructional principles and evidence-based practices was inconsistent. Implications are discussed.
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Boudah, Daniel J., Jean B. Schumacher, and Donald D. Deshler. "Collaborative Instruction: Is it an Effective Option for Inclusion in Secondary Classrooms?" Learning Disability Quarterly 20, no. 4 (November 1997): 293–316. http://dx.doi.org/10.2307/1511227.
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Through the use of a four-part experimental design, this study examined the effects of a collaborative instructional model in inclusive secondary classes in which students with mild disabilities and low-achieving students were enrolled. Measures included the instructional actions of teachers, teacher satisfaction with the instructional model, student engagement, student use of four strategic skills, and student performance on content tests. After receiving training in the model, teachers' mediation of student learning and their involvement in instructional roles increased over baseline levels. Teachers were satisfied with the model as well. Mixed results on the student measures suggest that prevailing assumptions about the effectiveness of collaborative instruction in inclusive secondary classes need to be reexamined. Study findings have implications for educational policy, teacher training, and classroom practice.
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Könings, Karen D., Saskia Brand-Gruwel, and Jeroen J. G. van Merriënboer. "An approach to participatory instructional design in secondary education: an exploratory study." Educational Research 52, no. 1 (February 2010): 45–59. http://dx.doi.org/10.1080/00131881003588204.
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Mwanza, Rose, and Lucia Musyoka. "Principals’ Instructional Supervision Practices: Key to Kiswahili Academic Performance." European Scientific Journal, ESJ 14, no. 28 (October 31, 2018): 128. http://dx.doi.org/10.19044/esj.2018.v14n28p128.
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This study evaluated the principals’ instructional supervision practices as key to Kiswahili academic performance in public day secondary schools in Nairobi County, Kenya. Secondary school principals’ instructional practices are paramount in enhancing academic performance among secondary school students. Quality and relevant instruction ensures excellent academic Kiswahili achievement of students. Through instructional supervision offered by the principals, teachers are stimulated, supported and motivated to instruct the students well. For instructional supervision to fully benefit schools, both the principals and the teachers need to play a meaningful and effective role. The improvement of school through instructional supervision has been a concern for education stakeholders in Kenya during colonial and after colonial periods. As a result, Education Commissions which were formed to evaluate the education system in Kenya addressed the status of Kiswahili. The education Commissions included Phelps Commission of 1924 which recommended the use of vernacular and Kiswahili for teaching practical subjects, and Presidential Working Party for the Establishment of Second University of 1981 which called for teaching of Kiswahili as a compulsory and examinable subject in both primary and secondary schools. The current study targeted 26 public day secondary schools, 26 principals, 26 heads of department of Kiswahili and 2664 students. Both probability and nonprobability sampling techniques were used in the study. The objectives of the study included: What instructional materials are used by Kiswahili teachers to ascertain performance in Kiswahili; what measures are put in place by secondary school principal to realize performance in Kiswahili; what are the strategies directed towards enhancing Kiswahili teachers’ skills in public day secondary schools in Nairobi County. Descriptive research design was adopted for the study. Data analysis techniques included stratified random sampling, proportional allocation, simple random sampling design and purposive sampling designs. Instruments for data collection included two sets of questionnaires and interview guide. Statistical Package for Social Sciences (SPSS) was used to calculate frequencies and percentages. The key findings of the study were that lack of the instructional materials may have contributed to poor performance in Kiswahili; school principals executed their duties properly as concerns Kiswahili teachers’ lesson attendance and that lack of concern of principals in what students learn in school may have led to poor performance in Kiswahili.
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ZEKIROS, BIZU KINFE. "THE INSTRUCTIONAL PRACTICES OF SECONDARY SCHOOL TEACHERS IN ETHIOPIA: HULET EJU ENESIE WOREDA." International Journal of Research -GRANTHAALAYAH 8, no. 11 (November 25, 2020): 53–62. http://dx.doi.org/10.29121/granthaalayah.v8.i11.2020.1682.
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This study was examined secondary school teachers’ instructional practices by using First Principle of Instruction model as guiding principle. Both qualitative and quantitative methods were employed. The total populations of the study were 52. From these 40 Biology teachers, 4 directors, 4 supervisors and 4 department heads were selected through comprehensive sampling technique. Data were obtained through questionnaire, interview, classroom observation and document analysis. Various statistical tools such as mean, frequency and percentage were applied to analyze the data. The finding indicated that secondary school Biology teachers design their lessons by using First Principle of Instruction Model and they practiced it partially. And biology teacher’s instructional practices are aligned partially with First Principle of Instructional Model. Some factors that affect the design and implementation of the lessons based on the First Principle of Instruction model were identified: teachers’ related problems, students related problems, time constraints, policy issues, and resources. Based on the finding, it is recommended that woreda education office and general secondary schools should have to prepare short- and long-term training, seminars and workshop for teachers. Secondary school directors and supervisors should help teachers to have personal, professional knowledge and pedagogical skill. They should also support them by creating good educational environment.
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Brooks, Maneka Deanna, and Katherine K. Frankel. "Oral reading: practices and purposes in secondary classrooms." English Teaching: Practice & Critique 17, no. 4 (November 12, 2018): 328–41. http://dx.doi.org/10.1108/etpc-01-2018-0010.
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Purpose This paper aims to investigate teacher-initiated whole-group oral reading practices in two ninth-grade reading intervention classrooms and how teachers understood the purposes of those practices. Design/methodology/approach In this qualitative cross-case analysis, a literacy-as-social-practice perspective is used to collaboratively analyze ethnographic data (fieldnotes, audio recordings, interviews, artifacts) across two classrooms. Findings Oral reading was a routine instructional reading event in both classrooms. However, the literacy practices that characterized oral reading and teachers’ purposes for using oral reading varied depending on teachers’ pedagogical philosophies, instructional goals and contextual constraints. During oral reading, students’ opportunities to engage in independent meaning making with texts were either absent or secondary to other purposes or goals. Practical implications Findings emphasize the significance of understanding both how and why oral reading happens in secondary classrooms. Specifically, they point to the importance of collaborating with teachers to (a) examine their own ideas about the power of oral reading and the institutional factors that shape their existing oral reading practices; (b) investigate the intended and actual outcomes of oral reading for their students and (c) develop other instructional approaches to support students to individually and collaboratively make meaning from texts. Originality/value This study falls at the intersection of three under-researched areas of study: the nature of everyday instruction in secondary literacy intervention settings, the persistence of oral reading in secondary school and teachers’ purposes for using oral reading in their instruction. Consequently, it contributes new knowledge that can support educators in creating more equitable instructional environments.
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Huong, Vu Thi Mai. "Factors Affecting Instructional Leadership in Secondary Schools to Meet Vietnam’s General Education Innovation." International Education Studies 13, no. 2 (January 29, 2020): 48. http://dx.doi.org/10.5539/ies.v13n2p48.
