The Effectiveness of Sheltered Instruction Observation Protocol (SIOP) Model of Developing Mathematical Achievement in Preparatory Year Female Students at Al-Imam Mohammad Ibn Saud Islamic University: فاعلية نموذج التدريس الوقائي (SIOP) في تنمية لدى طالبات السنة التحضيرية في جامعة الإمام محمد بن سعود الإسلامية

The aim of this research was to investigate the effectiveness of the sheltered instruction observation protocol (SIOP) model in teaching mathematics in English language for the preparatory year in improving the level of mathematical achievement. To achieve the aims of the research, the mixed design of the concurrent type was used, in which quantitative and qualitative data were collected simultaneously. The study was applied to a sample of (167) students in the preparatory year of Imam Muhammad bin Saud Islamic University for the first applied track. They were divided into two experimental groups that were taught Mathematics using the sheltered instruction observation protocol (SIOP) model and two control groups that were taught Mathematics using the usual standard method. The groups were subjected to an achievement test, and a sample was chosen according to the level of the achievement test for individual interviews. The results of the research showed that there is a statistically significant difference at the level of (α ≤ 0.05) between the average score of the female students in the control groups who were taught according to the traditional method, and those in the experimental groups who were taught according to the sheltered instruction observation protocol (SIOP) model in the achievement test, in favor of the experimental group. Additionally, the use of the sheltered instruction observation protocol (SIOP) model also had a high impact on the size of the achievement test by more than 0.14 as measured by squared Eta effect size. The use of the sheltered instruction observation protocol (SIOP) model was characterized by high effectiveness in developing mathematical achievement for students of the preparatory year in the experimental groups. The research also recommended the importance of training teachers on how to prepare and apply the sheltered instruction observation protocol (SIOP) model, paying attention to activities that combine content and language

Observed Effects of Sheltered Instruction Observation Protocol (SIOP) Methods in Education of Students in Uganda [Kennesaw State University]

Researchers have examined the effects of the SIOP, Sheltered Instruction Observation Protocol, model on English Language Learners (ELLs) in the United States. With the SIOP model, teachers use research-based instruction that benefits all students including ELL students. However, there is a need to examine its effects for students in other countries. This study compares the performance and engagement of students in a rural setting in Uganda when they experience instruction that follows parts of the SIOP model. Many students in Uganda struggle in mathematics because of the lack of support due to class sizes of about 65-105 students. This study will highlight the use of researched methods for ELLs within the United States for students in other countries, such as Uganda, that will help students in Uganda’s educational system. Based on the observations of participation, engagement, and performance on the tests given by the researcher during this study, the data gathered from the researcher and the local teachers will show that the methods are working for the students at Ekitangaala. The analysis of this observational data has resulted in cross-cultural symbiotic pedagogical learning. The results show that the students are more engaged when they are learning in an environment that employs SIOP researched methods and better retain content for testing which allowed for better performance.

The Impact of Sheltered Instruction Observation Protocol Model on Student Teachers’ Teaching Skills and Self-efficacy

The main purpose of this study was to determine the impact of sheltered instruction observation protocol on student teachers’ teaching skills and self-efficacy. Questions formulated to achieve the purpose of the study focused on. (1) Determining the teaching skills necessary for the EFL student teachers. (2) Finding out differences in both EFL student teachers’ teaching performance observation checklist experimental and control group. (3) Finding out differences in both EFL student teachers’ self-efficacy scale of experimental and control group. Twenty two EFL student teachers constituted the sample for this study and two instruments-designed by the researchers- were used for data collection. Results indicated that students of experimental group outperformed their counterparts of control group in EFL teaching performance. The effect of sheltered instruction observation protocol model on student teachers teaching skills and self-efficacy was profound and significant. Sheltered instruction observation protocol model was very motivating for student teachers and gave them opportunities to make decisions and be creative.