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Objective: Concept Maps (CM) aid in the acquisition of new information, and comprehend prior knowledge with better retention. Their use is not explored in undergraduate surgical education in our country, hence this study aimed to compare the surgery test scores of undergraduate medical students taught by concept maps and interactive lectures. Methods: This quasi-experimental study was carried out at the Department of Surgery, at a Private University Hospital among 60 students of fourth year MBBS from 2017-2018. The students were divided into Group-A taught by interactive lectures and Group-B taught by CM. Post class Multiple Choice Questions test was taken and scores were compared for immediate effects on knowledge and short term knowledge retention using the Unpaired t- test. A P-value of < 0.05 was considered significant. Results: Our study reported a mean test score of 19.5 (2.75 ± 0.49) for the Group-A, while 21.1 (3.49 ± 0.65) for Group-B with a negative t value of 2.003 with a significant p-value of 0.05. This showed that the test scores of Group-A were lower than the scores of Group-B. Conclusions: Concept Maps is an effective and promising way to give learners better understanding of complex concepts in short amounts of time. providing valuable evidence for instituting the use of concept maps as a continuous teaching strategy for medical students. [ABSTRACT FROM AUTHOR]

Self-directed learning (SDL) is an educational approach, where individuals take initiative and responsibility for their own learning, choosing what, how, and when to learn. It is assumed that SDL empowers students to tailor their educational experiences to personal interests and pace of learning, fostering autonomy and lifelong learning habits. This study aims to investigate on students' attitudes toward SDL in mathematics at basic school level using quantitative research design (survey). The data were collected from students using SDL attitude scale. Total papulation of the survey consists of students from six publics and eight private schools, out of which students from two purposefully selected schools from each category for the sample. From the four school, 120 students were selected. Attitudes towards SDL in mathematics scale developed by the researchers were applied to collect the data and were analyzed using SPSS version26 based on the research questions. The study revealed that students had negative attitude toward self-management, self-monitoring and self-motivation as required for SDL in mathematics at basic level school. Moreover, there is no significant difference in student's attitudes toward SDL in mathematics between public and private school, and between male and female students. The result shows that student's attitude towards SDL changes positively as they participated in different teaching learning techniques applied for engaging them in learning such as KWL, jigsaw, reciprocal teaching, think-share-pair, and cooperative, and collaborative instruction. This implies that negative attitude towards a pedagogical approach does not mean that students pay less attention to the approach but changes when applied appropriately. [ABSTRACT FROM AUTHOR]

Objective To develop a teaching strategy which is suitable for training talents and improving teaching quality in field of clinical gynecological oncology. Methods Seventy-eight clinical students of grade 2020 in a medical university were divided into control group (n=38) and research group (n=40). The “3+2” teaching mode of team-based learning (TBL) and workshop (WS) were adopted, and the learning outcome was evaluated at preview preparation, knowledge application and the questionnaire survey of students, so as to promote the cultivation of clinical reasoning of medical students. Results Compared with traditional teaching method, TBL+WS teaching group had better academic performance.The difference of before class tests and final exams was more significant [17.53±6.15 points and (76.81±5.10)points, respectively, P＜0.001].However, among the eight dimensions of the classroom teaching questionnaire, the teaching quality dimension was the highest (97.5%). More students think that this model had a positive effect on cultivating clinical thinking and developing new knowledge. Conclusions This integrated teaching strategy improves the quality of obstetrics and gynecology teaching and suppots students' capacity building on clinical reasoning .

The study investigated the effects of the three-phase constructivist instructional strategy on the academic achievement and interest of students in Mechanics in Physics. A total of two hundred and fifteen senior secondary II Physics students were used for the study. The experimental group was made up of one hundred and fifteen (115) students while the control group was one hundred (100) students. The study adopted the quasi-experimental design of pre-test, post-test non-equivalent control group design. The study was carried out in Southern Cross River State, Nigeria. Two instruments were used for data collection viz: the Physics Achievement Test (PAT) and the Physics Interest Scale (PIS). The face validation was undertaken by three experts, two in Physics education and one in Measurement and Evaluation. The instrument was trial tested using forty students in schools not used in the study. The data from this trial test were analyzed and the PAT had a reliability of 0.83 while the PIS had a reliability of 0.79. The pretest was then administered to the experimental and control groups. The experimental group was taught with the three-phase constructivist strategy while the control groups were taught using the normal conventional teaching method. After the period of treatment, the post test was administered to both groups. The results show significant difference in the mean interest score of both the experimental and control groups in favour of the control group. Also, there was significant difference in the academic achievement in favour of the experimental group. The paper thus concluded that the three-phase constructivist strategy is a good teaching method that could evoke interest and enhance achievement among students. The paper then recommended the use of innovative teaching methods by Physics teachers in order to arouse students' interest and enhance achievement. [ABSTRACT FROM AUTHOR]

To develop a teaching strategy which is suitable for training talents and improving teaching quality in field of clinical gynecological oncology. Methods Seventy-eight clinical students of grade 2020 in a medical university were divided into control group (n=38) and research group (n=40). The "3+2" teaching mode of team-based learning (TBL) and workshop (WS) were adopted, and the learning outcome was evaluated at preview preparation, knowledge application and the questionnaire survey of students, so as to promote the cultivation of clinical reasoning of medical students. Results Compared with traditional teaching method, TBL+WS teaching group had better academic performance. The difference of before class tests and final exams was more significant [17.53±6. 15 points and (76.81±5.10) points, respectively, P<0.001]. However, among the eight dimensions of the classroom teaching questionnaire, the teaching quality dimension was the highest (97.5%). More students think that this model had a positive effect on cultivating clinical thinking and developing new knowledge. Conclusions This integrated teaching strategy improves the quality of obstetrics and gynecology teaching and suppots students' capacity building on clinical reasoning. [ABSTRACT FROM AUTHOR]

