Journal articles: 'Instructional materials'

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Pope, Carol, and Karen Kutiper. "Instructional Materials: Instructional Gifts." English Journal 76, no. 8 (December 1987): 70. http://dx.doi.org/10.2307/819421.

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Bajracharya, Jiwak Raj. "Instructional Design and Models: ASSURE and Kemp." Journal of Education and Research 9, no. 2 (December 31, 2019): 1–8. http://dx.doi.org/10.3126/jer.v9i2.30459.

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Instructional Design (ID) is a procedure for developing an educational or training programme, curricula, or courses sequentially and authentically (Branch & Merrill, 2011). This procedure enables instructors to create instructions, which involves the “systematic planning of instruction” (Smith & Ragan, 2005, p. 8), ranging from instructional analysis to evaluation (Mager, 1984). Thus, ID can be referred to as a “systematic and reflective process of translating principles of learning and instruction into plans for instructional materials, activities, information resources, and evaluation” (Smith & Ragan, 2005, p. 4). As such, taken as a framework, ID provides the process to create instructions based on the necessity of a teaching and learning environment. Thus, ID can be defined as a process to develop directions and specifications using learning and instructional theory to ensure the quality of instruction.

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Pope, Carol A., and Karen L. Kutiper. "Instructional Materials: An Instructional Lagniappe." English Journal 78, no. 4 (April 1989): 83. http://dx.doi.org/10.2307/819349.

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Kastner, M. E. "Instructional materials." Acta Crystallographica Section A Foundations of Crystallography 52, a1 (August 8, 1996): C566. http://dx.doi.org/10.1107/s0108767396076970.

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Bernhard, Jamal, Melissa Mellissinos Lernhardt, and Rose Miranda-Decker. "Evaluating Instructional Materials." Mathematics Teaching in the Middle School 5, no. 3 (November 1999): 174–78. http://dx.doi.org/10.5951/mtms.5.3.0174.

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IN 1996, WE WERE ASKED TO EVALUATE A new set of mathematics instructional materials for the middle school classroom. The instructional unit included a wide assortment of materials, so we decided to begin with some explicit criteria on which to base our evaluation. We turned to several sources, including the National Council of Teachers of Mathematics (NCTM) and local school districts, seeking evaluation guidelines that were in the spirit of the NCTM's Standards documents (1989, 1991, 1995).

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DeBry, David P. "Globalizing instructional materials:." TechTrends 45, no. 6 (November 2001): 41–45. http://dx.doi.org/10.1007/bf02772021.

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Ibe-Bassey, George S. "Designing Instructional Materials for Qualitative Primary Instruction in Akwa Ibom State." Journal of Educational Technology Systems 24, no. 3 (March 1996): 287–95. http://dx.doi.org/10.2190/h3mt-yw1g-te2m-2rwh.

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The effectiveness of any teacher at all levels of education depends on the quality of the inputs, process, and resources within a given educational system. Primary instruction is designed to provide functional literacy and skills of verbal communication, mathematical accuracy, social studies, science, and creative studies. The achievement of this objective depends on the application of the systematic principles of the design of appropriate instructional system components for primary instruction. The materials-first rational model of instructional system development has been advocated. This model is based on the intuitive and opportunity models of instructional design and development.

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Domogen, Jevera Cawilan. "Authenticity in Language Learning: A Study of Language Materials in Public High Schools." OKARA: Jurnal Bahasa dan Sastra 17, no. 2 (November 7, 2023): 193–211. http://dx.doi.org/10.19105/ojbs.v17i2.8577.

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Instructional materials are paramount in effecting language instruction. However, there are contextual issues related to the use and selection of these materials. This study focused on authentic language instructional materials in public secondary schools in the Philippines. This study employed a mixed-methods research approach. This study concludes that internet-based authentic language instructional materials are inadequate in language instruction, showing limitations on the capacity of the school and the language teachers to provide adequate internet-based materials; there are concerns about using authentic language instructional materials that hinder learners' authentic response and comprehension to authentic language instructional materials, and there were measures to overcome the concerns which could develop authentic language instructional materials into the ideal learning materials. It is recommended that language teachers select resources according to the learners' unique requirements, proficiency levels, cultural contexts, and educational contexts. The participation of learners in the selection process and activity design is crucial to ensure the materials are engaging and culturally pertinent. To effectively address the challenges associated with using these resources, a collaborative approach is recommended, involving teachers, students, and other stakeholders in implementing the suggested solutions.

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Triyoga, Arilia. "Evaluating the Instructional Materials for Peer Assisted Learning Program (PALP)." Asian Social Science 15, no. 1 (December 28, 2018): 37. http://dx.doi.org/10.5539/ass.v15n1p37.

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ESL classroom implements the use of instructional materials to support instruction in classroom. Instructional material is defined as anything which is deliberately used to increase the learners’ knowledge and/or experience of the language (Tomlinson, 2011). Textbook, video, newspaper can be used as materials in the English instruction. This research aims to evaluate the instructional material for Peer Assisted Learning Program (PALP) based on Mukundan’s categorization in the form of English Language Teaching Textbook Evaluation Checklist (ELT-TEC) (2013) and to find whether the material is useful or not the material for PALP. Peer Assisted Learning Program (PALP) is a peer tutoring program initiated by the English Education Department to encourage the students to speak English fluently and to perform better. The data of this descriptive quantitative research are taken from the instructional material for PALP and these are classified based on the categorization checklist of Mukundan’s English Language Teaching Textbook Evaluation Checklist (ELT-TEC). The total score will be the consideration of the materials’ usefulness. Based on the analysis, it is found that the instructional material for PALP is on the moderate usefulness. This finding can give a significant contribution the PALP itself.

