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1.
Ninety beginning freshmen at the University of Missouri-Rolla were utilized as subjects. The sample was sub-divided into three equal groups; the experimental group was composed of pre-registered students enrolled in an intensified instructional program in Study Skills and Developmental Reading and were provided specialized counseling services; one control group was composed of students that had taken part in the pre-registration program at UMR, but were not enrolled in the Study Skills and Developmental Reading instruction and were not provided specialized counseling services; and the other control group was accorded no variation in traditional method of enrollment or instruction. All three groups were matched on their obtained School and College Ability Test scores, English and Mathematics Placement Test scores, college majors and semester hours attempted. All students in these groups were above average in quantitative skills and below average in verbal skills.

The experimental group met for developmental reading and study skills instruction on a bi-weekly basis for no academic credit. The study skills instruction included material dealing specifically with both study habits and study attitudes. The developmental reading sequence consisted of both machine and workbook instruction. The counseling service was provided on a voluntary basis and was initiated at the time of pre-registration. A statistically significant difference in grade point average (GPA) was discerned after the first semester of the project. While no significant differences in GPA existed after the second and third semesters of the investigation, the attrition rate was considerably lower for the experimental group than for the control groups. Highly significant gains were evidenced in reading rates with no significant loss in reading comprehension.  相似文献   

2.
This study investigated the impact of a self-regulatory tool, the Instructional Planning Self-Reflective Tool (IPSRT), on preservice teachers' performance, disposition, and self-efficacy beliefs regarding systematic instructional planning. Participants enrolled in an introductory educational technology course were taught how to develop an instructional plan as part of the course. An experimental group was provided with instruction on how to use the IPSRT while engaging in instructional planning. Results indicated that the experimental group demonstrated greater skill acquisition, showed more positive disposition, and reported higher perceived instrumentality of instructional planning. In terms of self-efficacy, no significant differences were found between the two groups. However, further analyses revealed that participants who were initially high in self-efficacy reported significantly lower self-efficacy following the tool intervention; in contrast, participants initially low in self-efficacy showed significantly higher self-efficacy following the tool intervention. Findings are discussed from a social-cognitive perspective.  相似文献   

3.
A quasi‐experimental, treatment‐control group investigation was designed to test the effects of a pre‐service training course on effective instruction. Research findings from teacher effects research and cognitive strategy instruction were translated into two direct instructional models: one model for explicit or well‐structured skills and one model for implicit skills or higher‐level thinking strategies. Following a course on effective instruction from their teacher educators, student teachers implemented standardised lessons to apply selected research‐derived teaching behaviours and to increase pupil engagement rates. Based on trained observers’ pre‐and post‐training classroom observations, a significant treatment effect was found for student teachers’ teaching behaviours regarding effective instruction and for pupil engagement rates. Ratings from supervising teachers also showed that the student teachers who participated in the course on effective instruction used the recommended instructional skills after completion of the course significantly better than prior to the course.  相似文献   

4.
This investigation evaluated the effectiveness of classroom mnemonic instruction of science content, for 19 students with mild disabilities. Students were given either mnemonic instruction or more traditional instruction in a within-subjects design, in which treatment order was counterbalanced across classrooms, for each of two weekly units in life science. Following a third week of mnemonic instruction, students were taught to generate and draw their own mnemonic pictures. Results suggested that mnemonic instruction resulted in substantial increases in initial content acquisition, and substantially higher delayed-recall scores, over more traditional instructional procedures. Further, it was found that trained students were able to successfully generate and apply their own mnemonic strategies to novel content. Students overwhelmingly preferred mnemonic instruction over traditional instructional methods.  相似文献   

5.
Institutions of higher education, states, and local K–12 districts have been challenged to improve math and science education for our nation's students. In the past few years, there has been renewed interest in inquiry‐based, activity‐oriented instruction in science for students with disabilities. Yet, there still exists the need for further empirical evidence to support instructional improvements for students with more involved emotional and behavioral disabilities. This study describes a program in which 18 middle school students with serious emotional disturbances were instructed, over the course of 8 weeks, on “Matter” by two different instructional approaches. Students in one classroom received a traditional textbook approach to science content, whereas students in another classroom received science instruction by a hands‐on, thematic approach. Over the course of instruction, data were collected regarding students' behavior and achievement. Results indicate that, overall, students in the hands‐on instructional program performed significantly better than the students in the textbook program on two of three measures of science achievement, a hands‐on assessment and a short‐answer test. The students did not differ on a multiple‐choice format test. With regard to behavior, there were no significant differences in behavioral problems found between the two groups of students over the course of the study. Findings are discussed in relation to instructional implications for students with disabilities in the science classroom. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 245–263, 2005  相似文献   

