Comparisons between students’ learning achievements of their conventional instruction and the science, technology and social conceptual instructional design on digestion system issue of secondary students at the 10th grade level

2018 ◽  
Author(s):  
Supattra Wichalek ◽  
Kanokporn Chayaburakul ◽  
Toansakul Santiboon
Keyword(s):  
Instructional Design ◽  
Secondary Students ◽  
Grade Level ◽  
Conventional Instruction ◽  
Science Technology ◽  
10Th Grade ◽  
System Issue

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.

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.

scholarly journals Existence of the Essential Features of the Function Concept in Public Secondary Students’ Definitions

2020 ◽  
Vol 5 (7) ◽  
pp. 907-913
Author(s):  
Huda Faour
Keyword(s):  
Secondary Schools ◽  
Secondary Students ◽  
Grade Level ◽  
Function Concept ◽  
Uniqueness Property ◽  
Grade Levels

This paper aims to explore the existence of the essential features of the function concept in public secondary students’ definitions of it across grade-level of the scientific and humanities tracks. A sample of 465 secondary students was chosen from 5 public secondary schools located in Beirut. The findings of the study showed that secondary students in the different grade levels lack a thorough conceptualization of what is a function. For instance, the majority of them failed to give definitions that reflect the essential features of the concept. The relation feature was the most one noticed in students’ definitions. Compartmentalization phenomenon was observed where even the students who succeeded to state the uniqueness property, were not truly aware of it and seemed not to consult this property when presented with non-examples of function.

A Sense of Connection: Examining Social Identity and Adherence to a School-Based Exercise Club

2021 ◽  
pp. 1-5
Author(s):  
Mark W. Bruner ◽  
Colin McLaren ◽  
Kevin S. Spink
Keyword(s):  
Social Identity ◽  
Secondary Students ◽  
Grade Level ◽  
Exercise Program ◽  
Exercise Group ◽  
School Students ◽  
School Based ◽  
The Future ◽  
Intentions To Return ◽  
Program Attendance

Purpose: This study aimed to investigate the relationship between social identity and adherence in the context of a school-based, 8-week structured group exercise program. Methods: Secondary students (N = 116; Mage = 15.52 years) from 10 newly formed school-based exercise clubs reported social identity perceptions specific to their exercise group, which were used to predict attendance and intentions to return to the club in the future. Results: Controlling for sex and grade level, the results of hierarchical regression analysis revealed that exercise group social identity was significantly positively related to program attendance (ΔR2 = .09, p < .01). A positive relationship was also found between exercise group social identity and intentions to return to the exercise club in the future, while also controlling for sex, grade level, and program attendance (ΔR2 = .05, p < .05). Discussion/Conclusion: The findings suggest that stronger exercise group social identity in the form of ingroup ties is associated with greater attendance and intention to return to the school-based exercise club among secondary school students.

Creating Content Acquisition Podcasts (CAPs) for Vocabulary

2016 ◽  
Vol 31 (4) ◽  
pp. 228-235 ◽  
Author(s):  
Margaret P. Weiss ◽  
Anya S. Evmenova ◽  
Michael J. Kennedy ◽  
Jodi M. Duke
Keyword(s):  
Instructional Design ◽  
General Education ◽  
Secondary Students ◽  
Design Principles ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Content Acquisition ◽  
High Incidence ◽  
Instructional Design Principles ◽  
High Incidence Disabilities

Mastering content vocabulary is critical to the success of students with high-incidence disabilities in the general education curriculum. General education classrooms often do not offer the opportunities necessary for these students to master important vocabulary. Teachers often look to technology to help. Several studies have indicated that content acquisition podcasts (CAPs) may have an impact on the vocabulary learning of secondary students with high-incidence disabilities. In this study, 37 in-service teachers enrolled in a master’s program in special education were taught to create CAPs for vocabulary terms in a course focused on methods for secondary-level instruction. Teacher-created podcasts were assessed on the presence of Mayer’s instructional design principles as well as evidence-based practices for vocabulary instruction. Although teachers were able to include many instructional design principles related to technology in their CAPs, their use of instructional principles and evidence-based practices was inconsistent. Implications are discussed.

Applying Instructional Design Principles to CAI for Mildly Handicapped Students: Four Recently Conducted Studies

1986 ◽  
Vol 8 (1) ◽  
pp. 13-26 ◽  
Author(s):  
John Woodward ◽  
Doug Carnine ◽  
Russell Gersten ◽  
Mary Gleason ◽  
Gary Johnson ◽  
...  
Keyword(s):  
Instructional Design ◽  
Secondary Students ◽  
Design Principles ◽  
Instructional Program ◽  
Computer Assisted ◽  
Design Variables ◽  
Experimental Treatments ◽  
Instructional Design Principles ◽  
Assisted Instruction ◽  
Drill And Practice

This report summarizes four recently conducted studies involving computer assisted instruction for mildly handicapped secondary students. A variety of CAI programs were used—drill and practice, tutorial, and simulation—and each study focused on the effects of specific instructional design variables. Three of the four studies produced statistically significant differences for the experimental treatments, indicating that sophisticated instructional design principles can make a considerable difference in the effectiveness of an instructional program. This research agenda also has implications for teaching practices which work in concert with the principles used in designing a practical CAI programs.

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