Introduction of Teachers Perspective on Instructional Strategies: Implemented at Early Childhood Years | Chapter 7 | Progress in Language, Literature and Education Research Vol. 8

The study demonstrated the potentials that exist for the use of instructional strategies to complement the teachers" attempt to create constructive learning environments in early childhood settings. Instructional strategies contribute to effective teaching and learning in early childhood classrooms, which in turn, impacts children’s development in diverse ways. Even though previous research points to the significance of early childhood teachers’ practices that take into consideration the nature of children and how they learn, there is limited research regarding how instructional strategies impact children’s development in diverse ways. A multi-case-qualitative study approach was used in this study because there is a need to establish the differences regarding teachers" practices in Tata School and Kariba School sited in different socio-economic settings. One research question guided the study, namely, which instructional strategies do teachers use in a kindergarten classroom? Data used were semi-structured individual interviews pair-based interviews and field notes of classroom observations. Both within and across case interpretative analysis, as was used. The findings of this study revealed these teachers believed that instructional strategies impacted children’s development in different ways; they pointed to play-based instruction and integration as well as specific strategies such as picture-walk and think-pair-share that they believed to promote effective teaching and learning in kindergarten classrooms which in turn, enhanced and promoted children’s multiple intelligences in terms of socio-emotional, physical, cognitive and language development. The study established that insights of pre-service early childhood teachers into the appropriate use of both specific and generic instructional strategies regarding when and how to use each of them within the teaching and learning context have the potential to unearth children’s potential by situated the selection of instructional strategies within the context of the uniqueness that individual children bring to the teaching and learning context concerning interests, needs and potential.

Author(s) Details:

Mumuni Thompson,
University of Cape Coast, Ghana.

Please see the link here: https://stm.bookpi.org/PLLER-V8/article/view/14273

Designing OBE Internal Test Question Paper with Alignment of Instruction, Assessment, and Evaluation | Chapter 5 | Handbook of Outcome-Based Education Model (OBE): Best Practices and Formats for OBE Implementation in Technical Higher Education Programs

 Designing a suitable assessment tool to identify and analyze learners’ misconceptions, trace learning gaps, report learning levels, evaluate students' performance, and focus on slow and fast learners as well as reinforce teaching and learning processes is a continuous quality improvement process. An aligned appropriate tool can provide realistic information about the learning's reliability and validity. In this connection, the Course coordinator and question paper scrutinizing committee play a significant role. In this Chapter, a sample of the OBE question paper is demonstrated and the format is introduced to document the scrutiny of the question paper and the case study for higher-order learning. Further, the design of the MCQ paper with a proper methodology is briefed.

Author(s) Details:

Arun Kumar B. R.,
Department of Computer Science and Engineering, BMS Institute of Technology and Management, Bengaluru-64, Autonomous Institute, Affiliated to VTU, Belagavi, Karnataka, India.

Please see the link here: https://stm.bookpi.org/HOEMBPFITHEP/article/view/11307

Teachers’ Perception of Principals’ Management of Instructional Programs that Influence Learners’ Academic Achievement in Public Secondary Schools | Chapter 10 | Research Highlights in Language, Literature and Education Vol. 3

 The study wanted to establish scholars’ perception of how principals survive instructional programs honestly secondary schools. Survey research design was adopted that working mixed forms of inquiry in a concurrent process. A sample of 12 principals and their deputies, and 253 teachers in 48 public subordinate schools were engaged. A structured inquiry and unstructured interview guide were used to accumulate data. Descriptive and probable statistics were computed and qualitative dossier infused in the argument of the data. The study found out that principals matched, supervised and judged instruction; and monitored graduates’ progress in their schools. The management of teaching programs by principals did not considerably differ between Extra County and County subordinate schools (t (251) =.917, p>.05), nor did it disagree between high, average, and depressed performance public subordinate schools (F (2,250) = 1.524, p>.05). Even so, there was a statistically significant link (r (251) =.123**, p<.05) 'tween principals’ management of teaching programs and students’ academic achievement.

Author(s) Details:

Stephen Tomno Cheboi,
Mount Kenya University, Kenya.

Please see the link here: https://stm.bookpi.org/RHLLE-V3/article/view/9746

Evaluating the Influence of Written Feedback in Elementary Mathematics | Chapter 02 | Current Research in Language, Literature and Education Vol. 3

 The goal of this study was to determine the quality of written feedback in mathematics that is appropriate for and understandable by primary school students. Written feedback promotes progress in learning primary arithmetic, according to the research, and written feedback is an instructional method that accelerates the rate and amount of learning to improve learners' mathematical proficiency. Written feedback has also been shown to bridge the gap between a learner's current comprehension of a concept and desired performance on the same concept. Although written feedback is thought to be important in learning primary school mathematics, there is less agreement on whether it is feasible in the real world of the classroom due to the obstacles faced by both instructors and students in understanding this type of feedback. There is little research on how students respond to or use written feedback from their teachers to improve their performance in the literature. A questionnaire was given to a group of Year 5 students at an English school to gauge their awareness of the value of written feedback and the obstacles that might be encountered in interpreting and implementing it. The learners completed a pre-test to assess the influence of written feedback on their performance, and their recommendations from the questionnaire were integrated into the feedback. Two days later, a similar test was administered. After that, the two sets of scores were compared. It was shown that learners find written feedback difficult to grasp at times, primarily due to foreign vocabulary used in the feedback, and that even when they do understand the language, they often find it useless in reaching their learning objectives. Some people don't even bother to read the written feedback. It is suggested that teachers simplify and provide more depth to feedback, making it as instructive as possible about what was done well and suggesting possible improvements.

Author(S) Details

Miedzo Mutendi
Paston Ridings Primary School, Paston Ridings, PE4 7XG, Peterborough, England.

Chipo Makamure
Department of Mathematics Education, University of South Africa (UNISA), South Africa.

View Book:- https://stm.bookpi.org/CRLLE-V3/article/view/5662