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Currently, there is a huge demand for secondary school education worldwide especially in the developing countries such as Vietnam. School leadership is occupying a central position in educational reform. In order to meet this for the secondary school education, the Vietnamese government tries to develop effective school leadership in its education policy agenda. The aim of this study is to investigate the influence of factors on instructional leadership of principals in lower secondary education. The study was completed with 97 secondary public schools teachers and principals in the North of Vietnam. A quantitative research design was used to conduct this study. The data was analyzed through factors such as internal and external from the role of principal in instructional leadership. Research findings underline that instructional leadership is had directly by external such as “The degree of autonomy of the school for instructional activities”, “Awareness of the managers and teachers about leading teaching activities” and “education innovation” more internal such as “System of guiding documents of management levels on teaching activities”; “Conditions of facilities and finance for school teaching activities” and “Principal’s training level” Principals should recognize the change of the context and enhance the improvement of teachers’ shared responsibility and partnership in school decision making. Therefore, the Vietnamese government should make sure to have many positive issues that may have effective instructional leadership capacity in order to improve the culture of teaching and learning in Vietnames secondary schools.
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DiCerbo, Patricia Anne. "Access and Engagement: Program Design and Instructional Approaches for Immigrant Students in Secondary School." NASSP Bulletin 84, no. 619 (November 2000): 101–3. http://dx.doi.org/10.1177/019263650008461911.
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Et al., Chanasith Sithsungnoen. "The Development of GPAS 5 Steps Teaching Model for Enhancing Learning Skills in Thailand 4.0 Era." Psychology and Education Journal 58, no. 1 (January 29, 2021): 1340–47. http://dx.doi.org/10.17762/pae.v58i1.906.
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The purposes of this research were 1) to develop GPAS 5Steps Teaching Model for enhancing learning skills in Thailand 4.0 era, 2) to evaluate the effectiveness ofconducted model in aspects of 2.1) instructors: 2.1.1) knowledge and understanding about ofinstruction, 2.1.2) instructional design ability, 2.1.3) instructional ability, 2.1.4) instructional innovation, and 2.1.5) instructors’ opinion towards the model, 2.2) students: 2.2.1) higher order thinking, 2.2.2) innovative skills, 2.2.3) innovative construction skills, 2.2.4) morality and ethics, and 2.2.5) opinion towards instruction, and 3) to disseminate using theconducted model, to childhood, secondary and elementary education. The subjects consisted of school administrators, instructors, and students of Satit Vajiralongkorn Rajabhat University School in the academic year 2018. The instruments used included 1) GPAS 5Steps Teaching Model, 2) test, 3) instructors and learners’ ability evaluation, 4) observation form, and 5) opinion evaluation. The statistical analysis utilized mean, percentage, standard deviation, and content analysis.
The results were as follows: 1) GPAS 5Steps Teaching Model included principle, objectives, instructions, assessment and evaluation, and success factors. 2) The effectiveness of the conducted model was indicated by:2.1) instructors 2.1.1) instructors’ knowledge at the highest level, 2.1.2) design ability was at a high level, 2.1.3) teaching abilities were at the highest levels, 2.1.4) innovative abilities were at the highest levels, 2.1.5) instructors’ opinions toward the conducted model benefited both instructors and students, 2.2) students 2.2.1) students’ higher order thinking were at a high level, 2.2.2) innovative skills were at high level, 2.2.3) innovative construction skills were at a high level, 2.2.4) morality and ethics were at high levels, and 2.2.5) opinion toward instructions were at a high level. 3) In conclusion, the disseminatedresults provided benefit to instructors as pedagogues and the overall student learning experience.
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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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Tay, Ai Jing, and Salmiza Saleh. "Science Teachers’ Instructional Practices in Malaysian and German Secondary Schools." Journal of Education and Learning 8, no. 4 (July 12, 2019): 124. http://dx.doi.org/10.5539/jel.v8n4p124.
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Advancement of science and technology in many areas has made progress on human lives more developed than the ancient time. A strong science education would be able to equip our younger generation with the skills needed to ensure them for securing a better job in future. Thus, this study is to compare the science teachers’ instructional practices in Malaysian and German secondary schools. A total of sixteen science teachers were involved where eight of them were from the German secondary schools and another eight of them were from Malaysian secondary schools. This study was done by conducting classroom observations and semi-structure interviews. The data collected were then analyzed qualitatively based on Dancy and Hendersons’ framework of instructional practices. In conclusion, Malaysian and German science teachers have similar source of knowledge, definition of students’ success, learning modes, type of motivation and problem-solving skills where they show differences in the interactivity of the classroom, instructional decisions, assessment, content and instructional design. There are also ten good instructional practices found in this study which can be adapted in both nations to improve their science education.
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Sari, Suci Noer Wulan, and Niken Anastasia Kusuma Wardani. "An Analysis of Indonesia’s 2013 EFL Curriculum and Turkey’s National English Language Curriculum for Secondary Schools." IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) 3, no. 1 (August 2, 2018): 23. http://dx.doi.org/10.21093/ijeltal.v3i1.113.
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Indonesia and Turkey have experienced educational reforms for decades, for instance in constructing EFL curriculum. Educational reforms could be done to address a certain problem encountered by a nation and to better the quality of education. Therefore, there emerged a need to analyse the EFL curricula designed for secondary schools in both countries to identify the commonalities and differences considered for a better improvement in education quality. Thus, the present study was aimed at analysing Indonesia’s 2013 EFL Curriculum and Turkey’s National English language Curriculum for secondary schools: the rationale, aims and organization (instructional design, instructional materials, and assessment). The study employed a qualitative descriptive design using document analysis to analyse some curricula documents. The findings revealed the commonalities lie in learner-centeredness view and the main goal of EFL curriculum. However, the differences lie in the instructional design, materials, and assessment. Given that Indonesia may adopt technology-enhanced assessment for a better assessment. It is suggested for further studies to employ interviews and surveys with teachers and students to gain more data.
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Glebova, Galina. "Succession of pre-school, primary and secondary general education: problems and experience of instructional design." Lifelong education: the XXI century 15, no. 3 (September 2016): 44–56. http://dx.doi.org/10.15393/j5.art.2016.3204.
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정한호. "Exploring the Design Characteristics of Secondary Pre-Service Teachers Derived from Instructional Design Education in Teacher Training Institutions." Korean Journal of Educational Methodology Studies 29, no. 2 (May 2017): 285–312. http://dx.doi.org/10.17927/tkjems.2017.29.2.285.
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Satsangi, Rajiv, Rachel Hammer, and Christina D. Hogan. "Studying Virtual Manipulatives Paired With Explicit Instruction to Teach Algebraic Equations to Students With Learning Disabilities." Learning Disability Quarterly 41, no. 4 (May 2, 2018): 227–42. http://dx.doi.org/10.1177/0731948718769248.
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Over the last two decades, the significance of academic achievement for students with disabilities in K–12 education has increased. To meet the needs of this population, educators turned to innovative strategies and technologies for instructional support in the classroom. For students with a learning disability, the need for such solutions is vital to address many of the academic struggles they face in the area of mathematics education. One evidence-based strategy shown to support instruction for students with a learning disability is the use of manipulatives. Although concrete manipulatives were extensively studied for this population, the virtual form of this technology lacks comparable research. Using a multiple probe design across three secondary students with a learning disability in mathematics, this study assessed the benefits of an instructional strategy using a virtual manipulative balance paired with explicit instruction to teach multistep linear equations. Results showed increased percent accuracy and independence scores for all three students across an intervention and maintenance phase. These findings and their broader implications for the field of mathematics education are discussed.
