Toward a theory of experiential instruction

1979 ◽  
Vol 4 (2) ◽  
pp. 94-102 ◽  
Author(s):  
Greg Druian
Keyword(s):  
Experiential Instruction

scholarly journals Number Manipulation Strategy: A Model of Experiential Instruction and Interest in Arithmetic Learning of Pupils of Lower Basic Level in Enugu State, Nigeria

2021 ◽  
Vol 12 (1(V)) ◽  
pp. 19-29
Author(s):  
Sochima Stanislus Unodiaku
Keyword(s):  
Primary Schools ◽  
Mathematics Classroom ◽  
T Test ◽  
Analysis Of Covariance ◽  
Mathematics Textbook ◽  
Research Questions ◽  
Enugu State ◽  
Experiential Instruction ◽  
Level Of Significance ◽  
Manipulation Strategy

The study investigated the efficacy of the number manipulation strategy (NUMAS) as a model of experiential instruction and interest in arithmetic learning for pupils of lower basic levels. The population of the study consisted of 1205 lower basic III level pupils of the 2018/2019 session in Igbo-Etiti Local Government Area (L.G.A.) of Enugu State. A sample of 121 primary five pupils from 4 schools out of 53 primary schools in the study area was randomly sampled. The 121 pupils were composed of 42 males and 79 females used for the study. The study was guided by four research questions and four hypotheses. The hypotheses were tested at a p<.05 level of significance. The instruments used for the study were Arithmetic Test (ART) and Mathematics Interest Inventory Questionnaire (MIIQ) developed by the researcher. The ART and MIIQ instruments were faces validated by experts and their reliability indexes were 0.85 and 0.79 respectively, established using Cronbach alpha and split-half methods respectively. The data obtained with the instruments were analyzed using mean, standard deviations (SD), t-test and analysis of covariance (ANCOVA) statistics. Mean and SD was used in answering the research questions, while t-test and ANCOVA statistics were used in testing the hypotheses at P<.05 level of significance. The findings of the study showed that NUMAS is effective in teaching arithmetic, especially in enhancing the addition and subtraction skills acquisition of the pupils. Gender was found not to be a significant factor of variance in arithmetic achievement when the teaching of arithmetic is NUMAS based. The use of NUMAS was recommended to teachers, lower basic mathematics textbook authors and stakeholders in education, to ensure that NUMAS is adopted and adapted for use in Mathematics classroom instruction and learning.

scholarly journals Testing the Effectiveness of a Mixed-Method Pilot Intervention in Reducing Risky Driving Due to Aggression and Stress

Safety ◽  
2020 ◽  
Vol 6 (1) ◽  
pp. 11
Author(s):  
Maria Papadakaki ◽  
Nikolaos Stamou ◽  
Stefanos Bessas ◽  
Stavroula Lioliou ◽  
Jooannes Chliaoutakis
Keyword(s):  
Mixed Method ◽  
Large Scale ◽  
Driving Simulator ◽  
Intervention Group ◽  
Cognitive Restructuring ◽  
Driving Performance ◽  
Control Group ◽  
Driving Behaviors ◽  
Experiential Instruction ◽  
Pilot Intervention

The study aimed at testing the effectiveness of a mixed-method pilot intervention in reducing risky self-reported driving performance, upon addressing stress and aggression while driving. The study recruited individuals who had performed these behaviors during the year preceding the study and allocated them into an intervention (n = 10) and a control group (n = 30). A pre-and postintervention evaluation design was employed to explore changes in risky self-reported driving behaviors, 12 months after the intervention. The intervention involved 2 h of experiential instruction and 1 h of cognitive restructuring using a driving simulator and scenarios appropriate for the processing of driving stress, aggression, and risk. The intervention group displayed significant improvements in the scales of “Hazard Monitoring” (p = 0.037) and “Covered Violations” (p = 0.049) at the postintervention level. No statistically significant differences were identified in terms of self-reported driving performance between the intervention and the control group at postintervention level. Launching large-scale experimental surveys with broadened cognitive restructuring approaches seems important to deepen our understanding of the behavioral change processes and increase the effectiveness of future interventions.