6.
Process-oriented instruction is defined as instruction aimed at teaching thinking strategies and domain-specific knowledge in coherence. This new conception of instruction is derived from psychological research on the way students learn and on the interplay between self-regulation and external regulation of learning. In the research reported here the learning effects of a process-oriented instructional program for university students were empirically studied. The instructional program consisted of a diagnostic learning style instrument, a learning guide and tutorials. The results showed that the majority of students reported significant general, knowledge, insight and application learning effects. The program effects were typified more by integrating and making usable metacognitive knowledge already present, than by increasing knowledge about new subjects. Evidence for transfer effects was obtained because participants in the program scored better than non-participants on two exams of another course. The learning effects were higher than the effects of an preliminary version of the program implemented with students from an open university. These results support the importance of the process-oriented instructional model. The linking of a thorough diagnosis of personal learning styles to individually tailored instructional measures, turned out to be a powerful way to activate students to reflect on their learning and to develop their mental models of learning.  相似文献   

7.
Literacy instruction was observed in 6 fourth-grade and 4 fifth-grade classrooms over the course of 1 year. Using the method of constant comparison, commonalities among classrooms were identified in the areas of reading instruction, writing instruction, instructional materials, instructional goals, management, and classroom motivational orientation. Teachers in all classrooms provided a combination of authentic reading and writing experiences and explicit skills instruction. Dimensions of difference among classrooms were also identified with respect to the same set of instructional components. One important way that the classrooms differed was with respect to the methods and materials that each teacher considered to be the core of his or her pedagogy (e.g., one teacher's instruction centered on trade books and process writing, another's on cooperative exploration as part of theme-driven instruction). There were also some striking omissions noted in the instruction observed, including a lack of instruction in comprehension strategy and little or no instruction in self-regulation. In summary, contemporary fourth- and fifth-grade literacy instruction was found to be extremely complex, involving many teacher decisions about how it should proceed. The teachers described here managed this complexity by focusing on a particular set of instructional practices as the defining emphases around which their literacy programs were implemented.  相似文献   

8.
This study examined the effect of computer-assisted instruction (CAI), used as a problem-solving supplement to classroom instruction, on students' understanding of chemical formulas and mole concept, their attitudes toward chemistry subjects, and CAI. The objective was to assess the effectiveness of CAI over recitation hours when both teaching methods were used as a supplement to the traditional chemistry instruction. We randomly selected two classes in a secondary school. Each teaching strategy was randomly assigned to one class. The experimental group received supplementary instruction delivered via CAI, while the control group received similar instruction through recitation hours. The data were analyzed using two-way analysis of variance and t-test. It was found that the students who used the CAI accompanied with lectures scored significantly higher than those who attended recitation hours, in terms of school subject achievement in chemistry and attitudes toward chemistry subjects. In addition, there was a significant improvement in the attitudes of students in the experimental group toward the use of computers in a chemistry course. There was no significant difference between the performances of females versus males in each treatment group.  相似文献   

9.
This study investigated the effect of cognitive style, instructional mode and sex on students' achievement in biology. A sample of 258 subjects were involved and the study used a Treatment (2) × Sex (2) × Cognitive style (3) Non-randomized Control Group Pre-test-Post-test Design. Data were collected with Biology Achievement Test (BAT), Aptitude Test and Group Embedded Figures Test (GEFT) and an Analysis of Covariance (ANCOVA) was used to analyse the data. The results show that subjects differed significantly in their post-test achievement scores on instructional mode and cognitive style factors. However, sex main effect was found not to be significant. It is interesting to note that the combined two-way interaction was significant. Of the three individual two-way interactions, instructional mode by sex, and instructional mode by cognitive style were significant. It is noteworthy that the three-way interactions were not significant. The results are discussed and their implications for effective biology instruction and consequently improved student achievement in biology especially in the Nigerian secondary schools are pointed out.  相似文献   