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De Guzman, Drexel Jade G. "TEACHERS’ DIGITAL INNOVATIONS: AN EMPIRICAL JUSTIFICATION." International Journal of Management Studies and Social Science Research 06, no. 03 (2024): 168–75. http://dx.doi.org/10.56293/ijmsssr.2024.5019.

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The goal of my research would be to describe the experiences of teachers on digital innovations. Experiential pieces of evidence revealed that educational leadership goes through a broad-spectrum a dearth of logical academic inquiry on matters on teachers’ cyber aptitude. Thus, my phenomenological study revealed the experiences of the 11 elementary school teachers in the Division of Davao Occidental using the purposive sampling technique. Teachers exposed that they were using the digital innovations they considered best to improve classroom instructions: instructional videos, localized instructional materials in PowerPoint presentation, and computerized worksheets and reading materials. These were inspired by the teachers’ educational technology pursuits and their ideal picture of an instructional leader as globally competitive with the 21st Century skills. To deal with the fast advancing technologies, teachers were with the school community managing resources and delivering instructions with the integration of technology resulting in productive and all-inclusive education; where learners endured learning. This development served as a paradigm shift in teaching as it demanded teachers to cope with the constantly changing world to attain job satisfaction. In the entirety, digital innovations through creating technology-based instruction and digital innovations implementation in the school, as well as, facilitating ICT integration in teaching and learning as part of the curriculum instruction unraveled the need of the 21st Century learners.

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Harris, Heidi S., and Michael Greer. "Using Multimedia for Instructor Presence in Purposeful Pedagogy-Driven Online Technical Writing Courses." Journal of Technical Writing and Communication 51, no. 1 (December 11, 2020): 31–52. http://dx.doi.org/10.1177/0047281620977162.

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Teaching and composing with multimedia humanizes online technical writing and communication classes. However, students do not always see the connection between multimedia instructional materials, multimedia assignments, and the course learning outcomes. Purposeful pedagogy-driven course design uses multimedia instructional materials to connect assignments, course materials, and assessments with course outcomes. Technical writing instructors can integrate synchronous and asynchronous multimedia elements to address not only the what and why of online technical writing instruction but also the how of multimedia instructional materials. Example multimedia instructional materials and student projects discussed in the article can increase student retention and promote engaged learning.

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Pope, Carol, and Karen Kutiper. "Instructional Materials: Supplementary Materials: Encouraging Independence." English Journal 77, no. 1 (January 1988): 88. http://dx.doi.org/10.2307/818034.

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Madden, Frank. "Instructional Materials: Literature Software." English Journal 77, no. 6 (October 1988): 75. http://dx.doi.org/10.2307/818625.

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Zulyadaini, Zulyadaini. "Developing Mathematics Instructional Materials." Research, Society and Development 8, no. 9 (June 26, 2019): e15891236. http://dx.doi.org/10.33448/rsd-v8i9.1236.

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This study was aimed to develop mathematics instructional material in education science faculty of Batanghari University, Jambi. This research used Instructional Developmental Model. Then, several tests were also conducted such as one to one learner; small group and field trial. Afterwards, the research subjects are involving the 6th semester students along 2017/2018 period. The results then presented in validation percentage which were including design validation amounted 92,71%; media validation amounted 89,78% and material validation amounted 92,5%. Moreover, the result of one to one assessment was 97,2%, small group 93% and field trial 88,63%. Thus, from the validation and assessment conducted, then mathematics instructional material was worthy to be applied.

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Nunes, Evelyn H. "Evaluating Adult Instructional Materials." Adult Learning 3, no. 2 (October 1991): 16–26. http://dx.doi.org/10.1177/104515959100300207.

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Burbank, Lucille, and Dennis Pett. "Designing printed instructional materials." Performance + Instruction 25, no. 8 (October 1986): 5–9. http://dx.doi.org/10.1002/pfi.4150250804.

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Parker, Edmond T. "Making instructional materials readable." Performance + Instruction 28, no. 4 (April 1989): 26–27. http://dx.doi.org/10.1002/pfi.4170280409.

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Madden, Frank. "Instructional Materials: Literature Software." English Journal 77, no. 6 (October 1, 1988): 75–76. http://dx.doi.org/10.58680/ej198810077.

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Watson, Kevin E. "The Effects of Aural Versus Notated Instructional Materials on Achievement and Self-Efficacy in Jazz Improvisation." Journal of Research in Music Education 58, no. 3 (October 2010): 240–59. http://dx.doi.org/10.1177/0022429410377115.

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The purpose of the present study was to investigate the effects of aural versus notated pedagogical materials on achievement and self-efficacy in instrumental jazz improvisation performance. A secondary purpose of this study was to investigate how achievement and self-efficacy may be related to selected experience variables. The sample for the study consisted of collegiate instrumentalists ( N = 62) enrolled as music majors at one of six Midwestern universities. All study participants received identical instructional materials but were assigned to one of two differing instructional modalities. Participants engaged in three 70-minute instructional treatment sessions over 4 days and completed pre- and postinstruction improvisation performances that were evaluated by four expert judges using the researcher-constructed Jazz Improvisation Performance Achievement Measure. Self-efficacy was measured using the researcher-constructed Jazz Improvisation Self-Efficacy Scale. Results indicated a significant ( p < .05) interaction effect for pre- to postinstruction and instructional method, with the aural instruction group demonstrating significantly greater gains than the notation group. Posttreatment achievement scores indicated nonsignificant correlations with experience variables. Participants’ self-efficacy for jazz improvisation increased significantly ( p < .001) following exposure to improvisation instruction; however, no interaction effect was found for instruction and mode of instruction.

