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instructional design model</title> <meta name="description" content="Search results for: instructional design model"> <meta name="keywords" content="instructional design model"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="instructional design model"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 26554</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: instructional design model</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">26554</span> The BL-5D Model: The Development of a Model of Instructional Design for Blended Learning Activities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Damian%20Gordon">Damian Gordon</a>, <a href="https://publications.waset.org/abstracts/search?q=Paul%20Doyle"> Paul Doyle</a>, <a href="https://publications.waset.org/abstracts/search?q=Anna%20Becevel"> Anna Becevel</a>, <a href="https://publications.waset.org/abstracts/search?q=J%C3%BAlia%20Vilafranca%20Molero"> Júlia Vilafranca Molero</a>, <a href="https://publications.waset.org/abstracts/search?q=Cinta%20Gascon"> Cinta Gascon</a>, <a href="https://publications.waset.org/abstracts/search?q=Arianna%20Vitiello"> Arianna Vitiello</a>, <a href="https://publications.waset.org/abstracts/search?q=Tina%20Baloh"> Tina Baloh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> It has long been recognized that the creation of any teaching content can be enhanced if the development process follows a pre-defined approach, which is often referred to as an instructional design methodology. These methodologies typically define a number of stages, or phases, that an educator should undertake to help ensure the quality of the final teaching content that is developed. In this paper, we present an instructional design methodology that is focused specifically on the introduction of blended resources into a heretofore bricks-and-mortar course. To achieve this, research was undertaken concerning a range of models of instructional design, as well as literature covering some of the key challenges and “pain points” of blending. Following this, our model, the BL-5D model, is presented, which incorporates some key questions at each stage of this five-stage methodology to guide the development process. Finally, a discussion of some of the key themes and issues that have been uncovered in this work is presented, as well as a template for a blended learning case study that emerged from this approach. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=blended%20learning" title="blended learning">blended learning</a>, <a href="https://publications.waset.org/abstracts/search?q=challenges%20of%20blended%20learning" title=" challenges of blended learning"> challenges of blended learning</a>, <a href="https://publications.waset.org/abstracts/search?q=design%20methodologies" title=" design methodologies"> design methodologies</a>, <a href="https://publications.waset.org/abstracts/search?q=instructional%20design" title=" instructional design"> instructional design</a> </p> <a href="https://publications.waset.org/abstracts/159305/the-bl-5d-model-the-development-of-a-model-of-instructional-design-for-blended-learning-activities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/159305.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">119</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">26553</span> Introducing a Practical Model for Instructional System Design Based on Determining of the knowledge Level of the Organization: Case Study of Isfahan Public Transportation Co.</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mojtaba%20Aghajari">Mojtaba Aghajari</a>, <a href="https://publications.waset.org/abstracts/search?q=Alireza%20%20Aghasi"> Alireza Aghasi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The first challenge which the current research faced has been the identification or determination of the level of knowledge in Isfahan public transportation corporation, and the second challenge has been the recognition and choice of a proper approach for the instructional system design. Responding these two challenges will present an appropriate model of instructional system design. In order to respond the first challenge or question, Nonaka and Takeuchi KM model has been utilized due to its universality among the 26 models proposed so far. The statistical population of this research included 2200 people, among which 200 persons were chosen as the sample of the research by the use of Morgan’s method. The data gathering has been carried out by the means of a questionnaire based on Nonaka and Takeuchi KM model, analysis of which has been done by SPSS program. The output of this questionnaire, yielding the point of 1.96 (out of 5 points), revealed that the general condition of Isfahan public transportation corporation is weak concerning its being knowledge-centered. After placing this output on Jonassen’s continuum, it was revealed that the appropriate approach for instructional system design is the system (or behavioral) approach. Accordingly, different steps of the general model of ADDIE, which covers all of the ISO10015 standards, were adopted in the act of designing. Such process in Isfahan public transportation corporation was designed and divided into three main steps, including: instructional designing and planning, instructional course planning, determination of the evaluation and the effectiveness of the instructional courses. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=instructional%20system%20design" title="instructional system design">instructional system design</a>, <a href="https://publications.waset.org/abstracts/search?q=system%20approach" title=" system approach"> system approach</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20management" title=" knowledge management"> knowledge management</a>, <a href="https://publications.waset.org/abstracts/search?q=employees" title=" employees"> employees</a> </p> <a href="https://publications.waset.org/abstracts/40001/introducing-a-practical-model-for-instructional-system-design-based-on-determining-of-the-knowledge-level-of-the-organization-case-study-of-isfahan-public-transportation-co" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40001.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">326</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">26552</span> Impact of an Instructional Design Model in a Mathematics Game for Enhancing Students’ Motivation in Developing Countries</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shafaq%20Rubab">Shafaq Rubab</a> </p> <p class="card-text"><strong>Abstract:</strong></p> One of the biggest reasons of dropouts from schools is lack of motivation and interest among the students, particularly in mathematics. Many developing countries are facing this problem and this issue is lowering the literacy rate in these developing countries. The best solution for increasing motivation level and interest among the students is using tablet game-based learning. However, a pedagogically sound game required a well-planned instructional design model to enhance learner’s attention and confidence otherwise effectiveness of the learning games suffers badly. This research aims to evaluate the impact of the pedagogically sound instructional design model on students’ motivation by using tablet game-based learning. This research was conducted among the out-of-school-students having an age range from 7 to 12 years and the sample size of two hundred students was purposively selected without any gender discrimination. Qualitative research was conducted by using a survey tool named Instructional Material Motivational Survey (IMMS) adapted from Keller Arcs model. A comparison of results from both groups’ i.e. experimental group and control group revealed that motivation level of the students taught by the game was higher than the students instructed by using conventional methodologies. Experimental group’s students were more attentive, confident and satisfied as compared to the control group’s students. This research work not only promoted the trend of digital game-based learning in developing countries but also supported that a pedagogically sound instructional design model utilized in an educational game can increase the motivation level of the students and can make the learning process a totally immersive and interactive fun loving activity. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=digital%20game-based%20learning" title="digital game-based learning">digital game-based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=student%E2%80%99s%20motivation" title=" student’s motivation"> student’s motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=instructional%20design%20model" title=" instructional design model"> instructional design model</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20process" title=" learning process"> learning process</a> </p> <a href="https://publications.waset.org/abstracts/84689/impact-of-an-instructional-design-model-in-a-mathematics-game-for-enhancing-students-motivation-in-developing-countries" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/84689.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">432</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">26551</span> A Formal Approach for Instructional Design Integrated with Data Visualization for Learning Analytics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Douglas%20A.%20Menezes">Douglas A. Menezes</a>, <a href="https://publications.waset.org/abstracts/search?q=Isabel%20D.%20Nunes"> Isabel D. Nunes</a>, <a href="https://publications.waset.org/abstracts/search?q=Ulrich%20Schiel"> Ulrich Schiel</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Most Virtual Learning Environments do not provide support mechanisms for the integrated planning, construction and follow-up of Instructional Design supported by Learning Analytic results. The present work aims to present an authoring tool that will be responsible for constructing the structure of an Instructional Design (ID), without the data being altered during the execution of the course. The visual interface aims to present the critical situations present in this ID, serving as a support tool for the course follow-up and possible improvements, which can be made during its execution or in the planning of a new edition of this course. The model for the ID is based on High-Level Petri Nets and the visualization forms are determined by the specific kind of the data generated by an e-course, a population of students generating sequentially dependent data. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=educational%20data%20visualization" title="educational data visualization">educational data visualization</a>, <a href="https://publications.waset.org/abstracts/search?q=high-level%20petri%20nets" title=" high-level petri nets"> high-level petri nets</a>, <a href="https://publications.waset.org/abstracts/search?q=instructional%20design" title=" instructional design"> instructional design</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20analytics" title=" learning analytics"> learning analytics</a> </p> <a href="https://publications.waset.org/abstracts/69260/a-formal-approach-for-instructional-design-integrated-with-data-visualization-for-learning-analytics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/69260.