10.
Comparisons are drawn between the ideas of mastery learning and those of instructional design. Considerable agreement is noted concerning the main factors contributing to the quality of instruction. Similarities are pointed out in Bloom's alterable variables and a number of the events of instruction described by Gagné. Differences exist in the taxonomic categories of learned performances of the two systems, and in the proposal of instructional design that each category requires a different set of instructional tactics. A noteworthy area of agreement is emphasis on the instructional importance of skill automaticity.  相似文献   

11.
The relationship between class size, instructional method, course level, reason for enrollment, and student ratings of instruction was assessed from a within-instructor perspective. Two hundred fifty-four pairs of courses taught by the same instructor were correspondingly identified and subjected to a stepwise multiple regression procedure. Only class size was found to be a significant predictor of ratings once individual differences between instructors were controlled, hence underlining the importance of (1) taking cognizance of the size of the course when using student ratings of instructors as a measure of teaching effectiveness, and (2) controlling for systematic variation due to instructor idiosyncracies in instructional research.  相似文献   

12.
A set of instructional materials was developed for the teaching of measurement, as part of a classroom innovation for science instruction. This project involved collaborative groupings with the computer as an instructional tool for learners to interact with. A computer-based physics instruction module was developed from a physics course dealing with the concept of measurement. This paper presents the results of an empirical evaluation undertaken over a 6-week period with 118 subjects (ages 12–17) randomly selected Form I pupils in Nakuru district, Kenya. Analysis of the quantitative data showed that the intervention promoted pupils' understanding of measurement concepts and skills, in that the subjects in the treatment groups demonstrated better at the posttests than their counterparts in the true control group. Also, the learning protocols differed markedly in favor of the subjects exposed to the treatment.  相似文献   

13.
Limited research is available on the effectiveness of remedial college courses. The present study evaluated the effectiveness of two instructional approaches for developmental reading courses at a community college in the southwestern United States. The instructional approaches were traditional textbook-based instruction and strategic-reading instruction. The sample consisted of 64 participants. Half (n = 32) of the participants were in the control group (n = 32) and received traditional textbook-based instruction; the other half (n = 32) were in the experimental group and received strategic-reading instruction. All participants completed the Nelson-Denny Reading Form G at the beginning of the semester and then again 12 weeks later, at the end of the semester. The data were then statistically analyzed to identify any relationships between the type of instruction and the differences between the students’ pretest and posttest scores. The null hypotheses for H1 and H2 were rejected because the results of the paired t tests indicated that both traditional textbook-based instruction and strategic-reading instruction have a statistically significant positive effect on students’ performance on the test. A one-way ANOVA was conducted to determine whether the pretest/posttest difference scores varied based on the type of instruction. The findings showed that both methods of instruction were equally effective in improving the reading comprehension skills of community college students in a developmental reading course. Based on the findings, community college leaders are encouraged to assess the effectiveness of the instructional methods used in developmental courses to ensure at-risk community college students are receiving the most beneficial instruction.  相似文献   

14.
A quasi‐experimental, treatment‐control group investigation was designed to test the effects of a pre‐service training course for secondary education teachers. Previous findings from teacher effects research and cognitive strategy instruction were translated into two direct instructional models: a model of executive acting directed at well‐structured skills and a model of strategic acting directed at higher‐level thinking strategies. Pre‐ and post‐training comparison of classroom observations by trained observers revealed significantly more effective instruction by the student teachers after training. No treatment effect was found for pupil engagement rates. The ratings from the supervising teachers did not show significantly better use of the recommended instructional skills by the trained student teachers than by the untrained student teachers.  相似文献   

15.
Answers to the questions of which instructional methods are suitable for school, what instructional methods should be applied in teaching individual subjects and how instructional methods support the act of learning represent challenges to general education and education in individual subjects. This study focuses on the empirical examination of learning outcome with respect to two instructional methods: programmed instruction and reciprocal teaching. An SPF-2 × 2•2 design is used to control instructional method, time and class context. Learning outcome on search queries is assessed with reference to multi-choice test items. The empirical findings show that learning with programmed instruction performs better than reciprocal teaching.  相似文献   

16.
As instructors adopt web‐based learning environments, they must consider how students’ evaluations of learning reflect the overall quality of instruction. Traditional course evaluations are used for faculty retention, tenure and promotion decisions, but also provide instructors with valuable information on the quality of their instruction. This study looks at response rates and compares instructional quality, using student course evaluations along with additional data from online and face‐to‐face graduate education courses, to evaluate the effectiveness of instruction. A statistical analysis of students’ course evaluations showed no significant difference in instructional quality based on the format used. Together with comparisons of student work, these results provide additional evidence in support of the finding of no significant difference between formats in the area of instructional quality.  相似文献   

17.

