Pub Date : 2024-01-01DOI: 10.29333/iji.2024.17137a
Adi Levy-Vered
Research on teachers’ and pre-service teachers’ conceptions of assessment (CoA) has so far focused on assessment purposes and uses. However, recent decades have seen significant changes in assessment approaches that require a deeper examination of the nature and aspects of assessment concepts. The current study is a continuation of a previous qualitative study that analyzed the COA of 94 Israeli pre-service teachers before and after an assessment course. In this study, we examined these data extensively to identify and formulate key dimensions of assessment conception. Qualitative analysis of the rich datasets, including metaphors, indicates the diversity and complexity of the assessment concept. Five dimensions of conceptions were identified: (1) complexity of the assessment process, (2) emotional attitude toward assessment, (3) assessment uses and purposes, (4) teacher-student relationship in the assessment context, and (5) criticism of the educational system. The findings expand previous conceptualizations of assessment concepts and may develop a broad model and instruments for measuring CoA. This implication is significant in this era of paradigmatic shifting in the assessment field. Keywords: conceptions of assessment, student assessment, pre-service teachers, dimensions, metaphors
{"title":"Developing a Five-Dimensional Construct of Pre-Service Teachers’ Conceptions of Assessment","authors":"Adi Levy-Vered","doi":"10.29333/iji.2024.17137a","DOIUrl":"https://doi.org/10.29333/iji.2024.17137a","url":null,"abstract":"Research on teachers’ and pre-service teachers’ conceptions of assessment (CoA) has so far focused on assessment purposes and uses. However, recent decades have seen significant changes in assessment approaches that require a deeper examination of the nature and aspects of assessment concepts. The current study is a continuation of a previous qualitative study that analyzed the COA of 94 Israeli pre-service teachers before and after an assessment course. In this study, we examined these data extensively to identify and formulate key dimensions of assessment conception. Qualitative analysis of the rich datasets, including metaphors, indicates the diversity and complexity of the assessment concept. Five dimensions of conceptions were identified: (1) complexity of the assessment process, (2) emotional attitude toward assessment, (3) assessment uses and purposes, (4) teacher-student relationship in the assessment context, and (5) criticism of the educational system. The findings expand previous conceptualizations of assessment concepts and may develop a broad model and instruments for measuring CoA. This implication is significant in this era of paradigmatic shifting in the assessment field. Keywords: conceptions of assessment, student assessment, pre-service teachers, dimensions, metaphors","PeriodicalId":46858,"journal":{"name":"International Journal of Instruction","volume":"1 8","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139129815","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-01DOI: 10.29333/iji.2023.16412a
Muhamad Afandi, Sri Wahyuningsih, Sari Yustiana, Rida Fironika Kusumadewi, Reza Rachmadtullah
Teachers are the leading actor in concept development in elementary school students, especially in this globalization era. They need strong self-discipline and pedagogical competence to perform meaningful learning suitable for their student age. Therefore, this study analyzes the correlation between elementary teachers’ discipline and pedagogical competence in teaching performance. This study involved 157 civic servant teachers from public elementary schools in Banyumanik Subdistrict as respondents. The research method involved observation and self-assessment using 1st-order structural equation modeling (SEM) for data analysis. The results show that the teachers' discipline, pedagogical competence, and performance (as the latent variables) achieved high scores. Then, the latent variables are significantly reflected by their observed indicators. Even though work discipline and pedagogical competence are not considerably affected teacher performance. The coefficient of determination (R2) reached only -5.1% in work discipline and 6.8% in pedagogical competence to teacher performance (p-value > 0.500). While in simultaneously, pedagogical competence and discipline only affected about 3% of teacher performance. It needs further investigation and confirmational studies through problem mapping and how the workload may prohibit teacher performance from the public elementary school in Banyumanik Sub-district.
