Instructional resources increased pupil concentration, enthusiasm and class participation in observed lessons¶

Claim · All claims
Evidence · 1 study (2 entries) · design r2 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Across observed lessons, learners concentrated and their attention was captured and sustained by the resources. → Yeboah et al. 2016 q2 i? With resources, teachers developed discussions and almost all pupils in some classes raised their hands to answer questions, whereas previously it was difficult to get students to contribute. → Yeboah et al. 2016 (2)

Evidence¶

Yeboah et al. 2016¶

Rita Yeboah, Eric Appau Asante, Nana Afia Opoku-Asare. (2016). Teaching Interactive Art Lessons with Recycled Waste Materials as Instructional Resources. Journal of Education and Practice, Vol.7, No.14. https://eric.ed.gov/?id=EJ1102965

q2 · i? · design · r2

Researcher's participant observation across the lessons taught with the developed resources in the five schools. The researcher noticed that "the pupils and students concentrated on the lessons". Qualitative observation; no effect size printed.

"one key thing the researcher noticed from all the lessons in which the developed instructional resources were utilised was that, the pupils and students concentrated on the lessons as the resources were used to teach them"

Yeboah et al. 2016 (2)¶

Rita Yeboah, Eric Appau Asante, Nana Afia Opoku-Asare. (2016). Teaching Interactive Art Lessons with Recycled Waste Materials as Instructional Resources. Journal of Education and Practice, Vol.7, No.14. https://eric.ed.gov/?id=EJ1102965

q2 · i? · design · r2

Observation of resource-testing lessons; the article also cites an SHS teacher saying that without resources it was difficult to get students to contribute but with resources students asked many questions. Qualitative; no effect size printed.

"For example the testing of the teaching resources saw almost all p upils in some classes raising up their hands to answer quest ions during a lesson."

Discussion¶

Related Claims¶

• IWB lessons produced greater engagement and enthusiasm but not better performance — related
• During classroom observation, think-talk-write students appeared more enthusiastic and confident in mathematics than expository-taught students — related
• Teaching Art lessons with instructional resources made lessons more practical and interactive and improved pupils' understanding and performance compared with lessons taught without resources — related
• Using instructional resources reduced the number of teaching periods needed for some Art lessons — related