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Ugwonna, Grace Ogechukwu, Samuel Agozie Ezeudu, Okechukwu Onyinye Nwaubani, Patricia Nwamaka Aroh, Luke Chizoba Ezema, Samuel Okechukwu Ome, Anthonia N. Utoh-Ofong, et al. "Enhancing Voter Education Knowledge of Adolescents Through Social Interaction Instructional Models." Global Journal of Health Science 12, no. 5 (May 8, 2020): 139. http://dx.doi.org/10.5539/gjhs.v12n5p139.
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The study determined the effects of group investigation and jurisprudential inquiry of social interaction instructional models on adolescents’ knowledge of voter education related contents in senior secondary school Government curriculum. The ultimate aim was to curb voter apathy among young citizens. The design was Quasi-experimental non-equivalent pre-test, post-test control group design. The sample for the study consisted of 165 SS II students drawn from public secondary schools in Nsukka Local Government Area of Enugu state Nigeria. Using a multi-stage sampling technique, the intact classes from the schools were assigned to the two experimental groups. Data collected using Multiple Choice Government Achievement Test (MCGAT) were analyzed employing mean and standard deviation for the research questions and ANCOVA for testing the hypothesis at P < 0.05 level of significance. The findings showed that group investigation and jurisprudential inquiry models enhanced students’ acquisition of knowledge in voter education related contents; although group investigation seemed more efficacious. There was also a statistical difference in the mean achievement scores of students with group investigation performing significantly better. These findings were exhaustively discussed with the far-reaching recommendations on how to improve voter education knowledge and potentials of young ones as future adult citizens.
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Haruna, Hussein, Asad Abbas, Zamzami Zainuddin, Xiao Hu, Robin R. Mellecker, and Samira Hosseini. "Enhancing instructional outcomes with a serious gamified system: a qualitative investigation of student perceptions." Information and Learning Sciences 12, no. 5/6 (April 2, 2021): 383–408. http://dx.doi.org/10.1108/ils-05-2020-0162.
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Purpose This paper aims to evaluate the students’ perception of their learning experiences concerning serious gaming and gamification instructions and determines whether they were motivated enough and engaged during the educative process in a resource-poor context. Moreover, the study evaluated the impact of interactive instructional environment outcomes in terms of students’ perceptions of the learning catalysed by gamified systems, particularly in enhancing attitude change coupled with knowledge acquisition. Design/methodology/approach This study used a qualitative research design technique to collect the data. A total of 108 first year secondary school students participated in a sexual health literacy course that lasted for a five-week learning period. Using a cluster-sampling technique, three classes were randomly assigned to serious gaming, gamification and teacher-centred instructions. Individual face-to-face interviews were used to assess students’ perceives required satisfaction with three instructions. Data were audio-recorded, and coding analysis was used using NVivo software facilitated qualitative data analysis. Findings The results show that serious gaming and gamification instructions trumped the traditional teacher-centred instruction method. While intervention students were all positive about the serious gaming and gamification instructions, non-intervention students were negative about conservative teacher-centered learning whose limited interactivity also undermined learning relative to the two innovative interventions. Research limitations/implications As a justification to limit face-to-face classes, this study may be useful during an emergency phenomenon, including the current situation of amid COVID-19. The implementation of serious gaming and gamification as remotely instructional options could be among the measures to protect educational communities through reducing close-proximity, and eventually, control contamination and the spread of viruses. Originality/value The application of serious gaming and game elements should not be conceptualised as universal but context-specific. This study shows that particularism is essential to optimise the results in terms of coming up with a specific design based on the scope of evaluation for positive results and develop an intervention that will work, especially in the resource-poor context of the developing world.
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Perlman, Dana. "Assisting Preservice Teachers Toward More Motivationally Supportive Instruction." Journal of Teaching in Physical Education 34, no. 1 (January 2015): 119–30. http://dx.doi.org/10.1123/jtpe.2013-0208.
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The purpose of this study was to examine the influence of an intervention grounded in Self-Determination Theory on preservice teachers’ instructional behaviors and the motivational responses of their students. A total of 62 preservice physical education teachers enrolled in a secondary physical education content and methods course were randomly assigned to either a treatment (n = 31) or a control group (n = 31). The study employed a pretest/posttest design and data were collected through: (a) observation of preservice teachers’ instruction, (b) a survey measuring preservice teachers’ perceptions of their autonomy support, and (c) a survey measuring secondary students’ motivation. Data analysis used repeated-measures ANOVAs to examine differences between the groups. Results indicated significant changes in autonomy-support for both teachers and students exposed to the intervention.
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Billingsley, Glenna M., Cathy N. Thomas, and Jo A. Webber. "Effects of Student Choice of Instructional Method on the Learning Outcomes of Students With Comorbid Learning and Emotional/Behavioral Disabilities." Learning Disability Quarterly 41, no. 4 (April 18, 2018): 213–26. http://dx.doi.org/10.1177/0731948718768512.
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The purpose of this exploratory study was to determine whether learning preferences of secondary students identified with concomitant learning disabilities (LD) and emotional disturbance (ED) align with the instructional method with which they best learned mathematics. Responses to a preference survey given before and after instruction were compared with learning outcomes in a single-subject, alternating treatments research design investigating the effects of direct teach, computer-assisted instruction (CAI), and a combination of both methods. Results showed that most students were able to predict, by choice or stated preference, conditions under which they will learn best and, in hindsight, indicate the condition that provided the best learning outcome. This small study contributes to the literature on secondary mathematics learning for students with LD, and makes unique contributions regarding (a) the learning of students with comorbid LD and ED and (b) implementation of instruction that combines direct teach with CAI.
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Gómez Parra, María Elena, and Barbara Muszynska. "Protocol for the design of quality bilingual education materials." Futhark. Revista de Investigación y Cultura, no. 14 (2019): 59–76. http://dx.doi.org/10.12795/futhark.2019.i14.04.
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The objective of this study was to bring bilingual materials design into a research-oriented framework by using an innovative materials design protocol, to make claims about the effectiveness of the protocol itself as well as the quality of the materials based on the evidence collected after the study. This pilot study with a group of lower-secondary bilingual content teachers was conducted in Poland. The findings of our study showed the adequacy of the use of the materials design protocol. However, the prepared lesson materials seem to serve an informative and instructional purpose rather than experiential and exploratory, which would be more desired in the context of independent learning and bilingual education, hence, the need for the adaptation of the protocol with a greater focus on differentiation in bilingual education.
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Obiyo, Ngozi. "Underutilization of instructional materials for teaching and learning of Chemistry in Nigerian secondary schools: Ohafia Education Zone, Abia State’s Example." African Journal of Teacher Education 8 (November 27, 2019): 261–80. http://dx.doi.org/10.21083/ajote.v8i0.5047.
