A Systematic Review of Research Syntheses for Students with Mathematics Learning Disabilities and Difficulties

The purpose of this document is to provide readers with the coding protocol that authors used to code 36 research syntheses (including meta-analyses, evidence-based reviews, and quantitative systematic reviews) focused on mathematics interventions for students with learning disabilities (LD), mathematics learning disabilities (MLD), and mathematics difficulties (MD). The purpose of the systematic review of mathematics intervention syntheses was to identify patterns and gaps in content areas, instructional strategies, effect sizes, and definitions of LD, MLD, and MD. We searched the literature for research syntheses published between 2000 and 2020 and used rigorous inclusion criteria in our literature review process. We evaluated 36 syntheses that included 836 studies with 32,495 participants. We coded each synthesis for variables across seven categories including: publication codes (authors, year, journal), inclusion and exclusion criteria, content area focus, instructional strategy focus, sample size, methodological information, and results. The mean interrater reliability across all codes using this coding protocol was 90.3%. Although each synthesis stated a focus on LD, MLD, or MD, very few students with LD or MLD were included, and authors’ operational definitions of disability and risk varied. Syntheses predominantly focused on word problem solving, fractions, computer- assisted learning, and schema-based instruction. Syntheses reported wide variation in effectiveness, content areas, and instructional strategies. Finally, our results indicate the majority of syntheses report achievement outcomes, but very few syntheses report on other outcomes (e.g., social validity, strategy use). We discuss how the results of this comprehensive review can guide researchers in expanding the knowledge base on mathematics interventions. The systematic review that results from this coding process is accepted for publication and in press at Learning Disabilities Research and Practice.

Gamification and Mobile Learning

Gamification has been a very frequent research topic in the area of education in recent years, with some positive results, such as increasing student engagement and motivation. However, studies on gamification as an instructional strategy are recent and need more data to help teachers in its use in the classroom. Thus, this work describes a gamification experience of a social game with graduate students, teachers in primary and secondary education, and discusses how the elements present in games can provide engagement and favor learning. Furthermore, the authors present the Kahoot app as a possibility to stimulate and engage students in the teaching-learning process, analyzing some implications of learning with a mobile device. The results had a positive impact on increasing student engagement in both Game Social and Kahoot. Therefore, gamification and mobile learning can be good alternatives to increase the quality of teaching, generating meaningful experiences in the classroom.

Exploring Maieutic Instruction

General views of the Socratic Method consist of it being a dialectical exchange based on probing questions concerning a topic. While this definition may prove practical, it may not do justice to the broad nature and practice of the instructional strategy. It is, therefore, equally important to explore how maieutic questioning grounds the Socratic Method as a viable instructional strategy. By realizing the maieutic process as giving birth to discoveries, educationists and students are given a clearer framework in implementing the Socratic Method in educational experiences. In further elucidating this claim, this chapter first draws from the maieutic practice found in Plato's dialogues. Second, the chapter explores research on maieutic questioning in teaching and learning experiences. Lastly, a recognition of both Socrates' original maieutic practice and the modern conception of it are advanced as strategies educationists can implement in their courses.

Digital Games for Computing Education

Digital games are considered an effective and efficient instructional strategy for computing education. However, there are few empirical studies providing sound evidence on the benefits of such educational games. In this respect, the objective of this chapter is to present a comprehensive analysis in order to summarize empirical evidence on the benefits of digital games used as an instructional strategy for computing education. The analysis is based on data collected from 21 case studies that use the MEEGA model, the most commonly used model for educational games' evaluation, evaluating 9 different games, involving a population of 344 students. The results indicate that digital games can yield a positive effect on the learning of computing, providing a pleasant and engaging experience to the students and motivating them to study. These results may guide instructors in the selection of educational games as instructional methods and guide game creators with respect to the development of new games.

Preservice Teachers Consider Game-Based Teaching and Learning

Gaming has become a core activity with children and more teachers are using games for teaching content than they did five years ago. Yet, teachers report that they learn about game titles, impact studies, and facilitation techniques through their own initiatives or from other teachers rather than from their teacher education program. This chapter reports on a combined curricular strategy built on game strategy research that asked teacher candidates (n= 125) to discuss news headlines about games, play educational games, review games, and game research, teach others how to play educational games, and construct games. Findings reveal that candidates saw value in using games in K-12 to teach content, were able to develop assessments based on game content at a novice level, and were able to construct games either alone or in small groups. Educators contemplating gaming as an instructional strategy may be interested in the espoused combination strategy to encourage game adoption in K-12 settings.

Integrating Video-Based Multimedia in Teaching Physics in Context of Covid-19 in Rwandan Secondary Schools

The Covid-19 pandemic has paralyzed the education system and lead to temporary school closure. After school re-opening, long-term responses to a resilient education system were needed. A descriptive survey research design was used to diagnose the barriers to video-based multimedia integration in teaching and learning physics in certain secondary schools. 47 physics teachers (35 males and 12 females) were purposely selected from 24 schools located in the Rutsiro and Rubavu districts. A questionnaire was given to all 47 teachers. One-on-one interview with great attention to the measures of reducing the transmission of Covid-19 was conducted to all senior five physics teachers. Research findings revealed that video-based multimedia is less used in teaching and learning physics. Teachers indicated that poor infrastructure, poor teachers’ training aimed at effective integration of multimedia in education, pressure to prepare students for exams, and teachers’ lack of time for preparation are major factors that impede the use of video-based multimedia in teaching and learning physics. Results also provided proof of the necessity to provide digital devices to teachers and learners, teachers’ training, and learners’ preparation for virtual classes so that video-based multimedia could be a better instructional strategy to long-term responses for Covid-19 and future shocks. The findings of this study revealed that VBM could be a consensus on education and technology competency required to support teaching and learning especially during Covid-19 and future shocks.

