Search results for: Student motivation
Page 2/5 44 items
An Investigation into Higher Education Student and Lecturer Views on Research Publication and their Interest in the Production of a College Partnership Science Journal
The main purpose of this research was to investigate students’ views of using published research and their attitudes towards the research activities of their lecturers. A secondary aim was to examine the feasibility of developing a journal for the college partnership which would enable staff and students to submit manuscripts. Lecturers and students showed strong support for the proposal. Students indicated that lecturers who had published would be seen as more credible and would link their research activity to the learning experience more effectively. Students believed that the possibility of publishing their work in such a journal would be a wonderful opportunity which would make them work harder.
Updated: Mar. 30, 2016
The aim of this study was to determine how Internet self-efficacy helps students to transform motivation into learning action and its effect on learning performance. There were two main results of this study; the first one is: it was proved that the Internet self-efficacy of learners is an important factor influencing learning performance and motivation; and these influences are stronger for male students than for female students. The second result of this study shows that Internet self-efficacy had less influence on learning performance for the female students than for the male students; however, Internet self-efficacy did influence the confidence and learning performance of the male students.
Updated: Jan. 19, 2016
This article examines the significant impact of using action research in a second cycle of learning in the same context and with the same participants. Particularly, the article examines the residual and emergent effects of cooperative learning on the participants in a second, sequential unit of track and field athletics taught a year after the first intervention. The results suggest that learning was both academic and social, and that participants felt the unit built on their prior learning about track and field because it was progressive, motivational and student-centred.
Updated: Nov. 23, 2015
This study examined the perceptions of preservice teachers regarding their support of the use of cell phones in the classroom, the benefits of specific cell phone features for school-related work, and the instructional benefits of and barriers to using cell phones in the classroom. The study also compared the perceptions of the preservice teachers classified as digital natives with those of the preservice teachers classified as digital immigrants to determine if there was a relationship between perceptions and age. The results indicated that although most of the preservice teachers were unsure about allowing cell phones in the classroom, they indicated that the devices’ calculator, access to the Internet, and audio player features provided instructional benefits.
Updated: Nov. 10, 2015
Undergraduate Latina/o Students: A Systematic Review of Research Identifying Factors Contributing to Academic Success Outcomes
This article describes a systematic review, which was conducted to produce an up-to-date and comprehensive summary of qualitative and quantitative evidence specific to the factors related to undergraduate Latina/o student academic success outcomes during college. The article concludes with specific recommendations including the use of additional methods, frameworks and perspectives that we hope will be useful in advancing this line of work.
Updated: Aug. 16, 2015
Predicting the Academic Achievement of First-Year, Pre-service Teachers: The Role of Engagement, Motivation, ATAR, and Emotional Intelligence
This study investigates the role of engagement, motivation, Australian Tertiary Admission Rank (ATAR), and emotional intelligence in the academic achievement of first-year, pre-service teachers. Although ATAR scores were found to be a significant predictor of academic achievement, scores on the Motivation and Engagement Scale emerged as a much stronger predictor of first-year grade point average.
Updated: May. 18, 2015
This study examines possible changes in 83 student teachers’ motives for becoming teachers, their professional commitment and their self-efficacy after a year of teacher education. Furthermore, the study addresses the extent to which these changes relate to student teachers’ perceptions of their learning environment. The findings revealed significant changes in their motives and self-efficacy regarding tasks within the classroom and throughout the broader school context.
Updated: Oct. 21, 2014
Teacher Education Graduates’ Choice (not) to Enter the Teaching Profession: Does Teacher Education Matter?
The current study identifies the predictors of teacher education graduates’ choice on job entry. The participants were 217 student teachers (subsequently graduates) of integrated teacher training for secondary education. Results indicate that gender, initial motivation for teaching, mentor support, teacher education preparation, teacher efficacy, learner-oriented beliefs, performance in teacher education, and employment opportunities show differences between graduates who entered and those who did not enter the teaching profession.
Updated: Oct. 21, 2014
An Examination of Interactive Whiteboard Perceptions using the Concerns-Based Adoption Model Stages of Concern and the Apple Classrooms of Tomorrow Model of Instructional Evolution
Two high school mathematics teachers who use Interactive Whiteboards (IWBs) in the classroom were interviewed annually over the course of three years regarding their perceptions of the technology. The findings indicate that IWBs provide some of the same benefits as the multitude of computers and other technologies available in ACOT classrooms: increased student motivation, more dynamic instruction, and greater teacher collaboration. Unlike the ACOT technologies, however, IWBs did not lead to the implementation of more project-based instruction.
Updated: Jun. 24, 2014
The article focuses on identifying which motives for becoming a teacher have a beneficial effect and which ones have a detrimental effect. A longitudinal study on the motivation for becoming a teacher investigated the importance that Dutch pre-service teachers ascribed to multiple motives. The article examined how these motives are related to the efforts, involvement and professional commitment to the teaching profession of the participants. The results were used to distinguish between adaptive motives and maladaptive motives for becoming a teacher. The findings revealed that the perceptions of teaching ability, intrinsic career values and making a social contribution were the most important motives for choosing the teaching profession. Choosing teaching as a fallback career or because of social influences were two motives that were found to be least important for the pre-service teachers.
Updated: Mar. 19, 2014