Developing the conceptual instructional design with inquiry-based instruction model of secondary students at the 10th grade level on digestion system and cellular degradation issue

2018 ◽  
Author(s):  
Boonthida Rotjanakunnatam ◽  
Kanokporn Chayaburakul
Keyword(s):  
Instructional Design ◽  
Secondary Students ◽  
Grade Level ◽  
10Th Grade ◽  
Based Instruction ◽  
Instruction Model

scholarly journals EFL Textbook Analysis: A Case Study

2012 ◽  
Vol 14 (3) ◽  
pp. 27 ◽  
Author(s):  
Harison Mohd Sidek
Keyword(s):  
Instructional Design ◽  
Secondary Students ◽  
Grade Level ◽  
Textbook Analysis ◽  
Secondary Curriculum ◽  
Upper Secondary ◽  
Below Grade Level

The purpose of the present study was to determine how well Malaysian EFL Secondary Curriculum prepares upper secondary students for tertiary reading in English. This study is explorative in nature. The data for this study were acquired from a Malaysian national EFL upper secondary textbook. The data were in the form of comprehension reading passages in the selected EFL textbook. In this case study, reading instructional design in the EFL textbook was analyzed in terms of types and the grade-level length of passages used in the textbook. The findings show that reading instructional design in the EFL textbook significantly emphasizes the use of narrative passages with the majority of the passages being below grade-level texts.

Instructional Design and E-Training

2011 ◽  
pp. 223-240
Author(s):  
Julia D. Sweeny
Keyword(s):  
Instructional Design ◽  
Instructional Strategies ◽  
Online Training ◽  
Future Trends ◽  
Online Instructors ◽  
Web Based ◽  
Face To Face ◽  
Face To Face Instruction ◽  
Primary Focus ◽  
Based Instruction

Online training or, e-training, can be less expensive, more efficient, and more productive than traditional face-to-face instruction. This chapter reviews why businesses are adopting Web-based instruction, characteristics of exemplary e-trainers and skills online instructors must attain. The primary focus of the chapter is on the importance of instructional design in analyzing the online audience and context; developing instructional strategies and online materials; implementing a Web-based course; and evaluating an online training program. Future trends and a conclusion complete the chapter.

Individualized Web-Based Instructional Design

2011 ◽  
pp. 375-388
Author(s):  
Fethi Inan ◽  
Michael Grant
Keyword(s):  
Instructional Design ◽  
Individual Differences ◽  
Adaptive Methods ◽  
Design And Development ◽  
Web Based ◽  
Individualize Instruction ◽  
Web Based Instruction ◽  
Individual Needs ◽  
Based Instruction ◽  
Instruction Design

Adaptive (Individualized) Web-based instruction provides mechanisms to individualize instruction for learners based on their individual needs. This chapter will discuss adaptive Web-based instruction, paying particular attention to (a) the implications of individual differences to Web-based instruction, (b) the adaptive methods that are available to designers and developers, and (c) the considerations for instruction design and development with adaptive Web-based instruction. The primary purpose of this chapter is to provide a framework to shape the development of future individualized Web-based instruction.

scholarly journals Implementation of case-based instruction on electrochemistry at the 11th grade level

2017 ◽  
Vol 18 (4) ◽  
pp. 659-681 ◽  
Author(s):  
Aysegul Tarkin ◽  
Esen Uzuntiryaki-Kondakci
Keyword(s):  
Self Efficacy ◽  
Grade Level ◽  
Qualitative Data ◽  
Control Group ◽  
Motivation To Learn ◽  
Feedback Form ◽  
Based Instruction ◽  
Experimental Group ◽  
11Th Grade ◽  
Case Based

This study aims to compare the effectiveness of case-based instruction over traditional instruction in improving 11th grade students' understanding of electrochemistry concepts, attitudes toward chemistry, chemistry self-efficacy beliefs, and motivation to learn chemistry. In total, 113 students (47 males and 66 females) from three high schools participated in this study. Two of the classes from each school were randomly assigned to be either the experimental or control group. The experimental group was instructed by case-based instruction while the control group was taught by traditionally designed instruction. The Electrochemistry Concept Test, Attitude toward Chemistry Scale, High School Chemistry Self-efficacy Scale, and Chemistry Motivation Questionnaire were applied as pre- and post-tests to students in both groups. Moreover, a feedback form was administered to students in the experimental group at the end of the study to get students' opinions about the case-based instruction. One-way Multivariate Analysis of Variance (MANOVA) revealed that case-based instruction was an effective method to improve students' understanding of electrochemistry concepts, attitude toward chemistry, and intrinsic motivation to learn chemistry. The qualitative data gathered from the feedback forms also supported the results of the inferential statistics. Students reported that chemistry lessons were more interesting and enjoyableviacase-based instruction.

Effects of Cooperative Homework Teams on the Acquisition of Mathematics Skills by Secondary Students with Mild Disabilities

1994 ◽  
Vol 60 (6) ◽  
pp. 538-548 ◽  
Author(s):  
Mary Curley O'Melia ◽  
Michael S. Rosenberg
Keyword(s):  
Secondary Students ◽  
Grade Level ◽  
Global Measure ◽  
School Students ◽  
Mild Disabilities ◽  
Mathematics Skills ◽  
Mediating Factor ◽  
8Th Graders ◽  
Performance Rate ◽  
Post Hoc

We examined the effects of a homework model, Cooperative Homework Teams (CHT), on three measures of mathematics performance: rate of homework completion, percentage correct on homework, and a norm-referenced global measure of mathematics achievement. Participants, 171 middle school students with mild disabilities (learning disabilities or emotional disturbance), were assigned to either the CHT or a control (C) condition. Significant differences between the conditions were found on the two homework measures, but not on the global measure. Post-hoc analyses indicated that grade level was a mediating factor: CHT was less effective for 6th than for 7th and 8th graders. No significant effects were noted for either type of disability or level of special education service.

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