Helping our students make sense of data while they are working with phenomena can be an excellent way for students to build critical 21st-century data skills in engaging and authentic ways. Here I outline a simple instructional strategy for integrating and utilizing data visualization into our phenomenon-based units. Additionally, I recommend two reflection exercises to consider when thinking more broadly about the intersection of data, communication, and phenomenon in your current curriculum. [ABSTRACT FROM AUTHOR]

Copyright of Dirasat: Educational Sciences is the property of University of Jordan and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This present study aims to elaborate on the use of the problem-based method as an instructional strategy to produce an engaging online program that can facilitate the student’s learning achievement. Since the students must interact actively with lecturers, other students, and course content, it is necessary that online learning involves the use of proper instructional strategies. Contextual practice and learning feedback must be applied to facilitate students’ learning process. This study applied a research and development model of Borg and Gall that adopts the systematic design of instruction of Dick et al. Descriptive and explanatory study designs were used in this research. The study applied a quantitative research methodology by using primary data and a formative evaluation as its instrument. The online learning course on academic writing was designed and developed by implementing the problem-based method as an instructional strategy. The study involved three systematic and systemic phases of research and development that include: the design phase, development phase, and evaluation phase. This present study involved a subject matter expert, an instructional designer, and a computer programmer. Besides, 36 online learning students participated as respondents in the study. A formative evaluation process was employed to try out and revise the program to ensure that the developed program was used by the intended target audience effectively. Online learning using a problem-based method was found to significantly enhance students’ collaborative skills and cognitive competence.

This study aims to track college students' on-task rate during the teaching process and to analyze the influence of instructional strategies on on-task rate through the aspects of observable and internal engagement indicators. Thirty-six undergraduate students at a higher education institution in China participated in the study. Students' behaviors and their EEG signals were recorded from fifty-one learning activities. Analyses have been focused on identifying the determinants of student's engagement levels and revealing the impacts of behavioral sequences and cognitive sequences on student's engagement levels. The results show that (1) instructional strategies, classroom behaviors, and cognitive states were significant predictors of students' on-task rate; (2) the continuity of classroom behaviors improved the on-task rate; and (3) the standard deviations of attention and cognitive load were positively correlated with the on-task rate. This study describes a case of integrating multimodal data analysis in classroom teaching and discusses practical implications for improving classroom teaching. [ABSTRACT FROM AUTHOR]

Creativity is an indispensable competency in today's innovation-driven society. Yet, the influences of instructional strategy, a key determinant of educational outcomes, on the creativity-fostering process remains an unresolved mystery. We proposed that instructional strategy affects creativity cultivation and further investigated the intricate neural mechanisms underlying this relationship. In a naturalistic laboratory setting, 66 instructor-learner dyads were randomized into three groups (scaffolding, explanation, and control), with divergent thinking instructions separately. Functional near-infrared spectroscopy (fNIRS) hyperscanning simultaneously collected brain signals in the prefrontal cortex and temporal-parietal junction regions. Results indicated that learners instructed with a scaffolding strategy demonstrated superior creative performance both in acquisition (direct learning) and transfer (use in a novel context) of creativity skills, compared to pretest levels. In contrast, the control and explanation groups did not exhibit such effects. Notably, we also observed remarkable interbrain neural synchronization (INS) between instructors and learners in the left superior frontal cortex in the scaffolding group, but not in the explanation or control groups. Furthermore, INS positively predicted enhancements in creativity performance (acquisition and transfer), indicating that it is a crucial neural mechanism in the creativity-fostering process. These findings reveal that scaffolding facilitates the acquisition and transfer of creativity and deepen our understanding of the neural mechanisms underlying the process of creativity-fostering. The current study provides valuable insights for implementing teaching strategies to fostering creativity.

Algebra plays a central role in school mathematics as it is a critical factor for success in mathematics courses such as calculus and geometry. This investigation aimed to establish the effectiveness of students teams-achievement division (STAD) strategy on students' academic achievement in algebra, Lagos State, Nigeria. A quasi-experimental model was employed for the study, which lasted for six weeks. Two secondary schools were chosen randomly and divided into experimental and control groups. The sample comprised 136 students (61 students in control group and 75 students in experimental group) from Ikorodu City, Lagos State, Nigeria. The quadratic functions assessment test, four questions (each with four items) with appropriate validation, served as the tool for data collection. Reliability was attained using the test-re-test method, with Pearson's product-moment correlation analysis yielding a reliability index of 0.86. Three hypotheses were generated and analyzed using analysis of covariance at a significance level of 0.05. The results showed that students exposed to STAD had enhanced performance in algebra. Likewise, gender did not impact the achievement of the participants in algebra. It was recommended that the Nigerian Educational Research Development Council arrange workshops, training, and seminars on incorporating learner-friendly instructional strategies such as STAD. [ABSTRACT FROM AUTHOR]