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">243</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">26550</span> Ubiquitous Collaborative Mobile Learning (UCML): A Flexible Instructional Design Model for Social Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hameed%20Olalekan%20Bolaji">Hameed Olalekan Bolaji</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The digital natives are driving the trends of literacy in the use of electronic devices for learning purposes. This has reconfigured the context of learning in the exploration of knowledge in a social learning environment. This study explores the impact of Ubiquitous Collaborative Mobile Learning (UCML) instructional design model in a quantitative designed-based research approach. The UCML model was a synergetic blend of four models that are relevant to the design of instructional content for a social learning environment. The UCML model serves as the treatment and instructions were transmitted via mobile device based on the principle of ‘bring your own device’ (BYOD) to promote social learning. Three research questions and two hypotheses were raised to guide the conduct of this study. A researcher-designed questionnaire was used to collate data and the it was subjected to reliability of Cronbach Alpha which yielded 0.91. Descriptive statistics of mean and standard deviation were used to answer research questions while inferential statistics of independent sample t-test was used to analyze the hypotheses. The findings reveal that the UCML model was adequately evolved and it promotes social learning its design principles through the use of mobile devices. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=collaboration" title="collaboration">collaboration</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20device" title=" mobile device"> mobile device</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20learning" title=" social learning"> social learning</a>, <a href="https://publications.waset.org/abstracts/search?q=ubiquitous" title=" ubiquitous"> ubiquitous</a> </p> <a href="https://publications.waset.org/abstracts/122820/ubiquitous-collaborative-mobile-learning-ucml-a-flexible-instructional-design-model-for-social-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/122820.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">157</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">26549</span> Impact of Instructional Designing in Digital Game-Based Learning for Enhancing Students' Motivation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shafaq%20Rubab">Shafaq Rubab</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The primary reason for dropping out of school is associated with students’ lack of motivation in class, especially in mathematics. Digital game-based learning is an approach that is being actively explored; there are very few learning games based on proven instructional design models or frameworks due to which the effectiveness of the learning games suffers. The purpose of this research was twofold: first, developing an appropriate instructional design model and second, evaluating the impact of the instructional design model on students’ motivation. This research contributes significantly to the existing literature in terms of student motivation and the impact of instructional design model in digital game-based learning. The sample size for this study consists of two hundred out-of-school students between the age of 6 and 12 years. The research methodology used for this research was a quasi-experimental approach and data was analyzed by using the instructional material motivational survey questionnaire which is adapted from the Keller Arcs model. Control and experimental groups consisting of two hundred students were analyzed by utilizing instructional material motivational survey (IMMS), and comparison of result from both groups showed the difference in the level of motivation of the students. The result of the research showed that the motivational level of student in the experimental group who were taught by the game was higher than the student in control group (taught by conventional methodology). The mean score of the experimental group against all subscales (attention, relevance, confidence, and satisfaction) of IMMS survey was higher; however, no statistical significance was found between the motivational scores of control and experimental group. The positive impact of game-based learning on students’ level of motivation, as measured in this study, strengthens the case for the use of pedagogically sound instructional design models in the design of interactive learning applications. In addition, the present study suggests learning from interactive, immersive applications as an alternative solution for children, especially in Third World countries, who, for various reasons, do not attend school. The mean score of experimental group against all subscales of IMMS survey was higher; however, no statistical significance was found between motivational scores of control and experimental group. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=digital%20game-based%20learning" title="digital game-based learning">digital game-based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=students%E2%80%99%20motivation" title=" students’ motivation"> students’ motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=and%20instructional%20designing" title=" and instructional designing"> and instructional designing</a>, <a href="https://publications.waset.org/abstracts/search?q=instructional%20material%20motivational%20survey" title=" instructional material motivational survey"> instructional material motivational survey</a> </p> <a href="https://publications.waset.org/abstracts/75751/impact-of-instructional-designing-in-digital-game-based-learning-for-enhancing-students-motivation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/75751.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">421</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">26548</span> Development of an Instructional Model for Health Education Based On Social Cognitive Theory and Strategic Life Planning to Enhance Self-Regulation and Learning Achievement of Lower Secondary School Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Adisorn%20%20Bansong">Adisorn Bansong</a>, <a href="https://publications.waset.org/abstracts/search?q=Walai%20Isarankura%20Na%20Ayudhaya"> Walai Isarankura Na Ayudhaya</a>, <a href="https://publications.waset.org/abstracts/search?q=Aumporn%20Makanong"> Aumporn Makanong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A Development of an Instructional Model for Health Education was the aim to develop and study the effectiveness of an instructional model for health education to enhance self-regulation and learning achievement of lower secondary school students. It was the Quasi-Experimental Designs, used a Single-group Interrupted Time-series Designs, conducted by 2 phases: 1. To develop an instructional model based on Social Cognitive Theory and Strategic Life Planning. 2. To trial and evaluate effectiveness of an instructional model. The results as the following: i. An Instructional Model for Health Education consists of five main components: a) Attention b) Forethought c) Tactic Planning d) Execution and e) Reflection. ii. After an Instructional Model for Health Education has used for a semester trial, found the 4.07 percent of sample’s Self-Regulation higher and learning achievement on post-test were significantly higher than pre-test at .05 levels (p = .033, .000). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20cognitive%20theory" title="social cognitive theory">social cognitive theory</a>, <a href="https://publications.waset.org/abstracts/search?q=strategic%20life%20planning" title=" strategic life planning"> strategic life planning</a>, <a href="https://publications.waset.org/abstracts/search?q=self-regulation" title=" self-regulation"> self-regulation</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20achievement" title=" learning achievement"> learning achievement</a> </p> <a href="https://publications.waset.org/abstracts/30841/development-of-an-instructional-model-for-health-education-based-on-social-cognitive-theory-and-strategic-life-planning-to-enhance-self-regulation-and-learning-achievement-of-lower-secondary-school-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30841.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">465</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">26547</span> Design and Evaluation of an Online Case-Based Library for Technology Integration in Teacher Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mustafa%20Tevfik%20Hebebci">Mustafa Tevfik Hebebci</a>, <a href="https://publications.waset.org/abstracts/search?q=Ismail%20Sahin"> Ismail Sahin</a>, <a href="https://publications.waset.org/abstracts/search?q=Sirin%20Kucuk"> Sirin Kucuk</a>, <a href="https://publications.waset.org/abstracts/search?q=Ismail%20Celik"> Ismail Celik</a>, <a href="https://publications.waset.org/abstracts/search?q=Ahmet%20Oguz%20Akturk"> Ahmet Oguz Akturk</a> </p> <p class="card-text"><strong>Abstract:</strong></p> ADDIE is an instructional design model which has the five core elements: analyze, design, develop, implement, and evaluate. The ADDIE approach provides a systematic process for the analysis of instructional needs, the design and development of instructional programs and materials, implementation of a program, and the evaluation of the effectiveness of an instruction. The case-based study is an instructional design model that is a variant of project-oriented learning. Collecting and analyzing stories can be used in two primary ways -perform task analysis and as a learning support during instruction- by instructional designers. Besides, teachers use technology to develop students’ thinking, enriching the learning environment and providing permanent learning. The purpose of this paper is to introduce an interactive online case-study library website developed in a national project. The design goal of the website is to provide interactive, enhanced, case-based and online educational resource for educators through the purpose and within the scope of a national project. The ADDIE instructional design model was used in the development of the website for the interactive case-based library. This web-based library contains the navigation menus as the follows: “Homepage”, "Registration", "Branches", "Aim of The Research", "About TPACK", "National Project", "Contact Us", etc. This library is developed on a web-based platform, which is important in terms of manageability, accessibility, and updateability of data. Users are able to sort the displayed case-studies by their titles, dates, ratings, view counts, etc. In addition, they encouraged to rate and comment on the case-studies. The usability test is used and the expert opinion is taken for the evaluation of the website. This website is a tool to integrate technology in education. It is believed that this website will be beneficial for pre-service and in-service teachers in terms of their professional developments. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=design" title="design">design</a>, <a href="https://publications.waset.org/abstracts/search?q=ADDIE" title=" ADDIE"> ADDIE</a>, <a href="https://publications.waset.org/abstracts/search?q=case%20based%20library" title=" case based library"> case based library</a>, <a href="https://publications.waset.org/abstracts/search?q=technology%20integration" title=" technology integration"> technology integration</a> </p> <a href="https://publications.waset.org/abstracts/3103/design-and-evaluation-of-an-online-case-based-library-for-technology-integration-in-teacher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/3103.