'learning motivation' Search Results
Development of Academic Optimism Model in Learning for Junior High School Students
academic optimism democratic parenting school climate internal locus of control self-concept...
Academic optimism has an essential role in the adjustment of students in school. This study aimed to examine a model of academic optimism formed from democratic parenting, school climate, internal locus of control, and students’ self-concept. This a cross-sectional non-experimental design research design involved 335 Junior High School students in Kediri. The data collection tool was a scale while the data analysis technique was Structural Equation Modeling (SEM) analysis. The results showed that the theoretical model for developing academic optimism in Junior High School students was in line with the research data and obtained empirical support (X2 = 246.056 < 255.6018; p = 0.110 > 0.05), so this model is feasible and can be used in samples that have been studied. In general, this study adds knowledge about positive psychology studies and supports democratic parenting, school climate, self-concept, and internal locus of control as ultimate factors for creating students’ academic optimism.
Pedagogical Concept of Self-reflection of Students of Social Education: Qualitative Study of Self-reflection Determinants
qualitative research self-reflection social education students of social education university education...
The main topic of the presented article is the pedagogical concept of self-reflection of students of Social Education. The authors understand the pedagogical concept as primarily educational determinants that influence and shape students’ self-reflection. To identify this aim, the authors formulate the main research question: How do social education students reflect on themselves as students, and what are the determinants of study self-reflection for social pedagogy students? The authors used the qualitative research strategy, specifically The Grounded Theory, through which sixty self-reflecting essays were analysed. These written self-reflections were further complemented with six in-depth interviews in which we acquired clarifying information on self-reflection and self-assessment of social education students. It was ascertained that students’ self-reflection is shaped through an awareness of internal and external study factors, which subsequently influence the overall concept of their study, motivation to perform, study style, and self-assessment.
The Spatial Thinking Process of the Field-Independent Students based on Action-Process-Object-Schema Theory
apos theory cognitive style field-independent spatial thinking...
Spatial thinking has roles to facilitate learners to remember, understand, reason, and communicate objects and the connections among objects that are represented in space. This research aims to analyze the spatial thinking process of students in constructing new knowledge seen from the field-independent cognitive style learners based on Action-Process-Object-Schema (APOS) theory. APOS theory is used to explore spatial thinking processes which consist of mental structures of action, process, object, and schema. This research is qualitative research with an exploratory method. It provided the students' opportunity to solve problems alternately until the method found the most appropriate subjects for the research objectives. The subjects were 2 students of Mathematics Education in the fourth semester of Universitas Muria Kudus Indonesia. The data collection techniques were started by distributing the validated and reliable spatial thinking questions, the cognitive style question, and the interview. The applied data analysis consisted of data reduction, presentation, and conclusion. The findings showed (1) spatial thinking process of holistic-external representation typed learners were indicated by the representative thinking element, abstract-illustrative figure expression to communicate and complete the tasks correctly, (2) spatial thinking process of the holistic-internal representation typed learners were indicated by the representative means, having ideas, connecting with the previous knowledge in the forms of symbols and numbers, and finding the final results correctly although incomplete.
The Interrelationships between Metacognition and Modeling Competency: The Moderating Role of the Academic Year
academic year levels confirmatory factor analysis mathematical modeling metacognition structural equation modelling...
Several concerted movements toward mathematical modeling have been seen in the last decade, reflecting the growing global relationship between the role of mathematics in the context of modern science, technology and real life. The literature has mainly covered the theoretical basis of research questions in mathematical modeling and the use of effective research methods in the studies. Driven by the Realistic Mathematics Education (RME) theory and empirical evidence on metacognition and modeling competency, this research aimed at exploring the interrelationships between metacognition and mathematical modeling and academic year level as a moderator via the SEM approach. This study involved 538 students as participants. From this sample, 133 students (24.7%) were from the first academic year, 223 (41.4%) were from the second and 182 (33.8%) were from the third. A correlational research design was employed to answer the research question. Cluster random sampling was used to gather the sample. We employed structural equation modeling (SEM) to test the hypothesized moderation employing IBM SPSS Amos version 18. Our findings confirmed the direct correlation between metacognition and mathematical modeling was statistically significant. Academic year level as a partial moderator significantly moderates the interrelationships between the metacognitive strategies and mathematical modeling competency. The effect of metacognition on mathematical modeling competency was more pronounced in the year two group compared to the year one and three groups.
The Effects of Online Learning on EFL Students’ Academic Achievement during Coronavirus Disease Pandemic
online learning pedagogical practices assessment learning outcomes affective factors academic achievement...