本研究旨在探究盲生於遊戲式數學活動中的困難，以及教學者如何在遊戲式數學活動中進行有效的介入。研究者參照Dienes的數學學習歷程六階段，界定盲生在遊戲中的學習任務。並透過主題分析法，歸納出盲生在遊戲式數學活動前二階段中遇到的困難，以及資深經驗教學者的介入策略。本研究之研究參與者包括國小五年級到國中二年級的八位全盲學童，以及兩位資深數學教師。研究者發現，盲生在遊戲式數學活動中的困難，可歸納為「不熟悉遊戲脈絡」、「不熟悉規則」、「動機受情緒影響」三大類。同時，本研究亦歸納出帶領盲生進行遊戲式數學活動的教學方法，教學者可以將遊戲的資訊切割，逐步增加遊戲的複雜度。在正式遊戲開始前，可教導盲生利用觸覺與透過口語互動助其掌握遊戲局勢的策略與習慣，以降低盲生在遊戲時的認知負荷。另對於遊戲掌握度較佳的學生可提供遊戲多變性，對遊戲掌握度較低的學生，則以同理與鼓勵之方式，以舒緩其焦慮。本研究為盲生遊戲式數學活動教法之前導研究，經由教師介入後，盲生能突破數學學習歷程前二階段的大部分困難。未來研究可繼續探究針對盲生遊戲式數學活動之教學如何進行有系統提問及促進盲生間之討論，以幫助他們從中習得數學概念。 Introduction In recent decades, studies have reported that students with blindness can efficiently learn mathematics. However, practitioners have found that students with blindness find the process of learning mathematics more difficult than their sighted peers. As a result, students with blindness are more likely to feel frustrated and lose motivation for learning math than sighted students. However, some studies have indicated that students with blindness would be as motivated and engaged as their sighted counterparts if teachers add game-based elements in their class. This study hopes that the game-based teaching approach can be used for mathematics learning by students with blindness in Taiwan to help alleviate their frustration and overcome their difficulties in learning mathematics. Research Purpose The purpose of this qualitative study was to investigate the difficulties faced by students with blindness in game-based mathematics activities and how teachers can effectively intervene to increase the motivation of students with blindness and alleviate their frustration. The study adopted a qualitative case study approach for data collection. Data Collection For data collection, the researchers used a videotaping technique to record two game-based activities instructed by two teachers at two locations. Additionally, the researchers and the teaching assistants took field notes to accurately report the participants’ facial expressions and body language. Moreover, three scales were used to collect descriptive statistics as supporting data. The participants in this study comprised eight students with blindness (Grades 5 to Grades 8) and two senior mathematics teachers. The student participants had no additional disabilities other than visual impairment. Consent forms were acquired from the parents, and assent forms were obtained from the other participants. Data Analysis A thematic analysis was adopted to determine the difficulties encountered by students with blindness in the first two stages of mathematics activities. The intervention strategies of the two experienced teachers were also coded and summarized. Results In this study, in the “free play” stage, the information obtained by the participants through tactile sense is fragmentary and partial; thus, they tend to ignore key information in the game. Therefore, teachers should help students with blindness integrate all partial information to form a whole picture. Next, when students with blindness entered the “game” stage, they encountered more challenges, including those related to the identification of the location and characteristics of game objects, which changed during the game process. Thus, students with blindness might be unable to find the location of game objects or lose considerable time, thus reducing their chances of winning. Accordingly, teachers must provide more prompts or lead them to review the game protocol and help them capture the dynamic situations. Moreover, teachers can increase the frequency of verbal cues to promote the students’ use of hearing to receive information. The researchers found that in the “game” stage, students with blindness tended to ignore and violate the rules. In addition, the participants may infer the rules incorrectly in specific situations. They also may be unfamiliar with mathematical definitions and may, thus, ignore rules meant for specific purposes. Accordingly, teachers can remind them directly or teach them the game rules step-by-step with a demonstration of the operation before the game starts. In contrast to GBL for sighted students, GBL for students with blindness requires teachers to provide multiple sensory information pieces to help the students enhance their use of the senses of touch and hearing. Additionally, teachers can provide more step-by-step instructions and more direct guidance. During the “game” stage, high-level students got bored easily and wished to speed up the game, whereas low-level students got frustrated because they tend to think and act slowly, which thereby reduced their engagement. To avoid this, teachers can lead students to try out the rules and manipulate the game objects smoothly or design games with different degrees of complexity to increase students’ curiosity in the game and, thus, their engagement and motivation levels. Furthermore, teachers can encourage students with a low performance level. When students with blindness engage in game-based activities, they are often a part of groups comprising heterogeneous members of various ages. A small proportion of students with blindness is present in Taiwan. Therefore, adding collaborative elements to the game can balance the uneven abilities of heterogeneous members and increase their intrinsic motivation. Discussion and Conclusions The challenges of students with blindness in game-based mathematics activities can be divided into three major categories, namely “unfamiliarity with the game context,” “unfamiliarity with the rules,” and “motivation affected by emotion.” Moreover, the teaching strategies for leading the students with blindness in game-based mathematics activities are summarized. To overcome the “unfamiliarity with game contexts” aspect, instructors should remind students to use their sense of touch more often during game-based mathematics activities and tell them specifically where and what they can touch at that particular moment. They can also design introductory activities to help students use their sense of touch to become familiar with manipulating game objects. For mastery in the dynamic context, in addition to the use of tactile inspection, the instructor can gradually help students with blindness to perceive the game situations through retrospective questions. To overcome the difficulty due to “unfamiliarity with the rules,” instructors should remind students to pay attention to the rules during the core game stage and to understand the reasons for the violation of the rules. By understanding the reasons for the violation of the rules or by specifically analyzing and explaining the reasons, students can overcome the learning challenges. To overcome the third type of difficulty, “motivation affected by emotion,” instructors can divide the game into several stages, from easy to difficult, and gradually add new elements to each stage. Moreover, to motivate students who are anxious about being unable to keep up, instructors can provide scaffolding support including empathy and encouragement. This strategy can help students with low mastery of the game to relieve their anxiety and enhance their motivation and engagement. Suggestions for Future Research In the future, to help students advance to the third stage of Dienes’ “searching for communalities,” teachers must add more activities in the GBL and increase the opportunities for student–teacher discussions and student–student discussions, so that students can explore the meaning behind the GBL modules through teachers’ or peers’ scaffolding. This study explored the effectiveness of teaching students with blindness through game-based mathematics activities. After the activities, students with blindness were able to overcome most of the difficulties they encountered in the first two stages of the mathematics learning process. Future scholars should continue to explore how teachers can systematically ask questions to facilitate discussions among students with blindness and help them learn mathematics concepts. Furthermore, this study recommends that future studies should check whether the three major aforementioned difficulties occur in other mathematics topics (such as in geometry) in game-based activities to explore the feasibility of additional instructional strategies.

