Instructional Efficiency of Tutoring in an Outreach Gene Technology Laboratory

Our research objective focused on examining the instructional efficiency of tutoring as a form of instructional change as opposed to a non-tutoring approach in an outreach laboratory. We designed our laboratory based on cognitive load (CL) theory. Altogether, 269 twelfth-graders participated in our day-long module Genetic Fingerprinting. In a quasi-experimental design, the control group (n?=?121) followed the non-tutoring approach previously used, while the treatment group (n?=?148) followed the newly developed tutoring approach. Each tutor was in charge of two student work groups and recorded the tutoring activities requested by the tutees throughout the day. We measured the students’ invested mental effort (as an index of CL), cognitive achievement (in a pre-post-follow-up design), and the students’ cooperation in their work groups as well as calculated the student instructional involvement (as a motivational variable). Additionally, we examined which aspects of the hands-on phases were of particular relevance to the students’ invested mental effort. Unexpectedly, the combined mental effort and cognitive achievement data indicated that our implemented tutoring approach resulted in a lower instructional efficiency despite the relevance of tutoring for students’ mental effort invested during the experimental phases. Most of the tutor assistance was unnecessarily requested for performing the procedural steps and using the equipment. Our results indicate an assistance dilemma and consequently underscore the necessity for effective tutor preparation in outreach laboratories.     

Young people’s cognitive achievement as fostered by hands-on-centred environmental education

In line with previous studies, where outdoor nature experience was shown to support adolescents’ environmental knowledge, our study monitored the influence of a hands-on environmental programme within a National Park on cognitive knowledge achievement. A sample of 4th and 5th graders (n = 289) completed a week-long outreach conservation programme with two follow-up options: the first group (n = 170) interacted with thematic posters, the second group (n = 128) also completed a thematic board game. In a quasi-experimental design, we analysed both versions with regard to achievement efforts and individual situational emotions. Altogether, programme participation added cognitive knowledge, while group one (poster and board game as follow-up option) outmatched group two (just the poster option). Measures of 'state' and 'situational' emotions regarding the programme and right after game participation revealed positive effects toward knowledge. Thus, we conclude, direct experiences with nature and additional hands-on follow-up activities may foster a student’s cognitive achievement in such programmes.     

The Function of a Research Bureau in a State Department of Education

ABSTRACT

A hands-on instructional approach with medium-achieving 10th-grade students (N = 294) successfully demonstrated the achievement of a conceptual change. Two teaching variations were applied (I-1, I-2), both dealing with a hands-on gene technology lesson in an out-of-school laboratory. I-2 additionally confronted the participants with alternative conceptions to some of the central issues involved in gene technology following a constructivist teaching model. The authors monitored the percentage of alternative conceptions by pretest, posttest, and delayed posttest. In the long term, I-2 abandoned more of students’ alternative conceptions in favor of the orthodox scientific view. Furthermore, a gender effect appeared: In the short term, more young men within I-2 were forced to shift to more scientific conceptions. Young women filed their alternative conceptions also in the long term, independently of the applied instructional method.     

Instructional efficiency of different discussion approaches in an outreach laboratory: Teacher-guided versus student-centered

Given the rapid development of modern biotechnology, attention to socioscientific issues in educational contexts is crucially important to support students in becoming responsible citizens. The authors' research focused on the impact of discussing socioscientific issues during biology lessons under 3 different treatments (teacher guided, student centered, text only), comparing these treatments with regard to cognitive achievement, cognitive load, and instructional efficiency. The biology lessons were part of an educational intervention with Bavarian 10th-grade students (N = 583) in an out-of-school laboratory on plant genetic engineering. The teacher-guided group performed significantly better regarding knowledge increase, while the cognitive load of the student-centered group was significantly higher. Accordingly, teacher-guided discussion led to the highest instructional efficiency, suggesting an enhanced cognitive achievement through the teacher's guidance. However, a student-centered approach allows students to contribute more of their own opinions, making further research in this area desirable. Finally, we discuss potential implications for teaching and teacher education.     

