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This study examines the relationship between teacher knowledge and student learning for 9,556 students of 181 middle school physical science teachers. Assessment instruments based on the National Science Education Standards with 20 items in common were administered several times during the school year to both students and their teachers. For items that had a very popular wrong answer, the teachers who could identify this misconception had larger classroom gains, much larger than if the teachers knew only the correct answer. On items on which students did not exhibit misconceptions, teacher subject matter knowledge alone accounted for higher student gains. This finding suggests that a teacher's ability to identify students' most common wrong answer on multiple-choice items, a form of pedagogical content knowledge, is an additional measure of science teacher competence.

The purpose of this research was to explore how technology can be used to teach technological skills and to determine what benefit flipping the classroom might have for students taking an introductory-level college course on spreadsheets in terms of student achievement and satisfaction with the class. A pretest posttest quasi-experimental mixed methods design was utilized to determine any differences in student achievement that might be associated with the instructional approach being used. In addition, the scalability of each approach was evaluated along with students' perceptions of these approaches to determine the affect each intervention might have on a student's motivation to learn. The simulation-based instruction tested in this study was found to be an extremely scalable solution but less effective than the regular classroom and flipped classroom approaches in terms of student learning. While students did demonstrate learning gains, the process focus of the simulation's instruction and assessments frustrated students and decreased their motivation to learn. Students' attitudes towards the topic, their willingness to refer the course to others, and the likelihood that they would take another course like this were considerably lower than those of students in the flipped or regular classroom situations. The results of this study support the conclusion that a technology enhanced flipped classroom was both effective and scalable; it better facilitated learning than the simulation-based training and students found this approach to be more motivating in that it allowed for greater differentiation of instruction.

This study investigates the effects of different bodybuilding training methodologies—single muscle versus multiple muscle training—on upper body muscle growth. Despite the established benefits of resistance training for muscle hypertrophy, the optimal structuring of workouts remains debated. An experimental design was utilized, dividing 44 participants from the Iraqi Federation for Bodybuilding and Fitness into two groups, with one focusing on training a single muscle per session and the other on training two muscles per session over 12 weeks. Pre- and post-test measurements were taken to assess changes in chest, upper arm, and forearm circumferences, alongside strength gains. Statistical analysis using SPSS revealed significant increases in muscle size for both training approaches, with the single muscle group demonstrating superior hypertrophic outcomes. These findings suggest that training one muscle group per session may provide a more effective stimulus for muscle growth compared to training multiple groups simultaneously. The results contribute valuable insights into bodybuilding training practices, indicating that specific training strategies can optimize hypertrophy and enhance strength in bodybuilders.

The present study aimed to examine the effectiveness of the flipped classroom learning environment on learner's learning achievement and motivation, as well as to investigate the effects of flipped classrooms on learners with different achievement levels in learning mathematics concepts. The learning achievement and motivation were measured by the Mathematics Achievement Test (MAT) and Course Interest Survey (CIS), respectively. A pretest posttest quasi-experimental design was employed for this study. A total of 82 high-school students participated in this study, divided into experimental and control groups. The experimental group (41) was taught trigonometry using the flipped classroom method, while the control group (41) was taught by traditional teaching methods. The researchers employed independent sample t-test, analysis of covariance (ANCOVA), and multivariate analysis of variance (MANOVA) to analyze the data obtained. Findings indicated a significant difference in the learning achievement and motivation between the two groups, with students using the flipped classroom performing better. Further analysis showed a significant difference in the performance of low achievers in the experimental and control groups.

This study developed a 5-step vocabulary learning (FSVL) strategy and a mobile learning tool in a situational English vocabulary learning environment and assessed their effects on the learning motivation and performance of English as a foreign language (EFL) students in a situational English vocabulary learning environment. Overall, 80 EFL students and 1 teacher participated in this study. Two learning methods were implemented. The first involved employing the FSVL strategy and the mobile learning tool in a situational English vocabulary learning environment, and the other method involved employing the FSVL strategy and traditional learning tools in a situational English vocabulary learning environment. Data were collected by conducting interviews and tests and administering the Attention, Relevance, Confidence, and Satisfaction motivation questionnaire. The results showed that the learning motivation and performance of students taught using the FSVL strategy and mobile learning tool were superior to those of students taught using the FSVL strategy and traditional learning tools in a situational English vocabulary learning environment.

As professional development (PD) programs aimed at improving early childhood educators’ teaching efficacy in integrated STEM (science, technology, engineering, mathematics) become more prevalent, understanding how best to evaluate their outcomes is increasingly important. This study compared two self-report survey designs commonly adopted in program evaluation—traditional pre-test–post-test (TPP) and retrospective pre-test (RPP)–post-test—within a year-long integrated STEM PD initiative for early childhood educators. Twenty-five educators completed the TPP survey, fifty-five completed the RPP survey, and a subset of twenty-four completed both. This study investigates whether these two designs differ in detecting change in teaching efficacy in literacy, mathematics, science, and nutrition. Findings revealed statistically significant increases across all content areas using both survey methods, with large effect sizes. Comparisons between traditional and retrospective pre-test scores showed no statistically significant differences, suggesting that response shift bias may not have meaningfully affected results in this context. The findings indicate that either survey approach can be appropriate for measuring affective outcomes such as self-efficacy. Informed by these findings and prior research, this study concludes that the choice between traditional and retrospective survey designs should be guided by practical considerations, such as program setting, time and efficiency, and constructs measured, and not only by the validity and reliability of the specific survey design. These results offer valuable guidance for evaluators seeking efficient and valid tools for assessing PD in early childhood teacher education and suggest the need for further research exploring different self-report measures in diverse educational contexts.

This study examined whether the quality of first graders' (mean age = 7.2 years) numerical magnitude representations is correlated with, predictive of, and causally related to their arithmetic learning. The children's pretest numerical magnitude representations were found to be correlated with their pretest arithmetic knowledge and to be predictive of their learning of answers to unfamiliar arithmetic problems. The relation to learning of unfamiliar problems remained after controlling for prior arithmetic knowledge, short-term memory for numbers, and math achievement test scores. Moreover, presenting randomly chosen children with accurate visual representations of the magnitudes of addends and sums improved their learning of the answers to the problems. Thus, representations of numerical magnitude are both correlationally and causally related to arithmetic learning.

Background:In the modern society when intelligent mobile devices become popular, the Internet breaks through the restrictions on time and space and becomes a ubiquitous learning tool. Designing teaching activity for digital learning and flexibly applying technology tools are the key issues for current information technology integrated education.Material and methods:In this study, students are tested and proceeded questionnaire survey to understand the opinions about digital learning. To effectively achieve the research objectives and test the research hypotheses, quasi-experimental research is applied in this study. Total 116 students in 4 classes are selected as the research subjects for the instructional research.Results:The research results conclude that 1.digital learning presents better positive effects on learning motivation than traditional teaching does, 2.digital learning shows better positive effects on learning outcome than traditional teaching does, 3.learning motivation reveals significantly positive effects on learning effect in learning outcome, and 4.learning motivation appears remarkably positive effects on learning gain in learning outcome.Conclusions:It is expected to combine with current teaching trend and utilize the advantages of digital learning to develop practicable teaching strategies for the teaching effectiveness.

A study investigated the impact of a sustained, comprehensive early algebra intervention in third grade. The authors share and discuss students' responses to a written pre- and post-assessment that addressed their understanding of several big ideas in the area of early algebra, including mathematical equivalence and equations, generalizing arithmetic, and functional thinking.