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">479</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">26546</span> The Application of Mapping, Practicing, Using Strategy with Instructional Materials Based on the School Curriculum toward the English Achievement of Indonesian EFL Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eny%20Syatriana">Eny Syatriana</a> </p> <p class="card-text"><strong>Abstract:</strong></p> English proficiency of Indonesian secondary school students is below standard. The low proficiency may come from poor teaching materials that do not meet the students’ need. The main objective for English teachers is to improve the English proficiency of the students. The purpose of this study is to explore the application Mapping, Practicing, Using (MPU) strategy with Instructional Materials Based on the School Curriculum toward the English achievement of Indonesian EFL Students. This paper is part my dissertation entitles 'Designing instructional materials for secondary school students based on the school curriculum' consisting of need analysis, design, development, implementation, and evaluation; this paper discusses need analysis and creates a model of creating instructional materials through deep discussion among teachers of secondary schools. The subject consisted of six English teachers and students of three classes at three different secondary schools in Makassar, South Sulawesi, Indonesia. Pretest and posttest design were administered to see the effectiveness of the MPU strategy. Questionnaires were administered to see the teachers and students’ perception toward the instructional materials. The result indicates that the MPU strategy is effective in improving the English achievement; instructional materials with different strategies improve the English achievement of the students. Both teachers and students argue that the presented instructional materials are effective to be used in the teaching and learning process to increase the English proficiency of the students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=proficiency" title="proficiency">proficiency</a>, <a href="https://publications.waset.org/abstracts/search?q=development" title=" development"> development</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20for%20secondary%20school%20students" title=" English for secondary school students"> English for secondary school students</a>, <a href="https://publications.waset.org/abstracts/search?q=instructional%20materials" title=" instructional materials"> instructional materials</a> </p> <a href="https://publications.waset.org/abstracts/44027/the-application-of-mapping-practicing-using-strategy-with-instructional-materials-based-on-the-school-curriculum-toward-the-english-achievement-of-indonesian-efl-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/44027.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">332</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">26545</span> Web-Based Cognitive Writing Instruction (WeCWI): A Hybrid e-Framework for Instructional Design</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Boon%20Yih%20Mah">Boon Yih Mah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Web-based Cognitive Writing Instruction (WeCWI) is a hybrid e-framework that consolidates instructional design and language development towards the development of a web-based instruction (WBI). WeCWI divides instructional design into macro and micro perspectives. In macro perspective, a 21st century educator is encouraged to disseminate knowledge and share ideas with in-class and global learners. By leveraging the virtue of technology, WeCWI aims to transform the educator into an aggregator, curator, publisher, social networker and finally, a web-based instructor. Since the most notable contribution of integrating technology is being a tool of teaching as well as a stimulus for learning, WeCWI focuses on the use of contemporary web tools based on the multiple roles played by the 21st century educator. The micro perspective draws attention to the pedagogical approaches focussing on three main aspects: reading, discussion, and writing. With the effective use of pedagogical approaches, technology adds new dimensions and expands the bounds of learning capacity. Lastly, WeCWI also imparts the fundamental theoretical concepts for web-based instructors’ awareness such as interactionism, e-learning interactional-based model, computer-mediated communication (CMC), cognitive theories, and learning style model. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=web-based%20cognitive%20writing%20instruction" title="web-based cognitive writing instruction">web-based cognitive writing instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=WeCWI" title=" WeCWI"> WeCWI</a>, <a href="https://publications.waset.org/abstracts/search?q=instructional%20design" title=" instructional design"> instructional design</a>, <a href="https://publications.waset.org/abstracts/search?q=e-framework" title=" e-framework"> e-framework</a>, <a href="https://publications.waset.org/abstracts/search?q=web-based%20instructor" title=" web-based instructor"> web-based instructor</a> </p> <a href="https://publications.waset.org/abstracts/15823/web-based-cognitive-writing-instruction-wecwi-a-hybrid-e-framework-for-instructional-design" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/15823.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">439</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">26544</span> Interaction Between Task Complexity and Collaborative Learning on Virtual Patient Design: The Effects on Students’ Performance, Cognitive Load, and Task Time</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fatemeh%20Jannesarvatan">Fatemeh Jannesarvatan</a>, <a href="https://publications.waset.org/abstracts/search?q=Ghazaal%20Parastooei"> Ghazaal Parastooei</a>, <a href="https://publications.waset.org/abstracts/search?q=Jimmy%20frerejan"> Jimmy frerejan</a>, <a href="https://publications.waset.org/abstracts/search?q=Saedeh%20Mokhtari"> Saedeh Mokhtari</a>, <a href="https://publications.waset.org/abstracts/search?q=Peter%20Van%20Rosmalen"> Peter Van Rosmalen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Medical and dental education increasingly emphasizes the acquisition, integration, and coordination of complex knowledge, skills, and attitudes that can be applied in practical situations. Instructional design approaches have focused on using real-life tasks in order to facilitate complex learning in both real and simulated environments. The Four component instructional design (4C/ID) model has become a useful guideline for designing instructional materials that improve learning transfer, especially in health profession education. The objective of this study was to apply the 4C/ID model in the creation of virtual patients (VPs) that dental students can use to practice their clinical management and clinical reasoning skills. The study first explored the context and concept of complication factors and common errors for novices and how they can affect the design of a virtual patient program. The study then selected key dental information and considered the content needs of dental students. The design of virtual patients was based on the 4C/ID model's fundamental principles, which included: Designing learning tasks that reflect real patient scenarios and applying different levels of task complexity to challenge students to apply their knowledge and skills in different contexts. Creating varied learning materials that support students during the VP program and are closely integrated with the learning tasks and students' curricula. Cognitive feedback was provided at different levels of the program. Providing procedural information where students followed a step-by-step process from history taking to writing a comprehensive treatment plan. Four virtual patients were designed using the 4C/ID model's principles, and an experimental design was used to test the effectiveness of the principles in achieving the intended educational outcomes. The 4C/ID model provides an effective framework for designing engaging and successful virtual patients that support the transfer of knowledge and skills for dental students. However, there are some challenges and pitfalls that instructional designers should take into account when developing these educational tools. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=4C%2FID%20model" title="4C/ID model">4C/ID model</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20patients" title=" virtual patients"> virtual patients</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=dental" title=" dental"> dental</a>, <a href="https://publications.waset.org/abstracts/search?q=instructional%20design" title=" instructional design"> instructional design</a> </p> <a href="https://publications.waset.org/abstracts/164385/interaction-between-task-complexity-and-collaborative-learning-on-virtual-patient-design-the-effects-on-students-performance-cognitive-load-and-task-time" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/164385.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">80</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">26543</span> A Quasi-Experimental Study of the Impact of 5Es Instructional Model on Students' Mathematics Achievement in Northern Province, Rwanda</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Emmanuel%20Iyamuremye">Emmanuel Iyamuremye</a>, <a href="https://publications.waset.org/abstracts/search?q=Jean%20Fran%C3%A7ois%20Maniriho"> Jean François Maniriho</a>, <a href="https://publications.waset.org/abstracts/search?q=Irenee%20Ndayambaje"> Irenee Ndayambaje</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Mathematics is the foundational enabling discipline that underpins science, technology, and engineering disciplines. Science, technology, engineering, and mathematics (STEM) subjects are foreseen as the engine for socio-economic transformation. Rwanda has done reforms in education aiming at empowering and preparing students for the real world job by providing career pathways in science, technology, engineering, and mathematics related fields. While that considered so, the performance in mathematics has remained deplorable in both formative and national examinations. Therefore, this paper aims at exploring the extent to which the engage, explore, explain, elaborate and evaluate (5Es) instructional model contributing towards students’ achievement in mathematics. The present study adopted the pre-test, post-test non-equivalent control group quasi-experimental design. The 5Es instructional model was applied to the experimental group while the control group received instruction with the conventional teaching method for eight weeks. One research-made instrument, mathematics achievement test (MAT), was used for data collection. A pre-test was given to students before the intervention to make sure that both groups have equivalent characteristics. At the end of the experimental period, the two groups have undergone a post-test to ascertain the contribution of the 5Es instructional model. Descriptive statistics and analysis of covariance (ANCOVA) were used for the analysis of the study. For determining the improvement in mathematics, Hakes methods of calculating gain were used to analyze the pre-test and post-test scores. Results showed that students exposed to 5Es instructional model achieved significantly better performance in mathematics than students instructed using the conventional teaching method. It was also found that 5Es instructional model made lessons more interesting, easy and created friendship among students. Thus, 5Es instructional model was recommended to be adopted as a close substitute to the conventional teaching method in teaching mathematics in lower secondary schools in Rwanda. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=5Es%20instructional%20model" title="5Es instructional model">5Es instructional model</a>, <a href="https://publications.waset.org/abstracts/search?q=achievement" title=" achievement"> achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=conventional%20teaching%20method" title=" conventional teaching method"> conventional teaching method</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics" title=" mathematics"> mathematics</a> </p> <a href="https://publications.waset.org/abstracts/127480/a-quasi-experimental-study-of-the-impact-of-5es-instructional-model-on-students-mathematics-achievement-in-northern-province-rwanda" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/127480.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">103</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">26542</span> Instructional Material Development in ODL: Achievements, Prospects, and Challenges</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Felix%20Gbenoba">Felix Gbenoba</a>, <a href="https://publications.waset.org/abstracts/search?q=Opeyemi%20Dahunsi"> Opeyemi Dahunsi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Customised, self-instructional materials are at the heart of instructional delivery in Open and Distance Learning (ODL). The success of any ODL institution depends on the availability of learning materials in quality and quantity. An ODL study material is expected to imitate what the teacher does in the face-to-face learning environment. This paper evaluates these expectation based on existing data and evidence. It concludes that the reality has not matched the expectation so far in terms of pedagogic aspect of instructional delivery especially in West Africa. This does not mean that instructional materials development has not produced any significant positive results in improving the overall learning (and teaching) experience in these institutions; it implies what will help further to identify the new challenges. Obstacles and problems of instructional materials development that could have affected the open educational resource initiatives are well established. The first section of this paper recalls some of the proposed values of instructional materials. The second section compares achievements so far and suggests that instructional materials development should be consider first at an early stage to realise the aspirations of instructional delivery. The third section highlights the challenges of instructional materials development in the future. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=face-to-face%20learning" title="face-to-face learning">face-to-face learning</a>, <a href="https://publications.waset.org/abstracts/search?q=instructional%20delivery" title=" instructional delivery"> instructional delivery</a>, <a href="https://publications.waset.org/abstracts/search?q=open%20and%20distance%20education" title=" open and distance education"> open and distance education</a>, <a href="https://publications.waset.org/abstracts/search?q=self-instructional%20materials" title=" self-instructional materials"> self-instructional materials</a> </p> <a href="https://publications.waset.org/abstracts/13955/instructional-material-development-in-odl-achievements-prospects-and-challenges" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/13955.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">372</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">26541</span> The Place of Instructional Materials in Quality Education at Primary School Level in Katsina State, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Murtala%20Sale">Murtala Sale</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The use of instructional materials is an indispensable tool that enhances qualitative teaching and learning especially at the primary level. Instructional materials are used to facilitate comprehension of ideas in the learners as well as ensure long term retention of ideas and topics taught to pupils. This study examined the relevance of using instructional materials in primary schools in Katsina State, Nigeria. It employed survey design using cluster sampling technique. The questionnaire was used to gather data for analysis, and statistical and frequency tables were used to analyze the data gathered. The results show that teachers and students alike have realized the effectiveness of modern instructional materials in teaching and learning for the attainment of set objectives in the basic primary education policy. It also discovered that reluctance in the use of instructional materials will hamper the achievement of qualitative primary education. The study therefore suggests that there should be the provision of adequate and up-to-date instructional materials to all primary schools in Katsina State for effective teaching and learning process. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=instructional%20materials" title="instructional materials">instructional materials</a>, <a href="https://publications.waset.org/abstracts/search?q=effective%20teaching" title=" effective teaching"> effective teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20quality" title=" learning quality"> learning quality</a>, <a href="https://publications.waset.org/abstracts/search?q=indispensable%20aspect" title=" indispensable aspect"> indispensable aspect</a> </p> <a href="https://publications.waset.org/abstracts/42353/the-place-of-instructional-materials-in-quality-education-at-primary-school-level-in-katsina-state-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/42353.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">252</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">26540</span> Managing Cognitive Load in Accounting: An Analysis of Three Instructional Designs in Financial Accounting</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Seedwell%20Sithole">Seedwell Sithole</a> </p> <p class="card-text"><strong>Abstract:</strong></p> One of the persistent problems in accounting education is how to effectively support students’ learning. A promising technique to this issue is to investigate the extent that learning is determined by the design of instructional material. This study examines the academic performance of students using three instructional designs in financial accounting. Student’s performance scores and reported mental effort ratings were used to determine the instructional effectiveness. The findings of this study show that accounting students prefer graph and text designs that are integrated. The results suggest that spatially separated graph and text presentations in accounting should be reorganized to align with the requirements of human cognitive architecture. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=accounting" title="accounting">accounting</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20load" title=" cognitive load"> cognitive load</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=instructional%20preferences" title=" instructional preferences"> instructional preferences</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a> </p> <a href="https://publications.waset.org/abstracts/101764/managing-cognitive-load-in-accounting-an-analysis-of-three-instructional-designs-in-financial-accounting" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/101764.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">151</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">26539</span> The Predictors of Student Engagement: Instructional Support vs Emotional Support</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tahani%20Salman%20Alangari">Tahani Salman Alangari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Student success can be impacted by internal factors such as their emotional well-being and external factors such as organizational support and instructional support in the classroom. This study is to identify at least one factor that forecasts student engagement. It is a cross-sectional, conducted on 6206 teachers and encompassed three years of data collection and observations of math instruction in approximately 50 schools and 300 classrooms. A multiple linear regression revealed that a model predicting student engagement from emotional support, classroom organization, and instructional support was significant. Four linear regression models were tested using hierarchical regression to examine the effects of independent variables: emotional support was the highest predictor of student engagement while instructional support was the lowest. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=student%20engagement" title="student engagement">student engagement</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20support" title=" emotional support"> emotional support</a>, <a href="https://publications.waset.org/abstracts/search?q=organizational%20support" title=" organizational support"> organizational support</a>, <a href="https://publications.waset.org/abstracts/search?q=instructional%20support" title=" instructional support"> instructional support</a>, <a href="https://publications.waset.org/abstracts/search?q=well-being" title=" well-being"> well-being</a> </p> <a href="https://publications.waset.org/abstracts/170199/the-predictors-of-student-engagement-instructional-support-vs-emotional-support" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/170199.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">81</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">26538</span> Development of Tutorial Courseware on Selected Topics in Mathematics, Science and the English Language</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alice%20D.%20Dioquino">Alice D. Dioquino</a>, <a href="https://publications.waset.org/abstracts/search?q=Olivia%20N.%20Buzon"> Olivia N. Buzon</a>, <a href="https://publications.waset.org/abstracts/search?q=Emilio%20F.%20Aguinaldo"> Emilio F. Aguinaldo</a>, <a href="https://publications.waset.org/abstracts/search?q=Ruel%20Avila"> Ruel Avila</a>, <a href="https://publications.waset.org/abstracts/search?q=Erwin%20R.%20Callo"> Erwin R. Callo</a>, <a href="https://publications.waset.org/abstracts/search?q=Cristy%20Ocampo"> Cristy Ocampo</a>, <a href="https://publications.waset.org/abstracts/search?q=Malvin%20R.%20Tabajen"> Malvin R. Tabajen</a>, <a href="https://publications.waset.org/abstracts/search?q=Marla%20C.%20Papango"> Marla C. Papango</a>, <a href="https://publications.waset.org/abstracts/search?q=Marilou%20M.%20Ubina"> Marilou M. Ubina</a>, <a href="https://publications.waset.org/abstracts/search?q=Josephine%20Tondo"> Josephine Tondo</a>, <a href="https://publications.waset.org/abstracts/search?q=Cromwell%20L.