Examining interactive whiteboard-based instruction on the academic self-efficacy,academic press and achievement of college students*

Abstract

The study reported here examined college students’ academic self-efficacy, ‘academic press’ and learning achievement, as well as the association between these three variables within learning contexts using interactive whiteboard-based instruction. A quasi-experimental study was conducted using a sample (n = 103) of first-year college students in China. Participants were taught English by either an interactive whiteboard-based or traditional lecture-based instructional approach for three months. The results showed that the interactive whiteboard-based instructional intervention cultivated higher levels of academic press and academic self-efficacy among students and a significant, positive correlation was identified between these two variables. Students’ learning achievement was not affected by the instructional intervention. These results indicate that interactive whiteboard-based instruction offers some distinct benefits. In future work, additional research is needed to clarify how the instructional model relates to understanding learning achievement.     

Comparison of Different Instructional Multimedia Designs for Improving Student Science-Process Skill Learning

This study developed three forms of computer-based multimedia, including Static Graphics (SG), Simple Learner-Pacing Animation (SLPA), and Full Learner-Pacing Animation (FLPA), to assist students in learning topographic measuring. The interactive design of FLPA allowed students to physically manipulate the virtual measuring mechanism, rather than passively observe dynamic or static images. The students were randomly assigned to different multimedia groups. The results of a one-way ANOVA analysis indicated that (1) there was a significant difference with a large effect size (f = .69) in mental effort ratings among three groups, and the post-hoc test indicated that FLPA imposed less cognitive load on students than did SG (p = .007); (2) the differences of practical performance scores among groups reached the statistic significant level with a large effect size (f = .76), and the post-hoc test indicated that FLPA fostered better learning outcomes than both SLPA and SG (p = .004 and p = .05, respectively); (3) the difference in instructional efficiency that was computed by the z-score combination of students’ mental effort ratings and practical performance scores among the three groups obtained the statistic significant level with a large effect size (f = .79), and the post-hoc test indicated that FLPA brought students higher instructional efficiency than those of both SLPA and SG (p = .01 and .005, respectively); (4) no significant effect was found in instructional time-spans between groups (p = .637). Overall, FLPA was recommended as the best multimedia form to facilitate topographic measurement learning. The implications of instructional multimedia design were discussed from the perspective of cognitive load theory.     

Achieving Optimal Best: Instructional Efficiency and the Use of Cognitive Load Theory in Mathematical Problem Solving

We recently developed the Framework of Achievement Bests to explain the importance of effective functioning, personal growth, and enrichment of well-being experiences. This framework postulates a concept known as optimal achievement best, which stipulates the idea that individuals may, in general, strive to achieve personal outcomes, reflecting their maximum capabilities. Realistic achievement best, in contrast, indicates personal functioning that may show moderate capability without any aspiration, motivation, and/or effort expenditure. Furthermore, our conceptualization indicates the process of optimization, which involves the optimization of achievement of optimal best from realistic best.In this article, we explore the Framework of Achievement Bests by situating it within the context of student motivation. In our discussion of this theoretical orientation, we explore in detail the impact of instructional designs for effective mathematics learning as an optimizer of optimal achievement best. Our focus of examination of instructional designs is based, to a large extent, on cognitive load paradigm, theorized by Sweller and his colleagues. We contend that, in this case, cognitive load imposition plays a central role in the structure of instructional designs for effective learning, which could in turn influence individuals’ achievements of optimal best. This article, conceptual in nature, explores varying efficiencies of different instructional approaches, taking into consideration the potency of cognitive load imposition. Focusing on mathematical problem solving, we discuss the potentials for instructional approaches to influence individuals’ striving of optimal best from realistic best.     

Relationship among laboratory instruction,attitude toward science,and achievement in science knowledge

