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1.
The efficacy of behavioral objectives in improving student achievement was assessed in a college setting. The Ss were nineteen senior and graduate students enrolled in a research course in educational psychology. Ss randomly assigned to two groups were separated before treatment. One group received a list of precise instructional objectives, while the other group discussed an unrelated topic. The two groups were reunited, exposed to the same lecture, and then administered a 12-item quiz covering the day’s lesson. Results of an analysis of covariance revealed that behavioral objectives had a desirable effect on student achievement.  相似文献   

2.
Abstract

Several studies have failed to demonstrate an advantage for Ss who receive instructional objectives. However, no test for the efficacy of instructional objectives has occurred with Ss who have had experience using them. In the present study Ss were used who had been provided with objectives for each unit of instruction throughout a semester. They were randomly given one of two sets of objectives and later quizzed both with items which corresponded and which did not correspond to their objectives. Overall, Ss performed significantly better on items which corresponded to the objectives they had been provided. An item analysis comparing both groups is presented.  相似文献   

3.
The purpose of this exploratory and small‐scale study was to examine the instructional effects of different chunking strategies used to complement animated instruction in terms of facilitating achievement of higher order learning objectives. Eighty‐five students were randomly assigned to three treatment groups: animated program instruction, simple visual‐text (static images and verbal explanation) chunked animated program instruction and the animated complex visual‐text chunked program instruction. The difference between simple and complex chunked instructions is the content. Simple chunks only deal with one content area while the complex chunks explain two or more related content areas. Students interacted with their respective web‐based instructional treatments and completed four criterion measures. Results (ANOVA) indicated that significant differences in achievement were found to exist in facilitating higher order learning objectives when chunking strategies were specifically designed and positioned to complement the animated instruction. Results also indicated that complex chunking is more effective in reducing the cognitive load present in an animated instructional environment, and that students need prerequisite knowledge before being able to profit from animated instruction designed to facilitate higher order learning outcomes.  相似文献   

4.
Past research on cognition has demonstrated that cognitive learning strategies used to complement instruction can have beneficial effects on memory and subsequent achievement. The utilization of microcomputer technology to deliver instructional content to students provides an optimum environment to examine the instructional effectiveness of embedded instructional strategies. The purpose of this study was to examine the effect of an imagery cue and an attention directing strategy within a context of a microcomputer learning environment that provided both self-paced and externally paced instruction. Achievement was measured on five different tests designed to measure different educational objectives. One hundred eighty freshman students were randomly assigned to one of nine treatment groups. The results of the study indicate that embedding an imagery cue and an attention directing strategy in an instructional sequence increases student achievement. A combination of the two embedded strategies was also effective in improving students’ achievement; however, the combining of the two strategies did not have a cumulative effect. It was also determined that the effectiveness of the embedded strategies was dependent on whether the instruction was self-paced or externally paced.  相似文献   

5.
This study examined the roles of school climate, teacher expectations, and instructional practices in one elementary school in South Carolina (USA) that produced effective achievement outcomes with poor and minority students. Survey data, teacher interviews, and classroom videotaping was used to identify school characteristics and instructional behaviors of six teachers nominated by colleagues as exemplary. The school was characterized by an emphasis on high student expectations, school staff cohesiveness, engaging instruction, high parent involvement, and multicultural instruction integrated with curriculum. The practices identified are consistent with literature on effective American schools; and the practices are key aspects of the sound instruction of poor and minority children. Teachers stated that teacher education programs did not prepare them to teach these students and that they had to learn this on the job.  相似文献   

6.
The purpose of this investigation was to determine (1) the effects of performance objectives on the achievement level of low achieving black inner city pupils and (2) the effects of giving the students performance objectives prior to beginning instruction The population used in this study was selected from four predominantly black inner city schools. The results of the study show that training teachers to use performance objectives had a significant effect on student cognitive achievement. Although providing students copies of the objectives prior to study did not significantly affect their cognitive achievement, performance objectives, as an instructional technique, seem as effective as traditional methods of instruction currently used with low achievers.  相似文献   

