This document provides an overview of a proposed mixed-methods study examining how students' self-efficacy beliefs, outcome expectations, and goal setting influence satisfaction in online learning environments. The study will survey graduate students enrolled in an online course to collect quantitative data on these factors and interview some students to gain qualitative insights. Interviews will use a phenomenological approach to understand students' experiences from their perspectives. Quantitative data will be analyzed using statistical methods while qualitative data will undergo thematic analysis to identify themes in students' perceptions. The results aim to provide a deeper understanding of the relationship between motivational beliefs, expectancies, goals, and satisfaction in online higher education.
From the CALPER/LARC Testing and Assessment Webinar Series
Download the handouts and ppt: https://larc.sdsu.edu/archived-events/
View the recording: http://vimeo.com/59919647
Presentation Abstract:
Foreign language teachers must balance their commitment to meeting learner needs and promoting learner language abilities with their responsibility to generate grades and document learner progress toward curricular objectives. Large-scale, formal testing practices lead many to view teaching and assessment as distinct or even competing activities that classroom practitioners must choose between. The focus of this webinar is how assessment may be conceived not as a separate undertaking but rather as a perspective on teaching and learning activities – that is, a way of looking at regular classroom activities as sources of information regarding forms of learner participation and contribution, difficulties they encounter, and forms of support they require to progress. This way of thinking about assessment’s relation to teaching resonates with recent calls for an Assessment-for-Learning framework, which underscores the relevance to instructional decisions of insights into learner abilities that are gained through informal assessments. It also draws heavily upon the recent innovation of Dynamic Assessment as a principled approach to integrating teaching and assessment as a single activity that supports learners to stretch beyond their current language abilities. Examples of classroom interactions intended to serve both instructional and evaluative purposes will be presented. Participants will be invited to critically examine these examples and, through discussion, to derive principles for teaching and assessing to promote language learning.
Webinar Date: February 10, 2011
Building a New Model of Time-Related Academic Behavior: Procrastination and T...Kamden Strunk
Presentation based on Kamden Strunk's dissertation study: Building a New Model of Time-Related Academic Behavior. Involves the intersection of motivational valence and procrastination/timely engagement. Presentation given in August of 2012.
Influence of Assessment Process on Students Higher Order Learning in Science ...iosrjce
The study is an attempt to find out the influence of assessment process on students higher order
learning in science subjects in Bangladesh. The main objectives of the study are: (i) to identify the nature of the
question items of science subjects, (ii) to examine what kind of learning is influenced by the question items, and
(iii) to identify the role of science exams on students higher order learning. Findings of the study showed that,
majority of the science question items are mostly knowledge based. The nature of the items mainly demanded
the memorizing ability of the learners and it can be said that simple learning or straightforward learning skills
like memorizing is influenced heavily by the question items. It is also found unlikely but truly that; the question
items do not play any significant role on students higher order learning. The foregoing discussions suggest that
the nature of the assessment process used at the examinations make a bad or negative impact on students
learning. Therefore, the nature of the question items of the science examination should be changed for
influencing the students higher order learning and it should cover all the sub-domain of the cognitive domain of
learning. The items should be designed in such a way that it encourages the students for self-thinking
From the CALPER/LARC Testing and Assessment Webinar Series
Download the handouts and ppt: https://larc.sdsu.edu/archived-events/
View the recording: http://vimeo.com/59919647
Presentation Abstract:
Foreign language teachers must balance their commitment to meeting learner needs and promoting learner language abilities with their responsibility to generate grades and document learner progress toward curricular objectives. Large-scale, formal testing practices lead many to view teaching and assessment as distinct or even competing activities that classroom practitioners must choose between. The focus of this webinar is how assessment may be conceived not as a separate undertaking but rather as a perspective on teaching and learning activities – that is, a way of looking at regular classroom activities as sources of information regarding forms of learner participation and contribution, difficulties they encounter, and forms of support they require to progress. This way of thinking about assessment’s relation to teaching resonates with recent calls for an Assessment-for-Learning framework, which underscores the relevance to instructional decisions of insights into learner abilities that are gained through informal assessments. It also draws heavily upon the recent innovation of Dynamic Assessment as a principled approach to integrating teaching and assessment as a single activity that supports learners to stretch beyond their current language abilities. Examples of classroom interactions intended to serve both instructional and evaluative purposes will be presented. Participants will be invited to critically examine these examples and, through discussion, to derive principles for teaching and assessing to promote language learning.
Webinar Date: February 10, 2011
Building a New Model of Time-Related Academic Behavior: Procrastination and T...Kamden Strunk
Presentation based on Kamden Strunk's dissertation study: Building a New Model of Time-Related Academic Behavior. Involves the intersection of motivational valence and procrastination/timely engagement. Presentation given in August of 2012.