This study investigated the use of a hands-on laboratory program as a means of improving student attitude toward science and increasing student achievement levels in science knowledge. Using a posttest-only control group design, curriculum referenced objective examinations were used to measure student achievement in science knowledge, and a posttest Q-sort survey was used to measure student attitude toward science. A one-way analysis of variance compared the groups' differences in achievement and attitude toward science. Analysis of covariance was used to determine the effect of the laboratory treatment on the dependent achievement variable with attitude toward science as the covariable. The findings showed that students who had regular laboratory instruction (a) scored significantly higher (p < .01) on the objective examination of achievement in science knowledge than those who had no laboratory experiences; (b) exhibited a moderate, positive correlation (r = .406) between their attitude toward science and their achievement; and (c) scored significantly higher (p < .01) on achievement in science knowledge after these scores were adjusted on the attitude toward science covariable. There were no significant differences in achievement or attitude toward science for the limited English proficiency groups. It was concluded that laboratory instruction influenced, in a positive direction, the students' attitude toward science, and influenced their achievement in science knowledge. It was recommended that science instruction include a regular laboratory experience as a demonstrated viable and effective instructional method for science teachers. This model of science instruction has been shown to be effective with students of diverse backgrounds who live within large urban centers. J Res Sci Teach 34: 343–357, 1997.     

Investigating the relationship between instructional practices and science achievement in an inquiry-based learning environment

ABSTRACT

This study investigates the discrete effects of inquiry-based instructional practices that described the PISA 2015 construct ‘inquiry-based instruction’ and how each practice, and the frequency of each practice, is related to science achievement across 69 countries. The data for this study were drawn from the PISA 2015 database and analysed using hierarchical linear modelling (HLM). HLMs were estimated to test the contribution of each item to students’ science achievement scores. Some inquiry practices demonstrated a significant, linear, positive relationship to science achievement (particularly items involving contextualising science learning). Two of the negatively associated items (explaining their ideas and doing experiments) were found to have a curvilinear relationship to science achievement. All nine items were dummy coded by the reported frequency of use and an optimum frequency was determined using the categorical model and by calculating the inflection point of the curvilinear associations in the previous model e.g. students that carry out experiments in the lab in some lessons have higher achievement scores than students who perform experiments in all lessons. These findings, accompanied by detailed analyses of the items and their relationships to science outcomes, give stakeholders clear guidance regarding the effective use of inquiry-based approaches in the classroom.     

Expectancy-value and cognitive process outcomes in mathematics learning: a structural equation analysis

Existing research has yielded evidence to indicate that the expectancy-value theoretical model predicts students' learning in various achievement contexts. Achievement values and self-efficacy expectations, for example, have been found to exert positive effects on cognitive process and academic achievement outcomes. We tested a conceptual model that depicted the interrelations between the non-cognitive (task value, self-efficacy) and cognitive (deep-learning approach, reflective-thinking) processes of learning, and academic achievement outcomes in mathematics. University students (n = 289) were administered a number of Likert-scale inventories and LISREL 8.80 was used to test various a priori and a posteriori models. Structural equation modeling yielded some important findings: (1) the positive temporally displaced effects of prior academic achievement, self-efficacy expectations and task value on achievement in mathematics, (2) the positive relations between self-efficacy expectations and task values and cognitive process outcomes and (3) the possible mediating role of self-efficacy expectations and task value between prior academic achievement and deep learning, reflective-thinking practice and academic achievement. Overall, our research investigation has provided empirical groundings for further advancement into this area of students' learning.     

Teaching Gene Technology in an Outreach Lab: Students’ Assigned Cognitive Load Clusters and the Clusters’ Relationships to Learner Characteristics, Laboratory Variables, and Cognitive Achievement

This study classified students into different cognitive load (CL) groups by means of cluster analysis based on their experienced CL in a gene technology outreach lab which has instructionally been designed with regard to CL theory. The relationships of the identified student CL clusters to learner characteristics, laboratory variables, and cognitive achievement were examined using a pre-post-follow-up design. Participants of our day-long module Genetic Fingerprinting were 409 twelfth-graders. During the module instructional phases (pre-lab, theoretical, experimental, and interpretation phases), we measured the students’ mental effort (ME) as an index of CL. By clustering the students’ module-phase-specific ME pattern, we found three student CL clusters which were independent of the module instructional phases, labeled as low-level, average-level, and high-level loaded clusters. Additionally, we found two student CL clusters that were each particular to a specific module phase. Their members reported especially high ME invested in one phase each: within the pre-lab phase and within the interpretation phase. Differentiating the clusters, we identified uncertainty tolerance, prior experience in experimentation, epistemic interest, and prior knowledge as relevant learner characteristics. We found relationships to cognitive achievement, but no relationships to the examined laboratory variables. Our results underscore the importance of pre-lab and interpretation phases in hands-on teaching in science education and the need for teachers to pay attention to these phases, both inside and outside of outreach laboratory learning settings.     