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This study investigated the factors associated with underutilization of instructional materials for teaching and learning of Chemistry in Nigeria. A survey research design was adopted for the study. The study population comprised 86 Chemistry teachers and 1,180 Senior Secondary 2 (SS2) Chemistry students including those with special needs in the 86 public secondary schools in Ohafia Education Zone, Abia State in southeast geopolitical zone of Nigeria. The sample size was 456 respondents of 57 Chemistry teachers and 399 SS 2 Chemistry students selected through multi-stage sampling procedure. The data collection was by questionnaire and Cronbach Alpha was applied in computing the reliability estimate of 0.97. The findings indicated that the inability of teachers to improvise and their lack of manipulative skills, among others, are factors militating against the utilization of instructional materials. The researchers recommended the necessity for adequate provision of instructional materials in the schools and for teachers to ensure that these materials are effectively utilized. Students with special needs should be catered for based on their individualized education program as stipulated by the National Policy on Education in inclusive settings.
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Hewlett-Gómez, Michele R., and Adela Solís. "Dual Language Instructional Design for Educating Recent Immigrant Secondary Students on the Texas-Mexico Border." Bilingual Research Journal 19, no. 3-4 (July 1995): 429–52. http://dx.doi.org/10.1080/15235882.1995.10162683.
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Ebeniza, Ajuzie Ndubuisi, and Merry N. Ukegbu. "Web-Based Tools and Instructional Delivery in Selected Secondary Schools in Owerri Education Zone 1, IMO State." International Letters of Social and Humanistic Sciences 55 (July 2015): 1–6. http://dx.doi.org/10.18052/www.scipress.com/ilshs.55.1.
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The study was carried out to determine Web-based tools for instructional delivery in selected secondary schools in Owerri education zone 1 of Imo State. Three research questions were posed that guided the study. The study adopted expost facto design. The study comprised of 250 teachers selected from 65 secondary schools in Owerri education zone I, of Imo state. The researchers developed instrument named “Web-Based Tools for Instructional Delivery Questionnaire (WDTIDQ)” to gather information for the study. The result revealed that teacher’s awareness on facebook and e-mail is high; also teacher’s usage of facebook and e-mail in teaching and learning in the selected secondary school is high. Furthermore, there exist challenges to the use of web-based tools for instructional delivery in the selected secondary schools in Owerri educational zone 1 of Imo State, such as, lack of power supply, lack of awareness, lack of basic computing skills on the part of the teachers, lack of Internet connectivity in most of the secondary schools investigated and high cost of information and communication technology (ICT) facilities in these selected schools etc. Following from the findings of the study, it was recommended among others that Web-based tools should be provided for teachers use in teaching and learning process. Also, effective and accessible electricity services should be in place in schools for ICT to thrive. It is believed that if these measures are put in place teaching and learning in the secondary schools will be at a par with the developed countries of the world.
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Ahmed Qasem, Arwa, and G. Viswanathappa. "The teachers’ perception towards ICT integration: Professional development through Blended learning." Journal of Information Technology Education: Research 15 (2016): 561–75. http://dx.doi.org/10.28945/3562.
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Integrating Information and Communication Technology (ICT) into teaching and learning is a growing area that has attracted many educators’ attention in recent years. Teachers need to be involved in collaborative projects and development of intervention change strategies, which include teaching partnerships with ICT as a tool. Teacher perceptions are a major predictor of the use of new technologies in instructional settings. Early studies have indicated that blended learning can be as successful as either online or face-to-face instruction, particularly in teacher preparation programs. Blended learning can lead to improved training, increased access and flexibility, and better cost-effectiveness. The objective of this paper is to analyse in-service science teacher perceptions towards integrating ICT in instructional design by training them using the blended learning approach. The present study is quasi-experimental in nature wherein a pre-test/post-test design was employed. The study was conducted on a sample of 60 science teachers of secondary schools in Yemen. A questionnaire was used to determine the in-service teacher perceptions towards integrating ICT in instructional design, which included 25 items. To analyse and interpret the data, t-test and ANCOVA statistical techniques were used. The findings show that there was a significant difference in teacher perceptions towards integrating ICT, especially in the group who were trained through the blended learning approach. The recommendations are, given that teachers are ready to use ICT, that Yemeni authorities in charge of education integrate ICT into programmes for in-service teachers.
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Putney, Dawn, Robert C. Morris, and Peter R. Sargent. "Developing Green Curriculum towards Sustainable Education." International Journal of Technology and Educational Marketing 6, no. 1 (January 2016): 34–51. http://dx.doi.org/10.4018/ijtem.2016010103.
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This article looks at a variety of topics affecting the development of a “Green School Curriculum” from kindergarten through high school. It places emphasis on teacher planning, involvement, and commitment, as well as offering a number of lessons and learning insights that support an “inquiry-based” curricular design. From elementary to middle to secondary classrooms this can help teachers explore instructional possibilities with numerous on-line sites to visit and probe in detail. A final emphasis is placed on the importance, utilization and incorporation of technology into today's schools highlighted through numerous resources and professional development.
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Claudian, Aloysius, and Ailwei Solomon. "Incorporating a Cooperative Teaching and Learning Approach in Life Orientation Lesson Planning." International Journal of Educational Methodology 7, no. 3 (August 15, 2021): 373–86. http://dx.doi.org/10.12973/ijem.7.3.373.
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<p style="text-align: justify;">In the field of education, globally, teachers are recognised as important contributors in shaping learners’ interaction in a cooperative learning environment through effective lesson planning. There is a plethora of research conducted internally on lesson planning, as a critical instructional competency for good teaching and as a purposeful activity that precedes the delivery of instruction. This study aimed to explore Life Orientation teachers’ lesson planning incorporating a cooperative teaching and learning approach in secondary schools in De Aar, South Africa. The researchers adopted a mixed-methods phenomenological research design. Seven Grade 10 Life Orientation teachers were purposely selected to collect semi-structured interviews data, non-participatory observation, and document analysis. Data were analysed using inductive thematic analysis and supported with the literature review and the theory underpinning this study. This paper suggests an enactment between teachers’ subject and pedagogical content knowledge and instructional material. Lastly, it is also evident that many teachers lack knowledge, insufficient instructional resources, and an understanding of effective lesson planning to implement a cooperative teaching approach.</p>
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Stanley U. Nnorom and Oladotun Opeoluwa Olagbaju. "Principals' quality management skills as determinants of goal attainment in secondary schools in Ahiazu Mbaise local government area, Imo state." International Journal on Integrated Education 3, no. 10 (October 12, 2020): 87–91. http://dx.doi.org/10.31149/ijie.v3i10.692.
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Globally, education is regarded as an instrument per-excellence for the development of any nation. Nigeria, like other developing countries, needs to combat unemployment, poverty, social ineptitude, scientific and technological backwardness. The paper examined quality management skills adopted by school principals to enhance attainment of secondary education goals in Ahiazu Mbaise Local Government Area of Imo State. Two hypotheses were formulated to guide the study. Survey research design was adopted for the study. The 26 principals of public secondary schools in Ahiazu Mbaise LGA constituted the sample for the study using the census approach. An instrument titled: Principals' Quality Management Skills as Determinants of Goal Attainment Questionnaire (PQMSDGAQ) with a reliability coefficients 0.89 was used for data collection. Data was collected and analyzed through the Pearson Product Moment Correlation analysis. The results showed a significant relationship between effective 'instructional supervision, teachers’ performance evaluation and secondary school goal attainment. It was therefore recommended that principals should constantly carry out routine, and periodic instructional supervision and teachers’ performance evaluation to fast track secondary school goal attainment.