%20Valeriano"> Cromwell L. Valeriano </a> </p> <p class="card-text"><strong>Abstract:</strong></p> The main purpose of this study was to develop, evaluate and validate courseware on Selected Topics in Mathematics, Science, and the English Language. Specifically, it aimed to: 1. Identify the appropriate Instructional Systems Design (ISD) model in the development of the courseware material; 2. Assess the courseware material according to its: a. Content Characteristics; b. Instructional Characteristics; and c. Technical Characteristics 3. Find out if there is a significant difference in the performance of students before and after using the tutorial CAI. This research is developmental as well as a one group pretest-posttest design. The study had two phases. Phase I includes the needs analysis, writing of lessons and storyboard by the respective experts in each field. Phase II includes the digitization or the actual development of the courseware by the faculty of the ICT department. In this phase it adapted an instructional systems design (ISD) model which is the ADDIE model. ADDIE stands for Analysis, Design, Development, Implementation and Evaluation. Formative evaluation was conducted simultaneously with the different phases to detect and remedy any bugs in the courseware along the areas of content, instructional and technical characteristics. The expected output are the digitized lessons in Algebra, Biology, Chemistry, Physics and Communication Arts in English. Students and some IT experts validated the CAI material using the Evaluation Form by Wong & Wong. They validated the CAI materials as Highly Acceptable with an overall mean rating of 4.527and standard deviation of 0 which means that they were one in the ratings they have given the CAI materials. A mean gain was recorded and computing the t-test for dependent samples it showed that there were significant differences in the mean achievement of the students before and after the treatment (using CAI). The identified ISD model used in the development of the tutorial courseware was the ADDIE model. The quantitative analyses of data based on ratings given by the respondents’ shows that the tutorial courseware possess the characteristics and or qualities of a very good computer-based courseware. The ratings given by the different evaluators with regard to content, instructional, and technical aspects of the Tutorial Courseware are in conformity towards being excellent. Students performed better in mathematics, biology chemistry, physics and the English Communication Arts after they were exposed to the tutorial courseware. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=CAI" title="CAI">CAI</a>, <a href="https://publications.waset.org/abstracts/search?q=tutorial%20courseware" title=" tutorial courseware"> tutorial courseware</a>, <a href="https://publications.waset.org/abstracts/search?q=Instructional%20Systems%20Design%20%28ISD%29%20Model" title=" Instructional Systems Design (ISD) Model"> Instructional Systems Design (ISD) Model</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a> </p> <a href="https://publications.waset.org/abstracts/8852/development-of-tutorial-courseware-on-selected-topics-in-mathematics-science-and-the-english-language" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/8852.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">346</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">26537</span> Transformative Leadership and Learning Management Systems Implementation: Leadership Practices in Instructional Design for Online Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Felix%20Brito">Felix Brito</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With the growth of online learning, several higher education institutions have attempted to incorporate technology in their curriculum. Successful technology implementation projects really on technology infrastructure and on the acceptance of education professionals towards innovation. This research study is aimed at illustrating the relevance of the human component in technology implementation projects in higher education by describing the Learning Management System implementation project executed by instructional designers working for a higher education institution in the southeast region of the United States. An analysis of the Transformative Leadership Theory, the Technology Acceptance Model, and the Diffusion of Innovation Process provide the support for a solid understanding of this issue and address recommendations for future technology implementation projects in higher education institutions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=diffusion%20of%20innovation%20process" title="diffusion of innovation process">diffusion of innovation process</a>, <a href="https://publications.waset.org/abstracts/search?q=instructional%20design" title=" instructional design"> instructional design</a>, <a href="https://publications.waset.org/abstracts/search?q=leadership" title=" leadership"> leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20management%20systems" title=" learning management systems"> learning management systems</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20learning" title=" online learning"> online learning</a>, <a href="https://publications.waset.org/abstracts/search?q=technology%20acceptance%20model" title=" technology acceptance model"> technology acceptance model</a>, <a href="https://publications.waset.org/abstracts/search?q=transformative%20leadership%20theory" title=" transformative leadership theory"> transformative leadership theory</a> </p> <a href="https://publications.waset.org/abstracts/61023/transformative-leadership-and-learning-management-systems-implementation-leadership-practices-in-instructional-design-for-online-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/61023.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">331</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">26536</span> Influence of Instructional Supervision on Teachers Performance in Secondary Schools in Otukpo LGA of Benue State</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20Aloga">A. Aloga</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20S.%20Aloga"> A. S. Aloga</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study examined the influence of instructional supervision on teachers’ performance in secondary schools in Otukpo LGA of Benue State. The study was guided by four research questions and four hypotheses. The study employed a descriptive research design. The population of the study comprised of 579 teachers in 26 public secondary schools out of which 236 respondents were sampled and used as the studied population. The instrument used for data collection was a structured questionnaire, titled ‘Instructional Supervision and Teachers Performance Questionnaire (ISTPQ)’ The data was analyzed using descriptive statistics of mean and standard deviation to answer the research questions. And Chi-Square Statistics was used to test the hypotheses at 0.05 level of significance. The study found that instructional supervision has a significant influence on teachers’ lesson planning, effective teaching, teachers’ class attendance and teachers’ classroom management. The study concluded that instructional supervision influences teachers’ performance. It was recommended that; instructional supervisors should always give useful suggestions as regards the best instructional practices needed by teachers in enhancing lesson planning. The government should recruit more trained and qualified instructional supervisors to be able to meet the intending demands of instructional supervision. This will relieve the existing few qualified instructional supervisors from work overload which may result to ineffectiveness and poor performance of their duties. Conferences and seminars should be organized for instructional supervisors from time to time to cater for the professional assistance needed by teachers. The state government should always provide adequate funding for these conferences and seminars since it provides an avenue for acquiring new knowledge in educational development by teachers among others. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=influence" title="influence">influence</a>, <a href="https://publications.waset.org/abstracts/search?q=instructional%20supervision" title=" instructional supervision"> instructional supervision</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%E2%80%99%20performance" title=" teachers’ performance"> teachers’ performance</a>, <a href="https://publications.waset.org/abstracts/search?q=secondary%20schools" title=" secondary schools"> secondary schools</a> </p> <a href="https://publications.waset.org/abstracts/97179/influence-of-instructional-supervision-on-teachers-performance-in-secondary-schools-in-otukpo-lga-of-benue-state" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/97179.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">141</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">26535</span> Integrations of the Instructional System Design for Students Learning Achievement Motives and Science Attitudes with Stem Educational Model on Stoichiometry Issue in Chemistry Classes with Different Genders</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tiptunya%20Duangsri">Tiptunya Duangsri</a>, <a href="https://publications.waset.org/abstracts/search?q=Panwilai%20Chomchid"> Panwilai Chomchid</a>, <a href="https://publications.waset.org/abstracts/search?q=Natchanok%20Jansawang"> Natchanok Jansawang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research study was to investigate of education decisions must be made which a part of it should be passed on to future generations as obligatory for all members of a chemistry class for students who will prepare themselves for a special position. The descriptions of instructional design were provided and the recent criticisms are discussed. This research study to an outline of an integrative framework for the description of information and the instructional design model give structure to negotiate a semblance of conscious understanding. The aims of this study are to describe the instructional design model for comparisons between students’ genders of their effects on STEM educational learning achievement motives to their science attitudes and logical thinking abilities with a sample size of 18 students at the 11th grade level with the cluster random sampling technique in Mahawichanukul School were designed. The chemistry learning environment was administered with the STEM education method. To build up the 5-instrument lesson instructional plan issues were instructed innovations, the 30-item Logical Thinking Test (LTT) on 5 scales, namely; Inference, Recognition of Assumptions, Deduction, Interpretation and Evaluation scales was used. Students’ responses of their perceptions with the Test Of Chemistry-Related Attitude (TOCRA) were assessed of their attitude in science toward chemistry. The validity from Index Objective Congruence value (IOC) checked by five expert specialist educator in two chemistry classroom targets in STEM education, the E1/E2 process were equaled evidence of 84.05/81.42 which results based on criteria are higher than of 80/80 standard level with the IOC from the expert educators. Comparisons between students’ learning achievement motives with STEM educational model on stoichiometry issue in chemistry classes with different genders were differentiated at evidence level of .05, significantly. Associations between students’ learning achievement motives on their posttest outcomes and logical thinking abilities, the predictive efficiency (R2) values indicate that 69% and 70% of the variances in different male and female student groups of their logical thinking abilities. The predictive efficiency (R2) values indicate that 73%; and 74% of the variances in different male and female student groups of their science attitudes toward chemistry were associated. Statistically significant on students’ perceptions of their chemistry learning classroom environment and their science attitude toward chemistry when using the MCI and TOCRA, the predictive efficiency (R2) values indicated that 72% and 74% of the variances in different male and female student groups of their chemistry classroom climate, consequently. Suggestions that supporting chemistry or science teachers from science, technology, engineering and mathematics (STEM) in addressing complex teaching and learning issues related instructional design to develop, teach, and assess traditional are important strategies with a focus on STEM education instructional method. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=development" title="development">development</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20instructional%20design%20model" title=" the instructional design model"> the instructional design model</a>, <a href="https://publications.waset.org/abstracts/search?q=students%20learning%20achievement%20motives" title=" students learning achievement motives"> students learning achievement motives</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20attitudes%20with%20STEM%20educational%20model" title=" science attitudes with STEM educational model"> science attitudes with STEM educational model</a>, <a href="https://publications.waset.org/abstracts/search?q=stoichiometry%20issue" title=" stoichiometry issue"> stoichiometry issue</a>, <a href="https://publications.waset.org/abstracts/search?q=chemistry%20classes" title=" chemistry classes"> chemistry classes</a>, <a href="https://publications.waset.org/abstracts/search?q=genders" title=" genders"> genders</a> </p> <a href="https://publications.waset.org/abstracts/51551/integrations-of-the-instructional-system-design-for-students-learning-achievement-motives-and-science-attitudes-with-stem-educational-model-on-stoichiometry-issue-in-chemistry-classes-with-different-genders" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/51551.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">275</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">26534</span> Measuring Self-Regulation and Self-Direction in Flipped Classroom Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=S.%20A.%20N.%20Danushka">S. A. N. Danushka</a>, <a href="https://publications.waset.org/abstracts/search?q=T.%20A.%20Weerasinghe"> T. A. Weerasinghe</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The diverse necessities of instruction could be addressed effectively with the support of new dimensions of ICT integrated learning such as blended learning –which is a combination of face-to-face and online instruction which ensures greater flexibility in student learning and congruity of course delivery. As blended learning has been the ‘new normality' in education, many experimental and quasi-experimental research studies provide ample of evidence on its successful implementation in many fields of studies, but it is hard to justify whether blended learning could work similarly in the delivery of technology-teacher development programmes (TTDPs). The present study is bound with the particular research uncertainty, and having considered existing research approaches, the study methodology was set to decide the efficient instructional strategies for flipped classroom learning in TTDPs. In a quasi-experimental pre-test and post-test design with a mix-method research approach, the major study objective was tested with two heterogeneous samples (N=135) identified in a virtual learning environment in a Sri Lankan university. Non-randomized informal ‘before-and-after without control group’ design was employed, and two data collection methods, identical pre-test and post-test and Likert-scale questionnaires were used in the study. Selected two instructional strategies, self-directed learning (SDL) and self-regulated learning (SRL), were tested in an appropriate instructional framework with two heterogeneous samples (pre-service and in-service teachers). Data were statistically analyzed, and an efficient instructional strategy was decided via t-test, ANOVA, ANCOVA. The effectiveness of the two instructional strategy implementation models was decided via multiple linear regression analysis. ANOVA (p < 0.05) shows that age, prior-educational qualifications, gender, and work-experiences do not impact on learning achievements of the two diverse groups of learners through the instructional strategy is changed. ANCOVA (p < 0.05) analysis shows that SDL is efficient for two diverse groups of technology-teachers than SRL. Multiple linear regression (p < 0.05) analysis shows that the staged self-directed learning (SSDL) model and four-phased model of motivated self-regulated learning (COPES Model) are efficient in the delivery of course content in flipped classroom learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=COPES%20model" title="COPES model">COPES model</a>, <a href="https://publications.waset.org/abstracts/search?q=flipped%20classroom%20learning" title=" flipped classroom learning"> flipped classroom learning</a>, <a href="https://publications.waset.org/abstracts/search?q=self-directed%20learning" title=" self-directed learning"> self-directed learning</a>, <a href="https://publications.waset.org/abstracts/search?q=self-regulated%20learning" title=" self-regulated learning"> self-regulated learning</a>, <a href="https://publications.waset.org/abstracts/search?q=SSDL%20model" title=" SSDL model"> SSDL model</a> </p> <a href="https://publications.waset.org/abstracts/136259/measuring-self-regulation-and-self-direction-in-flipped-classroom-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/136259.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">197</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">26533</span> Instructional Leadership and Competency in Capacity Development among Principals: A Mediation with Self Efficacy in Moderate Performing Schools </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohd%20Ibrahim%20K.%20Azeez">Mohd Ibrahim K. Azeez</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohammed%20Sani%20Ibrahim"> Mohammed Sani Ibrahim</a>, <a href="https://publications.waset.org/abstracts/search?q=Rosemawati%20Mustapa"> Rosemawati Mustapa</a>, <a href="https://publications.waset.org/abstracts/search?q=Maisarah%20A.%20Malik"> Maisarah A. Malik</a>, <a href="https://publications.waset.org/abstracts/search?q=Chandrakala%20Varatharajoo"> Chandrakala Varatharajoo</a>, <a href="https://publications.waset.org/abstracts/search?q=Wee%20Akina%20Sia%20Seng%20Lee"> Wee Akina Sia Seng Lee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The leadership of the principals is known to be a key indicator in development and school performance. Therefore, this study was undertaken to assess the extent of the influence of instructional leadership in the field of supervision and curriculum focus on capacity development competence in the field of communication and teamwork. In addition, this study also examines self-efficacy mediator school leadership in the field of self-improvement and self-management of school principals. The study involved 383 guest teachers from 55 secondary schools for leadership in schools. Data was analyzed using SEM aid program AMOS 21. The final result shows partial mediation model was the best model fit to obtain the best goodness of fit of (X2/df = 4.663, CFI = 0.922, GFI = 0.778, TLI = 0914, NFI = 0.903, and RMSEA = 0.098) compared to the direct effect model of the findings (X2/df = 5.319, CFI = 0.908, GFI = 0755, TLI = 0.899, NFI = 0.889, and RMSEA = 0.106). While the findings of the fully mediator model with a self-efficacy refers principals as a mediator as follows (X2/df = 4.838, CFI = 0918, GFI = 0772, TLI = 0.910, NFI = 0.899, and RMSEA = 0.100). Therefore, it can be concluded that the findings clearly demonstrate self-efficacy variables principals become a mediator in the relationship between instructional leadership capacity and competency development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=instructional%20leadership" title="instructional leadership">instructional leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=capacity%20development" title=" capacity development"> capacity development</a>, <a href="https://publications.waset.org/abstracts/search?q=self-efficacy" title=" self-efficacy"> self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=competency" title=" competency"> competency</a> </p> <a href="https://publications.waset.org/abstracts/30770/instructional-leadership-and-competency-in-capacity-development-among-principals-a-mediation-with-self-efficacy-in-moderate-performing-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30770.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">725</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">26532</span> The Perceived Practice of Principals’ Instructional Leadership Role in Curriculum Execution: The Case of Primary Schools in Tarcha Town, Ethiopia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Godaye%20Gobena%20Gomiole">Godaye Gobena Gomiole</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study is to determine how principals at Tarcha Town Primary Schools in Ethiopia perceive their instructional leadership responsibilities in curriculum execution. The research was guided by a phenomenological study design. The data was collected through semi-structured interviews. Purposive sampling was used to include twelve principals. The study's conclusions showed that principals fall short of their duties in overseeing instruction. Setting clear objectives for the school and coordinating the curriculum receive less attention from principals. Additionally, they focus less on keeping track of students' progress. It is, therefore, advised that principals take instructional leadership and management training. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=curriculum%20execution" title="curriculum execution">curriculum execution</a>, <a href="https://publications.waset.org/abstracts/search?q=instructional%20leadership" title=" instructional leadership"> instructional leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=practice" title=" practice"> practice</a>, <a href="https://publications.waset.org/abstracts/search?q=primary%20school" title=" primary school"> primary school</a> </p> <a href="https://publications.waset.org/abstracts/183361/the-perceived-practice-of-principals-instructional-leadership-role-in-curriculum-execution-the-case-of-primary-schools-in-tarcha-town-ethiopia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/183361.