Recognition and development of academic talent in educationally disadvantaged students

Abstract

We studied 36 students identified as “educationally disadvantaged” who scored above average on standardized achievement tests and completed a program to reinforce their academic skills in either language arts or mathematics. We pretested and posttested an additional (control) group of 28 students who received no instructional intervention. We found a significant effect of the instructional intervention for both achievement and aptitude test scores in language arts as well as mathematics. Gains in mathematics were significantly greater than in language arts. After instructional intervention, the majority of students were eligible and academically qualified for challenging gifted‐talented programs. These findings are consistent with two other similar research projects using the same instructional program and model, suggesting stability of results. We discuss implications of this study for identifying and developing academic talent in such a population.     

Motivational regulation strategies,academic self-concept,and cognitive learning strategies of university students: does academic self-concept play an interactive role?

The present study aimed to examine the specific relations between five motivational regulation strategies (i.e., interest enhancement, environmental control, self-consequating, performance self-talk, mastery self-talk), academic self-concept, and three cognitive learning strategies (i.e., organization, elaboration, rehearsal) of 415 university students. A total of n = 238 students were in the first year of their university program, while n = 178 students were in the mid-term of their university program. Results of correlation analysis revealed that all five motivational regulation strategies were positively related to the three cognitive learning strategies. In contrast, regression analysis showed that organization was only significantly linked to interest enhancement, self-consequating, and performance self-talk, while elaboration was only significantly linked to self-consequating, and rehearsal was only significantly linked to interest enhancement and performance self-talk. Academic self-concept proved to interact with interest enhancement in predicting elaboration. Furthermore, the measurement separability of the three constructs (i.e., motivational regulation strategies, academic self-concept, cognitive learning strategies) and measurement invariance across sample for the five motivational regulation strategies were also supported.

     

Parental Involvement,Instructional Expenditures,Family Socioeconomic Attributes,and Student Achievement

Abstract

The influence of parental involvement, socioeconomic status of parents, and instructional supplies expenditures on mathematics achievement scores of Grade 4 students in a low-income county in North Carolina were examined. An educational production function framework was used to analyze the influence of educational resources on mathematics achievement scores. Pearson product-moment correlation and ordinary least squares regression were used to determine the overall strength of each relation and the variables with the greatest impact on mathematics achievement. Results indicated that instructional supplies expenditures per pupil and parental volunteer hours were not statistically significant in explaining mathematics test scores. Furthermore, results showed that the percentage of students in free/reduced-price lunch programs was related negatively to students' academic performance in mathematics. This finding supports the notion that economic circumstances are correlated with academic achievement.     

Controlling split attention and redundancy in physical therapy instruction

In this study, we examined the effectiveness of instructional materials designed to control redundancy and split attention in the teaching of complex orthopedic physical therapy skills. Participants included 41 first-year physical therapy students. The modified instruction group received a modified unit of instruction designed to reduce cognitive load, while the control group received a traditionally designed unit of instruction. Four hypotheses were tested relating to achievement on cognitive and psychomotor tests, ratings of cognitive load, and task completion times. The multivariate analysis yielded significant results for three of the four hypotheses (ES = +0.52). As predicted, the participants receiving the modified instructional materials scored significantly higher on the written post-test and psychomotor tasks, while reporting a lower level of cognitive load on both tasks. These results suggest that designers can increase the germane cognitive load by reducing the extraneous cognitive load through good instructional and message design practices.

The effect of spreadsheet and dynamic geometry software on the achievement and self-efficacy of 7th-grade students

Background

Since the early 1980s, there has been a growing interest in the potentiality of computers as facilitators of students' learning. The importance of using technology effectively as a learning tool has been emphasized by many researchers. However, finding good software that encourages pupils to explore and express mathematical ideas is becoming a crucial issue.

Purpose

This paper investigates the effect of spreadsheet and dynamic geometry software on the mathematics achievement and mathematics self-efficacy of 7th-grade students. The study further examines the gender differences with respect to computer self-efficacy, mathematics self-efficacy and mathematics achievement. The relationship among these three constructs is also investigated.