{"title":"Correlation of Work Discipline and Pedagogical Competence to Teaching Performance in Elementary Teacher","authors":"Muhamad Afandi, Sri Wahyuningsih, Sari Yustiana, Rida Fironika Kusumadewi, Reza Rachmadtullah","doi":"10.29333/iji.2023.16412a","DOIUrl":"https://doi.org/10.29333/iji.2023.16412a","url":null,"abstract":"Teachers are the leading actor in concept development in elementary school students, especially in this globalization era. They need strong self-discipline and pedagogical competence to perform meaningful learning suitable for their student age. Therefore, this study analyzes the correlation between elementary teachers’ discipline and pedagogical competence in teaching performance. This study involved 157 civic servant teachers from public elementary schools in Banyumanik Subdistrict as respondents. The research method involved observation and self-assessment using 1st-order structural equation modeling (SEM) for data analysis. The results show that the teachers' discipline, pedagogical competence, and performance (as the latent variables) achieved high scores. Then, the latent variables are significantly reflected by their observed indicators. Even though work discipline and pedagogical competence are not considerably affected teacher performance. The coefficient of determination (R2) reached only -5.1% in work discipline and 6.8% in pedagogical competence to teacher performance (p-value > 0.500). While in simultaneously, pedagogical competence and discipline only affected about 3% of teacher performance. It needs further investigation and confirmational studies through problem mapping and how the workload may prohibit teacher performance from the public elementary school in Banyumanik Sub-district.","PeriodicalId":46858,"journal":{"name":"International Journal of Instruction","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135323782","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-01DOI: 10.29333/iji.2023.16416a
Khalil A. Rahman M. Al. Fayyoumi, Nusaiba Ali Almousa, Khulud Ibrahim Mohammed Alhabeeb, Rami A-Shogren
org
{"title":"The Effect of Problem-Solving Strategy on Achievement and Retention of Meanings of Literary Genres","authors":"Khalil A. Rahman M. Al. Fayyoumi, Nusaiba Ali Almousa, Khulud Ibrahim Mohammed Alhabeeb, Rami A-Shogren","doi":"10.29333/iji.2023.16416a","DOIUrl":"https://doi.org/10.29333/iji.2023.16416a","url":null,"abstract":"org","PeriodicalId":46858,"journal":{"name":"International Journal of Instruction","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135323787","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-01DOI: 10.29333/iji.2023.16420a
Adam Latuconsina
The learning outcomes of Islamic religious education can be in the form of knowledge of Islamic teachings, the ability to read and write the Qur'an, the ability to worship according to religious guidance, and an understanding of morals and morals in accordance with Islamic teachings. Islamic religious education is a compulsory subject in Indonesia from elementary school to university. This study aims to prove the impact of various studies in improving learning outcomes of Islamic religious education and to identify, study, evaluate, and interpret aspects of the study. This type of research is mixed methods designs with an Exploratory Sequential approach. The research variables consist of learning outcomes of Islamic religious education as the independent variable and various studies as the dependent variable. Data were obtained from online databases, namely Google Scholar and Dimensions, which were selected using specific criteria. Quantitative data analysis with correlation meta-analysis assisted by R Studio and qualitative analysis with Systematic Literature Review assisted by NVivo. The results showed that there was a positive and significant correlation between learning outcomes for Islamic religious education with various studies and n bias. The most important components in learning Islamic religious education are learning methods and attitudes, and cognitive and learning media that must be considered to achieve learning goals.
