Facilitating academic performance in college: understanding the role of clear and organized instruction

Roksa, Josipa; Trolian, Teniell L.; Blaich, Charles; Wise, Kathleen

doi:10.1007/s10734-016-0048-2

Cited by 35 publications

(24 citation statements)

References 34 publications

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“…Our results provide evidence, in line with research in this field, of the importance students place on study techniques, an indicator which is widely related to satisfactory achievement (Navarro et al, 2015; Ng, 2018). In our case, we did not confirm the weight given to prior knowledge, in contrast to other research (Albalate et al, 2011; Roksa et al, 2017). Having prior knowledge and study techniques depends on the itinerary of prior studies (Martínez et al, 2016).…”

Section: Resultscontrasting

confidence: 99%

The Influence of Self-Regulation Behaviors on University Students’ Intentions of Persistance

et al. 2019

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The implementation of the European higher education area (EHEA) is a true paradigm change in university education in which the student, with particular consideration given to autonomous work, takes the place of the teacher as the central element of the teaching-learning process. In this autonomous work, the strategies the students regularly use become particularly important, given the supposition that doing that work will lead to academic success. The objective of this study is to analyze the variables that influence students’ expectations of success, measured through their intention to persist on the course they are doing. A questionnaire designed ad hoc was given to a sample of 1037 university students. It included aspects related to reasons for choosing the course, institutional integration, use of self-regulation strategies, and intention to drop out. Data analysis allowed the identification of satisfaction with the course chosen and appropriate study skills acquired in secondary education as predictors of expectations of academic persistance, with some differences in terms of gender. Other strategies such as class attendance or going deeply into course content did not figure. These results are at odds with the principles underlying the EHEA and show that they have not yet been interiorized by the students, who continue to perceive their studies more traditionally.

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Section: Resultscontrasting

confidence: 99%

The Influence of Self-Regulation Behaviors on University Students’ Intentions of Persistance

et al. 2019

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“…Finally, students who experienced clear and organized instruction were more likely to perceive that faculty were committed to their learning and development and were more likely to become engaged in their studies. This, in turn, improved their academic performance (Roksa et al 2017). Moreover, the impact of clarity and organization was bigger for students who entered college with less academic preparation.…”

Section: The Impact Of Instructional Clarity and Organizationmentioning

confidence: 92%

“…This, in turn, improved their academic performance (Roksa et al. 2017). Moreover, the impact of clarity and organization was bigger for students who entered college with less academic preparation.…”

Section: The Impact Of Instructional Clarity and Organizationmentioning

confidence: 99%

Clear and Organized Teaching: Simple in Concept, but Hard in Practice

Blaich

Wise

2020

New Drctns for Teach & Learn

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“…[33] said that effective delivery of instruction is an essential part of teaching practice; however it is a learned skill that is often overlooked in teacher training. Moreover, [34] mentioned that clear and organized instruction has direct link to faculty interest in teaching, students' motivation and students' academic engagement. On the other hand, [35] pointed out that if teachers wanted to good task results, clear instruction must be given utmost importance.…”

Section: Ways In Conducting Visual Arts Strategymentioning

confidence: 99%

Use of Visual Arts in Facilitating the Speaking Skills of Students

Duropan¹

2020

AJESS

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Aims: This study examined visual arts activities as means of enhancing speaking abilities of students. It also explored how the participants find the use of visual arts activities as strategy; how visual arts activities in English class were conducted; and what suggestions the participants can offer to improve the conduct of visual arts activities. Study Design: This study used the qualitative method particularly the phenomenological approach. Place and Duration of Study: The study was conducted in Davao del Sur State College, Digos City. It was conducted during the first semester of 2019-2020. Methodology: The 20 participants were purposively chosen. They were grouped into four focus groups. Interview guide-questionnaire based on the research questions was the main instrument used in obtaining the information. Results: The use of visual arts in English language class was interesting and effective. The student-participants found the strategy interesting because they were able to express their ideas by looking at the images. They were able to formulate sentences instantly. Importantly, giving clear instructions on what to do and allocating appropriate time to gather their thoughts; learners were able to formulate ideas and confidently share their answers to the class. The learners suggested that speaking activities through visual arts strategy may be improved if language teachers use colorful arts; consideration of time to think; regular conduct of the strategy; allow brainstorm with other students before they are asked to speak; and everyone should be allotted time to speak. The suggestions imply that the students favor and willing the use of visual art in their speaking activities. Conclusion: The appreciation of students on the use visual arts in enhancing their speaking abilities is a clear manifestation that visual arts is an effective tool in encouraging students to speak. The reason why students appreciated visual art is the motivation it provides. The visual effect of art to the students ignites and challenges them to formulate words. Thus, the use of visual art activities transform the students from uninterested to interested, from passive to active, from blunt to critical thinker. On the other hand, clear instructions to the students allow them to carry out the task according to the expected output. Moreover, time is a key element for learners to formulate well-thought answers. Hence, teachers may give provisions for time. Likewise, students clamor that visual arts should be colorful so that they could appreciate the art. However, they may not be relevant because the visual meaning does not depend on color. Interestingly, the results of study lead the English teachers to think of possible actions so that the conduct of speaking classes using visual arts may be improved. Authentic visuals arts which depict historical significance may be utilized. It may not only let the learners appreciate history but also develop cultural attitudes. Teachers may also provide and explain a speaking rubrics before the students do the task. This makes the learners informed and allows them to strategize. Lastly, teachers may also consider thematizing the visual arts so that learners become more interested and engaged.

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Facilitating academic performance in college: understanding the role of clear and organized instruction

Cited by 35 publications

References 34 publications

The Influence of Self-Regulation Behaviors on University Students’ Intentions of Persistance

The Influence of Self-Regulation Behaviors on University Students’ Intentions of Persistance

Clear and Organized Teaching: Simple in Concept, but Hard in Practice

Use of Visual Arts in Facilitating the Speaking Skills of Students

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