The objective of this study was to design and validate a didactic strategy for teaching Social Studies to eighth grade students at the Bachelor Institute Lieutenant Maximiliano Rodríguez, which would address the specific learning needs of this student population. The sample consisted of 56 eighth grade students and 6 teachers of the institution. The study followed an exploratory and developmental approach, divided into three phases: diagnosis, strategy design and validation by expert criteria. In the diagnostic phase, the techniques of student surveys, teacher interviews and review of academic documents were used to understand the challenges and learning preferences in Social Studies. The results revealed areas for improvement, such as content comprehension and access to resources. The design phase focused on the creation of an innovative didactic strategy, incorporating active methodologies, educational technology, formative assessment and educational game design. Finally, in the validation phase, a panel of experts in social studies, pedagogy and educational technology evaluated the suitability of the strategy. The results of this study revealed the importance of implementing innovative pedagogical approaches, integration of educational technology and adaptation to students' learning preferences. Overall, this study provides a valuable framework for improving Social Studies teaching, supported by a rigorous research approach and validation by expert judgment. [ABSTRACT FROM AUTHOR]

The purpose of this study was to examine whether a simulation-integrated context-based 7E instructional strategy (SICBIS) could increase students' achievement in the chemistry of oxides, acids, bases, and salts (COABS) when compared to context-based 7E instructional strategy (CBIS), simulation-integrated conventional teaching approach (SICTA), and conventional teaching approach (CTA). An embedded mixed-method was employed. For the quantitative part, a 25-item chemistry achievement test was utilized to collect data from 229 grade 10 students as part of a quasi-experimental pre-/post-test control group study design. Both descriptive and inferential statistics were utilized to analyse the data. Semi-structured interviews were used to triangulate it the with quantitative results. Quantitative results demonstrated that although difference was not statistically significant, incorporating computer simulations within CBIS helps students do better than they would have without. SICBIS and CBIS outperformed SICTA and CTA in COABS. Also, implications and recommendations are made. [ABSTRACT FROM AUTHOR]

Backward Learning Instruction (BLI) is a recommended instructional practice to apply for an extensive reading and listening program to become comprehensible meaning-focused input as an initial idea from the flipped-learning model and backward design. This study explored how backward learning instruction as an instructional strategy applies in the learning process; and how students perceive backward learning instruction for comprehensible meaning-focused input. The author used a mixed method, with the descriptive and statistical description of 45 students from the law department at the Sekolah Tinggi Ilmu Hukum Pengayoman Bone, which was selected using purposive sampling. A study of the document was conducted to compile the BLI model, and a Guttman scale questionnaire was provided to gain firm and precise answers on BLI implementation. Then, the data were analyzed. The result presented the BLI model within three steps: 1) Preparing class, 2) Backward learning instruction, and 3) Knowledge enrichment. This study also found that BLI as an instructional strategy for comprehensible meaning-focused input showed a high agreement among students with high and very high categories converted by the students' propensity to respond to a scale. As an implication, BLI has contributed to providing solutions for learning the reading and listening comprehension process in distance, blended, and autonomous learning. EFL teachers, learners, and material developers must consider BLI as learning instruction due to its positive impact on students' self-faced learning.

Innovative learning models like Project-based learning are believed to encourage not only the achievement of student learning outcomes but also 21st-century skills. Many studies on Project-based learning are related to developing 21st-century skills, one of which is critical thinking, with different results. Therefore, it is necessary to conduct a study that can elaborate on various studies on the effectiveness of Project-based learning on students' thinking skills. This study aims to determine the difference in critical thinking skills between students participating in project-based learning and other models. This study uses a quantitative approach with meta-analysis. The data is secondary data from studies published in journal articles indexed by Scopus and Google Scholar in the last ten years with a total of 29 studies that are suitable for analysis. The estimated aggregate is the difference between groups. Data analysis used Comprehensive Meta-Analysis Vers.3 to calculate and estimate aggregates, draw forest plots, test hypotheses, and analyze biases. The analysis results show that Project-based learning promotes students' critical thinking skills, although moderated by education level and comparative learning strategies. Project-based learning is superior to traditional learning at various levels of education. Project-based learning and other scientific learning are known to support students' critical thinking skills. Teachers can also make PjBL more innovative by utilizing information technology, and the contextual environment, as well as integrating various media, content, and other learning strategies to encourage student critical thinking skills.