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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 (June 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 instructional design models are explained. The main objective of this article is to present the science of learning and instruction as theoretical evidence for the design and delivery of instructional materials. In addition, this article provides a practical framework for implementing those theories in the classroom and laboratory.

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Hester, Jennifer, Maribeth Lynch, and Karen Brodzik. "Materials That Make the Mark: Making Literature Instruction Authentic." Language Arts 74, no. 1 (January 1, 1997): 57–66. http://dx.doi.org/10.58680/la19973199.

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Reviews five professional books for teachers that promote the use of literature in the classroom. Discusses four commercially-prepared instructional guides for literature, which in some cases make instruction a step-by-step, predetermined process.

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Sowell, Evelyn J. "Effects of Manipulative Materials in Mathematics Instruction." Journal for Research in Mathematics Education 20, no. 5 (November 1989): 498–505. http://dx.doi.org/10.5951/jresematheduc.20.5.0498.

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Using meta-analysis, the results of 60 studies were combined to determine the effectiveness of mathematics instruction with manipulative materials. Students ranged in age from kindergarteners to college-age adults and studied a variety of mathematics topics. Results showed that mathematics achievement is increased through the long-term use of concrete instructional materials and that students' attitudes toward mathematics are improved when they have instruction with concrete materials provided by teachers knowledgeable about their use. Instruction with pictures and diagrams did not appear to differ in effectiveness from instruction with symbols.

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Öz Aydın, Serap, Nursen Azizoğlu, and Fatma Bilgican Yılmaz. "Designing Active Learning Enriched Biotechnology Instruction Module (BIM) for Middle School Science Course." Mimbar Sekolah Dasar 10, no. 1 (January 19, 2023): 34–62. http://dx.doi.org/10.53400/mimbar-sd.v10i1.51715.

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This study aimed at designing instructional material named Biotechnology Instruction Module (BIM) which is enriched with active learning methods to enhance the 8th grade students’ learning of the topic. The development of the teaching materials proceeded within the stages of the ADDIE instructional design model. The final form of the instructional module comprised active learning materials of DNA Isolation Experiment, Bulletin Boards, 4x2 Biotechnology Learning Station, Case Studies Text, and “What Would You Do If You Were…?” activities. Instructional module covers the topics such as genetically modified organisms (GMO), gene therapy, cloning and bioremediation. The “Biotechnology Instruction Module” is expected to help students to learn in a meaningful way the rapidly changing and renewed biotechnology issues, to foster knowledge and understanding of key issues, to promote socioscientific discourse in class, and to encourage higher order thinking skills. All the data show that the instructional module applied in the real classroom environment is successful in realizing the learning objectives of the subject of biotechnology.

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Ojating, Henry, and Jane Henry Ojating. "Incorporating Tangible Instructional Materials in Teaching and Learning: Implications for Educational Assessment and Evaluation." International Journal of Quantitative and Qualitative Research Methods 10, no. 1 (January 15, 2022): 1–6. http://dx.doi.org/10.37745/ijqqrm.13/vol10n116.

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Tangible instructional teaching and learning materials are key to the easy attainment of any pre-determined instructional objectives. This assertion should be true for all classes of learners, especially those who are slow in learning and cannot respond adequately to verbal instruction. Learning with concrete and manipulative objects, as noted in this paper, not only enhances learning progress but also improves the competences of those with learning difficulties.

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Panganiban, Rhoda E. "The Effectiveness of Indigenous and Low – Cost- Teacher Made Science Instructional Materials in Selected Third Year Students of The Balayan National High School." Instabright International Journal of Multidisciplinary Research 2, no. 1 (June 15, 2020): 49–52. http://dx.doi.org/10.52877/instabright.002.01.0008.

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The study entitled “The Effectiveness of Indigenous and Low-Cost-Teacher Made Science Instructional Materials in Selected third Year Students of the Balayan National High School” aimed to strongly emphasized the manner by which science is taught as well as the content are matters of concern that need careful analysis. The use of indigenous and low cost-made instructional materials by the science III teachers becomes highly commendable and their relation to selected variables: students’ achievement in science, students’ attitude toward the use of low-cost teacher made instructional materials in selected third year students of Balayan National High School .The researcher would like to find out whether the use of indigenous and low-cost instructional materials will be of great help to the students’ improved achievement in science and contribute to upgrade the science instruction in secondary level. Based on the results, it was found out that indigenous and low – cost teacher –made science instructional materials were effective substitute for different laboratory apparatuses and there were positive attitudes of the students with regard to the utilization of indigenous and low – cost teacher – made science instructional materials. There was a significant correlation of the degree of utilization of the materials with respect to students’ performance in Science; the effectiveness of indigenous and low – cost teacher – made science instructional materials were 100% effective as that of the actual laboratory apparatus.

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Waigera, Joseph K., Maureen Mweru, and Lucy Ngige. "Relationship between Teachers’ Attitudes and Utilization of Instructional Materials in Pre-Primary Schools in Kenya." East African Journal of Education Studies 2, no. 1 (August 7, 2020): 92–104. http://dx.doi.org/10.37284/eajes.2.1.189.