{"title":"Learning Outcomes of Islamic Religious Education in Various Studies in Indonesia: Correlation Meta-Analysis and Systematic Literature Review","authors":"Adam Latuconsina","doi":"10.29333/iji.2023.16420a","DOIUrl":"https://doi.org/10.29333/iji.2023.16420a","url":null,"abstract":"The learning outcomes of Islamic religious education can be in the form of knowledge of Islamic teachings, the ability to read and write the Qur'an, the ability to worship according to religious guidance, and an understanding of morals and morals in accordance with Islamic teachings. Islamic religious education is a compulsory subject in Indonesia from elementary school to university. This study aims to prove the impact of various studies in improving learning outcomes of Islamic religious education and to identify, study, evaluate, and interpret aspects of the study. This type of research is mixed methods designs with an Exploratory Sequential approach. The research variables consist of learning outcomes of Islamic religious education as the independent variable and various studies as the dependent variable. Data were obtained from online databases, namely Google Scholar and Dimensions, which were selected using specific criteria. Quantitative data analysis with correlation meta-analysis assisted by R Studio and qualitative analysis with Systematic Literature Review assisted by NVivo. The results showed that there was a positive and significant correlation between learning outcomes for Islamic religious education with various studies and n bias. The most important components in learning Islamic religious education are learning methods and attitudes, and cognitive and learning media that must be considered to achieve learning goals.","PeriodicalId":46858,"journal":{"name":"International Journal of Instruction","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135323788","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Independence and science learning outcomes were observed to be lower due to the coronavirus disease (covid-19) outbreak. Therefore, this research aims to determine the effect of blended learning with an Edmodo-assisted scientific approach on students' independence and learning outcomes. The method used was quasi-experimental with a two-group pretest-posttest design. The population consisted of two different state junior high schools grade VIII in Medan City with 19 classes and a total of 590 students. The sample consisted of four classes with 121 students selected through simple random sampling from two schools. The experiment class was taught using blended learning with an Edmodo-assisted scientific approach, while the control class was taught using the conventional learning model. The learning independence was measured through a non-test in the form of a questionnaire with a likert scale consisting of 30 statements. Meanwhile, the learning outcomes in the cognitive domain were measured using a multiple-choice test with four options consisting of 20 valid questions. The Manova test and correlation analysis showed a significant effect of applying blended learning with the Edmodo-assisted scientific approach on independence and learning outcomes. It was also discovered that there is a positive relationship between students' independence and learning outcomes. This means a better learning independence has the ability to produce greater learning outcomes in studying substance pressure and its application in daily life material.
{"title":"The Effect of Blended Learning with Edmodo-Assisted Scientific Approach on Independence and Science Learning Outcomes","authors":"Mariati Purnama Simanjuntak, Elvina Irawati Sihite, Retno Dwi Suyanti","doi":"10.29333/iji.2023.1649a","DOIUrl":"https://doi.org/10.29333/iji.2023.1649a","url":null,"abstract":"Independence and science learning outcomes were observed to be lower due to the coronavirus disease (covid-19) outbreak. Therefore, this research aims to determine the effect of blended learning with an Edmodo-assisted scientific approach on students' independence and learning outcomes. The method used was quasi-experimental with a two-group pretest-posttest design. The population consisted of two different state junior high schools grade VIII in Medan City with 19 classes and a total of 590 students. The sample consisted of four classes with 121 students selected through simple random sampling from two schools. The experiment class was taught using blended learning with an Edmodo-assisted scientific approach, while the control class was taught using the conventional learning model. The learning independence was measured through a non-test in the form of a questionnaire with a likert scale consisting of 30 statements. Meanwhile, the learning outcomes in the cognitive domain were measured using a multiple-choice test with four options consisting of 20 valid questions. The Manova test and correlation analysis showed a significant effect of applying blended learning with the Edmodo-assisted scientific approach on independence and learning outcomes. It was also discovered that there is a positive relationship between students' independence and learning outcomes. This means a better learning independence has the ability to produce greater learning outcomes in studying substance pressure and its application in daily life material.","PeriodicalId":46858,"journal":{"name":"International Journal of Instruction","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135323814","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"The Level of Conceptual and Procedural Knowledge in Mathematics and Its Relationship to Creative Thinking among Gifted Students","authors":"Saida Quftan Abdelaziz Aladwan, Mona Qutaifan Ershed Alfayez, Hassan Rafi’ Ali Shaheen","doi":"10.29333/iji.2023.1648a","DOIUrl":"https://doi.org/10.29333/iji.2023.1648a","url":null,"abstract":"iji","PeriodicalId":46858,"journal":{"name":"International Journal of Instruction","volume":"2013 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135323817","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-01DOI: 10.29333/iji.2023.16444a
