hakansabunis/tr-academic-research-agent-index huggingface dataset:
Pedagogic Effectiveness of Print, Interactive Multimedia, and Online Resources: A Case Study of IGNOU
Pedagogic Effectiveness of Print, Interactive Multimedia, and Online Resources: A Case Study of IGNOU
Yazar: Dikshit, Jyotsna; Garg, Suresh; Panda, Santosh
Dergi: International Journal of Instruction, Vol. 6 No. 2, 2014

In the present paper, the authors report on a comparative study on the pedagogic  effectiveness of printed self-learning text with face-to-face tutorial support,  interactive multimedia CD-ROM and online learning in an introductory computing  module at the certificate level offered at Indira Gandhi National Open  University(IGNOU), India. The study was based on an analysis of the existing  instructional practices in open universities in India in respect of difficulties faced,  learner preferences, quality of support structure and services, mode of interaction,  instructional and technological ingredients for success in learning. Both descriptive  as well as experimental research methods were used. A web server was established  for use in the experiment with the students. An achievement test and a Response to  Learning Activity Scale were developed and administered on the three groups of  learners. The study reports that the use of interactive multimedia CD-ROM was  found pedagogically more effective with a variety of learning activities than that  presented through print with face-to-face support and that presented through the  web with online learner support

In the present paper, the authors report on a comparative study on the pedagogic  effectiveness of printed self-learning text with face-to-face tutorial support,  interactive multimedia CD-ROM and online learning in an introductory computing  module at the certificate level offered at Indira Gandhi National Open  University(IGNOU), India. The study was based on an analysis of the existing  instructional practices in open universities in India in respect of difficulties faced,  learner preferences, quality of support structure and services, mode of interaction,  instructional and technological ingredients for success in learning. Both descriptive  as well as experimental research methods were used. A web server was established  for use in the experiment with the students. An achievement test and a Response to  Learning Activity Scale were developed and administered on the three groups of  learners. The study reports that the use of interactive multimedia CD-ROM was  found pedagogically more effective with a variety of learning activities than that  presented through print with face-to-face support and that presented through the  web with online learner support
The Effectiveness of Web-Based Multimedia Applications Simulation in Teaching and Learning
The Effectiveness of Web-Based Multimedia Applications Simulation in Teaching and Learning
Yazar: Ziden, Azidah Abu; Rahman, Muhammad Faizal Abdul
Dergi: International Journal of Instruction, Vol. 6 No. 2, 2014
Anahtar kelimeler: Virtual Simulation, Web-Based Application, Multimedia, Teaching, Learning

This study focuses on the effectiveness of using multimedia virtual simulation in Islamic Studies in Malaysia. Virtual simulation methods embedded in Microsoft PowerPoint was used in this study to determine the effectiveness of these modes to motivate students on the topic of pilgrimage in the Islamic Studies subject. Pilgrimage topic has been choosen because pilgrimage of hajj is a difficult topic to be learnt as it is not same as performing everyday prayers or fasting during in Ramadhan for Muslims. Virtual simulation allow students to interact with a virtual environment that almost similar to the real environment in Mecca. A study was conducted using a 2x2 factorial experimental and quasi t-test was used as a method of analyzing the data. The finding of this study shows that the use of virtual simulation help students to increase their achievement in a topic of pilgrimage

This study focuses on the effectiveness of using multimedia virtual simulation in Islamic Studies in Malaysia. Virtual simulation methods embedded in Microsoft PowerPoint was used in this study to determine the effectiveness of these modes to motivate students on the topic of pilgrimage in the Islamic Studies subject. Pilgrimage topic has been choosen because pilgrimage of hajj is a difficult topic to be learnt as it is not same as performing everyday prayers or fasting during in Ramadhan for Muslims. Virtual simulation allow students to interact with a virtual environment that almost similar to the real environment in Mecca. A study was conducted using a 2x2 factorial experimental and quasi t-test was used as a method of analyzing the data. The finding of this study shows that the use of virtual simulation help students to increase their achievement in a topic of pilgrimage
Turkish abstracts
Turkish abstracts
Yazar: , Editörden
Dergi: International Journal of Instruction, Vol. 6 No. 1, 2014
Anahtar kelimeler: İngilizce Dil Öğrencisi, Çift Dil, Stajyer Öğretmen, Öğretme Uygulamaları, Dil Sanatları Okuması

