Choosing Instructional Approaches

The Effect of Instructional Approaches and Learning Styles on Students’ Achievement of Grammar

LINGUISTIK TERAPAN ◽

10.24114/lt.v11i1.2676 ◽

2014 ◽

Vol 11 (1) ◽

Author(s):

Rista Damesari Saragih ◽

Lince Sihombing ◽

Eddi Setia

Keyword(s):

Learning Styles ◽

Learning Style ◽

Significant Interaction ◽

Visual Learning ◽

Sampling Technique ◽

Cluster Sampling ◽

Instructional Approaches ◽

Vocational High School ◽

Instructional Approach ◽

Auditory Learning

The objectives of this research are to investigate whether: (1) students’ achievement of grammar taught by applying inductive approach higher than taught by applying deductive approach, (2) achievement of grammar of visual learning style students higher than achievement of grammar of auditory learning style students, and (3) there is an interaction between instructional approaches and learning styles on the students’ achievement of grammar. The population was students of Grade X of Vocational High School 1 Beringin Deli Serdang. Based on Cluster Sampling technique, two classes were chosen, namely Grades X1 and X3. The data were analyzed using a two-way ANOVA with 2 × 2 factorial design. The result reveals that (1) Students` grammar achievement taught by using inductive instructional approach is higher than that taught by using deductive instructional Approach (81,20 > 72,10), (2) Students with visual learning style have higher achievement in grammar than students with auditory learning style (81,90 > 72) and (3) there is significant interaction between instructional approaches and learning styles on students` achievement of grammar (4.906 > 3.96). Thus, it can be concluded that the application of instructional approaches and learning styles can affect students` achievement in grammar. Keywords: Grammar; Instructional Approach; Learning Styles

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Instructional Approaches for Individualizing Basic Rifle Marksmanship Training. Task Report - Training Effectiveness Analyses Research

10.21236/ada150302 ◽

1985 ◽

Author(s):

J. L. Maxey ◽

R. W. Swezey

Keyword(s):

Training Effectiveness ◽

Instructional Approaches ◽

Training Task ◽

Marksmanship Training

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Comparing Instructional Approaches in Caregiver-Implemented Intervention: An Interdisciplinary Systematic Review and Meta-Analysis

Journal of Early Intervention ◽

10.1177/1053815121989807 ◽

2021 ◽

pp. 105381512198980

Author(s):

Bailey J. Sone ◽

Jordan Lee ◽

Megan Y. Roberts

Keyword(s):

Adult Learning ◽

Family Involvement ◽

Meta Analysis ◽

Future Research ◽

Instructional Approaches ◽

Comparative Efficacy ◽

Robust Variance ◽

Analysis Methodology ◽

Intervention Models ◽

Variance Estimate

Family involvement is a cornerstone of early intervention (EI). Therefore, positive caregiver outcomes are vital, particularly in caregiver-implemented interventions. As such, caregiver instructional approaches should optimize adult learning. This study investigated the comparative efficacy of coaching and traditional caregiver instruction on caregiver outcomes across EI disciplines. A systematic search for articles was conducted using PRISMA guidelines. Meta-analysis methodology was used to analyze caregiver outcomes, and a robust variance estimate model was used to control for within-study effect size correlations. Seven relevant studies were ultimately included in the analysis. A significant, large effect of coaching on caregiver outcomes was observed compared to other models of instruction ( g = 0.745, SE = 0.125, p = .0013). These results support the adoption of a coaching framework to optimize caregiver outcomes in EI. Future research should examine how coaching and traditional instruction can be used in tiered intervention models with a variety of populations.

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