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Karnadi, Karnadi. "PERBANDINGAN KURIKULUM PENDIDIKAN DASAR DAN MENENGAH DI INDONESIA DITINJAU DARI SEGI DESAIN, METODOLOGIS, DAN EVALUASI, 1968–2006." Jurnal Teknodik 12, no. 2 (August 29, 2018): 121. http://dx.doi.org/10.32550/teknodik.v12i2.410.
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This qualitative descriptive research was trying to find the basic differences of national curriculum of primary and secondary school in Indonesia since 1968 until 2006. It was a library research, and conducted on September 2007 in Jakarta. The observed differences were curriculum design, methodological approach, and evaluation. One of factors of curriculum change was the differences of angle to see the education itself. The differences of curriculum design and methodological approach were structure of contents and the ways to implement the instructional in classes. Meanwhile, the differences of evaluation were the existence of instrument of evaluation and the way to evaluate the student’s instructional process and results.
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Caratiquit, Kevin, and Reynel Pablo. "Exploring the practices of secondary school teachers in preparing for classroom observation amidst the new normal of education." Journal of Social, Humanity, and Education 1, no. 4 (August 25, 2021): 281–96. http://dx.doi.org/10.35912/jshe.v1i4.721.
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Abstract Purpose: This study aimed to explore the practices of secondary public school teachers in preparing for classroom observation amidst the new normal of education. The emphasis of this study was drawn from the central question, "What are the practices of secondary public school teachers in preparing for classroom observation amidst the new normal of education?". Research Methodology: This study used a qualitative research design. It employed a phenomenology design to explore the practices of secondary public school teachers in preparing the new normal classroom observation. Results: Teachers believe that classroom observation is a measuring tool for achieving their professional goals or performance level. They also think that classroom observation can evaluate and assess the students' learning outcomes effectively and efficiently. Limitations: This study was limited to 22 secondary public school teachers in Cagayan, Philippines. Contribution: It can be helpful for teachers to improve their teaching techniques, strategies, methods, and instructional materials to be used amid this new normal of education.
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Nwosu, Kingsley Chinaza, Gabriel Chidi Unachukwu, and Greg P. Hickman. "Cooperative and Teacher Directed Learning Classrooms: Places for the Development of Metacognitive Skills for Reading Proficiency." Electronic Journal of Research in Education Psychology 19, no. 53 (April 1, 2021): 19–50. http://dx.doi.org/10.25115/ejrep.v19i53.3352.
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Introduction. Persistent abysmal academic achievement among adolescents in Nigerian secondary schools has become a concern among stakeholders in the Nigerian system of education. This, over time, has been linked to poor reading culture and reading skills, worsened by unproductive instructional approaches adopted by teachers for reading proficiency. An investigation into effective instructional approaches to arm adolescents with metacognitive skills for reading proficiency becomes imperative. This study, therefore, investigated the impact of cooperative learning and teacher-directed learning approaches on secondary school students’ development of metacognitive skills for reading proficiency. Method. We adopted a quasi-experimental research design in our study. One hundred and eighteen early adolescent students were sampled from three public secondary schools in Anambra state. The instrument used in the study is an open-ended metacognitive skill for reading proficiency questionnaire (OMSRPQ). Three operations were used for the experiment: 1) task understanding, 2) strategy understanding, and 3) management of learning process. The sum of these three operations is the overall metacognitive skills of the students. Results. Our findings showed that students in cooperative integrated reading and composition (CIRC) learning approach differed significantly from those in the teacher-directed instructional (DI) approach and the control group (C1) in task understanding operation F (2, 118) = 8.783, p <.01, strategy understanding F(2,118) = 6.324, p <.01and the overall metacognitive reading skills F(2, 118) = 7.047, p < .01. No significant mean differences occurred among the groups in management of learning process skills F (2,118) = 2.949, p >.05. Adjusted omega squared (est. ω2) test showed large to moderate effect sizes in the operations that were significant. Discussion and Conclusion. We concluded that metacognitive skills for reading could be better enhanced in cooperative learning approach. Based on these findings, the researchers recommended that CIRC can be used in developing metacognitive skills needed in secondary school reading classrooms.
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Bock, R. Darrell, and Robert J. Mislevy. "Comprehensive Educational Assessment for the States: The Duplex Design." Educational Evaluation and Policy Analysis 10, no. 2 (June 1988): 89–105. http://dx.doi.org/10.3102/01623737010002089.
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A design for educational assessment is proposed that serves multiple purposes within a state school system but requires no more class time than a conventional achievement test. For individual students, it provides scaled proficiency measures suitable for guidance and certification at varied levels of attainment. For classrooms, schools, or larger units, it can supply from the same data detailed group-level measures for monitoring progress in curricular objectives, for evaluating instructional methods or materials, and for secondary research studies. Graphic displays for reporting both the individual-level and group-level results are illustrated. The design can be linked to performance tests to establish external validity or to scales of national measures, such as the National Assessment of Educational Progress, to allow between-state comparisons.
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Douglas, Masako. "Pedagogical Theories and Approaches to Teach Young Learners of Japanese as a Heritage Language." Heritage Language Journal 3, no. 1 (September 30, 2005): 60–82. http://dx.doi.org/10.46538/hlj.3.1.3.
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This paper proposes a theoretical framework for the development of curricula for Japanese heritage language schools. Although these schools provide most of the Japanese heritage language (JHL) instruction available to elementary and secondary school pupils, they have received little attention or support from the academic community. Specifically, they are in need research-based knowledge as well as models for teaching methodology, developing curricula and instructional materials, and providing teacher training. This paper examines recent theories and approaches in the fields of heritage language education, bilingualism, and instruction that is developmentally appropriate to young learners. The paper then proposes a process of curriculum design that integrates and applies these theories and approaches. The curriculum proposed here could also be used in heritage language schools for other languages.
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Gore, Dolores A., Gary N. Morrison, Martha L. Maas, and Elizabeth A. Anderson. "A Study of Teaching Reading Skills to the Young Child Using Microcomputer Assisted Instruction." Journal of Educational Computing Research 5, no. 2 (May 1989): 179–85. http://dx.doi.org/10.2190/p3td-ha2m-1m5n-gecr.
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The major purpose of this study was to determine if the five-year-old child could be taught reading skills through the computer. Fourteen children attending a preschool for low income families received specific reading skills instruction exclusively on the microcomputer. The curriculum used at the preschool was designed to eliminate any drill and practice on isolated reading skills. The study was a pretest/posttest single group design. All subjects were administered the Metropolitan Readiness Test and the results were analyzed using the one-way analysis of variance ( p < .01). A secondary purpose was to determine if the children could learn basic computer literacy skills without direct instruction and drill. Through an analysis of the observation notes it was determined that the computer literacy skills were learned by the children while involved in the academic skills instructional program.
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MAMAT, MOHD NOR, and Fattawi Mokhtar. "Effective instructional design for value dominant education in Malaysian public universities." Social and Management Research Journal 5, no. 2 (December 1, 2008): 61. http://dx.doi.org/10.24191/smrj.v5i2.5160.