A new teaching format, the LecturePlus, was formulated as a lecture followed by small-group learning activities. This study assessed the effectiveness of LecturePlus in medical education. An interventional study was conducted among final-year medical students, with 74 students in the experimental group and 96 students in the control group. Each LecturePlus lasted ~1 h and was conducted with 12-18 students. A LecturePlus session comprised of a lecture followed by small-group problem-solving exercises. The exercises were clinical cases with open-ended short-answer questions. Students were divided into groups of three (triads) for these exercises. A faculty tutor assisted the small groups as needed. Closure was achieved through a discussion moderated by the tutor. Learning outcomes were assessed via the National Board of Medical Examiners (NBME) subject scores and compared with those of the preceding academic year. An additional multiple-choice question (MCQ) test was administered before and after the clerkship. The MCQ test showed improvement in knowledge application (P < 0.001, partial eta squared = 0.42). There was a statistically significant improvement in adjusted NBME scores among female students (74.8 vs. 71.8; P = 0.017) but not among male students. An anonymous written questionnaire survey showed high ratings for LecturePlus (95% selecting yes or partly yes to overall satisfaction). LecturePlus is an instructional strategy that integrates a lecture with learning activities. It can be scaled to large class sizes facilitated by one teacher. By combining didactic teaching with problem-solving, this new instructional strategy may foster application of knowledge. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Research in Education Sciences is the property of National Taiwan Normal University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article reviews the instructional strategies used by assistive technologies and maps their problem manifestation and effectiveness for children with learning disabilities. The objective of this article is to investigate the most common types of assistive tools used in learning to study their attributes, limited to the needs of learners with the condition of dyslexia, dysgraphia and dyscalculia. It studies currently available low, mid and high-level assistive learning technologies available to deal with problems faced by these learners. Assistive tools studied in this article range from simple hardware tools to multi-sensory software. A simple analytical framework by interlinking, Problem Manifestation, Underpinned Implication, Instructional Strategy and Cognitive Strength Developed (PISC) is formulated to examine the tools. Five assistive tools types (non-electronic products, low-tech products, mid-tech products, high-tech products apps and learning software) for each learning disability are identified, analysed and associated learning implication is studied under PISC framework. This helps to map the problems and learning style of learning disabled and analyses the underpinned implication along with the corresponding development of skills (cognitive, affective or psychomotor) by these assistive technologies. Performance of identified assistive tool types using PISC framework is analysed. Findings are reported and discussed. Available assistive tools are not learning disability specific. So, in order to differentiate the learning path of a Learning Disabled learner from that of a Non-Learning Disabled learner, study is conducted under four attributes of PISC framework: Problem Manifestation, Underpinned Implication, Instructional Strategy and Cognitive Strength. Available assistive tools in the field of remedial education are found to be problem centric and only able in dealing with single academic learning need of a learner with specific learning difficulty. The mapping of the available assistive technologies under PISC framework provides a detailed structure for the selection of most suited assistive tool as per learning requirement of a learner with learning disability. This study also conclude the non- availability of the High-tech assistive tools and Educational Software specifically designed for learners with learning disability. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic forced universities worldwide to make the switch to online instruction, raising concerns about the quality of online courses and their impact on student satisfaction and engagement. This study aimed to explore Korean university students' satisfaction levels with online English-mediated instruction (EMI) courses during the pandemic and identify factors that influence class satisfaction. The purpose of this study was to provide insights into how EMI instructors could improve their online teaching practices during and after a pandemic. The hypothesis was that instructional strategies (IS), academic conscientiousness (AC), and academic integration (AI) could mediate the link between engagement and satisfaction. The study used a survey design to collect data from 219 Korean university students who took online EMI courses during the spring 2020 semester. The survey collected demographic information as well as students' perceptions of valuable IS, AC, AI, and satisfaction. Data analysis included independent samples t-test, correlation analysis, Structural Equation Modelling (SEM), and multiple regression analysis. The results showed IS use and satisfaction differed among disciplines. Specifically, there were significant differences in satisfaction levels between Arts, STEM, Business, Social Sciences, and Literature and Languages majors. Additionally, there were significant relationships between demographics, AC, AI, IS use, and satisfaction. SEM was used to provide a general view of factors mediating the link between engagement and satisfaction. The results revealed that AC, AI, and IS use mediated the link between engagement and satisfaction. Multiple regression analysis showed that students were more satisfied with instructors who demonstrated care and warmth using social networking sites to communicate. Overall, this study provides valuable insights into student satisfaction with online EMI courses during the COVID-19 pandemic and for the future of online EMI teaching-learning. The findings suggest that online EMI instructors should consider using social networking sites to communicate with students in order to increase satisfaction levels. Additionally, instructors should be aware that different disciplines may require different instructional strategies to maximize student engagement and satisfaction. [ABSTRACT FROM AUTHOR]