Coronavirus disease (COVID-19) Pandemic changed education conditions worldwide forcing all the parties involved to adapt to a new system. This study aimed to collect information related to the effects of teaching English online on English as a Foreign Language (EFL) students’ achievement. Data were collected from EFL teachers and students enrolled in three different Ecuadorian Universities (Technical University of Ambato, Higher Polytechnic School of Chimborazo, and University of Cuenca) from five different levels: A1, A2, B1, B1+, and B2. This preliminary paper reports the results of 480 students regarding four major sections: pedagogical practice and assessment, learning outcomes, affective factors and perceptions of students about the advantages and disadvantages of online learning during the pandemic COVID-19; considering the Hierarchy of online learning needs of Justin Shewell. An online survey questionnaire with 17 questions and a 5-point Likert scale was applied. The Cronbach's Alpha test presented 0.84 and 0.73 level of reliability. The Kolmogorov Smirnov’s statistic and, the Kendall's Tau_b tests, and the Levene's test for homogeneity of variances were performed with the SPSS statistical program. The results made evident that online learning affects academic achievement in EFL students during the COVID-19 pandemic, which was confirmed after analyzing four main areas: pedagogical practices and assessment, learning outcomes, affective factors and students’ perceptions about the advantages and disadvantages of online learning. The importance of online learning was highlighted since it has been understood as a tool to face the emergency produced by the COVID-19 pandemic.
Cyberslacking Behavior and Its Relationship with Academic Performance: A Study of Students in Indonesia
academic performance cyberslacking media multi-tasking efficacy self-regulation...
Students are aware of the use of technology in the learning process, and they are generally referred to as digital natives. However, there are challenges associated with the availability of internet access as a learning process to both university students and teachers inside and outside the classroom. One of such challenges is students’ ability to access unrelated activities which is known as cyberslacking. In the education sector, this process refers to the use of technology for unrelated academic activities. Studies associated with this activity are significantly conducted in western countries, but it is still limited to the Indonesia education environment. Therefore, this research aims to investigate the cyberslacking behavior of students in Indonesia and its relationship to their academic performances. It also determines the relationship between media multi-tasking efficacy and self-regulated learning. The results showed that there is a significant influence between media multi-tasking efficacy and self-regulated learning with cyberslacking. Furthermore, there is a negative influence between cyberslacking and the academic performance of students in Indonesia. This research adds references to studies on cyberslacking in the scope of education and provides input for universities to develop the management of information and communication technology used in the learning process.
Research Capability: Early-Career Academics’ Perception of Doctoral Studies
doctoral studies early-career academics malaysia research capability...
The purpose of doctoral education is not only to produce a thesis but also to develop graduates who are highly competent in research, publications and the norms and values of being a researcher. Only a handful of studies have examined early-career academics’ perceptions of doing research at the doctoral level. This exploratory qualitative study sought to fill the gap and contribute to understanding of factors contributing to early career academics’ research capability development. Semi-structured interviews were used to explore in-depth the issues concerning research, publication, supervision, and networking among early career academics. The data were collected from 19 early-career academics in the first year of their career, who are attached with different universities and in different disciplines in Malaysia. The findings from the thematic analysis identified that supervision, individual’s participation in scholarly research activities, and institutional formal learning supported the development of the participants’ research capabilities. Although the PhD programme lay emphasis on independent learning, it should be seen as a process that occurs in phases; hence, the research courses offered and support from the supervisor are important to assist the transition to becoming an independent scholar. Based on the findings of the study, it is recommended that universities be more sensitive to the demands and expectations of academic career so that the PhD programmes offered do not merely focus on research but also develop the skills required of future academics at university.
A Game-Based Learning Activity to Promote Conceptual Understanding of Chordates’ Phylogeny and Self-Efficacy to Learn Evolutionary Biology
chordates game-based learning level of use phylogeny self-efficacy...
Understanding phylogenetic trees representing evolutionary relationships of living organisms is essential in school biology. Traditional instructions based on lectures and textbooks with pictorial presentations have been proven ineffective to promote students’ understanding of the concept. This study, therefore, developed a game-based learning activity called the VERT card game to enhance students’ learning of the phylogenetic taxonomy of chordates. The VERT card game was designed to lay the foundation for different characteristics of chordate classes, as well as to allow students to construct and interpret their evolutionary relationships based on the phylogenetic tree. The effectiveness of the VERT card game was verified by a pre-test and post-test design with 109 middle school students in Thailand. The statistical result revealed that students’ mean scores increased significantly in the post-test, compared to the pre-test, indicating their improved understanding. In addition, after participating in the learning activity, the student participants were found to increase their self-efficacy to learn evolutionary biology statistically. Also, it showed positive views towards the usefulness of the developed card game as a large number of them expressed that they would like to use it for their lesson reviews and wished to have this form of learning activity in other topics in biology.