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Education is an important medium to ensure sustainability of human civilization. Holistic education must contain three main objectives to be achieved; cognitive, psychomotor and affective domains which involve knowledge transfer, skill enhancement and value or attitude inculcation. Our national education today regardless in primary, secondary or tertiary level seems to be more on producing graduates with knowledge and skill, but not much on value as major. This doesn't mean that value-education should be dominant in educational curriculum but it could be dominant within specific value dominant courses. Ethics or moral courses are among value-dominant courses that must prioritize value or attitude effects as main objectives. This needs different and specific instructional design (ID) in which value become major objectives in learning outcomes, activities, evaluation and etc. The study selected environmental ethics course as a case study. The study has recognized unique instructional activities for three different groups in UiTM A, UiTM B and UPSI (n=108). ID also includes learning objectives, learning object and content itself, other than instructional activities. All these have been identified using document review and interviews. The effects of environmental attitude (EA) have been measured using New Environmental Paradigm (NEP) which is endorsed by UNESCO and Behaviour-based Environmental Attitude Test by F J. Kaiser (2007) at the end of the semester to identify the effects of environmental paradigm and attitude. In this study, the result ofEA would be correlated with the different unique objectives, contents and activities to recognize the best ID for producing value effects, which is the environmental attitude. This led to few main findings as the best practices; religious elements, practical contents and environmental-related activities which have affected much on student's paradigm and attitude towards environment.
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Maddens, Louise, Fien Depaepe, Annelies Raes, and Jan Elen. "The Instructional Design of a 4C/ID-Inspired Learning Environment for Upper Secondary School Students’ Research Skills." International Journal of Designs for Learning 11, no. 3 (November 9, 2020): 126–47. http://dx.doi.org/10.14434/ijdl.v11i3.29012.
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In today’s complex world, the acquisition of research skills is considered an important goal in education. Consequently, there is a growing body of literature that recognizes the value of well-designed learning environments for effectively supporting the development of this complex set of skills. However, a clear consensus on how these research skills can be facilitated is currently lacking, and the design processes underlying the learning environments aiming to foster students’ research skills are not always clearly outlined. Furthermore, interventions aiming to foster these skills are often implemented in the domains of physics, biology, and chemistry, while other domains (such as behavioral and social sciences domains) remain understudied. In addition, current approaches to foster research skills often refer to only a few epistemic activities (Fischer et al., 2014) related to research skills. Inspired by a design-based research approach, this design effort case seeks to clearly explain the design considerations for, and the development of an online learning environment aiming to foster upper secondary school students’ research skills in a behavioral sciences context. The online learning environment (RISSC or Research In Social SCiences) consists of a lesson series designed based on a systematic approach to four-component instructional design (van Merriënboer & Kirschner, 2018), and was piloted with two different cohorts in upper secondary education and in first year of university.
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Zigmond, Naomi. "Reflections on a Research Career: Research as Detective Work." Exceptional Children 66, no. 3 (April 2000): 295–304. http://dx.doi.org/10.1177/001440290006600301.
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The CEC Research Award recognizes researchers for the significant contributions they have made to special education. We believe that the members of this distinguished group have much to share with our readers. We have invited each of them to contribute an article, addressing their perspectives on special education research and practices. Naomi Zigmond was awarded the Research Award in 1997. This article by Naomi Zigmond presents her perspective of research as detective work, starting from the investigation of dyslexia, and progressing over time to such topics as the design of secondary education for students with learning disabilities, dropouts, classroom and instructional variables, and educating students with chronic medical problems in inclusive schools.
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McGuigan, Nicholas, Samantha Sin, and Thomas Kern. "Sourcing Sustainable Finance in a Globally Competitive Market: An Instructional Case." Issues in Accounting Education 32, no. 1 (October 1, 2016): 43–58. http://dx.doi.org/10.2308/iace-51304.
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ABSTRACT The role of accountants in business has been extended recently with a strong need to incorporate a broader public interest of sustainable, social, and environmental business practices into its projects, financial planning, and decision-making. In order for this to occur, a real integration of such perceptions and skills development into the accounting curriculum needs to take place. This instructional project aims to achieve this by providing students with an opportunity to apply theoretical and social accounting concepts to the practical design and creation of a business loan application intended to procure finance for an investment that benefits society or the environment. The primary objective of the project is to expand students' awareness of the broader societal demands of and business responsibility for sustainable practices. A secondary objective is to expose students to a complex business activity requiring high-order analysis and communication skills; the learning task involves writing a business loan application. This paper describes the design of the project that incorporates group-processing skills, peer review, written and oral communication, and accounting-related content within an introductory accounting decision-making course.
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Maddens, Louise, Fien Depaepe, Annelies Raes, and Jan Elen. "The Instructional Design of an Online Learning Environment (RISSC) for Upper Secondary School Students’ Research Skills." EDEN Conference Proceedings, no. 1 (June 16, 2019): 174–82. http://dx.doi.org/10.38069/edenconf-2019-ac-0020.
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In today’s complex world, the acquisition of research skills is considered an important goal in (upper secondary) education. Consequently, there is a growing body of literature that recognises the value of well-designed (online) learning environments for effectively supporting the development of this complex set of skills. However, a clear consensus on how these research skills can be facilitated is currently lacking. Furthermore, interventions aiming to foster these skills are often implemented in specific domains, mostly in physics, biology and chemistry. In addition, current approaches to facilitation often refer to only a few epistemic activities related to research skills. Because of the broad and (mainly) domain-specific character of research skills, the purpose of this paper is to articulate the instructional design considerations for an online learning environment for upper secondary school students’ (broad set of) research skills in a(n) (underrepresented) behavioural sciences context.
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Kaushal, Rajesh Kumar, and Surya Narayan Panda. "A Meta Analysis on Effective conditions to Offer Animation Based Teaching Style." Malaysian Journal of Learning and Instruction 16, Number 1 (June 2, 2019): 129–53. http://dx.doi.org/10.32890/mjli2019.16.1.6.
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Purpose - The purpose of this experimental study is to investigate the impact of teaching Oriental Music using Blended Learning (BL) approach for the students of senior secondary level in Sri Lanka specifically focusing on their achievement on required competencies of Oriental Music at Ordinary Level. The study analyzes the academic performance of students with detailed comparison of BL environment and traditional learning environment. Authors propose the application of BL approach to teach Oriental Music and study its impact on improvement of students’ competency. The study conducted with the application of a mixed instructional design model of objectivist and constructivist approaches for the design of the blended learning course in a student centred learning environment. Methodology - The study was directed by using true experimental study design with pretest and posttest control groups. BL was applied to the experimental group and the traditional instruction method was applied to control group. 9 schools from Colombo district were randomly selected for the experimental and control groups covering all the three existing school types of Sri Lanka. The study group consisted of 360 students of Grade 10 and Grade 11 who has been studying Oriental Music as a subject for General Certificate of Education Ordinary Level. To analyze the data Descriptive statistics, Paired samples t test, Independent samples t test were utilized. Findings - The findings of the experiment indicated that students who has studied Oriental Music under BL strategy showed a significant improvement in their music academic performances after the intervention. The mean post-test of the experimental group was 71.75 which is significantly higher than the mean control group which was 52.07. The mean difference was 19.68 1.91. Hence, there is a statistically significant increase in the performance of students who studied Oriental Music under blended learning. Thus, it is clearly evident that the blended instruction was effective. Significance - This study indicated a positive platform to mould and cater the entire teaching learning process by introducing BL strategy to Sri Lankan secondary education system and fulfilled an existing research gap by utilizing BL to teach highly traditional abstract art. Results of the study contributes to the curriculum designing field with novel ideas to adapt blended instructions to teach secondary level students effectively.