Afrada Shah, Victor Alasa
Fijian athletes with disabilities have been given scant attention in terms of empirical research. This study used the theoretical underpinnings of the self-determination and achievement goal constructs of motivation to examine motivation and goal structures among Fijian athletes with disabilities with the overarching aim being to develop motivation profiles of these athletes. This study attained this by using two self-report measures (SMS-28 and TEOSQ) which are validated measures in the field of sports psychology. Purposive sampling was used, as participants had to meet the inclusion criteria and Fijian athletes with disabilities (N= 101, mean age =26, SD= 11) completed the self-report questionnaires. Cluster analyses revealed three meaningful clusters and as expected majority of Fijian athletes were grouped into the most self-determined category indicating positive athlete behavioral characteristics. Repeated measures ANOVA and cluster analyses were used. Findings indicated that the current sample were more task than ego goal oriented. Further, it was established that majority participants exhibited qualities aligned with the most self-determined cluster profile. These findings have significant implications for sports educators, coaches, leaders in disability-inclusive sports to use sports as a positive tool to promote inclusive sports education and empower Fijian athletes with disabilities.
{"title":"Socio-cultural Implications of Self-Determination and Achievement Goal Theory Constructs of Motivation among Fijians athletes with Disabilities","authors":"Afrada Shah, Victor Alasa","doi":"10.29333/iji.2023.16444a","DOIUrl":"https://doi.org/10.29333/iji.2023.16444a","url":null,"abstract":"Fijian athletes with disabilities have been given scant attention in terms of empirical research. This study used the theoretical underpinnings of the self-determination and achievement goal constructs of motivation to examine motivation and goal structures among Fijian athletes with disabilities with the overarching aim being to develop motivation profiles of these athletes. This study attained this by using two self-report measures (SMS-28 and TEOSQ) which are validated measures in the field of sports psychology. Purposive sampling was used, as participants had to meet the inclusion criteria and Fijian athletes with disabilities (N= 101, mean age =26, SD= 11) completed the self-report questionnaires. Cluster analyses revealed three meaningful clusters and as expected majority of Fijian athletes were grouped into the most self-determined category indicating positive athlete behavioral characteristics. Repeated measures ANOVA and cluster analyses were used. Findings indicated that the current sample were more task than ego goal oriented. Further, it was established that majority participants exhibited qualities aligned with the most self-determined cluster profile. These findings have significant implications for sports educators, coaches, leaders in disability-inclusive sports to use sports as a positive tool to promote inclusive sports education and empower Fijian athletes with disabilities.","PeriodicalId":46858,"journal":{"name":"International Journal of Instruction","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135324281","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Inclusive education is the right of all students without exception. One of the learning strategies for the philosophy of inclusive education is differentiated learning. This study aims to develop differentiated learning assessment tools and carry them to the test in the field. The current study uses the Research & Development method, using the ADDIE approach model. Observation, documentation, the Likert scale, and questionnaires carried out data collection. The participants were 42 teachers and 17 experts for validated differentiated learning assessment tools. Then, the differentiated learning assessment tools were carried out to test in the field, 85 students with special needs from four inclusive schools in West Sumatra, Indonesia. Qualitative analysis was used to develop assessment instruments, while quantitative analysis was used to test instrument validation and measure students' level of involvement with special needs. The results showed that the differentiated learning assessment instrument consisted of four aspects, namely: (1) content, (2) process, (3) product, and (4) learning environment. The validity and reliability of learning assessment instruments are distinguished as being suitable for use with a high level of reliability. Teachers in inclusive schools can assess the readiness, interest, and learning profile of students with special needs. There was an increase in teacher skills in differentiated learning and the involvement of students with special needs in learning.