A Systematic Review on Language Learning Strategies for Speaking Skills in a New Learning Environment
language learning strategies prisma speaking skills systematic literature review...
Speaking skills have always been regarded as the most difficult skill out of the four skills that learners should master in language learning. The importance of learning speaking skills has also been highlighted by many researchers in recent years. With the use of technology in this modern era, learners can learn speaking skills through various resources. Therefore, there is a need to identify the learning strategies used by learners for speaking skills in the new learning environment. In this review, the most frequently used strategies in language learning for speaking skills has been examined. The articles reviewed were from 2017 until 2021 across two databases, ERIC and Google Scholar. The PRISMA 2020 methodology is used in the review. From the review, it was found that meta-cognitive and cognitive strategies were most frequently used for learning speaking skills, followed by compensation and social strategies. The least used strategies by learners were memory and affective strategies. The findings help teachers to look for the most suitable teaching method in the current learning environment. For future research, an extensive review of the use of learning strategies for other learning skills could be carried out.
Measuring Self-Regulated Learning in the STEM Framework: A Confirmatory Factor Analysis
confirmatory factor analysis reliability self-regulated learning stem validity...
Within the context of Self-Regulated Learning (SRL), a process of directing oneself to facilitate individual learning more effectively, the SRL instrument development is deemed necessary to measure students’ self-reliance in learning mathematics in the science, technology, engineering, and mathematics (STEM) framework. The research aims to develop and test the validity and reliability of an SRL instrument, namely a 14-item SRL questionnaire accommodating four aspects, namely planning, self-monitoring, self-controlling, and evaluation. The study involved 420 junior high school students in East Java, Central Java, and Yogyakarta Special Region. The results show that the questionnaire was developed as planned and that planning, monitoring, controlling, and evaluating aspects can reflect the SRL variable in a valid, reliable, and significant way supported by each aspect's behavior indicator. The SRL variable theoretical model corresponds (good fit) with the empirical data, and all of the items are likely valid and reliable to assess student's mathematics SRL in the STEM framework. The SRL questionnaire was also found suitable for use by teachers to measure junior high school students’ self-reliance in SRL.
Effect of Cooperative Learning on Chemistry Students’ Achievement in Rwandan Day-upper Secondary Schools
academic achievement basic education chemistry education cooperative learning secondary schools in rwanda...
The cooperative learning (CL) is an advanced instructional approach that uses different motivational procedures to make instruction significant and learners more responsible. This study aimed to investigate the effects of cooperative learning on students' achievement in chemistry among the advanced level in 12-year basic education schools; it engaged a quasi-experimental design with one treatment group and a comparison group (control); the first applied cooperative learning in teaching organic chemistry while in the control group, organic chemistry was taught by the conventional teaching methods (CTM). A sample of 257 students participated in the study. The data collected used an organic Chemistry Achievement Test, and its data were analyzed using SPSS version 23.0 and MS Excel 2016. The ANCOVA results showed that learners taught using cooperative learning achieved better than their counterparts in the control group (F=78.07, df=1, 256, p<.001) with the learning gains of 16.0% in traditional methods and 53.6% of cooperative learning approach, respectively. However, there was no statistically significant difference in gender of students. It is recommended that chemistry teachers be trained on cooperative learning and encouraged to apply it in their teaching methods to enhance students' academic achievement.
Treatment and Evaluation of Game as a Didactic Resource in the Communication of Teachers Through Social Networks
educational game educational resources social networks teacher training twitter...
This research presents an analysis of the value given to the game as an educational resource on social networks. The purpose of this study is to analyze the discourse on Twitter of the different educational agents (teachers and other educational professionals) to know the value given to the use of this tool and how the social network is an educational form of communication and interaction. From a qualitative methodology, a descriptive-interpretative study of the information on didactic/play strategies present in social networks is approached. The analysis is performed by the Nvivo12 software through matrices and content analysis. The results show that the game is mentioned within the speech on Twitter where it is alluded to its importance, value, application, etc. From an educational perspective, working in the classroom with the use of social networks provides some significant advantages; these networks offer interactive and effective teaching and learning tools. In addition, the integration of tools and applications. It is concluded that Twitter is an educational and formative way and where the value attributed to the game as a didactic resource is significant.
