PMC

Differences in hamstring muscle activation between app-based instruction and on-site individual instruction for the five selected injury prevention exercises. Data are presented relative to on-site individual instruction (red dotted line). Black bars represent semitendinosus nEMG activity with app-based instruction. Gray bars represent biceps femoris nEMG activity with app-based instruction. ^∗App-based instruction vs. on-site instruction (P ≤ 0.05).

Triplicate determinations of the accuracy of GPT-4 in multiple-question mode with and without the instruction sheet. For each question, two histograms are shown. The left histogram shows the median of triplicate accuracy determinations without the instruction sheet. The right histogram shows the median of triplicate accuracy determinations with the instruction sheet. Increased accuracy associated with the instruction sheet is shown by coloring part of the right-sided histogram in blue while reductions in accuracy are shown by coloring part of the left-sided histogram in red. The sizes of the colored regions indicate the sizes of the increases or decreases in accuracy associated with the instruction sheet. The questions are shown in descending order of the increased accuracy associated with instruction sheet (i.e., the size of the blue histograms)

A normal distribution showing the interaction of curriculum and instruction. Note. Constructed from data provided by Marzano et al. (). (1) A student who begins at the 50^th percentile and receives poor instruction from a poor curriculum will rank at the 3^rd percentile after 2 years. (2) A student who begins at the 50^th percentile and receives poor instruction from a good curriculum will rank at the 37^th percentile after 2 years. (3) A student who begins at the 50^th percentile and receives average instruction from an average curriculum will remain at the 50^th percentile after 2 years. (4) A student who begins at the 50^th percentile and receives good instruction from a poor curriculum will rank at the 63^rd percentile after 2 years. (5) A student who begins at the 50^th percentile and receives good instruction from a good curriculum will rank at the 96^th percentile after 2 years.

Design of Instruction Methods. (a) Training was provided for three days and involved instruction, exposure to training words, and tests. Participants were given only one form of initial instruction: large or small grain instruction. Each participant got the same form of instruction at the beginning of each training session; (b) Large grain instruction involved a single presentation of each of the 16 training words, each whole-word visually presented and paired with the pronunciation; (c) Small grain instruction involved a single presentation of each of the 19 single letters, each letter presented visually and then paired with the pronunciation; (d) Test measures for trained words, rimes, and letters included forced choice cross-modal matching judgments.