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The purpose of this research was to establish whether there was a significant relationship between teachers’ attitudes and levels of utilization of instructional materials (IM) in Pre-Primary Schools in Kenya. The study adopted the Ecological Systems Theory by Urie Bronfenbrenner. The study used a cross-sectional survey research design and data were collected through self-administered questionnaires. A sample of 164 teachers comprising of 76.2% females and 23.8% males participated in the study. Results established that 86.4% of the teachers had positive attitudes towards the instructional practice. In terms of utilization of instructional materials, the researchers determined that 62.1% of the respondents achieved high levels while 37.9% attained low levels of utilization of instructional materials across the Early Childhood Development Education (ECDE) activity areas. The Chi-Square results revealed that there was a statistically significant relationship between teachers’ attitudes and utilization of instructional materials (χ2 = 4.094; d.f.= 2; p = 0.043). Further analysis using the regression test revealed that there was a statistically significant relationship between teachers’ positive attitudes and levels of utilization of instructional materials (β =0.516; p = 0.001). These findings established that teachers who had positive attitudes attained higher levels of utilization of instructional materials in their classrooms compared to their counterparts who had negative attitudes. Therefore, it was concluded that teachers’ attitudes were a significant factor in promoting the utilization of instructional materials in ECDE activities. This implies that a positive attitude is an important attribute of a pre-primary school teacher. Therefore, there is a need to inculcate positive attitudes towards the utilization of instructional materials among teachers during pre-service and in-service training sessions to promote the best practices in instruction at the pre-primary school level.

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Thorkildsen, Ron, and William Lowry. "Producing Accessible Video-Based Training on Assistive Technology." Journal of Special Education Technology 13, no. 3 (June 1997): 44–53. http://dx.doi.org/10.1177/016264349701300304.

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In this article we describe the development of a set of video-based training materials designed to present information on the availability and use of assistive technology (AT). The purpose of the article is two-fold: (a) to briefly describe the instructional materials, and (b) to describe the processes used to make the materials accessible to persons with disabilities. Describing the instructional materials provides information for potential users of the materials, and describing the development process provides information for instructional designers about the decisions made and processes used to make the materials accessible. The materials were designed for use in group training or stand alone training, and for in-service or pre-service2 audiences. Designing accessible training materials in a variety of instructional formats presented a challenge. The materials had to be sufficiently self-explanatory for stand-alone use while providing presentation materials for group-based instruction, in a format that could be used by persons who have visual and/or hearing disabilities. Steps taken to meet this challenge are presented in the article. We also make recommendations for increasing accessibility when developing video-based instructional materials.

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Orhan-Karsak, Hanife Gülhan. "Investigation of Teacher Candidates' Opinions about Instructional Technologies and Material Usage." Journal of Education and Training Studies 5, no. 5 (April 27, 2017): 204. http://dx.doi.org/10.11114/jets.v5i5.2286.

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The purpose of this study is to determine the awareness of teacher candidates about instructional technologies and materials and the ways of giving place in instruction by integrating them with different activities, to reveal opinions about their usage. Seventeen female and eight male, in total twenty five participants are sampling. The ages of the participants within the group heterogeneous between twenty two and thirty five.According to the purpose, the opinions of the teachers candidates who have been taken ‘Instructional Technology and Material Design’ lesson in the ‘Pedagogical Formation Training Certificate Program’ which is a pre-service teacher training program and have been practiced learning outputs of this lesson in other practical instruction lessons and in their lectures in the teaching internship school, were taken by writing. In this context the study is designed as a qualitative research. The findings are presented in thematically coded and supported by mind maps as visuals.It has been seen that teacher candidates are focused on different instructional technologies and materials that they learned in the Instructional Technology and Material Design’ lesson. In addition different experiences of teacher candidates about the usage of instructional technologies and materials have been identified.

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Kristanto, Yosep Dwi, Siti Maghfirotun Amin, and Siti Khabibah. "The Development of Investigative Learning Materials Using Computer Assisted Instruction in the Topic of Reflection for Grade VII." JRAMathEdu (Journal of Research and Advances in Mathematics Education) 1, no. 2 (July 1, 2016): 172–82. http://dx.doi.org/10.23917/jramathedu.v1i2.4828.

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Despite its importance, there are still many problems encountered in the learning of the topic of reflection in school. One of the solutions for these problems is the implementation of learning approaches that fit the modern curricula and the development of good quality instructional materials. Therefore, the aim of this study was to describe the quality of investigative instructional material with computer assisted instruction for the topic of reflection in Grade VII. The result of the analysis suggested that the investigative instructional material for the topic of reflection in Grade 7 is of good quality because it fulfills the following criteria: (1) the teacher was capable to manage the lesson well, (2) the students were actively involved during the lesson, (3) the students gave positive response to the instructional material, (4) the achievement test is valid, reliable, and sensitive; and (5) the validator claimed that the developed instructional material is valid.

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McAlpine, Lynn, and Cynthia Weston. "The Attributes Of Instructional Materials." Performance Improvement Quarterly 7, no. 1 (October 22, 2008): 19–30. http://dx.doi.org/10.1111/j.1937-8327.1994.tb00614.x.

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

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

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Kotula, Andrea Winokur. "Matching Readers to Instructional Materials." Topics in Language Disorders 23, no. 3 (July 2003): 190–203. http://dx.doi.org/10.1097/00011363-200307000-00006.