The Academic Buoyancy Scale: Measurement Invariance across Culture and Gender in Egyptian and Omani Undergraduates
academic buoyancy congeneric reliability measurement invariance...
The academic buoyancy scale (ABS) is one of the most widely used instruments for measuring academic buoyancy. To obtain meaningful and valid comparisons across groups using ABS, however, measurement invariance should be ascertained a priori. To that end, we examined its measurement invariance, validity evidence based on relations to other variables, and score reliability using categorical omega across culture and gender among Egyptian and Omani undergraduates. Participants were 345 college students: Egyptian sample (N=191) and Omani sample (N=154). To assess measurement invariance across culture and gender, multiple–group confirmatory factor analysis was performed with four successive invariance models: (a) configural, (b) metric, (c) scalar, and (d) residual. Results revealed that the unidimensional baseline model had adequate fit to the data in the full sample. Moreover, measurement invariance was found to hold across culture but not across gender and consequently the ABS could be used to yield valid cross-cultural comparisons between the Egyptian and Omani students. Conversely, it cannot be used to yield valid inferences related to comparing gender groups within each culture. Validity evidence based on relations to other variables was supported by the significantly moderate correlation between ABS and academic achievement (GPA; r =.435 and r = .457, P < .01) for the Egyptian and Omani samples, respectively. With regard to score reliability, categorical omega coefficients were moderate across both samples. Educational and psychological implications, limitations and suggestions for improving the scale are discussed.
The Indonesian Version of the Physics Metacognition Inventory: Confirmatory Factor Analysis and Rasch Model
confirmatory factor analysis physics metacognition inventory psychometric evaluation rasch model scale adaptation...
Metacognition inventory supports increased awareness and self-control to improve student’s academic success, including physics. However, there are limitations to revealing the Physics Metacognition Inventory (PMI), especially in Indonesia. This study aims to explore and evaluate the psychometric properties of PMI. This survey research has involved 479 students from three high schools in Indonesia. The psychometric properties of the I-PMI were evaluated using a Confirmatory Factor Analysis and Rasch Model approach. The results show that the Indonesian Physics Metacognition Inventory (I-PMI) is collected in 6 constructs from 26 items. The validity, reliability, and compatibility tests have also been analyzed with good results. The five rating scales used have adequate functionality. This research has also presented more comprehensive information about the Physics Metacognition Inventory in the context of Indonesian culture. This study has implications for using I-PMI to assess students’ metacognition at the high school level in Indonesia and recommendations for future research.
The Development of Indonesian Accounting Teacher Professional Identity Measurement: An Exploratory Factor Analysis
accounting teacher measurement professional identity scale...
Measuring accounting teachers’ professional identity is significant to do as an alternative to measure the professionalism of accounting teachers in Indonesia based on their professional identity. This research was conducted in two stages of exploratory factor analysis involving 150 accounting teachers as sample in each stage. The data were collected in collaboration with an accounting teacher organization, comprising the Accounting Subject Teacher Deliberation (MGMP) in Central Java through a questionnaire. Data analysis was divided into several steps including face validity and content validity, inter-item correlation matrix, and exploratory factor analysis. The results showed that 23 question items encompassed five components of accounting teacher professional identity; Cultural Knowledge (pedagogical cultural identity), Blending (accommodating students' purposes for school in the learning objectives), Identity Experiencing (by the experience of working life in the past, present, and individual expectations in the future in accounting work setting), Inter-Personal Skill, and Active in Professional Communities. The scale development requires continuous development tailing various new findings in the teacher professional identity and accountant professional identity.
Mathematics Mobile Blended Learning Development: Student-Oriented High Order Thinking Skill Learning
e-learning r & d smartphone application thiagarajan model...
This study aims to develop a mathematics learning application, namely Android-based mobile learning to increase students' High Order Thinking Skills (HOTs). The result of mathematics learning media is a valid and practical mobile learning application product. "Mastering Math" is the name of a mathematics e-learning application designed as a mobile or smartphone application, with specifications for the OS Android. The procedure for the development of virtual mathematical media used the development of the 4D model of Thiagarajan: (1) define; (2) design; (3) develop, and (4) disseminate. The trials conducted included five expert judgments and a small group. The research instruments used were a validation sheet, a practical assessment sheet by the teacher, a practical assessment sheet by students, and a media effectiveness test instrument. Data analysis was performed using Cochran's Q test for similarity of expert validation and qualitative analysis. The teaching materials used are junior high school teaching materials with validity and practicality in the good category to increase students' HOTs. This research implies that the learning of mathematics is more effective and efficient, students' divergent thinking develops, and their learning motivation for mathematics increases.