Bu çalışma kanonik analizi kullanarak öğrencilerin değerlendirme ödevleri,  motivasyonal uyumları ve öğrenme stratejilerinin algılarıyla ilgili ilişkisel  modeller üretmeye çalışmaktadır. Araştırma verileri 198 Ummanlı onuncu sınıf  öğrencilerinden toplanmıştır. Sonuçlar değerlendirmede yüksek seviyedeki  otantiklik ve şeffaflık öğrencilerin pozitif öz yeterliği ve ödev değeriyle bağlantılı  olduğunu göstermiştir. Ayrıca, değerlendirmedeki yüksek seviye otantiklik,  şeffaflık ve çeşitlilik derin öğrenme stratejileriyle güçlü bir bağlılıkla  ilişkilendirilmiştir fakat planlanan öğrenmedeki yüksek seviye uygunluk ve düşük  düzey otantiklik yüzeysel öğrenme stratejileriyle bağlılıkla daha çok  ilişkilendirilmiştir. Sınıf değerlendirme uygulamalarına ve araştırmalarına olan  çıkarımlar tartışılmıştır

Bu çalışma kanonik analizi kullanarak öğrencilerin değerlendirme ödevleri,  motivasyonal uyumları ve öğrenme stratejilerinin algılarıyla ilgili ilişkisel  modeller üretmeye çalışmaktadır. Araştırma verileri 198 Ummanlı onuncu sınıf  öğrencilerinden toplanmıştır. Sonuçlar değerlendirmede yüksek seviyedeki  otantiklik ve şeffaflık öğrencilerin pozitif öz yeterliği ve ödev değeriyle bağlantılı  olduğunu göstermiştir. Ayrıca, değerlendirmedeki yüksek seviye otantiklik,  şeffaflık ve çeşitlilik derin öğrenme stratejileriyle güçlü bir bağlılıkla  ilişkilendirilmiştir fakat planlanan öğrenmedeki yüksek seviye uygunluk ve düşük  düzey otantiklik yüzeysel öğrenme stratejileriyle bağlılıkla daha çok  ilişkilendirilmiştir. Sınıf değerlendirme uygulamalarına ve araştırmalarına olan  çıkarımlar tartışılmıştır
Canonical Correlational Models of Students’ Perceptions of Assessment Tasks, Motivational Orientations, and Learning Strategies
Canonical Correlational Models of Students’ Perceptions of Assessment Tasks, Motivational Orientations, and Learning Strategies
Yazar: Alkharusi, Hussain
Dergi: International Journal of Instruction, Vol. 6 No. 1, 2014

The present study aims at deriving correlational models of students' perceptions  of assessment tasks, motivational orientations, and learning strategies using  canonical analyses. Data were collected from 198 Omani tenth grade students.  Results showed that high degrees of authenticity and transparency in assessment  were associated with positive students' self-efficacy and task value. Also, high  degrees of authenticity, transparency, and diversity in assessment were associated  with a strong reliance on deep learning strategies; whereas a high degree of  congruence with planned learning and a low degree of authenticity were  associated with more reliance on surface learning strategies. Implications for  classroom assessment practice and research were discussed

The present study aims at deriving correlational models of students' perceptions  of assessment tasks, motivational orientations, and learning strategies using  canonical analyses. Data were collected from 198 Omani tenth grade students.  Results showed that high degrees of authenticity and transparency in assessment  were associated with positive students' self-efficacy and task value. Also, high  degrees of authenticity, transparency, and diversity in assessment were associated  with a strong reliance on deep learning strategies; whereas a high degree of  congruence with planned learning and a low degree of authenticity were  associated with more reliance on surface learning strategies. Implications for  classroom assessment practice and research were discussed
Analysis of 100 Years of Curriculum Designs
Analysis of 100 Years of Curriculum Designs
Yazar: Kelting-gibson, Lynn
Dergi: International Journal of Instruction, Vol. 6 No. 1, 2014
Anahtar kelimeler: Curriculum (Historical and Contemporary), Curriculum Design, PreAssessment, Formative Assessment, Summative Assessment

Fifteen historical and contemporary curriculum designs were analyzed for  elements of assessment that support student learning and inform instructional  decisions. Educational researchers are purposely paying attention to the role  assessment plays in a well-designed planning and teaching process. Assessment is  a vital component to educational planning and teaching because it is a way to  gather accurate evidence of student learning and information to inform  instructional decisions. The purpose of this review was to analyze 100 years of  curriculum designs to uncover elements of assessment that will support teachers in  their desire to improve student learning. Throughout this research the author seeks  to answer the question: Do historical and contemporary curriculum designs  include elements of assessment that help teachers improve student learning? The  results of the review reveal that assessment elements were addressed in all of the  curricular designs analyzed, but not all elements of assessment were identified  using similar terminology. Based on the analysis of this review, it is suggested  that teachers not be particular about the terminology used to describe assessment  elements, as all curriculum models discussed use one or more elements similar to  the context of pre, formative, and summative assessments