With the gradual shift to online education models that has taken place in recent decades, research has sought to understand the nuances of student performance in an online model in comparison to more traditional in-person modalities. However, the effects of instructional modality have been difficult to determine given the many variables that exist in course design between these methods. In this study, we attempt to determine the efficacy of asynchronous online instruction by comparing two nearly equivalent courses. The first course was a flipped classroom, a recent and well-studied hybrid model of instruction. The second was an asynchronous fully online course that contained all the same instructional elements as the in-person course but lacked any student or instructor interaction. Student performance was tracked at both a highly-selective private institution and an open-enrollment public institution. Results show that students’ performance drops in an asynchronous online course compared to an equivalent in-person experience. Several potential hypotheses are put forth to explain a change in performance that can potentially shape the design of online instruction.

  相似文献   

18.
Abstract

The study reported here examined college students’ academic self-efficacy, ‘academic press’ and learning achievement, as well as the association between these three variables within learning contexts using interactive whiteboard-based instruction. A quasi-experimental study was conducted using a sample (n = 103) of first-year college students in China. Participants were taught English by either an interactive whiteboard-based or traditional lecture-based instructional approach for three months. The results showed that the interactive whiteboard-based instructional intervention cultivated higher levels of academic press and academic self-efficacy among students and a significant, positive correlation was identified between these two variables. Students’ learning achievement was not affected by the instructional intervention. These results indicate that interactive whiteboard-based instruction offers some distinct benefits. In future work, additional research is needed to clarify how the instructional model relates to understanding learning achievement.  相似文献   

19.
The aim of this paper is to examine the effects of sequencing instructional materials and learners' prior knowledge on learning ESL (English as a second language) through an online learning course. 121 fifth-grade students from an elementary school in Korea participated in the study. Each participant was allocated to one cell of a 2?×?2 between-subjects factorial design, with an instructional format (i.e. sequential or concurrent) as a first factor, and prior knowledge (i.e. high or low) as a second factor. Instructions of the words and grammar rules were allocated to each page for the sequential group, whereas integrated on a single page for the concurrent group. The result indicates that the sequential instruction of words followed by grammar explanations was more effective for the students with higher levels of prior knowledge than the concurrent presentation. The reverse was also found for the students with lower levels of prior knowledge in English. There are four possible explanations for the results. First, split-attention effect, temporal-contiguity effect, or transient information effect might occur. Second, worked-example effect might occur and over-ride the effect of sequencing. Third, intrinsic and extraneous cognitive load might intertwine each other. Last, the levels of element interactivity in two instructional formats might be different from each other. The implications for instructional designers and future research are discussed.  相似文献   

20.
This mixed‐methods investigation compared the relative impacts of instructional approach and context of nature of science instruction on preservice elementary teachers' understandings. The sample consisted of 75 preservice teachers enrolled in four sections of an elementary science methods course. Independent variables included instructional approach to teaching nature of science (implicit vs. explicit) and the context of nature of science instruction (as a stand‐alone topic vs. situated within instruction about global climate change and global warming). These treatments were randomly applied to the four class sections along a 2 × 2 matrix, permitting the comparison of outcomes for each independent variable separately and in combination to those of a control group. Data collection spanned the semester‐long course and included written responses to pre‐ and post‐treatment administrations of the VNOS‐B, semi‐structured interviews, and a variety of classroom artifacts. Qualitative methods were used to analyze the data with the goal of constructing profiles of participants' understandings of the nature of science and of global climate change /global warming (GCC/GW). These profiles were compared across treatments using non‐parametric statistics to assess the relative effectiveness of the four instructional approaches. Results indicated that preservice teachers who experienced explicit instruction about the nature of science made statistically significant gains in their views of nature of science regardless of whether the nature of science instruction was situated within the context of GCC/GW or as a stand‐alone topic. Further, the participants who experienced explicit nature of science instruction as a stand‐alone topic were able to apply their understandings of nature of science appropriately to novel situations and issues. We address the implications of these results for teaching the nature of science in teacher preparation courses. © 2010 Wiley Periodicals, Inc., Inc. J Res Sci Teach 48: 414–436, 2011  相似文献   

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