Speaking is a crucial skill in everyday life, encompassing various sub-skills such as oral fluency. However, teaching speaking effectively is a challenging endeavor, as developing good oral fluency requires time and effort. To enhance students' oral fluency, English teachers employ various instructional strategies. To investigate these strategies, the researcher conducted a descriptive study utilizing interviews and observations. The study focused on two English teachers instructing speaking classes at an Islamic private school in Sidoarjo, which offers an International Class program called M-ICO (Muhammadiyah International Class Orientation). The findings revealed that teachers employed student-led activities such as presentations, discussions, and game-based learning to facilitate students' oral fluency; choosing learning materials that can boost students’ oral fluency; using questioning frequently. Additionally, the study identified several speaking difficulties faced by students, such as classroom management issues, linguistic challenges, inhibition, and reliance on their mother tongue. To address these issues, teachers employed strategies such as providing challenges or games, encouraging the use of dictionaries for pronunciation learning, normalizing mistakes, and motivating students during the learning process. In conclusion, teachers adapt their instructional strategies and address concerns based on the unique conditions of their classes. These findings have implications for educators to improve students' oral fluency through strategic approaches. Furthermore, future research should explore the relationship between Islamic values or materials and oral fluency in the context of Islamic school environments.

Self-efficacy is defined as people’s perceptions of their abilities to organize cognitive, social, emotional, and behavioral skills and their decisions on how much effort to use to attempt the action. This exploratory sequential, mixed-methods study examined nontraditional doctoral students’ perceptions on how instructional strategies helped with their self-efficacy in online statistics learning as aligned with four sources of self-efficacy (i.e., mastery experiences, vicarious experiences, verbal persuasion, and physiological reactions). The relationship between the instructional strategy used and the students’ statistics self-efficacy was examined. The effective instructional strategies are discussed and recommendations provided for online statistics instructors and course designers. [ABSTRACT FROM AUTHOR]

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The effects of Concept Mapping (CM) and Cooperative Mastery Learning (CML) strategies on students' attitudes towards biology were investigated in this study to instill a positive attitude in students toward biology. The study adopted a quasi-experimental, non-equivalent control group design with pre-and post-tests. A total of 449 senior secondary students (SS2) from Nyamagabe District, Rwanda was studied. Pre- and post-administration of biology Attitude Questionnaire (BAQ) with the reliability (α= 0.95) was used to obtain data. Mean, standard deviation, analysis of covariance, and Bonferroni test were applied for data analysis. The findings showed that students exposed to the CM and CLM strategies have a significantly higher attitude towards biology than those taught using conventional teaching methods (CTM) (F (2, 445) =26.717, p=.0000.05) and CML (F (1,141) =. 670, p=.796>0.05). Also, the results showed no significant interaction effect of treatment and gender on the attitude of students towards biology (F (2,442) =.586, p=.557>0.05). The study concluded that the CM and CML are effective teaching strategies in raising students’ attitudes towards biology regardless of gender. It is recommended among other things that biology teachers should adopt the CM and CML strategies during instruction to help students develop a positive attitude toward biology.

• Compared with the explanation or control groups, learners who underwent scaffolding instruction demonstrated superior creative performance in both acquisition and transfer. • We observed remarkable interbrain neural synchronization between instructors and learners in the left superior frontal cortex within the scaffolding group compared with the explanation or control groups. • The neural synchronization positively predicted enhancement in creativity performance, indicating that interbrain neural synchronization is the underlying mechanism in the creativity-fostering process. Creativity is an indispensable competency in today's innovation-driven society. Yet, the influences of instructional strategy, a key determinant of educational outcomes, on the creativity-fostering process remains an unresolved mystery. We proposed that instructional strategy affects creativity cultivation and further investigated the intricate neural mechanisms underlying this relationship. In a naturalistic laboratory setting, 66 instructor-learner dyads were randomized into three groups (scaffolding, explanation, and control), with divergent thinking instructions separately. Functional near-infrared spectroscopy (fNIRS) hyperscanning simultaneously collected brain signals in the prefrontal cortex and temporal-parietal junction regions. Results indicated that learners instructed with a scaffolding strategy demonstrated superior creative performance both in acquisition (direct learning) and transfer (use in a novel context) of creativity skills, compared to pretest levels. In contrast, the control and explanation groups did not exhibit such effects. Notably, we also observed remarkable interbrain neural synchronization (INS) between instructors and learners in the left superior frontal cortex in the scaffolding group, but not in the explanation or control groups. Furthermore, INS positively predicted enhancements in creativity performance (acquisition and transfer), indicating that it is a crucial neural mechanism in the creativity-fostering process. These findings reveal that scaffolding facilitates the acquisition and transfer of creativity and deepen our understanding of the neural mechanisms underlying the process of creativity-fostering. The current study provides valuable insights for implementing teaching strategies to fostering creativity. [ABSTRACT FROM AUTHOR]

Abstract Context Bite-sized learning is an instructional method that utilizes brief, focused learning units. This approach may be beneficial in medical education given demands on learner time and cognitive load. This study aims to assess the impact of this approach on knowledge acquisition and learner attitudes in postgraduate medical education. Methods An instructional method, termed Bite-Sized Teaching (BST), was implemented within the curriculum at a US Internal Medicine postgraduate training program. In BST, content is distilled into manageable units focused on relevant schemas and delivered via brief peer teaching. A two-fold assessment of BST was performed that included cross sectional survey to assess learner attitudes and experiences and a controlled study to assess knowledge acquisition with BST and case-based teaching control. Results One hundred and six of 171 residents (62% response rate) completed the survey. Most residents (79.8%) reported BST was among the best conference types in the curriculum. Important components of BST cited by residents include the distilled content, multiple short talk format and peer teaching. Residents report incorporating what they learned via BST into their teaching (76.1%) and clinical practice (74.1%). Resident who had participated as speaker were significantly more likely to report incorporating learning from BST into their teaching (87.2% vs 63.0%, p