7.
Institutions of higher education, states, and local K–12 districts have been challenged to improve math and science education for our nation's students. In the past few years, there has been renewed interest in inquiry‐based, activity‐oriented instruction in science for students with disabilities. Yet, there still exists the need for further empirical evidence to support instructional improvements for students with more involved emotional and behavioral disabilities. This study describes a program in which 18 middle school students with serious emotional disturbances were instructed, over the course of 8 weeks, on “Matter” by two different instructional approaches. Students in one classroom received a traditional textbook approach to science content, whereas students in another classroom received science instruction by a hands‐on, thematic approach. Over the course of instruction, data were collected regarding students' behavior and achievement. Results indicate that, overall, students in the hands‐on instructional program performed significantly better than the students in the textbook program on two of three measures of science achievement, a hands‐on assessment and a short‐answer test. The students did not differ on a multiple‐choice format test. With regard to behavior, there were no significant differences in behavioral problems found between the two groups of students over the course of the study. Findings are discussed in relation to instructional implications for students with disabilities in the science classroom. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 245–263, 2005  相似文献   

8.
Abstract. This study investigated the effects of teaching middle school students with mathematics disabilities equivalent fraction concepts and procedures using the concrete‐representational‐abstract (CRA) instructional sequence or the representational‐abstract (RA) instructional sequence. Twenty‐six students formed the CRA group, and 24 students formed the RA group. The two treatment groups received carefully sequenced instruction over 10 lessons. The only difference between the two treatment groups was that the CRA group used concrete manipulative devices for the first three lessons while the RA group used representational drawings. Analyses of the data indicated that students in both treatment groups improved overall in their understanding of fraction equivalency from pretest to posttest. On all achievement measures, students in the CRA group had overall higher mean scores than did students in the RA group. Implications for classroom instruction and suggestions for further research are discussed.  相似文献   

9.
This experiment was designed to assess the effects of behavioral objectives on class achievement and retention. Eight experimental classes received instruction in physical science with stated behavioral objectives and six control classes received the same instruction without knowledge of the objectives. The subject matter used in this ninth-grade investigation was the third unit of the program, Interaction of Matter and Energy. Behavioral objectives and their accompanying assessment tasks were written by the investigator for the subject matter areas of heat energy, light energy, and phases of matter. The experimental classes obtained higher mean scores than the control classes on both achievement and retention tests. The overall mean differences due to treatment was found to be significant at the 0.01 level of confidence. The results of the study support the thesis that providing classes and teachers with behavioral objectives prior to instruction can enhance the performance on achievement tests. Also, the data strongly suggest that behavioral objectives and their accompanying assessment tasks will cause a resistance to forgetting.  相似文献   

10.
This study examined achievement when an interactive textbook (iBook) was used in place of lecture to teach students to create instructional flipcharts for a Promethean interactive whiteboard. The study was conducted with students enrolled in a required technology course for teachers at a large research-intensive university in the southeastern United States. Further, the study examined the iBook group's perceptions of the benefits and challenges of using an interactive text as an educational tool. The results showed a significant difference in the achievement of students who received instruction delivered through the use of the interactive textbook versus those who received lecture instruction. In addition, the participants indicated that the iBook provided a new way of learning, and also motivated them to learn, made learning more exciting, increased their attention toward instruction, was more efficient, and increased their interest in the class. A few students disliked viewing in landscape view versus portrait view, felt more cues were needed to alert less intuitive multimedia components, and desired access extended to Android platforms. (Keywords: 21st-century skills, interactive textbooks, iBooks, ebooks, teacher education)  相似文献   