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Syatriana, Eny, and Erwin Akib. "The effect of mapping instructional materials on EFL learners with different types of materials." International Journal of Humanities and Innovation (IJHI) 2, no. 2 (June 8, 2019): 20–24. http://dx.doi.org/10.33750/ijhi.v2i2.37.

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The present study examined the effect of mapping Instructional Materials on EFL learners of different types of materials, and the participant learned a different kind of book content, design, and layout of instructional materials. Also, it describes need analysis and creates a model of instructional materials through in-depth discussion among teachers of secondary schools. Data of the study were collected from six English teachers and students of three classes at three different secondary schools in Makassar, South Sulawesi, Indonesia. This study provided critical, meaningful data collection to support what English teacher perception about the design book. Pretest and posttest design were administered to see the effectiveness of the mapping, practicing, and using strategy. Questionnaires were administered to see the teachers and students’ perception toward the instructional materials. It was found that Mapping instructional, practicing, and using strategy is effective in improving the English achievement; instructional materials with different strategies improve the English achievement of the students.

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Smart, Jonathan. "The role of guided induction in paper-based data-driven learning." ReCALL 26, no. 2 (February 19, 2014): 184–201. http://dx.doi.org/10.1017/s0958344014000081.

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AbstractThis study examines the role of guided induction as an instructional approach in paper-based data-driven learning (DDL) in the context of an ESL grammar course during an intensive English program at an American public university. Specifically, it examines whether corpus-informed grammar instruction is more effective through inductive, data-driven learning or through traditional deductive instruction. In the study, 49 participants completed two weeks of ESL grammar instruction on the passive voice in English. The learners participated in one of three instructional treatments: a data-driven learning treatment, a deductive instructional treatment using corpus-informed teaching materials, and a deductive instructional treatment using traditional (i.e., non-corpus-informed) materials. Results from pre-test, post-test, and delayed post-test indicated that the DDL group significantly improved their grammar ability with the passive voice, while the other two treatment groups did not show significant gains. The findings from this study suggest that in this learning context there are measurable benefits to teaching ESL grammar inductively using paper-based DDL.

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Wijayati, Rifky Dora, and Khafidhoh Khafidhoh. "Language aspects in English for tourism class." UAD TEFL International Conference 2 (January 16, 2021): 29. http://dx.doi.org/10.12928/utic.v2.5732.2019.

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English for Tourism (EfT) class for higher education is a means of response to Industrial Revolution 4.0 era. Besides, it is also a collaborative field between English language and Tourism. For the subject, In English Education Department which mostly focuses on language instruction, the lecturers are expected to formulate the comprehensible materials to facilitate the instructional process. Thus, several related aspects should be considered in formulating the instructional design, including developing the materials. Then, the instruments to gain the data about the needs analysis are also important factors to make sure that the instructional design really meets the needs. As the research focuses on the language aspect in EfT class, specific expressions will be the answers for the big question which becomes the starting point of this research. It will be the basis in formulating the appropriate materials for the instruction.

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Stein, Marcy, Barbara Johnson, and Linda Gutlohn. "Analyzing Beginning Reading Programs." Remedial and Special Education 20, no. 5 (September 1999): 275–87. http://dx.doi.org/10.1177/074193259902000503.

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This article bridges the gap between research and practice in beginning reading instruction by applying research-based evaluation criteria in a systematic analysis of recently published curriculum materials. Through a review of research on beginning reading instruction, the authors derived two instructional features characteristic of effective reading programs: explicit phonics instruction and a strong relationship between that phonics instruction and the words of the text selections in student reading materials. This article describes a curriculum analysis of several commercially published first-grade basal reading programs, which reveals significant discrepancies between the instructional strategies supported by the literature and the strategies endorsed by many basal reading programs; cautions are included. The authors conclude with recommendations for educators involved in evaluating, selecting, and modifying beginning reading curriculum materials.

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Milheim, William D. "Interactivity and Computer-Based Instruction." Journal of Educational Technology Systems 24, no. 3 (March 1996): 225–33. http://dx.doi.org/10.2190/9v8j-48tx-461c-dxvg.

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Interactivity is one of the most important factors in the design and development of effective computer-based instructional materials. The following article describes this instructional component, its overall purpose in various learning environments, benefits that can be gained from its utilization, and its specific use within computer-based instruction. A number of strategies are also provided to assist instructional designers in their utilization of this significant program element.

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Yang, Yong-Chil, and Wee-Kyo Chin. "Motivational Analyses on the Effects of Type of Instructional Control on Learning from Computer-Based Instruction." Journal of Educational Technology Systems 25, no. 1 (September 1996): 25–35. http://dx.doi.org/10.2190/h6ju-05g8-xrpw-8ep5.

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The purpose of this study was to analyze motivational effects of type of instructional control on learning from computer-based instruction, according to Keller's ARCS model of motivational design. Forty-eight sixth graders were randomly assigned to either learner or program control groups. Instructional materials were computer-based instructional programs for teaching four concepts utilized in advertisement propaganda techniques. The post-test with fifteen items for learning and Instructional Motivation Measurement Survey with thirty-six statements for motivation were used. The results showed that the group under program control performed better on the post-test than the group under learner control, but there was not a significant difference in Keller's ARCS motivational factors between two groups. Regardless of type of instructional control, however, the level of satisfaction among the factors was higher than that of confidence in the instruction. Such results suggest that ARCS motivational factors in designing effective instructional control strategies can be considered.