scholarly journals Gaining in-demand skills in the ESP classroom: a case study in Oman

2020 ◽  
Vol 4 (2) ◽  
pp. 210-225
Author(s):  
Victoria Tuzlukova ◽  
◽  
Peter Heckadon ◽  
Keyword(s):  
Language Learning ◽  
21St Century ◽  
21St Century Skills ◽  
Creative Thinking ◽  
Tertiary Education ◽  
Special Focus ◽  
Sultan Qaboos University ◽  
Positive Attitudes ◽  
Business Course ◽  
Experiential Instruction

The most recent trends in education emphasize the importance of its strong focus on the learner’s job-readiness, a convergence of education with the world of work, and its adaptation to the needs of the learner and the employer. Ascribable to its far-reaching partnership with 21st-century educational thinking, demand-driven education and planning for the future, the English for Specific Purposes (ESP) classroom is no exception to this, seeing modifications and adaptations in its search for a deeper understanding of the reliable skill set introduction and development. While debating current global and local issues, changes, and challenges in the broad area of ESP, this paper focuses on Omani tertiary education students’ understanding of in-demand 21st-century skills and their development in the dimensions of these skills. The discussion is anchored in the personal feedback of students enrolled in English for Business course offered by the Centre for Preparatory Studies at Sultan Qaboos University in Oman. In terms of future employability, students were asked to rate twenty-three skill areas and how these skill areas were covered in the course in bilingual English and Arabic questionnaire administered online. The results demonstrate students’ understanding of the importance of 21st-century skills for future employability. They also show that effective in-demand skill instruction requires teacher initiative in the enhanced incorporation of learner-centered teaching approaches and more language learning activities and tasks with a focus on interactive and experiential instruction. This involves a synthesis of best practices in integrated language skills with a special focus on speaking, the application of different innovative tools and techniques of teaching, and enhancement of positive attitudes toward aligning skill areas, with an emphasis on idea development, content knowledge, critical and creative thinking.

scholarly journals A school garden in biotechnical education

2014 ◽  
Vol 66 (1) ◽  
pp. 393-400 ◽  
Author(s):  
M. Pogacnik ◽  
D. Znidarcic ◽  
Jelka Strgar
Keyword(s):  
Educational Program ◽  
Traditional Instruction ◽  
Traditional Teaching ◽  
Achievement Scores ◽  
School Garden ◽  
Cognitive Domains ◽  
Instruction Group ◽  
Post Test ◽  
Experiential Instruction

This study was conducted on a sample of 360 students of biotechnical education aged 15 to 18 with the aim of testing the effectiveness of experiential instruction in a school garden in comparison with traditional instruction in a classroom. The results show that experiential instruction yielded significantly better achievement scores than traditional teaching. The experiential instruction group scored higher in both cognitive domains included in the test, i.e. knowing and applying. Students? knowledge in a post-test was influenced by gender, grade and the educational program that students were enrolled in.

scholarly journals A school garden in biotechnical education

2014 ◽  
Vol 66 (2) ◽  
pp. 785-792 ◽  
Author(s):  
M. Pogacnik ◽  
D. Znidarcic ◽  
Jelka Strgar
Keyword(s):  
Educational Program ◽  
Traditional Instruction ◽  
Traditional Teaching ◽  
Achievement Scores ◽  
School Garden ◽  
Cognitive Domains ◽  
Instruction Group ◽  
Post Test ◽  
Experiential Instruction ◽  
Font Color

This study was conducted on a sample of 360 students of biotechnical education aged 15 to 18 with the aim of testing the effectiveness of experiential instruction in a school garden in comparison with traditional instruction in a classroom. The results show that experiential instruction yielded significantly better achievement scores than traditional teaching. The experiential instruction group scored higher in both cognitive domains included in the test, i.e. knowing and applying. Students? knowledge in a post-test was influenced by gender, grade and the educational program that students were enrolled in. <br><br><font color="red"><b> This article has been retracted. Link to the retraction <u><a href="http://dx.doi.org/10.2298/ABS150612076E">10.2298/ABS150612076E</a><u></b></font>

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