11.
《学校用计算机》2013,30(1-2):75-91
Abstract

A mature mathematics teacher (one in the latter stages of a successful career in teaching secondary mathematics) sought support in making a paradigm shift to a technology-integrated pedagogy in the context of a state's emerging standards-based curriculum. The teacher had concerns regarding his ability to make the paradigm shift, but he was willing to make the effort because he believed that integrating technology as an instruction/production tool would increase student achievement in mathematics. This article describes the teacher's experience. Students in two of his three high school geometry classes were introduced to altered teaching methods involving technology. The first class created instructional modules using presentation and Web page software, and a second class used student-created instructional modules. A third geometry class received traditional instruction based on text and lecture. Two topics, angles and circles, were taught using this format. Another topic, lines, was taught traditionally to all three classes. Interestingly, students across the three groups had numerically higher end-of-unit test scores for both lines and circles, much more acceptable to the teacher, than for angles. Recommendations are in order in regard to teacher support for technology integration.  相似文献   

12.
This experiment was designed to evaluate the validity of S s perceptions of the instructional effectiveness of four different types of black and white and colored illustrations. Each S received a pretest, participated in his respective instructional presentation, received four individual criterial tests, and completed a Visual Illustration Questionnaire. Results indicate that (a) the type of visuals that Ss themselves perceive as being most effective are not always the ones found to be most effective in facilitating their achievement, and (b) all types of visuals are not equally effective in improving Ss achievement of different learning objectives.  相似文献   

13.
Validation of assessments intended to improve instruction and learning should include evidence of instructional sensitivity. This study investigated the instructional sensitivity of a standards-based ninth-grade performance assessment that required students to write an essay about conflict in a literary work. Before administering the assessment, teachers of 886 ninth-grade students were randomly assigned to one of three instructional groups: literary analysis, organization of writing, and teacher-selected instruction. Despite the short duration of instruction (8 class periods), results support the instructional sensitivity of the assessment in two ways: Instruction on literary analysis significantly improved students' ability to analyze and describe conflicts in literature, and instruction on the organization of writing led to significantly higher scores on measures of coherence and organization.  相似文献   

14.
Recent increased interest in computational thinking poses an important question to researchers: What are the best ways to teach fundamental computing concepts to students? Visualization is suggested as one way of supporting student learning. This mixed-method study aimed to (i) examine the effect of instruction in which students constructed visualizations on students’ programming achievement and students’ attitudes toward computer programming, and (ii) explore how this kind of instruction supports students’ learning according to their self-reported experiences in the course. The study was conducted with 58 pre-service teachers who were enrolled in their second programming class. They expect to teach information technology and computing-related courses at the primary and secondary levels. An embedded experimental model was utilized as a research design. Students in the experimental group were given instruction that required students to construct visualizations related to sorting, whereas students in the control group viewed pre-made visualizations. After the instructional intervention, eight students from each group were selected for semi-structured interviews. The results showed that the intervention based on visualization construction resulted in significantly better acquisition of sorting concepts. However, there was no significant difference between the groups with respect to students’ attitudes toward computer programming. Qualitative data analysis indicated that students in the experimental group constructed necessary abstractions through their engagement in visualization construction activities. The authors of this study argue that the students’ active engagement in the visualization construction activities explains only one side of students’ success. The other side can be explained through the instructional approach, constructionism in this case, used to design instruction. The conclusions and implications of this study can be used by researchers and instructors dealing with computational thinking.  相似文献   

15.
Some studies of computer-assisted instruction have shown that when students control the amount of instruction they receive, they often terminate too early and fail to learn what they should. While sophisticated adaptive systems may eliminate the problem of premature termination of study, they neglect the important goal of learner responsibility. These researchers were interested in whether giving learners information about their achievement in relation to the criterion during instruction would improve learning in both learner-controlled and program-controlled systems. Success was measured in terms of posttest scores, time on task, and number of instructional examples required during instruction.  相似文献   