Teachers' Difficulties in Developing Learning Resources

This study aimed to identify the main problems faced by teachers in developing learning resources, and to provide recommendations for these problems. A qualitative descriptive approach was used. This study’s paticipants were recruited randomly, and included 55 teachers of SMP, SMA, and SLB. Data were collected through an online survey with a digital questionnaire instrument. Data analysis was carried out through three steps: data reduction, data presentation, and concluding. The results showed that there are three main problems that teachers face in developing learning resources: 1) the technical ability to use tools and devices to create digital learning resources; 2) the strategy of organizing learning materials to be applied to learning resources; and 3) the lack of skills in managing learning materials to be applied to digital learning resources. Based on these findings, it is recommended that teachers collaborate with educational technologists who are masters of learning resource development. Keywords: teachers’ difficulties, learning resources, instructional strategy

The Effect of using the 5E Instructional Strategy in developing critical thinking skills for third-grade intermediate students in the jurisprudence course: أثر استخدام استراتيجية دورة التعلم الخماسية في تنمية مهارات التفكير الناقد لدى طالبات الصف الثالث المتوسط في مقرر الفقه

This study investigates the effect of the 5E Instructional strategy on the development of critical thinking skills of intermediate third graders through Jurisprudence course compared to the normal way of teaching. In order to achieve this goal the researcher adopted a pre- post two- group (experimental and control) quasi- experimental research methodology. The tool of the study was a critical thinking skills test based on Mary McFarland's strategy. After the validation and calculation of the tool's reliability, the researcher piloted the tool at a random sample consisting of (63) female intermediate third graders in thirtieth Medina School. The study used a number of appropriate statistical analyses which included: means of scores, standard deviation, alpha Cronbach coefficient reliability test of critical thinking skills, and T- test for independent samples to ensure group homogeneity of study groups, and to see the effect of using the 5E Instructional strategy on developing the critical thinking skills of the students. The obtained results indicated that there are statistically significant differences at the level of significance (a = 0.05) between the mean scores of experimental group and control group students in the critical thinking skills test in favor of the experimental group. In the light of these results, a number of recommendations have been made, namely: religious science teachers should be supervised towards more attention to the development of critical thinking skills; paying attention to the involvement of the student in the learning process; encouraging students to express their opinions and being able to defend their point of view in order to increase the level of critical thinking skills and finally to employ the 5E Instructional strategy in teaching jurisprudence course. Based on the findings of the study, a group of suggestions for future studies have been made that can be considered as extension to the current study.

IMPLEMENTING THE ARCS MOTIVATIONAL INSTRUCTIONAL DESIGN MODEL TO IMPROVE LEARNING SUPPORT OF DISTANT LEARNING STUDENTS

This study aims to elaborate the use of an instructional design model to enhance the effectiveness of conducting face-to-face students' learning support in the distance education system. Universitas Terbuka (UT) provides various learning supports for its students. The students can use both online and face-to-face tutorial programs to improve their learning process. UT must find the appropriate instructional strategy that enables to enhance students’ motivation in learning. One of the instructional design models that focus on the effort of improving students’ motivation in learning is the ARCS, motivational instructional design model. This model entails essential components that will support the process of learning such as Attention, Relevance, Confidence, and Satisfaction. The study involved 32 distant education students who participated in a face-to-face tutorial program. A pre and post-test session was conducted to get information regarding the impact of using the ARCS instructional design model to facilitate students’ learning. This research has implications for educators or trainers related to designing learning scenarios or developing learning design models.

Video Instructional Strategy on Biology Student’s Academic Performance in Port Harcourt, Nigeria

The study investigated the efficacy of Video Instruction as a teaching strategy on Senior Secondary Schools Biology Students’ academic performance in Port Harcourt, Rivers State. The study adopted pretest, post-test, control group quasi–experimental design. Two Intact classes were taught using video instructional strategy as experimental group and another two classes taught using Instructional Diagrams as control group. Two research questions and two hypotheses were formulated to guide the study. Biology Performance Test on Genetics (BPTG) with 25 Objective items was developed and validated. Pilot test was carried out with reliability coefficient of 0.76 obtained, before using it for data collection. The instrument was administered as pre-test and latter reshuffled and administered as post-test. The data were analyzed using mean and standard deviation to answer the research questions while ANCOVA was used to test the hypotheses at 0.05 level of significance. The result revealed that the experimental group obtained higher mean performance score and no significant difference existed between location and academic performance. It is therefore, recommended that teachers should use video instructional strategy in the teaching and learning of sciences as it promotes internalization of abstract concepts.