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Ananda, Dea Dwi, and Martozet Martozet. "ENSIKLOPEDIA DIGITAL TARI TIGA SERANGKAI MELAYU SEBAGAI SUMBER BELAJAR BAGI SISWA KELAS X SEKOLAH MENENGAH ATAS DI KOTA MEDAN." Gesture: Jurnal Seni Tari 9, no. 2 (December 7, 2020): 267. http://dx.doi.org/10.24114/senitari.v9i2.20459.

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ABSTRACT This study aims to describe the steps for Packaging the Digital Encyclopedia of the Triple Dance of Malay as a source of learning for grade X students of high schools in Medan. The theory used to discuss this research is to use a theory from Wijayanti (2012) which reveals that packaging or packaging is an effort made by a company to provide information to each consumer about the products contained in it. This research makes products using packaging steps that will be made according to the development of Dick and Carey (2009) including: 1) Analysis of needs and goals (Identity instructional goal), 2) Conduct instructional analysis (Conduct instructional analysis), 3) Developing instruments (Develop assessment instruments), 4) Developing and selecting instructional materials (Develop and select instructional materials), 5) Developing instructional strategies (6) Developing and conducting formative evaluations (Design and conduct formative evaluations of instructions), and 7 ) Conduct instructional revisions (Revise instruction). The method used in this study is a qualitative method. The population is the students of dance education program at Medan State University while the research sample is two students of the 2015 Dance Education dance. Data collection techniques are carried out by means of observation, interviews, documentation, literature studies, research instruments using instrument validation assessment sheets of media experts and instrument sheets expert material validation assessments and data analysis techniques. These data are then analyzed using qualitative descriptive methods. The results of this study are to produce learning material products for KD 3 delivery on the description of Malay society, the characteristics of motion, motion techniques, the Malay triad dance procedure that can be seen through a digital encyclopedia that has been packaged. Keywords: Digital Encyclopedia, Malay Triad Dance, Learning Centers. ABSTRAKPenelitian ini bertujuan untuk mendeskripsikan langkah-langkah Pengemasan Ensiklopedia Digital Tari Tiga Serangkai Melayu sebagai sumber belajar bagi siswa kelas X Sekolah Menengah Atas di Kota Medan. Teori yang digunakan untuk membahas penelitian ini yaitu menggunakan teori dari Wijayanti (2012) yang mengungkapkan bahwa kemasan atau pengemasan adalah upaya yang dilakukan oleh perusahaan untuk memberikan informasi kepada setiap konsumennya tentang produk yang ada didalamnya. Penelitian ini membuat produk dengan menggunakan langkah-langkah pengemasan yang akan dibuat sesuai pengembangan Dick dan Carey (2009) diantaranya: 1) Analisis kebutuhan dan tujuan (Identity instructional goal), 2)Melakukan analisis instruksional (Conduct instructional analysis), 3) Mengembangkan instrumen (Develop assesment instruments), 4) Mengembangkan dan memilih material instruksional (Develop and select instructional materials), 5) Mengembangkan strategi instruksional (Develop Instructional Strategy), 6) Merancang dan melakukan evaluasi formatif (Design and conduct formative evaluation of instruction), dan 7) Melakukan revisi instruksional (Revise instruction). Metode yang digunakan pada penelitian ini adalah metode kualitatif. Populasinya adalah mahasiswa Program Studi Pendidikan Tari Universitas Negeri Medan sedangkan sampel penelitiannya adalah dua orang mahasiswa Pendidikan Tari Stambuk 2015. Teknik pengumpulan data dilakukan dengan cara observasi, wawancara, dokumentasi, studi kepustakaan, instrumen penelitian yang menggunakan lembar instrumen penilaian validasi ahli media dan lembar instrumen penilaian validasi ahli materi dan teknik analisis data. Data-data ini kemudian dianalisis dengan metode deskriptif kualitatif. Hasil penelitian ini adalah menghasilkan produk materi pembelajaran untuk penyampaian KD. 3 tentang gambaran masyarakat Melayu, karakteristik gerak, teknik gerak, prosedur gerak tari tiga serangkai Melayu yang dapat dilihat melalui ensiklopedia digital yang sudah dikemas. Kata Kunci : Ensiklopedia Digital, Tari Tiga Serangkai Melayu, Pusat Belaja.

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Hunegnaw, Nigist Gedife, Elena Tkachenko, and Emilia Andersson-Bakken. "Explicit instructional moves in teaching reading in grade one: Observations from four Amharic classrooms." Bahir Dar Journal of Education 24, no. 2 (June 26, 2024): 26–44. http://dx.doi.org/10.4314/10.4314/bdje.v24i2.3.

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In response to the recurring poor literacy achievement among learners in various mother tongue languages in Ethiopian schools, this study investigated teaching practices of four Amharic teachers at three government schools in Hawassa city, focusing on how the instructional content is implemented and what explicit instructional moves the teachers used in teaching early reading. Through a qualitative case study approach, utilizing video-recordings and checklist-based observations as data collection tools, the study revealed variations in implementation among all four teachers. Modelling, discussion, feedback and guided practice have been found to be the explicit instructional moves most prominently used by the teachers. Elements of explicit instruction seemed to be implemented simultaneously, albeit randomly, and the lesson content was delivered systematically from simple to more complex. The instructional content was found to be primarily grapho-phonological, where the fidäl was the minimal content unit of the instruction. Finally, the findings indicate that teaching practices are influenced by external factors such as lack of literacy materials and inadequate Amharic language competence among some teachers. The results might suggest the need for future policy changes and practical interventions aimed at enhancing teachers’ competence and improving the provision of adequate literacy instructional materials.