16.
Co-teaching consists of general and special education teachers who team to instruct students with and without disabilities in the same classroom. Additionally, some students with disabilities (SWD) receive instruction in special education settings. The purpose of this meta-analysis was to compare academic achievement of SWD in co-taught classes to achievement of SWD in special education settings. A comprehensive search of published and gray literature yielded 26 eligible studies with a total of 3,714 SWD. Results indicate a moderate effect size (g = 0.47) for students in co-taught settings compared to students in special education settings. Although the findings support SWD's academic achievement in co-taught classes, more information is needed to identify what distinguishes characteristics of the SWD in co-taught versus special education settings, as well as instruction in each setting. Factors related to results are described, including the lack of information about instructional practices and equivalency of students assigned to co-taught or special education settings. Implications for future researchers are provided, along with cautions about widespread placement of SWD in either setting without monitoring that effective instructional practices are in place, and that students receive specially designed instruction as stipulated on their Individualized Education Programs.  相似文献   

17.
The purpose of this study was to investigate the effect of orienting activities and type of practice on achievement, continuing motivation, and student behaviors in a cooperative learning environment. Eighty graduate education majors were assigned to cooperative groups and required to learn instructional design principles from three instructional television lessons. Each lesson included specific orienting activities (advance organizers or objectives) and different types of practice (verbal information or intellectual skills). Results indicated that subjects who worked in groups that received intellectual skills practice performed better on the application portion of the posttest than those who received verbal information practice. Knowledge acquisition and student behaviors were affected by a combination of type of practice and orienting activity. Groups that received intellectual skills practice discussed more content, gave more help to their fellow group members, and exhibited less individual behavior than groups that received verbal information practice. Groups given objectives discussed significantly more content than groups given advance organizers. The authors wish to thank Steven Ross and the reviewers ofETR&D for their helpful comments on an earlier draft of this paper.  相似文献   

18.
ABSTRACT

This study examines how the use of peer tutoring instructional practices links to students’ outcomes during kindergarten. Examining this pedagogical strategy allows us to contribute to the literature in three ways. First, we can study one potential mechanism by which peers might influence the outcomes of other peers in the classroom. Second, in that peer tutoring that is used as an instructional practice, the study can inform the link between instructional factors and student outcomes. Finally, our agenda look at the effects of peer tutoring instructional practices on academic and socioemotional outcomes, thereby broadening the meaning of educational attainment. The study relies on the most current national dataset of kindergarten students (the Early Childhood Longitudinal Study, Kindergarten class of 2010–2011). The findings suggest that a higher frequency of peer tutoring utilisation during instruction predicts greater social skills. However, there is no predictive relationship with behaviour or achievement. Implications are discussed.  相似文献   

19.
This study evaluated the effects of cooperative learning on students' verbal interaction patterns and achievement in a conceptual change instructional model in secondary science. Current conceptual change instructional models recognize the importance of student–student verbal interactions, but lack specific strategies to encourage these interactions. Cooperative learning may provide the necessary strategies. Two sections of low-ability 10th-grade students were designated the experimental and control groups. Students in both sections received identical content instruction on the particle model of matter using conceptual change teaching strategies. Students worked in teacher-assigned small groups on in-class assignments. The experimental section used cooperative learning strategies involving instruction in collaborative skills and group evaluation of assignments. The control section received no collaborative skills training and students were evaluated individually on group work. Gains on achievement were assessed using pre- and posttreatment administrations of an investigator-designed short-answer essay test. The assessment strategies used in this study represent an attempt to measure conceptual change. Achievement was related to students' ability to correctly use appropriate scientific explanations of events and phenomena and to discard use of naive conceptions. Verbal interaction patterns of students working in groups were recorded on videotape and analyzed using an investigator-designed verbal interaction scheme. The targeted verbalizations used in the interaction scheme were derived from the social learning theories of Piaget and Vygotsky. It was found that students using cooperative learning strategies showed greater achievement gains as defined above and made greater use of specific verbal patterns believed to be related to increased learning. The results of the study demonstrated that cooperative learning strategies enhance conceptual change instruction. More research is needed to identify the specific variables mediating the effects of cooperative learning strategies on conceptual change learning. The methods employed in this study may provide some of the tools for this research.  相似文献   

20.
Abstract

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

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