Category: Effective Teaching Approach

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Effective Teaching Approach Maths and Science Learning Secondary School Education

Comparing the cost-effectiveness of algebraic technological apps for seventh graders

Despite increasing distance from the main brunt of the COVID-19 pandemic, students in the United States have continued to struggle academically, particularly in mathematics. As educators and school leaders seek to address these challenges, they are confronted with the dual considerations of assessing the academic impact and managing the financial costs associated with implementing new programs. Consequently, studies on the cost-effectiveness of educational interventions have become invaluable resources for decision-making

In a recent study, Finster and colleagues build on existing research of the impact of game-based algebraic technology applications, as originally described in the work of Decker-Woodrow and colleagues. Specifically, Finster and colleagues examined the cost-effectiveness of three algebraic technological applications for seventh grade students: From Here to There (FH2T), Dragon Box 12+ (DragonBox, previously reviewed in BEiB here), and Immediate Feedback. FH2T engages students with math concepts through a discovery-based approach, emphasizing puzzles over procedural steps, with the aim of enhancing engagement, efficacy, and interest. DragonBox is designed to teach algebraic concepts also through a discovery puzzle-based approach, as well as offering different challenge levels and adaptability. Lastly, Immediate Feedback is a free, online tutoring system, and features formative assessment and timely feedback rather than game-based learning.

The study compared these three applications to an active control group that replicated traditional homework assignments using technology. The final sample included data from nine schools, 34 teachers, 127 classes, and a total of 1,850 students (comprising 753 for FH2T, 350 for DragonBox, 381 for Immediate Feedback, and 366 for the Active Control group). The researchers employed hierarchical linear modeling (HLM) to assess the effects of the interventions, while the ingredients method was utilized to estimate their costs.

The analysis identified both FH2T and DragonBox as low-cost interventions that can efficiently improve algebraic performance for students. Cost-effectiveness ratios were calculated by dividing the average cost per participant by the average effectiveness for each application. In this case, DragonBox was found to cost $55 per student, with a +0.26 average ES (cost-effectiveness ratio of $206), while FH2T cost $39 per student, with an +0.14 average ES (cost-effectiveness ratio of $291). These ratios are representative of implementing interventions in person, as designed and practiced in this study.

 

Source (Open Access): Finster, M., Decker-Woodrow, L., Booker, B., Mason, C. A., Tu, S., & Lee, J.-E. (2023). Cost-effectiveness of algebraic technological applications. Journal of Research on Educational Effectiveness, 0(0), 1–25. https://doi.org/10.1080/19345747.2023.2269918… Read the rest

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Effective Teaching Approach Kindergarten Language Development

Which screen media types enhance vocabulary learning in young children most effectively?

A meta-analysis by Jing and colleagues explored the impact of screen exposure on vocabulary development in early childhood (0-6 years). The review incorporated research focused on children screen-media use with receptive or expressive vocabulary assessment, inclusion criteria requiring a screen media exposure group for experimental studies and a measure of screen media exposure for correlational studies. Those involving adult aid or peer scaffolding to support children’s learning were excluded.

The multilevel meta-analysis included 266 effect sizes from 63 studies (44 experimental and 19 correlational) published between 1998 and 2022. Most studies assessed English vocabulary (76%). Ages ranged from 0.90 to 6.58 years with an average of 40.44 months. The combined results revealed a small yet positive effect size (r = +0.23), notably, with experimental studies showing a significant positive effect (ES =+0.30) and correlation studies nearly zero association (r= +0.07).

  • Among experimental studies, media platform was a significant moderator with e-books exhibiting a larger effect size (ES = 0.40) compared to TV/videos (ES = +0.20) and games/apps (ES = +0.25). Video chat yielded the largest effect size (0.66), however, it was not significantly different from zero.
  • Exposure to interactive media (ES = +0.39) produced a larger effect than exposure to non-interactive media (ES = +0.25).
  • The effect of learning program-specific words (ES = +0.35) was significantly larger than that of general vocabulary (ES = +0.18). Expressive vocabulary (ES = +0.44) exhibited a higher effect than receptive vocabulary (ES = +0.26).
  • The relation between screen media and vocabulary learning grew stronger with age (b =+0.005) in experimental studies.
  • Among non-experimental studies, the only significant association was found between exposure to educational TV and vocabulary learning (r = +0.17).