{"title":"Differentiated Learning Assessment Model to Improve Involvement of Special Needs Students in Inclusive Schools","authors":"Marlina Marlina, Grahita Kusumastuti, Ediyanto Ediyanto","doi":"10.29333/iji.2023.16425a","DOIUrl":"https://doi.org/10.29333/iji.2023.16425a","url":null,"abstract":"Inclusive education is the right of all students without exception. One of the learning strategies for the philosophy of inclusive education is differentiated learning. This study aims to develop differentiated learning assessment tools and carry them to the test in the field. The current study uses the Research & Development method, using the ADDIE approach model. Observation, documentation, the Likert scale, and questionnaires carried out data collection. The participants were 42 teachers and 17 experts for validated differentiated learning assessment tools. Then, the differentiated learning assessment tools were carried out to test in the field, 85 students with special needs from four inclusive schools in West Sumatra, Indonesia. Qualitative analysis was used to develop assessment instruments, while quantitative analysis was used to test instrument validation and measure students' level of involvement with special needs. The results showed that the differentiated learning assessment instrument consisted of four aspects, namely: (1) content, (2) process, (3) product, and (4) learning environment. The validity and reliability of learning assessment instruments are distinguished as being suitable for use with a high level of reliability. Teachers in inclusive schools can assess the readiness, interest, and learning profile of students with special needs. There was an increase in teacher skills in differentiated learning and the involvement of students with special needs in learning.","PeriodicalId":46858,"journal":{"name":"International Journal of Instruction","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135324019","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-01DOI: 10.29333/iji.2023.16427a
Mujiono Mujiono, Riza Weganofa, Siane Herawati
The previous researchers have studied the effect of Project-based learning on English language proficiency. They found that project-based learning has a positive effect on English language proficiency. However, it is not known whether the impact of project-based learning on English language proficiency significantly differs based on potential moderator variables. The study aimed to conduct a meta-analysis of the findings of experimental studies evaluating the impact of project-based learning on English language proficiency between 2015 and 2021. experimental studies on the effect between project-based learning and English language proficiency are analysed using meta-analysis. The meta-analysis calculated 17 effect sizes of studies. The study found that the random effects model and the effect size were moderate the result. It also revealed that the impact of project-based learning on English language proficiency significantly differs based on the potential moderator variables. The results have pedagogical implications since they suggest that project-based learning is ideal for enhancing the English language proficiency of learners
{"title":"Project-Based Learning Intervention and Its Effect on Promoting English Language Proficiency Based on Moderator Variables: Meta-Analysis","authors":"Mujiono Mujiono, Riza Weganofa, Siane Herawati","doi":"10.29333/iji.2023.16427a","DOIUrl":"https://doi.org/10.29333/iji.2023.16427a","url":null,"abstract":"The previous researchers have studied the effect of Project-based learning on English language proficiency. They found that project-based learning has a positive effect on English language proficiency. However, it is not known whether the impact of project-based learning on English language proficiency significantly differs based on potential moderator variables. The study aimed to conduct a meta-analysis of the findings of experimental studies evaluating the impact of project-based learning on English language proficiency between 2015 and 2021. experimental studies on the effect between project-based learning and English language proficiency are analysed using meta-analysis. The meta-analysis calculated 17 effect sizes of studies. The study found that the random effects model and the effect size were moderate the result. It also revealed that the impact of project-based learning on English language proficiency significantly differs based on the potential moderator variables. The results have pedagogical implications since they suggest that project-based learning is ideal for enhancing the English language proficiency of learners","PeriodicalId":46858,"journal":{"name":"International Journal of Instruction","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135324023","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-01DOI: 10.29333/iji.2023.16447a
Faizal Arvianto, St. Y. Slamet, Andayani Andayani
)
{"title":"Designing an Instrument to Measure Digital Literacy Competence Using the 4D Model","authors":"Faizal Arvianto, St. Y. Slamet, Andayani Andayani","doi":"10.29333/iji.2023.16447a","DOIUrl":"https://doi.org/10.29333/iji.2023.16447a","url":null,"abstract":")","PeriodicalId":46858,"journal":{"name":"International Journal of Instruction","volume":"2013 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135324280","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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