Fostering Students’ Retention in Photosynthesis Using Concept Mapping and Cooperative Mastery Learning Instructional Strategies
concept mapping conventional teaching methods cooperative mastery learning photosynthesis quasi-experimental design...
The performance in biology at the secondary level has not been as good as expected. This has been a matter of concern. Thus, there has been a continuous focus on exploring newer innovative learner-centered and friendly instructional strategies to enhance understanding and retention in biology. This study, therefore, determined the effects of Concept Mapping (CM) and Cooperative Mastery Learning (CML) on fostering retention in photosynthesis among secondary schools in Nyamagabe district, Rwanda. A pre-test and post-test non-equivalent control group quasi-experimental design was used. Data were obtained from 151 students taught with CM, 144 students taught with CML, and 154 students taught with Conventional Teaching Methods (CTM). The Photosynthesis Retention Test (KR-21= 0.82) was used for data collection. The data were mainly analyze d using mean and Analysis of Covariance (ANCOVA). The results showed that the CM and CML treatment groups outperformed the CTM group in retention in photosynthesis. There was a statistically significant difference in favor of the CM between the two experimental groups. The male and female students taught using CM retained equally in photosynthesis while gender difference was revealed in the mean retention scores of the students exposed to the CML, with females retained significantly higher than males. The study concluded that the CM and CML strategies were more effective than CTM. It was suggested, among other things, that teachers should be encouraged to apply CM and CML strategies when teaching biology.
A Systematic Review of Flipped Learning Approach in Improving Speaking Skills
speaking skills flipped learning approach prisma systematic literature review education...
Speaking skills had always been the most challenging skill among the pupils in language learning. The flipped learning approach is an innovative teaching and learning pedagogy that creates better learning experiences in order to improve pupils’ speaking skills. Therefore, this systematic literature review focuses on flipped learning approach in improving pupils’ speaking skills. This analysis is done based on the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) review methodology. A total of 39 articles related to flipped learning in improving speaking skills published between 2017 to 2020 were identified from Scopus, Google Scholar and ERIC databases. Based on the results, self-regulated learning, interaction, motivation and achievement were the key themes that promotes the benefit of flipped learning to improve pupils’ speaking skills. Hence, this paper is beneficial to policy makers, educators and students in utilizing flipped learning approach to improve pupils’ speaking skills from various levels of education.
The Effectiveness of Visual Mind Mapping Strategy for Improving English Language Learners' Critical Thinking Skills and Reading Ability
critical thinking skills english language learners visual mind mapping...
This study investigated the effectiveness of visual mind mapping as a reading strategy for improving English language learners' critical thinking skills. Students from two general English courses were randomly assigned to experimental and control groups. California Critical Thinking Test was used to assess participants' critical thinking skills. The findings revealed a statistically significant difference at (p < .005) in the mean scores of the experiment and control groups in the post-test due to visual mind mapping strategy in favor of the experimental group with a positive and significant impact on participants' critical thinking skills. The findings also showed that the experimental group’s scores were significantly improved in all indicators of critical thinking. The study results showed that visual mind mapping strategy affected the increased of critical thinking skills and reading comprehension ability. The study's findings revealed that using a visual mind mapping strategy had a significant improvement impact on English language learners critical thinking skills and reading ability.
Perspectives on Lessons From the COVID-19 Outbreak for Post-pandemic Higher Education: Continuance Intention Model of Forced Online Distance Teaching
continuance intention covid-19 outbreak higher education online distance teaching...
The response of most universities to the Coronavirus disease (COVID-19) pandemic was Online Distance Teaching (ODT), which was a new experience for many educators and students. The aim of the study was to investigate the response of university teachers to ODT. A questionnaire was sent to all university teachers (N = 914). We received 290 usable responses. To create a Continuance Intention Model of Forced Online Distance Teaching (CIMoFODT), Confirmatory Factorial Analysis (CFA) and Structural Equation Modelling (SEM) were used in addition to descriptive and inferential statistics. The main findings were as follows: (i) during the closure, use of the videoconferencing system MS Teams was the only item that increased significantly, owing to mandatory use; (ii) the increase in the use of other applications (e.g., Moodle, email) was minimal; (iii) after the reopening of the university, email, Moodle, and supplementary online materials will be used for ODT; MS Teams will be used for small group teaching and individual consultations; (iv) CIMoFODT can be applied to explain the intention to continue ODT. The main conclusion is that teachers will return to traditional teaching when classrooms reopen.