Sample

The study consisted of 64 7th-grade students from three different classes including all the 7th- graders in a school, which is located in an upper-middle-class area in Ankara, Turkey. Study participants were aged from 12 to 13. In total, the number of female and male students was equal. In this study, purposive sampling was used since the school where the study took place was well equipped in terms of computer laboratories and technological devices.

Design and methods

The evaluation used an experimental design where two software programs, Excel and Autograph, were used in experimental groups separately, and a control group took traditional-based instruction without using any technological tools such as a computer or calculator. The study was carried out during the spring semester of the 2001/02 academic year, where three instructional methods of study: Autograph-based instruction, spreadsheet-based instruction and traditionally based instruction, were randomly assigned to the three classes. The Mathematics achievement test was used to assess the students' performance on mathematics. In order to determine the self-efficacy expectation of the students with respect to mathematics and computers, a Mathematics self-efficacy scale and Computer self-efficacy scale were developed respectively. Analysis of covariance, bivariate correlations and t-test were used to analyse outcome data.

Results

Results revealed that the Autograph group and Traditional group had significantly greater mean scores than the Excel group with respect to mathematics achievement. The Autograph group had significantly greater mean scores than the Traditional group, while no significant mean difference was found between the Autograph and Excel groups and between the Excel and Traditional groups with respect to mathematics self-efficacy. No significant mean difference was found between boys and girls with respect to mathematics achievement and mathematics self-efficacy. On the other hand, boys had significantly greater mean scores than girls with respect to computer self-efficacy. In addition, significant correlations were found among efficacy scores and achievement.

Conclusions

The evidence suggests that students showed great enthusiasm for Autograph. Students in the Autograph group had the highest scores compared to other groups regarding mathematics achievement and mathematics self-efficacy. In addition, boys reported significantly higher scores with respect to computer self-efficacy where, during the Autograph-based instruction and spreadsheet-based instruction, boys were more willing to solve activities using computers compared to girls. On the other hand, treatments seemed not to have any effect on gender regarding mathematics self-efficacy and mathematics achievement.     

Hands-on, Demonstration, and Videotape Laboratories for Non-Science Majors in a Food Science Course: Achievement, Attitude, and Efficiency

ABSTRACT: Student achievement, attitude, and instructional efficiency were determined for hands-on and for live and videotape demonstration laboratories for nonscience majors. Each of 3 laboratory sections experienced 3 different teaching methods for one 4-wk unit. No significant difference in achievement was found among the laboratory methods. An attitude survey indicated a significant positive change in attitude toward live demonstration, with a negative change toward the hands-on and videotape methods. Videotape demonstration was the most economical method based on monetary and time expenditures, followed by live demonstration. Findings support using a variety of laboratory teaching methods, with the particular method based on appropriateness to students' learning needs; particular information, lesson, or unit of study taught; and instructional purpose.     

The Impact of Instructional Design on College Students’ Cognitive Load and Learning Outcomes in a Large Food Science and Human Nutrition Course

The effective design of course materials is critical for student learning, especially for large lecture introductory courses. This quantitative study was designed to explore the effect multimedia and content difficulty has on students’ cognitive load and learning outcomes. College students (n = 268) were randomized into 1 of 3 multimedia groups: text + graphics (Group 1–TG); audio + text + graphics (Group 2–ATG); or video + audio + text + graphics (Group 3–VATG). Participants answered a demographic survey and pretests before viewing 2 food science supplemental lecture materials (i.e., water mobility and amino acid structures) and completing the cognitive load instrument and post‐tests within a noncontrolled setting. Cognitive load scores were tabulated and compared using a 3 × 3 ANOVA and Tukey post hoc analysis across multimedia groups and food science supplemental lecture materials. Based on the post hoc, students in Group 1–TG had higher intrinsic cognitive load scores than Group 2–ATG (ANOVA, P < 0.05). Cognitive load and post‐test scores were tabulated and compared using a spearman correlation across groups. In Group 1–TG, students that reported less intrinsic cognitive load had higher post‐test scores. Also, students that reported more germane cognitive load had higher post‐test scores. In Groups 2–ATG and 3–VATG, students that reported less extraneous cognitive load had higher post‐test scores (ANOVA, P < 0.05).