Where cognitive and psychomotor performance are concerned, traditional forms of instruction and teaching with instructional multimedia yield similar levels of performance among students and increased efficiency in learning time [ 19].
These teachers stated that there is substantial pressure to ensure students are ready for standardized tests and that test preparation takes away from instructional time for creative and integrated forms of instruction such as problem-based or project-based learning.
The reading expert Jeanne Chall, for example, concluded that "classic approaches to beginning reading instruction" -- that is, phonics taught in a clearly defined sequence -- "were more effective than the various innovative approaches with which they were compared," including embedded forms of instruction, and that they led to "higher achievement in both word recognition and reading comprehension".
We reward teachers who increase their skills by taking additional university courses, but we do not reward them for other kinds of work that could improve their teaching, like experimenting with alternative forms of instruction and sharing their research findings with others.
The study compared three forms of instruction: classroom, synchronous and asynchronous using student subjects from an industrial engineering course.
Interviews with students should also be included to determine the influence of specific forms of instruction on students' ideas about phylogenetic trees and evolution acceptance.
The study concluded that even low-intensity forms of instruction could enhance a person's confidence and competence when performing the skill.
Traditional forms of instruction are inadequate because they do little to develop students' self-efficacy and interest in the subject matter.
Blomqvist, et al, 2001, examined the effects of two forms of instruction, "traditional" and "traditional" plus strategy instruction (strategy-oriented), on students' knowledge, game understanding, skill and game performance.
This particular study was borne out of a collective belief among a team of physics teachers that traditional forms of instruction were not effective in achieving teaching and learning outcomes in thermal physics.