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Syaripuddin, Rahmatullah. "Developing English Instructional Materials by Combining YouTube and ABA (American and British Academy) Application." Jurnal Pendidikan Amartha 2, no. 1 (May 9, 2023): 17–28. http://dx.doi.org/10.57235/jpa.v2i1.463.

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This research was based on the students’ problem regarding the English teaching, especially English materials where they have poor English skills because the lecturer did not have instructional materials related to their department, the media and method did not interesting, and instructional facilities did not enough to cover the learning process. The objective of this research was to develop English speaking materials based on modified ADDIE approach (Analyze, Design, Development, Implementation, and Evaluation). This research was conducted at the Biological students of Muhammadiyah University of Parepare, Indonesia. The method used in this research was developmental research which attempts to develop English learning material for English skills based on the modified ADDIE approach (Analyze, Design, and Development). The researcher applied design instructional as the research design. The researcher implemented some steps in developing English speaking materials; Need Analysis, Design, Development, Expert Validation, Revision, Try Out, and Final Product. The result of the research was The suitable materials for Biological students of Muhammadiyah University of Parepare were authentic materials. The development was coursebook which was designed to possibly for the students working on it. The materials were adopted from YouTube and ABA English. The instructional materials focused on input, process, and output. The students’ positive perception toward the instructional materials was in a very good value and the lecturer’s positive perception was also in very good value. It means that English for Biology instruction has a good quality in the form of the course map, lesson plan, lecturer’s manual, topic, video clips, materials, students’ worksheet, learning activities, and assessment

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MANURUNG, KONDER. "DESIGNING INSTRUCTIONAL MATERIALS TO IMPROVE EFL LEARNERS ACHIEVEMENT." SMART MOVES JOURNAL IJELLH 5, no. 2 (February 28, 2017): 16. http://dx.doi.org/10.24113/ijellh.v5i2.1870.

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The study aims at designing EFL instructional materials used in EFL class at English Department, Faculty of Teacher Training and Education at a university in Indonesia. The design is based on the results of evaluation and analysis on the instructional materials used in Curriculum and Material Development Class by applying Instructional Design (ID) element instruments evaluation. The study employed a developmental research (R&D) design involving a group of students programming the Curriculum and Material Development class in 2014/2015 academic year. The results of the evaluation and analysis on the instructional materials revealed that the instructional materials for the Curriculum and Material Development class were based on handbook adapted from textbooks which were commercially created. Based on the results of the evaluation and analysis, instructional materials were developed employing Dick and Carey ID elements. The results of the implementation of the designed instructional materials to a group of 35 EFL learners are reported and discussed.

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Thoma, Jennifer. "A Model of Professional Development on Phonics Instruction: A Case Study of One Midwestern District." Journal of Education 201, no. 1 (February 3, 2020): 3–9. http://dx.doi.org/10.1177/0022057420903266.

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This pilot study was an explanatory mixed-methods design to examine whether teachers changed instructional practices after adopting a new curriculum material to support the response to intervention (RTI) framework. In coordination with one rural school district which had implemented instructional intervention practices, the researcher observed classroom implementation of phonics intervention instruction in K–3 classrooms in four different elementary buildings. Teachers took a survey around professional development and instructional practices. Existing student data were used to answer the following research question: Do teachers’ instructional practices support the RTI framework after adopting new materials to support literacy interventions?

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Angelino, M. Lattao, and M. Martin Matronillo. "The Utilization of Indigenous Communication Arts Instructional Materials in Teaching Language." Journal of Technology and Humanities 1, no. 1 (June 24, 2020): 18–25. http://dx.doi.org/10.53797/jthkkss.v1i1.3.2020.

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This study attempted to determine the utilization of indigenous instructional materials in teaching language from Grade 1 to Grade 3 at Paracelis District, Division of Mountain Province for the School Year 2018- 2019. Descriptive survey method used to gather information about the objectives of the utilization of indigenous instructional materials, impact or benefits of integrating indigenous instructional materials in teaching language and problems encountered in using indigenous materials in teaching language. Rank, frequency and percentage, mean and Pearson r were utilized in this study. The teachers contemplate the availability of the funds in the utilization of the indigenous Instructional Materials (IMs). On the other hand, both teachers and school heads have an equal awareness on the objectives of the utilization of instructional materials. The respondents believe that using the indigenous materials in teaching language only have a very large impact as a guide or reference materials in teachinglearning process. Therefore, the integration of the indigenous instructional materials positively affects the teachinglearning process. Likewise, the utilization of Instructional Materials facilitates learning and teaching. The school shall allocate funds and budget to provide indigenous instructional materials in teaching language. Additionally, initiating strategies among teachers as frontiers of its implementation of providing local Instructional Materials and enforces teachers' involvement of provision of instructional materials shall be done religiously. Henceforth, the school heads shall propose regular Learning Action Cell (LAC) sessions on how to provide indigenous instructional materials. Additionally, they shall conduct strict monitoring of the preparation of Instructional Materials to assure the quality of the instructional materials to be used in teaching language. Indeed, this study could probably help the teachers on how to utilize local, indigenous and contextualized Instructional Materials.

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Musa Sirajo and Umar Abdullahi. "Influence of Availability of Instructional Resources on learning Mathematics in North-western Nigeria." Journal of General Education and Humanities 2, no. 2 (May 1, 2023): 121–29. http://dx.doi.org/10.58421/gehu.v2i2.73.