Fifteen historical and contemporary curriculum designs were analyzed for  elements of assessment that support student learning and inform instructional  decisions. Educational researchers are purposely paying attention to the role  assessment plays in a well-designed planning and teaching process. Assessment is  a vital component to educational planning and teaching because it is a way to  gather accurate evidence of student learning and information to inform  instructional decisions. The purpose of this review was to analyze 100 years of  curriculum designs to uncover elements of assessment that will support teachers in  their desire to improve student learning. Throughout this research the author seeks  to answer the question: Do historical and contemporary curriculum designs  include elements of assessment that help teachers improve student learning? The  results of the review reveal that assessment elements were addressed in all of the  curricular designs analyzed, but not all elements of assessment were identified  using similar terminology. Based on the analysis of this review, it is suggested  that teachers not be particular about the terminology used to describe assessment  elements, as all curriculum models discussed use one or more elements similar to  the context of pre, formative, and summative assessments
Motivation to Read: How Does It Change for Struggling Readers with and without Disabilities?
Motivation to Read: How Does It Change for Struggling Readers with and without Disabilities?
Yazar: Melekoğlu, Macid A.; Wilkerson, Kimber L.
Dergi: International Journal of Instruction, Vol. 6 No. 1, 2014
Anahtar kelimeler: Motivation to Read, Reading, Motivation, Disabilities, Struggling Readers

Lack of reading motivation impedes upper elementary and secondary school  students’ willingness to improve critical reading skills and strategies to be  successful in school. Struggling readers often show a negative attitude towards  reading tasks and manifest low motivation to read. Although the importance of  motivation is clear, there is limited research on reading motivation of struggling  adolescents with disabilities. This study examined whether reading motivation of  struggling readers with and without disabilities significantly changed after an  eighteen week period of reading instruction in two elementary schools and one  high school in a Midwest state of the United States of America (USA). Findings  yielded significant improvement in motivation for adolescents without disabilities  while motivation scores declined for students with disabilities. An overview of  students’ answers to survey questions is provided and some evidence-based  methods that teachers can utilize to improve reading motivation of upper  elementary and high school students are summarized

Lack of reading motivation impedes upper elementary and secondary school  students’ willingness to improve critical reading skills and strategies to be  successful in school. Struggling readers often show a negative attitude towards  reading tasks and manifest low motivation to read. Although the importance of  motivation is clear, there is limited research on reading motivation of struggling  adolescents with disabilities. This study examined whether reading motivation of  struggling readers with and without disabilities significantly changed after an  eighteen week period of reading instruction in two elementary schools and one  high school in a Midwest state of the United States of America (USA). Findings  yielded significant improvement in motivation for adolescents without disabilities  while motivation scores declined for students with disabilities. An overview of  students’ answers to survey questions is provided and some evidence-based  methods that teachers can utilize to improve reading motivation of upper  elementary and high school students are summarized
Understanding Student Teachers’ Behavioural Intention to Use Technology: Technology Acceptance Model (TAM) Validation and Testing
Understanding Student Teachers’ Behavioural Intention to Use Technology: Technology Acceptance Model (TAM) Validation and Testing
Yazar: Kung-teck, -; Wong, -; Osman, Rosma Bt; Choo, Pauline Swee; Goh, -; Rahmat, Mohd Khairezan
Dergi: International Journal of Instruction, Vol. 6 No. 1, 2014
Anahtar kelimeler: Technology Acceptance Model, Computer Use, Student Teachers, Behavioural Intention, Use Technology

This study sets out to validate and test the Technology Acceptance Model (TAM) in the context of Malaysian student teachers’ integration of their technology in teaching and learning. To establish factorial validity, data collected from 302 respondents were tested against the TAM using confirmatory factor analysis (CFA), and structural equation modelling (SEM) was used for model comparison and hypotheses testing. The goodness-of-fit test of the analysis shows partial support of the applicability of the TAM in a Malaysian context. Overall, the TAM accounted for 37.3% of the variance in intention to use technology among student teachers and of the five hypotheses formulated, four are supported. Perceived usefulness is a significant influence on attitude towards computer use and behavioural intention. Perceived ease of use significantly influences perceived usefulness, and finally, behavioural intention is found to be influenced by attitude towards computer use. The findings of this research contribute to the literature by validating the TAM in the Malaysian context and provide several prominent implications for the research and practice of technology integration development

This study sets out to validate and test the Technology Acceptance Model (TAM) in the context of Malaysian student teachers’ integration of their technology in teaching and learning. To establish factorial validity, data collected from 302 respondents were tested against the TAM using confirmatory factor analysis (CFA), and structural equation modelling (SEM) was used for model comparison and hypotheses testing. The goodness-of-fit test of the analysis shows partial support of the applicability of the TAM in a Malaysian context. Overall, the TAM accounted for 37.3% of the variance in intention to use technology among student teachers and of the five hypotheses formulated, four are supported. Perceived usefulness is a significant influence on attitude towards computer use and behavioural intention. Perceived ease of use significantly influences perceived usefulness, and finally, behavioural intention is found to be influenced by attitude towards computer use. The findings of this research contribute to the literature by validating the TAM in the Malaysian context and provide several prominent implications for the research and practice of technology integration development
Enhancing Foreign Language Learning through Listening Strategy Delivered in L1: An Experimental Study
Enhancing Foreign Language Learning through Listening Strategy Delivered in L1: An Experimental Study
Yazar: Bozorgian, Hossein; Pillay, Hitendra
Dergi: International Journal of Instruction, Vol. 6 No. 1, 2014
Anahtar kelimeler: Listening Comprehension, Listening Strategy Instruction, Foreign Language Learning, Instruction, Learning