Over the past decade, the call to foster computational thinking (CT) in every child has received considerable attention. However, there is little understanding of whether children are developmentally ready to think computationally and what specific CT concepts and skills can be developed at various ages. This study explored the developmental and gender differences in CT skills of 197 Grade 4–6 students (aged 9–13) before being exposed to instruction and investigated the age–gender interaction effects on their CT acquisition in an intervention combining both programming and non‐programming (unplugged) activities. Results show that students' CT skills followed a developmental progression before instruction. Gender difference across ages was insignificant in conditionals, logical operators, pattern recognition and generalization skills. Additionally, students of different ages developed CT differently during the intervention, and their CT acquisition was unaffected by gender. Implications for practice and research in CT education were discussed. Lay Description: What is currently known about the topic: Learning progressions for computational thinking have been defined in K‐12 curricula globally.Engaging in programming and non‐programming (unplugged) activities can increase students' CT skills.Controversial results have been reported on the age–gender interaction effects on CT development.Lack of understanding on children's actual progressive development of CT. What this paper adds: A developmental progression was found in CT skills of students aged 9–13. Students aged 12 and above had some a priori understanding of CT.No gender difference across ages existed in conditionals, logical operators, pattern recognition and generalization skills before instruction.Students aged 9–11 benefitted the most from an intervention combining both programming and unplugged activities compared to older students. Students' CT acquisition in the intervention was unaffected by gender.Given the intervention, students aged 9 and above developed conditionals, logical operators and pattern recognition skills. However, generalization skill was developed only for students aged 12 and above. Implications for practice and policy: The findings lay the foundation for designing evidence‐based age‐appropriate CT learning progression and pedagogies.Age‐appropriate learning content: Given appropriate learning experiences, students aged 9 and above may be ready to learn certain CT concepts and skills, including conditionals, logical operators and pattern recognition.CT pedagogies: Using programming and unplugged activities to develop CT requires careful consideration of students' cognitive development and gender needs. [ABSTRACT FROM AUTHOR]

The effects of Concept Mapping (CM) and Cooperative Mastery Learning (CML) strategies on students' attitudes towards biology were investigated in this study to instill a positive attitude in students toward biology. The study adopted a quasiexperimental, non-equivalent control group design with pre-and post-tests. A total of 449 senior secondary students (SS2) from Nyamagabe District, Rwanda was studied. Pre- and post-administration of biology Attitude Questionnaire (BAQ) with the reliability (a= 0.95) was used to obtain data. Mean, standard deviation, analysis of covariance, and Bonferroni test were applied for data analysis. The findings showed that students exposed to the CM and CLM strategies have a significantly higher attitude towards biology than those taught using conventional teaching methods (CTM) (F (2, 445) =26.717, p=.000<.05). There was no significant difference in mean attitude scores between male and female students who were taught biology using CM (F (1,148) =.635, p=.427>0.05) and CML (F (1,141) =. 670, p=.796>0.05). Also, the results showed no significant interaction effect of treatment and gender on the attitude of students towards biology (F (2,442) =.586, p=.557>0.05). The study concluded that the CM and CML are effective teaching strategies in raising students' attitudes towards biology regardless of gender. It is recommended among other things that biology teachers should adopt the CM and CML strategies during instruction to help students develop a positive attitude toward biology. [ABSTRACT FROM AUTHOR]

This study aimed to identify the main problems faced by teachers in developing learning resources, and to provide recommendations for these problems. A qualitative descriptive approach was used. This study's paticipants were recruited randomly, and included 55 teachers of SMP, SMA, and SLB. Data were collected through an online survey with a digital questionnaire instrument. Data analysis was carried out through three steps: data reduction, data presentation, and concluding. The results showed that there are three main problems that teachers face in developing learning resources: 1) the technical ability to use tools and devices to create digital learning resources; 2) the strategy of organizing learning materials to be applied to learning resources; and 3) the lack of skills in managing learning materials to be applied to digital learning resources. Based on these findings, it is recommended that teachers collaborate with educational technologists who are masters of learning resource development. [ABSTRACT FROM AUTHOR]

This paper aims to investigate the different meanings that the constituent elements of lesson planning have assumed in the works of Science Education and proposes, from a critical approach, the delimitation of its essential constituent elements, as well as their definitions. To this end, a systematic literature review was performed, involving the analysis of 403 papers from: Science Education journals in strata A1 and A2; Proceedings of Teaching and Education meetings; and theses and dissertations from the CAPES catalog. Studies were selected from 2012 to 2016. An absence of terminological equivalence was found for the terms strategy, methodology, method, technique, and resource. In addition, most of the papers use these terms unlinked from their definitions and any theoretical frameworks. Subsequently, theoretically grounded definitions were proposed for each of the terms in the context of lesson planning. It is argued that the methodological approach guides the teaching and learning process and consists of an essential element of lesson planning, which involves explaining the background conceptions about teaching and learning, the nature of science, and the social role of school education. Therefore, planning a lesson needs to be an explicit and conscious act of the teacher, in which he becomes aware of the methodological approach to be adopted. This approach will guide the requirement for the delimitation of learning objectives, the selection and arrangement of instructional and assessment strategies, as well as the teaching resources and instructional materials.