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Edward, Chamila Nishanthi, David Asirvatham, and Gapar Johar. "The Impact of Teaching Oriental Music using Blended Learning Approach: An Experimental Study." Malaysian Journal of Learning and Instruction 16, Number 1 (June 2, 2019): 81–103. http://dx.doi.org/10.32890/mjli2019.16.1.4.
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Purpose - The purpose of this experimental study is to investigate the impact of teaching Oriental Music using Blended Learning (BL) approach for the students of senior secondary level in Sri Lanka specifically focusing on their achievement on required competencies of Oriental Music at Ordinary Level. The study analyzes the academic performance of students with detailed comparison of BL environment and traditional learning environment. Authors propose the application of BL approach to teach Oriental Music and study its impact on improvement of students’ competency. The study conducted with the application of a mixed instructional design model of objectivist and constructivist approaches for the design of the blended learning course in a student centred learning environment. Methodology - The study was directed by using true experimental study design with pretest and posttest control groups. BL was applied to the experimental group and the traditional instruction method was applied to control group. 9 schools from Colombo district were randomly selected for the experimental and control groups covering all the three existing school types of Sri Lanka. The study group consisted of 360 students of Grade 10 and Grade 11 who has been studying Oriental Music as a subject for General Certificate of Education Ordinary Level. To analyze the data Descriptive statistics, Paired samples t test, Independent samples t test were utilized. Findings - The findings of the experiment indicated that students who has studied Oriental Music under BL strategy showed a significant improvement in their music academic performances after the intervention. The mean post-test of the experimental group was 71.75 which is significantly higher than the mean control group which was 52.07. The mean difference was 19.68 1.91. Hence, there is a statistically significant increase in the performance of students who studied Oriental Music under blended learning. Thus, it is clearly evident that the blended instruction was effective. Significance - This study indicated a positive platform to mould and cater the entire teaching learning process by introducing BL strategy to Sri Lankan secondary education system and fulfilled an existing research gap by utilizing BL to teach highly traditional abstract art. Results of the study contributes to the curriculum designing field with novel ideas to adapt blended instructions to teach secondary level students effectively.
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Jitendra, Asha K., Amy E. Lein, Soo-hyun Im, Ahmed A. Alghamdi, Scott B. Hefte, and John Mouanoutoua. "Mathematical Interventions for Secondary Students With Learning Disabilities and Mathematics Difficulties: A Meta-Analysis." Exceptional Children 84, no. 2 (November 21, 2017): 177–96. http://dx.doi.org/10.1177/0014402917737467.
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This meta-analysis is the first to provide a quantitative synthesis of empirical evaluations of mathematical intervention programs implemented in secondary schools for students with learning disabilities and mathematics difficulties. Included studies used a treatment-control group design. A total of 19 experimental and quasi-experimental studies containing 20 independent samples met study inclusion criteria. Results of a random effects model analysis indicated that mathematical interventions influence mathematics outcomes ( g = 0.37, 95% confidence interval [0.18, 0.56]) for students with learning disabilities and mathematics difficulties. In addition, instructional time moderated the relation between mathematics interventions and student learning. Limitations of the study, future directions for research, and implications for practice are discussed.
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Harrison, Judith R., Denise A. Soares, Stephen Rudzinski, and Rachel Johnson. "Attention Deficit Hyperactivity Disorders and Classroom-Based Interventions: Evidence-Based Status, Effectiveness, and Moderators of Effects in Single-Case Design Research." Review of Educational Research 89, no. 4 (June 14, 2019): 569–611. http://dx.doi.org/10.3102/0034654319857038.
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Students with attention deficit hyperactivity disorder (ADHD) experience symptoms of inattention, impulsivity, and hyperactivity that often manifest as academic impairment. As such, teachers must select interventions to increase the probability of success for students with ADHD in their classes. Prior meta-analyses have evaluated school-based intervention effects; however, no systematic review meta-analysis has evaluated the effectiveness of interventions implemented in classrooms with students with ADHD. Additionally, classroom-based studies are frequently conducted through single-case design methodology, and recent advances in meta-analytic techniques provide the opportunity to explore intervention effectiveness as evaluated through quality research. Therefore, to inform selection of evidence-based interventions to be implemented in classroom settings, the current systematic review with meta-analysis of single-case design studies was conducted to evaluate intervention effectiveness, evidence-based status, and moderators of effects for four intervention types (behavioral, instructional, self-management, and environmental) when implemented with students with ADHD in classroom settings. The analysis included 27 articles published from 1971 to 2018. Overall and specific to each intervention type, the results indicate that classroom-based interventions for students with ADHD were moderately effective. Instructional and self-management interventions were deemed evidence based by What Works Clearinghouse standards and potentially evidence based by Council for Exceptional Children standards. Behavioral interventions were found to be potentially evidence based by Council for Exceptional Children criteria and were most effective when selected through functional behavior analysis and implemented by researchers in secondary settings. Instructional interventions were more effective when implemented in special education settings targeting academic outcomes. Implications for research and practice are discussed.
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Malone, Kalley W., Julie A. Fodor, and Aleksandra Hollingshead. "Peer Tutoring to Support Inclusion of Students With the Most Significant Cognitive Disabilities at the Secondary Level." Inclusion 7, no. 1 (March 1, 2019): 1–11. http://dx.doi.org/10.1352/2326-6988-7.1.1.
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Abstract Inclusion of students with the most significant cognitive disabilities is a complex topic in special education. This study, conducted in a typical junior high school setting, examined the use of peer tutors to support three students with the most significant cognitive disabilities in a general education teen living classroom. Using a single-subject ABA design, researchers examined if the use of peer tutors would result in increased engagement and participation of students with cognitive disabilities. Researchers measured student engagement as writing, orienting to the instruction, talking to peers about the activity, raising hand to speak, or reading instructional materials. During instruction, target students were prompted through a visual checklist to ask their peer tutors questions or for help when needed. Results showed an increase in engagement during the intervention, which was maintained when peers withdrew prompting. During the maintenance phase, the target students continued to ask peers for assistance and assist each other, thus explaining the maintenance of engagement rather than reversal to baseline levels. This initial study lends support for the use of peer tutors to encourage inclusion of secondary students with the most significant cognitive disabilities.
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Ugwonna, Grace Ogechukwu, Samuel Agozie Ezeudu, Okechukwu Onyinye Nwaubani, Anthonia N. Utoh-Ofong, Obiageli Calista Onyeanusi, Patricia Nwamaka Aroh, Samuel Okechukwu Ome, et al. "Gender differentials in the Use of Instructional Models in Enhancing Adolescents’ Interest and Achievement in Voter Education Contents of Senior Secondary School Government Curriculum." Global Journal of Health Science 12, no. 5 (May 8, 2020): 121. http://dx.doi.org/10.5539/gjhs.v12n5p121.