Listening used in language teaching refers to a complex process that allows us to  understand spoken language. The current study, conducted in Iran with an  experimental design, investigated the effectiveness of teaching listening strategies  delivered in L1 (Persian) and its effect on listening comprehension in L2. Five  listening strategies: Guessing, making inferences, identifying topics, repetition,  and note-taking were taught over 14 weeks during a semester. Sixty lower  intermediate female participants came from two EFL classrooms in an English  language institute. The experimental class (n = 30) who listened to their classroom  activities performed better (t value = 10.083) than the control class using a  methodology that led learners through five listening strategies in Persian. The  same teacher taught the students in the control class (n = 30), who listened to the  same classroom listening activities without any of the above listening strategies. A  pre and post listening test made by a group of experts in the language institute  assessed the effect of teaching listening strategies delivered in L1. Results  gathered on the post intervention listening test revealed that listening strategies  delivered in L1 led to a statistically significant improvement in their discrete  listening scores compared with the control group

Listening used in language teaching refers to a complex process that allows us to  understand spoken language. The current study, conducted in Iran with an  experimental design, investigated the effectiveness of teaching listening strategies  delivered in L1 (Persian) and its effect on listening comprehension in L2. Five  listening strategies: Guessing, making inferences, identifying topics, repetition,  and note-taking were taught over 14 weeks during a semester. Sixty lower  intermediate female participants came from two EFL classrooms in an English  language institute. The experimental class (n = 30) who listened to their classroom  activities performed better (t value = 10.083) than the control class using a  methodology that led learners through five listening strategies in Persian. The  same teacher taught the students in the control class (n = 30), who listened to the  same classroom listening activities without any of the above listening strategies. A  pre and post listening test made by a group of experts in the language institute  assessed the effect of teaching listening strategies delivered in L1. Results  gathered on the post intervention listening test revealed that listening strategies  delivered in L1 led to a statistically significant improvement in their discrete  listening scores compared with the control group
Epistemological Belief and Learning Approaches of Students in Higher Institutions of Learning in Malaysia
Epistemological Belief and Learning Approaches of Students in Higher Institutions of Learning in Malaysia
Yazar: Ismail, Habsah; Hassan, Aminuddin; Muhamad, Mohd. Mokhtar; Ali, Wan Zah Wan; Konting, Mohd. Majid
Dergi: International Journal of Instruction, Vol. 6 No. 1, 2014

This is an investigation of the students’ beliefs about the nature of knowledge or  epistemological beliefs, and the relation of these beliefs on their learning  approaches. Students chosen as samples of the study were from both public and  private higher institutions of learning in Malaysia. The instrument used in the  study consists of 49 items measuring students’ epistemological beliefs and 20  items on their learning approaches. Items on epistemological belief were adapted  and modified from Schommer’s Epistemological Questionnaire (1990) and  Schraw, Bendixen and Dunkle (2000) Epistemic Beliefs Inventory that assesses  students' beliefs about simple knowledge, certain knowledge, quick learning, and  fixed ability to learn. Items on learning approaches were adapted from Bigg’s  forty-two-item Study Process Questionnaire (SPQ), designed for tertiary-level  students. The instrument was administered to 1405 students of higher institutions  of learning both public and private. Differences in epistemological beliefs among  students of these higher institutions, ethnic and between genders were examined

This is an investigation of the students’ beliefs about the nature of knowledge or  epistemological beliefs, and the relation of these beliefs on their learning  approaches. Students chosen as samples of the study were from both public and  private higher institutions of learning in Malaysia. The instrument used in the  study consists of 49 items measuring students’ epistemological beliefs and 20  items on their learning approaches. Items on epistemological belief were adapted  and modified from Schommer’s Epistemological Questionnaire (1990) and  Schraw, Bendixen and Dunkle (2000) Epistemic Beliefs Inventory that assesses  students' beliefs about simple knowledge, certain knowledge, quick learning, and  fixed ability to learn. Items on learning approaches were adapted from Bigg’s  forty-two-item Study Process Questionnaire (SPQ), designed for tertiary-level  students. The instrument was administered to 1405 students of higher institutions  of learning both public and private. Differences in epistemological beliefs among  students of these higher institutions, ethnic and between genders were examined