The findings from the manipulative experimental studies indicated a higher likelihood of interactive educational design e-books fostering early literacy relative to other forms of screen media.

 

Source (Open Access): Jing, M., Ye, T., Kirkorian, H. L., & Mares, M. (2023). Screen media exposure and young children’s vocabulary learning and development: A meta‐analysis. Child Development, 94(5), 1398–1418. https://doi.org/10.1111/cdev.13927… Read the rest

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Educational Administration and Leadership Effective Teaching Approach Secondary School Education

Teaching strategies for facilitating classroom discussion on citizenship in pre-vocational education

Many studies indicate that classroom discussions on citizenship topics play a significant role in citizenship education. These discussions not only influence individual citizenship outcomes and the classroom atmosphere, but also have implications for the democratic fabric of society in a wider societal context. However, training teachers in effectively guiding classroom discussions remains a challenging task, given the considerable variation in approaches to teaching citizenship education.

To address this challenge, Coopmans and Kan recently conducted an exploratory study to investigate pre-vocational teaching strategies to facilitate classroom discussions on citizenship. The authors compared teaching strategies employed by four pre-vocational teachers across three Dutch secondary schools during 26 lessons using the discussion tool “Terre Nova Mini Society” in the 2018/2019 school year. The three schools were selected due to their varying levels of familiarity with citizenship education and citizenship-related classroom discussions. Before teaching the lessons, the four teachers participated in a workshop to familiarize themselves with the lesson method and manual. They were then instructed to freely design their own lessons. Afterward, six researchers observed their lessons.

Based on the field notes from 26 classroom observations and teacher questionnaires, this study analyzed results from case reports, including qualitative and quantitative data. Results indicated that classrooms where teachers and students were less familiar with discussions seemed to benefit from structural aspects of discussions instead of strict content regulation. In contrast, classrooms more familiar with discussions seemed to gain most from reflection on both process and content, and incorporation of real-life consequences or current affairs. Given the teacher’s crucial yet complex role in facilitating classroom discussions conducive to citizenship education, it is a fruitful approach to combine student-regulated content guided by teacher guidance for a discussion’s structure.

 

Source: Coopmans, M., & Rinnooy Kan, W. F. (2023). Facilitating citizenship-related classroom discussion: Teaching strategies in pre-vocational education that allow for variation in familiarity with discussion. Teaching and Teacher Education, 133, 104268. https://doi.org/10.1016/j.tate.2023.104268… Read the rest

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Educational Administration and Leadership Effective Teaching Approach Higher Education

How to conduct a more effective flipped class for English language learning?

The flipped classroom approach, where students learn new content via video lectures outside class and use class time for interactive applications, is gaining popularity in higher education.  A meta-analysis by Ni and colleagues, published in the International Journal of Educational Research, explored the impact of the flipped classroom approach on college students’ English learning outcomes.

The meta-analysis included 24 studies conducted from 2000 to 2020, yielding 31 effect sizes. These studies focused on the use of the flipped classroom approach in English language learning, wherein instructional videos and other technological tools were employed prior to class sessions to enhance high school students’ performance. All studies followed a pre-test, post-test control group design, comparing students who experienced the flipped classroom with those taught using traditional methods. The analysis revealed that flipped classrooms had a positive, moderate overall effect on learning outcomes (ES = +0.68).

Examining different types of flipped classroom designs, the following findings emerged:

  • Interventions that included a review of pre-class preparation during class (ES = +0.92) had significantly higher effects than interventions without such reviews (ES = +0.38).
  • A significant difference was observed among three types of constructive learning models: self-learning (k=3, ES = +0.22), cooperative learning (ES = +0.58), and a blend of the two (ES = +1.10).
  • The studies utilizing a Learning Management System (LMS) showed a greater effect size (ES = +0.81) compared to those that did not (ES = 0.54), although no significant difference was found between the two.
  • No significant difference was noted concerning different pre-class activities or whether a study integrated language learning theory.
  • Regarding study regions, studies conducted in Mainland China (ES = +0.48) had significantly smaller effect sizes than those conducted in other parts of Asia (ES = +0.89), including the Middle East.

The findings of this meta-analysis offer valuable insights into the conditions under which flipped classrooms are more effective in improving students’ English language learning outcomes.

Note: k = no. of effect sizes.