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">60</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">26531</span> Application of Neuroscience in Aligning Instructional Design to Student Learning Style</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jayati%20Bhattacharjee">Jayati Bhattacharjee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teaching is a very dynamic profession. Teaching Science is as much challenging as Learning the subject if not more. For instance teaching of Chemistry. From the introductory concepts of subatomic particles to atoms of elements and their symbols and further presenting the chemical equation and so forth is a challenge on both side of the equation Teaching Learning. This paper combines the Neuroscience of Learning and memory with the knowledge of Learning style (VAK) and presents an effective tool for the teacher to authenticate Learning. The model of ‘Working Memory’, the Visio-spatial sketchpad, the central executive and the phonological loop that transforms short-term memory to long term memory actually supports the psychological theory of Learning style i.e. Visual –Auditory-Kinesthetic. A closer examination of David Kolbe’s learning model suggests that learning requires abilities that are polar opposites, and that the learner must continually choose which set of learning abilities he or she will use in a specific learning situation. In grasping experience some of us perceive new information through experiencing the concrete, tangible, felt qualities of the world, relying on our senses and immersing ourselves in concrete reality. Others tend to perceive, grasp, or take hold of new information through symbolic representation or abstract conceptualization – thinking about, analyzing, or systematically planning, rather than using sensation as a guide. Similarly, in transforming or processing experience some of us tend to carefully watch others who are involved in the experience and reflect on what happens, while others choose to jump right in and start doing things. The watchers favor reflective observation, while the doers favor active experimentation. Any lesson plan based on the model of Prescriptive design: C+O=M (C: Instructional condition; O: Instructional Outcome; M: Instructional method). The desired outcome and conditions are independent variables whereas the instructional method is dependent hence can be planned and suited to maximize the learning outcome. The assessment for learning rather than of learning can encourage, build confidence and hope amongst the learners and go a long way to replace the anxiety and hopelessness that a student experiences while learning Science with a human touch in it. Application of this model has been tried in teaching chemistry to high school students as well as in workshops with teachers. The response received has proven the desirable results. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=working%20memory%20model" title="working memory model">working memory model</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20style" title=" learning style"> learning style</a>, <a href="https://publications.waset.org/abstracts/search?q=prescriptive%20design" title=" prescriptive design"> prescriptive design</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment%20for%20learning" title=" assessment for learning "> assessment for learning </a> </p> <a href="https://publications.waset.org/abstracts/24300/application-of-neuroscience-in-aligning-instructional-design-to-student-learning-style" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24300.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">351</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">26530</span> Learning Instructional Managements between the Problem-Based Learning and Stem Education Methods for Enhancing Students Learning Achievements and their Science Attitudes toward Physics the 12th Grade Level</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Achirawatt%20Tungsombatsanti">Achirawatt Tungsombatsanti</a>, <a href="https://publications.waset.org/abstracts/search?q=Toansakul%20%20Santiboon"> Toansakul Santiboon</a>, <a href="https://publications.waset.org/abstracts/search?q=Kamon%20Ponkham"> Kamon Ponkham</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Strategies of the STEM education was aimed to prepare of an interdisciplinary and applied approach for the instructional of science, technology, engineering, and mathematics in an integrated students for enhancing engagement of their science skills to the Problem-Based Learning (PBL) method in Borabu School with a sample consists of 80 students in 2 classes at the 12th grade level of their learning achievements on electromagnetic issue. Research administrations were to separate on two different instructional model groups, the 40-experimental group was designed with the STEM instructional experimenting preparation and induction in a 40-student class and the controlling group using the PBL was designed to students identify what they already know, what they need to know, and how and where to access new information that may lead to the resolution of the problem in other class. The learning environment perceptions were obtained using the 35-item Physics Laboratory Environment Inventory (PLEI). Students’ creating attitude skills’ sustainable development toward physics were assessed with the Test Of Physics-Related Attitude (TOPRA) The term scaling was applied to the attempts to measure the attitude objectively with the TOPRA was used to assess students’ perceptions of their science attitude toward physics. Comparisons between pretest and posttest techniques were assessed students’ learning achievements on each their outcomes from each instructional model, differently. The results of these findings revealed that the efficiency of the PLB and the STEM based on criteria indicate that are higher than the standard level of the 80/80. Statistically, significant of students’ learning achievements to their later outcomes on the controlling and experimental physics class groups with the PLB and the STEM instructional designs were differentiated between groups at the .05 level, evidently. Comparisons between the averages mean scores of students’ responses to their instructional activities in the STEM education method are higher than the average mean scores of the PLB model. Associations between students’ perceptions of their physics classes to their attitudes toward physics, the predictive efficiency R2 values indicate that 77%, and 83% of the variances in students’ attitudes for the PLEI and the TOPRA in physics environment classes were attributable to their perceptions of their physics PLB and the STEM instructional design classes, consequently. An important of these findings was contributed to student understanding of scientific concepts, attitudes, and skills as evidence with STEM instructional ought to higher responding than PBL educational teaching. Statistically significant between students’ learning achievements were differentiated of pre and post assessments which overall on two instructional models. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=learning%20instructional%20managements" title="learning instructional managements">learning instructional managements</a>, <a href="https://publications.waset.org/abstracts/search?q=problem-based%20learning" title=" problem-based learning"> problem-based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=STEM%20education" title=" STEM education"> STEM education</a>, <a href="https://publications.waset.org/abstracts/search?q=method" title=" method"> method</a>, <a href="https://publications.waset.org/abstracts/search?q=enhancement" title=" enhancement"> enhancement</a>, <a href="https://publications.waset.org/abstracts/search?q=students%20learning%20achievements" title=" students learning achievements"> students learning achievements</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20attitude" title=" science attitude"> science attitude</a>, <a href="https://publications.waset.org/abstracts/search?q=physics%20classes" title=" physics classes"> physics classes</a> </p> <a href="https://publications.waset.org/abstracts/51520/learning-instructional-managements-between-the-problem-based-learning-and-stem-education-methods-for-enhancing-students-learning-achievements-and-their-science-attitudes-toward-physics-the-12th-grade-level" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/51520.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">228</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">26529</span> Application of Constructivist-Based (5E’s) Instructional Approach on Pupils’ Retention: A Case Study in Primary Mathematics in Enugu State</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ezeamagu%20M.U">Ezeamagu M.U</a>, <a href="https://publications.waset.org/abstracts/search?q=Madu%20B.C"> Madu B.C</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study was designed to investigate the efficacy of 5Es constructivist-based instructional model on students’ retention in primary Mathematics. 5Es stands for Engagement, Exploration, Explanation, Elaboration and Evaluation. The study adopted the pre test post test non-equivalent control group quasi-experimental research design. The sample size for the study was one hundred and thirty four pupils (134), seventy six male (76) and fifty eight female (58) from two primary schools in Nsukka education zone. Two intact classes in each of the sampled schools comprising all the primary four pupils were used. Each of the schools was given the opportunity of being assigned randomly to either experimental or control group. The Experimental group was taught using 5Es model while the control group was taught using the conventional method. Two research questions were formulated to guide the study and three hypotheses were tested at p ≤ 0. 05. A Fraction Achievement Test (FAT) of ten (10) questions were used to obtain data on pupils’ retention. Research questions were answered using mean and standard deviation while hypotheses were tested using analysis of covariance (ANCOVA). The result revealed that the 5Es model was more effective than the conventional method of teaching in enhancing pupils’ performance and retention in mathematics, secondly there is no significant difference in the mean retention scores of male and female students taught using 5Es instructional model. Based on the findings, it was recommended among other things, that the 5Es instructional model should be adopted in the teaching of mathematics in primary level of the educational system. Seminar, workshops and conferences should be mounted by professional bodies, federal and state ministries of education on the use of 5Es model. This will enable the mathematics educator, serving teachers, students and all to benefit from the approach. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=constructivist" title="constructivist">constructivist</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics" title=" mathematics"> mathematics</a>, <a href="https://publications.waset.org/abstracts/search?q=primary" title=" primary"> primary</a>, <a href="https://publications.waset.org/abstracts/search?q=retention" title=" retention"> retention</a> </p> <a href="https://publications.waset.org/abstracts/32411/application-of-constructivist-based-5es-instructional-approach-on-pupils-retention-a-case-study-in-primary-mathematics-in-enugu-state" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/32411.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">451</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">26528</span> Instructional Resources Development in Open and Distance Learning: Prospects and Challenges of Media Integration in Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Felix%20E.