Introduction: Flipped learning is an instructional strategy and a type of blended learning that reverses the traditional learning environment by delivering instructional content, often online, outside the classroom. It moves activities, including those that may have conventionally been considered homework, into the classroom. With the availability of resources but restrictions on time, flipped learning can replace or be an adjunct to conventional classroom teaching as per the need. Objectives: (1) Comparison of the MCQ test scores pre‑ and postflipped learning classroom. (2) Analyze the feedback of the students on flipped learning through structured questionnaire. Materials and Methods: This study included 36 second‑year students from TMV’s Lokmanya Medical College of Physiotherapy. After approval from the Institutional Ethical Committee, written consent was obtained from the participants. The study material was mailed to all the participants. Flipped classroom instructional strategy was employed with videos of “Gait‑Kinetics and Kinematics” that were uploaded. Two classroom lectures were conducted for in‑depth exploration and problem‑solving done. Pre‑ and postMCQ test administered and feedback was taken. Results: A significant improvement was seen in the MCQ test score post two flipped learning sessions (P < 0.001). The feedback questionnaire analysis established that flipped classroom technique is an effective teaching method. Conclusion: Flipped classroom teaching is an effective teaching method in bringing about a change in the cognitive domain of second‑year physiotherapy students. [ABSTRACT FROM AUTHOR]

This qualitative case study explored an eighth-grade social studies classroom where the teacher uses StudyCasts as an instructional strategy with his students. Teacher-led StudyCasts were utilized as a way for his students to remember content for upcoming tests. Additionally, his students created their own StudyCasts in the classroom to review social studies content. The study revealed an increase in student engagement, improved communication skills, and introduced an alternative method to study and prepare for classroom content and summative assessments. This study discussed the benefits and limitations of the use of this technology in the social studies classroom. Currently, a limited amount of studies explore the use of StudyCasts in social studies and middle-level education. This study extends the literature in this emerging area. [ABSTRACT FROM AUTHOR]

Student poor performance in mathematics has been a serious concern to mathematics educators and all educational stakeholders in Nigeria. The instructional strategies used by teachers in teaching mathematics have been identified by researchers as one of the problems behind this poor performance in mathematics. If this poor performance of students in mathematics continues it could deny the realization of educational goals for scientific and technological development of the nation. This research therefore, was carried out to examine the effects of multimedia instructional strategy on senior school students' performance and retention in mathematics in Ilorin, Kwara State, Nigeria. The study was a quasi-experimental type of the pre-test, post-test, non-randomized, control group design. The design is a 2x2×1 factorial design. A sample of 81 senior secondary school II students from two secondary schools in Ilorin south local government area of Kwara State was involved. The research instruments were; developed multimedia instructional package. The experimental group was taught using multimedia instructional strategy, while the control group was exposed to the conventional teaching. Data collected for analysis were subjected to ANCOVA and t-Test statistics. From the study, findings showed that: (1) there was a significant difference between the experimental groups taught mathematics using multimedia and the control group taught mathematics using conventional method (2) both female and male students were capable of competing in classroom activities when taught with a better instructional strategy (3) multimedia instructional strategy improve and stimulate students' retention level thus, multimedia instructional package helps to concretize the learning of mathematics and makes learning more effective. Based on the findings of this study, it was recommended that multimedia instructional strategy may be integrated into mathematics curriculum and also used to arouse students' interest in mathematics. [ABSTRACT FROM AUTHOR]

The study investigates the effects of Learning-By-Doing Instructional Strategy (LBDIS) and parents' education in determining secondary school students' attitude towards agricultural science. The research design adopted was a pre-test, post-test, non-randomized control group quasi-experimental design involving 2x2 factorial matrix. The sample comprised fifty-three students from two schools (intact classes) with twenty-three and thirty in experimental and control groups, respectively. The Agricultural Science Attitude Scale (ASAS) and Skills Performance Rating Scale were the instruments developed by the researchers. ASAS was administered as pre and post-tests but SPRS was used after each lesson. Three hypotheses were formulated and tested, and then the data collected were analyzed with the use of frequency counts, percentages, means, standard deviation, ANCOVA, F-ratio and Multiple Classification Analysis (MCA). Results reveal that there is a significant difference between experimental and control group students' post-test mean scores of attitude towards learning agricultural science. Additionally, no significant main effect of parents' education level on the students' attitude learning in agricultural science is found. As part of the recommendations, the provision of instructional strategies like LBDIS that can assist to build and boost learners' attitude towards the learning of agricultural science should be emphasized and put in use in classroom practices. [ABSTRACT FROM AUTHOR]

Past studies have indicated that teachers' self-disclosure has a direct influence on students' learning. It has impacted students' motivation, participation, interest, affect for teacher and course, solidarity, affinity seeking behaviours and out-ofclassroom communication. However, little is understood about how this phenomenon affects teaching and learning across different cultural contexts and ESL environments. This study attempted to investigate ESL teachers' selfdisclosures in a Malaysian writing classroom. Fifty second-year undergraduates enrolled in an academic writing course and the respective teacher were interviewed using semi-structured interview protocols. The thematic analysis indicated that seven themes, learning strategy, writing strategies, content generating strategies, affective learning, teacher-student communication, classroom climate and appropriateness were important factors that influenced teachers' self-disclosures in the ESL writing classroom. The results from this study demonstrate that ESL students' perceptions towards teachers' self-disclosure have important implications for affective, instructional and learning strategies. This study concludes that teachers' self-disclosure has potential use as a pedagogical tool that could enhance the teaching and learning of ESL writing. [ABSTRACT FROM AUTHOR]