 

Source: Ni, A., Cheung, A. C. K., & Shi, J. (2023). The impact of flipped classroom teaching on college English language learning: A meta-analysis. International Journal of Educational Research, 121, 102230. https://doi.org/10.1016/j.ijer.2023.102230… Read the rest

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Effective Teaching Approach Higher Education

Learning-by-teaching enhances research question generation

Asking good questions is essential for knowledge construction and scientific learning. Wong and colleagues conducted two experiments to investigate the impact of learning-by-teaching on generating research questions, comparing it with two other generating learning techniques: retrieval practice and concept-mapping. Research questions correspond to the “create” level of Bloom’s taxonomy (remember, understand, apply, analyze, evaluate, create), representing the highest level of generating new knowledge through novel research inquiries.

A total of 152 undergraduate students from the National University of Singapore participated in two experiments. They were instructed on generating create-level research questions and then were given a scientific text and randomly assigned to one of three learning methods: (a) constructing a concept map, (b) retrieval practice with study and retrieval intervals, or (c) teaching the text through note preparation, video lecture, and answering preset questions. In Experiment 1, the participants were tested on their ability to generate questions at the create-level and recall the text content immediately after the study session. In Experiment 2, all three groups answered preset study questions during the study period, and the tests were conducted after a 48-hour delay. The findings are as follows:

  • Learning-by-teaching generated more create-level research questions than concept maps or retrieval practice in both experiments.
  • Learning-by-teaching had better content recall than concept mapping, but no significant difference compared to retrieval practice in either experiment.
  • Learning-by-teaching outperformed retrieval practice immediately after the study in content recalled test, but retrieval practice performed better during the 48-hour delayed test.

The results indicated that mere acquisition of factual knowledge is inadequate for enhancing higher-order research question generation. Teaching involves organizing materials, generating elaboration and inferences to aid audience understanding. Therefore, the authors suggested that learners who engage in teaching experience higher levels of generative processing, enabling them to generate new ideas and research questions.

 

Source: Wong, S. S. H., Lim, K. Y. L., & Lim, S. W. H. (2023). To ask better questions, teach: Learning-by-teaching enhances research question generation more than retrieval practice and concept-mapping. Journal of Educational Psychology. https://doi.org/10.1037/edu0000802… Read the rest

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Effective Teaching Approach Kindergarten Maths and Science Learning

A way to help preschoolers learn symbolic approximate arithmetic

Symbolic approximate arithmetic, crucial for children’s mathematical proficiency, involves providing an approximate answer instead of an exact one. For instance, a previous study found that preschoolers did not know the exact answer to “21+30” but did know that “21+30” is larger than “34”. Both number comparison training and number line estimation training have been found separately to enhance children’s symbolic approximate arithmetic. Wei and colleagues conducted an experiment to compare the effect of these two trainings on symbolic approximate arithmetic since they may rely on distinct cognitive processes.

A sample of 109 children, aged 5.11 to 6.27 years, were recruited from three middle-class preschools in Hangzhou, China. They were randomly assigned to one of three training groups: (1) number line estimation (n = 32), (2) number comparison (n = 34), and (3) control group (n = 30). In the number line estimation group, the game played by children aimed to help them understand of the distance between two numbers. In the number comparison group, participants were involved in comparing the magnitudes of two number cards. This training facilitates the development of children’s understanding of the semantic magnitude of numbers.

Children in the two treatment groups engaged in training games three times in one week, while the control group received no training. All participants completed a pre-test and post-test, which included tasks on symbolic approximate arithmetic (e.g., comparing “13＋22” to “28” to determine which is greater), number comparison (determining the larger number between two), and number line estimation (marking an integer on a number line ranging from 0 to 100).

  • The results revealed that preschoolers in the number comparison group outperformed the control group in all three tasks.
  • Only number comparison training improved performance in symbolic approximate arithmetic.

This suggests that preschoolers rely more on comparison processing than on number line estimation for approximate arithmetic. The authors acknowledged that the brief training duration may have limited the effects, indicating a need for further investigation.

 

Source: Wei, W., Liao, H., Deng, W., & Ye, Q. (2023). Training on number comparison, but not number line estimation, improves preschoolers’ symbolic approximate arithmetic. Early Childhood Research Quarterly, 65, 241–249. https://doi.org/10.1016/j.ecresq.2023.07.004… Read the rest