%20Gbenoba">Felix E. Gbenoba</a>, <a href="https://publications.waset.org/abstracts/search?q=Opeyemi%20Dahunsi"> Opeyemi Dahunsi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Self-instructional materials are at the heart of instructional delivery in Open and Distance Learning (ODL). The success of any ODL institution depends on the availability of instructional materials in quality and quantity. An ODL study material is expected to fully play the teacher plays in the face-to-face learning environment. In Nigeria, efforts to deliver ODL learning materials have been peculiarly challenging. Although researchers are unrelenting in hewing out ways to make ODL delivery in Africa generally and Nigeria in particular, meet the learners’ needs and acceptable global practices, the prospects of integrating instructional media into distance learning courses are largely unexplored. In the present study, we critically examine the prospects of integration of instructional media into ODL courses for pedagogic and other benefits it portends for delivery via the distance learning mode. Although efforts to integrate media in ODL have been recorded before now, the reality has not matched the expectation so far in Nigeria. This does not mean that the existing instructional materials have not produced any significant positive results in improving the overall learning (and teaching) experience in its institutions; it implies that increased integration as suggested here will further improve the experience as well as bring up the new challenges. Obstacles and problems of instructional materials and media development that could have affected the open educational resource initiatives are well established. The first aspect of this paper recalls the revolutionary strides that ODL brought to delivery of education in Nigeria particularly. The other aspect is on what instructional media are, their role, prospects and challenges for ODL in Nigeria; these are examined vis a vis the challenges of development, production and distribution of print instructional materials as the major format of instructional delivery at Nigeria’s only single mode ODL institution, NOUN. In the third aspect, we justify the need and benefits of integrating instructional media into the courses and make recommendations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=instructional%20delivery" title="instructional delivery">instructional delivery</a>, <a href="https://publications.waset.org/abstracts/search?q=instructional%20media" title=" instructional media"> instructional media</a>, <a href="https://publications.waset.org/abstracts/search?q=ODL" title=" ODL"> ODL</a>, <a href="https://publications.waset.org/abstracts/search?q=media%20integration" title=" media integration"> media integration</a>, <a href="https://publications.waset.org/abstracts/search?q=Nigeria" title=" Nigeria"> Nigeria</a>, <a href="https://publications.waset.org/abstracts/search?q=self-instructional%20materials" title=" self-instructional materials"> self-instructional materials</a> </p> <a href="https://publications.waset.org/abstracts/19351/instructional-resources-development-in-open-and-distance-learning-prospects-and-challenges-of-media-integration-in-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/19351.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">387</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">26527</span> Physical Interaction Mappings: Utilizing Cognitive Load Theory in Order to Enhance Physical Product Interaction</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bryan%20Young">Bryan Young</a>, <a href="https://publications.waset.org/abstracts/search?q=Andrew%20Wodehouse"> Andrew Wodehouse</a>, <a href="https://publications.waset.org/abstracts/search?q=Marion%20Sheridan"> Marion Sheridan </a> </p> <p class="card-text"><strong>Abstract:</strong></p> The availability of working memory has long been identified as a critical aspect of an instructional design. Many conventional instructional procedures impose irrelevant or unrelated cognitive loads on the learner due to the fact that they were created without contemplation, or understanding, of cognitive work load. Learning to physically operate traditional products can be viewed as a learning process akin to any other. As such, many of today's products, such as cars, boats, and planes, which have traditional controls that predate modern user-centered design techniques may be imposing irrelevant or unrelated cognitive loads on their operators. The goal of the research was to investigate the fundamental relationships between physical inputs, resulting actions, and learnability. The results showed that individuals can quickly adapt to input/output reversals across dimensions, however, individuals struggle to cope with the input/output when the dimensions are rotated due to the resulting increase in cognitive load. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cognitive%20load%20theory" title="cognitive load theory">cognitive load theory</a>, <a href="https://publications.waset.org/abstracts/search?q=instructional%20design" title=" instructional design"> instructional design</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20product%20interactions" title=" physical product interactions"> physical product interactions</a>, <a href="https://publications.waset.org/abstracts/search?q=usability%20design" title=" usability design"> usability design</a> </p> <a href="https://publications.waset.org/abstracts/19122/physical-interaction-mappings-utilizing-cognitive-load-theory-in-order-to-enhance-physical-product-interaction" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/19122.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">537</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">26526</span> Universal Design for Learning: Its Impact for Enhanced Performance in General Psychology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jose%20Gay%20D.%20Gallego">Jose Gay D. Gallego</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study examined the learning performance in General Psychology of 297 freshmen of the CPSU-Main through the Pre and Post Tests. The instructional intervention via Universal Design for Learning (UDL) was applied to 33% (97 out of 297) of these freshmen as the Treatment Group while the 67% (200) belonged to the Control Group for traditional instructions. Statistical inferences utilized one-way Analysis of Variance for mean differences; Pearson R Correlations for bivariate relationships, and; Factor Analysis for significant components that contributed most to the Universal Design for Learning instructions. Findings showed very high levels of students’ acquired UDL skills. Results in the pre test in General Psychology, respectively, were low and average when grouped into low and high achievers. There was no significant mean difference in the acquired nine UDL components when categorized into seven colleges to generalize that between colleges they were on the same very high levels. Significant differences were found in three test areas in General Psychology in eight colleges whose students in College of teacher education taking the lead in the learning performance. Significant differences were also traced in the post test in favor of the students in the treatment group. This proved that UDL really impacted the learning performance of the low achieving students. Significant correlations were revealed between the components of UDL and General Psychology. There were twenty four significant itemized components that contributed most to UDL instructional interventions. Implications were emphasized to maximizing the principles of UDL with the contention of thoughtful planning related to the four curricular pillars of UDL: (a) instructional goals, (b) instructional delivery methods, (c) instructional materials, and (d) student assessments. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=universal%20design%20for%20learning" title="universal design for learning">universal design for learning</a>, <a href="https://publications.waset.org/abstracts/search?q=enhanced%20performance" title=" enhanced performance"> enhanced performance</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20innovation" title=" teaching innovation"> teaching innovation</a>, <a href="https://publications.waset.org/abstracts/search?q=technology%20in%20education" title=" technology in education"> technology in education</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20science%20area" title=" social science area"> social science area</a> </p> <a href="https://publications.waset.org/abstracts/32651/universal-design-for-learning-its-impact-for-enhanced-performance-in-general-psychology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/32651.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">277</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">26525</span> Eye Tracking: Biometric Evaluations of Instructional Materials for Improved Learning </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Janet%20Holland">Janet Holland</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Eye tracking is a great way to triangulate multiple data sources for deeper, more complete knowledge of how instructional materials are really being used and emotional connections made. Using sensor based biometrics provides a detailed local analysis in real time expanding our ability to collect science based data for a more comprehensive level of understanding, not previously possible, for teaching and learning. The knowledge gained will be used to make future improvements to instructional materials, tools, and interactions. The literature has been examined and a preliminary pilot test was implemented to develop a methodology for research in Instructional Design and Technology. Eye tracking now offers the addition of objective metrics obtained from eye tracking and other biometric data collection with analysis for a fresh perspective. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=area%20of%20interest" title="area of interest">area of interest</a>, <a href="https://publications.waset.org/abstracts/search?q=eye%20tracking" title=" eye tracking"> eye tracking</a>, <a href="https://publications.waset.org/abstracts/search?q=biometrics" title=" biometrics"> biometrics</a>, <a href="https://publications.waset.org/abstracts/search?q=fixation" title=" fixation"> fixation</a>, <a href="https://publications.waset.org/abstracts/search?q=fixation%20count" title=" fixation count"> fixation count</a>, <a href="https://publications.waset.org/abstracts/search?q=fixation%20sequence" title=" fixation sequence"> fixation sequence</a>, <a href="https://publications.waset.org/abstracts/search?q=fixation%20time" title=" fixation time"> fixation time</a>, <a href="https://publications.waset.org/abstracts/search?q=gaze%20points" title=" gaze points"> gaze points</a>, <a href="https://publications.waset.org/abstracts/search?q=heat%20map" title=" heat map"> heat map</a>, <a href="https://publications.waset.org/abstracts/search?q=saccades" title=" saccades"> saccades</a>, <a href="https://publications.waset.org/abstracts/search?q=time%20to%20first%20fixation" title=" time to first fixation"> time to first fixation</a> </p> <a href="https://publications.waset.org/abstracts/104914/eye-tracking-biometric-evaluations-of-instructional-materials-for-improved-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/104914.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">131</span> </span> </div> </div> <ul class="pagination"> <li class="page-item 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