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This study used a comprehensive literature review to investigate the influence of the availability of instructional resources on learning mathematics in north-western Nigeria. It was performed by reviewing relevant books, articles, and journals. The study results show that a student's capacity to learn mathematics depends on the availability and utilization of instructional resources. Students' senses are stimulated, and the availability and use of instructional resources arouse their interest in the subject. When the applications of instructional resources are emphasized in schools, students perform better in mathematics. Instructional resources constitute a potent factor influencing the teaching and learning of mathematics in schools. The study recommends, among other things, that teachers should always use instructional materials during instruction in the classroom to enhance the student’s achievement in the subject.

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Rodriguez, Nicoflor. "Task-based Supplementary Instructional Materials in Learning Grade 10 Chemistry." International Journal of Multidisciplinary: Applied Business and Education Research 4, no. 4 (April 20, 2023): 1077–83. http://dx.doi.org/10.11594/ijmaber.04.04.03.

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This study aimed to develop and evaluate task-based supplementary instructional materials in learning Grade 10 Chemistry in selected junior high schools in District I of the Schools Division Office of Marikina City during the school year 2021 - 2022. This study utilized the descriptive method of research with the questionnaire as the data gathering instrument. The sources of data were the ten (10) experts and twenty (20) high school Science teachers from the Schools Division Office of Marikina City, who served as the evaluators of the developed task-based supplementary instructional materials. Five criteria, namely: instructional design and organization of material, instructional quality, assessment, format, and presentation were used to determine the acceptability of the developed task-based supplementary instructional materials. The statistical tools used in this study were weighted mean and t-test. The significant findings of the study based on the questions raised are both the Science teachers and the Science experts evaluated the developed task-based supplementary instructional materials as very satisfactory in terms of instructional design and organization of material, instructional quality, assessment, format, and presentation and there was no significant difference between the evaluations of Science teachers and Science experts on the developed task-based supplementary instructional materials based on instructional design and organization of material, instructional quality, assessment, format, and presentation.

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Leow, Min Hui. "Framing a personalized online tutorial instruction: cognition and metacognition considerations." International Journal on e-Learning and Higher Education 19, no. 2 (March 31, 2024): 335–56. http://dx.doi.org/10.24191/ijelhe.v19n2.19221.

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Current research interest in technology-driven learning instructions is acknowledged to have a specific emphasis on personalized learning. Since the twenty-first century teaching and learning strategies have shifted from student-centered learning to student-directed learning in a culture where technology is widely used. The development of online tutorials is one of the initiatives that addresses pandemic crisis. This study focuses on the investigation of online tutorials in a post-pandemic context which contributes to online learning modulation concerning personalized instructional design in Malaysian elementary schools. This study investigates the instructional personalization through learners’ cognition and metacognition practices when experiencing online tutorials, in order to discover learners’ learning needs and preferences. 14 learners (aged 9) from a Malaysian elementary school were included in this study. An observational and interview-based qualitative case study was adopted. Thematic analysis was employed to generate codes, categories, and themes. As a result, a personalized online tutorial instruction was framed by including the features such as freedom in task and activity selection and planning on the basis of explicit instructional goals, complexity of information input and capacity of resources or materials for different learners’ needs, suitability of task difficulty level for various learners, multiple intelligence consideration, and differentiated peer scaffolding and teacher feedback. This study draws attention to the significance of cognition and metacognition considerations to suggest online tutorial instruction that underpins personalization.

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Mawardi, Mawardi. "Designing the Implementation of Model and Instructional Media." Scholaria: Jurnal Pendidikan dan Kebudayaan 8, no. 1 (January 16, 2018): 26–40. http://dx.doi.org/10.24246/j.js.2018.v8.i1.p26-40.

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The indicator of a professional teachers is the extent to which the teachers has the ability to design instructional well. A good instructional design will effectively achieve the instructional objectives that have been set. The problem that arises is that there is a signal that the teachers implement the learning without first doing systematic instructional design. This paper aims to provide guidance on how instructional components are designed. The instructional components include instructional objectives, materials, model / strategy / method, instructional media and instructional evaluation. The model of instructional component design is using system approach such as Dick model, Carey and Carey. The use of Dick, Carey and Carey model will produce frame of instructional objectives, materials, model / strategy / method, media, and instructional evaluation as needed. Among five components of learning above, the model components and media need to get serious attention because they follow the technology trend. Thus, it needs the signs for choosing and designing the model and the media. The lecturers' view of the process of how the learning act takes place will have implications for the choice of model and the media / delivery technology of the material to be applied. There are two extremes of extreme views about the epistemology of knowledge and the way in which a student's knowledge is acquired, although both are connected through the polar opposite continuum. The two views are: a) an objectivistic view (direct instruction) that is influenced by behavioristic learning theory and cognitive theory, especially information processing theory; b) constructivist views.

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Kaspar, Wendi, Jodie Borgerding, Megan Hodge, and Bill Marino. "PRIMO: Peer-Reviewed Instructional Materials Online." College & Research Libraries 78, no. 1 (January 2017): 2–7. http://dx.doi.org/10.5860/crl.78.1.2.

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Elkins, D. M. "Perceptions of Crop Science Instructional Materials." Journal of Natural Resources and Life Sciences Education 23, no. 2 (September 1994): 129–31. http://dx.doi.org/10.2134/jnrlse.1994.0129.

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Journal articles on the topic 'Instructional materials'

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