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The study determined gender effect in the efficacy of group investigation and jurisprudential inquiry instructional models in enhancing adolescent students’ interest and achievement in voter education related contents of senior secondary school Government curriculum. The study adopted quasi-experimental non-equivalent pre-test, post-test control group design. Sample for the study consisted of 165 SS II students drawn from senior secondary schools in Nsukka Local Government Area of Enugu state Nigeria. Multi-stage sampling technique was used to select the intact classes from each of the schools that were assigned to the two experimental groups. Data collected using Multiple Choice Government Achievement Test (MCGAT) and Government Interest Inventory (GII) were analyzed using mean and standard deviation for the research questions and ANCOVA for testing the hypothesis at P < 0.05 level of significance. The findings showed that both group investigation and jurisprudential inquiry models were effective in enhancing interest and achievement of male and female students in voter education related contents in senior secondary school Government curriculum. However, group investigation proved more efficacious. These findings were exhaustively discussed with recommendations on how to manage gender factor in using student-centred instructional models in enhancing students’ interest and achievement.
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Greenhow, Christine, and Sarah Galvin. "Teaching with social media: evidence-based strategies for making remote higher education less remote." Information and Learning Sciences 121, no. 7/8 (July 6, 2020): 513–24. http://dx.doi.org/10.1108/ils-04-2020-0138.
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Purpose As higher education moves to formats that are not face-to-face classes in the wake of a global pandemic, educators need research-based guidelines to inform instructional planning and implementation. This study aims to provide recommendations for teaching with social media, as a complement and enhancement to traditional online teaching approaches. Design/methodology/approach The study draws on reviews of the research literature and the authors’ own experiences in studying and integrating social media into remote teaching and learning in university settings. Findings Learning environments that blend asynchronous online elements, where students can go at their own pace, on their own time, have some choice over their learning and are regularly and meaningfully engaging with other students, their teacher and the subject matter are most successful for student learning. Social media, with its affordances for personal profiling, relationship-building, content creation and socializing, when thoughtfully integrated into an online education plan, can help students and teachers stay connected while apart, enhance students’ engagement and make remote learning seem less remote. Practical implications The paper includes instructional guidelines for instructors and instructional designers in various post-secondary settings who seek to integrate social media as part of their strategy for remote higher education. Originality/value This study fulfills an identified need for pragmatic approaches to online higher education using social media.
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Lancaster, Paula E., Jean B. Schumaker, and Donald D. Deshler. "The Development and Validation of an Interactive Hypermedia Program for Teaching a Self-Advocacy Strategy to Students with Disabilities." Learning Disability Quarterly 25, no. 4 (November 2002): 277–302. http://dx.doi.org/10.2307/1511358.
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Educators agree that students with disabilities need to acquire self-advocacy skills. Despite the existence of validated methods to teach these skills, evidence suggests that they are seldom explicitly taught. Time and opportunities to teach these skills in both the general and special education setting are minimal. One possible solution is to use instructional technology. The purpose of this project was to develop and validate an Interactive Hypermedia Program (IHP) to teach a self-advocacy strategy to secondary-level students with disabilities. The strategy for which the IHP was developed and tested is the Self-Advocacy Strategy (Van Reusen, Bos, Schumaker, & Deshler, 1994). The instruction for the strategy was originally validated by Van Reusen, Deshler, and Schumaker (1989). With input from student, teacher, design, and technical consultants, the IHP was created. Students who had learning disabilities, behavior disorders, and other health impairments learned the strategy via the IHP or through live instruction. A multiple-baseline design was used to show the effects of the instruction. In addition, a no-treatment comparison group was included for comparative purposes. At the conclusion of instruction, each student ran his or her own IEP conference. Results showed that the IHP was as effective in teaching students with learning disabilities to use the strategy as live instruction. Further research is warranted to determine if this medium is effective in teaching students other types of strategies.
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Suh, Emily, Lisa Hoffman, Donna L. Albrecht, and Scott Wade. "Promoting Student Voice and Choice: Examples from a Secondary EL Classroom Project." INTESOL Journal 16, no. 1 (October 30, 2019): 1–33. http://dx.doi.org/10.18060/23598.
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A creative reflection project was designed and implemented for English learners in a newcomer high school class using instructional strategies which are often reserved for classes with gifted students. The researchers designed the project around two principles which are also hallmarks of high ability curriculum design: 1) an assumption that emerging multilingual students have high abilities and unrecognized talents, and 2) a commitment to students using their own agency to show their learning. We consider connections between instructional strategies used by English language learning specialists and high ability education specialists. The resulting asset-based project was aligned with the WIDA framework to support differentiation and assessment. This article discusses the successes and struggles that came from implementing this project with secondary English learners. We also share the materials created for this unit as well as considerations for other educators who might consider adapting or implementing a similar project.
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Mbaba, Awajiokinor Ekrika, Abiodun Jimoh, and Garba Mohammed Bakori. "THE IMPACT OF DIGITAL AUDIO-TEXT AND AUDIO-VISUAL INSTRUCTIONAL MEDIA ON LEARNING OF CULTURAL AND CREATIVE ARTS AMONG JUNIOR SECONDARY SCHOOL STUDENTS IN RIVERS STATE, NIGERIA." Sokoto Educational Review 18, no. 1 (December 31, 2018): 10. http://dx.doi.org/10.35386/ser.v18i1.53.
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The study evaluated students’ interest on the use of digital text-audio and audio-video in teaching Cultural and Creative Arts. The study was carried out in Andoni Education Zone of Rivers State among Junior Secondary Schools. The research design adopted for the study was quasi-experimental. A total of 183 Junior Secondary two (JSS II) CCA students were sampled from the population of 2118 for the study. The sampled size is made up of 99 males and 84 females. Digital text-audio and audio-video instructional packages were used to present lessons to students in six weeks. A 15-item questionnaire was used in collecting data. Data collected for answering research questions and testing hypotheses were analysed using mean, standard deviation and Analysis of Covariance (ANCOVA) respectively. The results showed that both digital text-audio and audio-video instructional packages improved students’ interest. The authors recommend that governments should improve infrastructure in schools to enhance effective use of technology in the classroom.
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Anthonia, C. Ugo, and U. Nweke Francisca. "Availability of Innovative Instructional Media for Social Studies Implementation in Enugu State." International Research in Higher Education 5, no. 1 (February 9, 2020): 25. http://dx.doi.org/10.5430/irhe.v5n1p25.
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The study investigated the availability of innovative instructional media for social studies implementation in Enugu State. The study adopted the descriptive survey research design. Two research questions and two hypotheses guided the study. The population for the study consisted of 339 social studies teachers from the six education zones in Enugu State. There was no sample because of the manageable size of the population. The instrument for data collection was a structured questionnaire. Instrument was face validated and reliability was obtained using Cronbach alpha. Data were analyzed using mean, standard deviation for the research questions and t – test statistics for the hypotheses. Findings from the study revealed that teachers in urban and rural schools were provided with instructional media for the implementation of social studies curriculum to a very low extent. Teachers in urban secondary schools employed innovative instructional methods to a great extent while those in rural schools employed innovative teaching methods in the implementation of social studies curriculum to a low extent. The study recommended that efforts should be made by school administrators to expose teachers to workshops on innovative methods of teaching and the use of instructional media. Principals of schools should monitor the teaching of social studies, with a bid to ensure use of provided instructional media and innovative instructional strategies.