Influence of Assessment Process on Students Higher Order Learning in Science ...iosrjce
The study is an attempt to find out the influence of assessment process on students higher order
learning in science subjects in Bangladesh. The main objectives of the study are: (i) to identify the nature of the
question items of science subjects, (ii) to examine what kind of learning is influenced by the question items, and
(iii) to identify the role of science exams on students higher order learning. Findings of the study showed that,
majority of the science question items are mostly knowledge based. The nature of the items mainly demanded
the memorizing ability of the learners and it can be said that simple learning or straightforward learning skills
like memorizing is influenced heavily by the question items. It is also found unlikely but truly that; the question
items do not play any significant role on students higher order learning. The foregoing discussions suggest that
the nature of the assessment process used at the examinations make a bad or negative impact on students
learning. Therefore, the nature of the question items of the science examination should be changed for
influencing the students higher order learning and it should cover all the sub-domain of the cognitive domain of
learning. The items should be designed in such a way that it encourages the students for self-thinking
The Effect of STEM Project Based Learning on Self-Efficacy among High-School ...Nader Ale Ebrahim
Science, Technology, Engineering and Mathematics (STEM) Project-Based Learning (PjBL) is increase effectiveness, create meaningful learning and influence student attitudes in future career pursuit. There are several studies in the literature reporting different aspects of STEM into a PjBL pedagogy. However, the effect of implementing STEM PjBL in terms of improving students’ skills in self-efficacy levels in physics mechanics at high school level has not been demonstrated as expected in the previous literature. This study followed a quasi-experimental research method. Bandura’s social cognitive theory is used to assess and compare the effect of STEM PjBL with conventional teaching method on students’ self-efficacy level in learning physics among over 100 high school students. The result illustrated that STEM PjBL improve students’ self-efficacy to solve physics problem. Also, the study proposes a guideline for future research.
Rethinking feedback practices: Keynote Med Ed Conference Taiwan 18Oct 2014r_ajjawi
Rethinking feedback practices: insights from research
We are seeing a shift in understandings of feedback from information telling towards social and cultural perspectives aimed at helping students to self-regulate their own learning. Our conceptions of feedback inform how feedback is practiced, e.g., if feedback is thought of as information transmission to ‘tell’ the learner about their performance then our feedback practices will tend to be unidirectional from tutor to learner with a focus on content and delivery. However, simply providing feedback does not ensure that students have read, understood or engaged and learned from it. The aim of this keynote is to synthesise key research evidence into feedback, including the persistent so called ‘feedback gap’, and to draw recommendations for how feedback could be practiced and embedded into curricula in order to optimise learning of students and staff.
2021 - Communicating Astronomy with the Public TalkJohn C. Besley
An updated version of the 'strategic science communication' talk for astronomy communicators. Focuses more deeply on the goals that might make the most sense for basic science researchers.
Creswell (2014) noted that qualitative research is an approach for exploring and understanding the meaning individuals or groups ascribe to a social or human problem. The article embodies a critical analysis of chapters one to twelve of Stake (2010). In chapter one, Qualitative research: How things work is seen as qualitative, is based on a comprehensive aim seeking to answer the questions why and how. It analyzes actions and interactions, taking into account the intentions of the actors. An analytic perspective on the interpretation of the Person as an instrument is the thrust of chapter two. Chapter three examines the experiential understanding: Most qualitative study is experiential, in this chapter stake (2010) discusses two common research approaches, qualitative and quantitative methods. Chapter four Stating the Problem: Questioning How This Thing Works. Chapter five deals with the Methods-Gatherings Data, while chapter six illuminates the Review of Literature: Zooming to See the Problem. In chapter seven, the author implores the evidence: Bolstering Judgment and Reconnoitering. Chapter eight propels Analysis and Synthesis: How Things Work. Chapter nine acts as a mirror that invites the researcher to examine their action research and Self-Evaluation: Finding our Own How our Place Works. Finally, in chapters ten to twelve, the author compels Storytelling: Illustrating How Things Work, Writing the Final Report: An Iterative Convergence, and Advocacy and Ethics: Making Things Work Better. This work is expected to guide future researchers in developing their research in qualitative research.
Measuring the Effect of “Remembrance Education Style” Road Side Learning as...ijtsrd
The quality of education refers to some of the learning conditions in which information, capabilities and skills have been developed within the excellent appropriate ways. It has mainly essential to take note of that the improvement of intellectual capacities especially associated with inventive speculation. Quality instruction permits people and society to develop and adjust viably to new difficulties that will emerge. In this sense, information should be gained with the way of thinking that this information isnt static yet will advance, be reconfigured eventually. Creativity has been more than perfect cognitive concept. In specific the trait the trait of threat taking, openness, personal, tolerance of vagueness has been observed as playing one of the essential roles in innovation. In this study it has also been stated that the family setting, the school climate assumes a urgent part in the advancement of innovativeness, or its absence of improvement as a rule. To start with, kids procure intellectual capacities and information in school. It also includes all of those participants who are eager to present their views about road side learning and delay in mental development for creativity. As well as the societal speculation of some of the educational resources in innovative training could be taken as the growth of human capital. For entire research methods that are qualitative, quantitative and mixed method the said study is conducted by using the quantitative research methods because this study explores the survey. The above given table and the positive values for the Pearson correlation are representing the positive significant relation among these variables. Prof. Lawrence Lowell "Measuring the Effect of “Remembrance Education Style” (Road-Side Learning) as a Factor that Contributes to the Delay in the Mental Development of a College Student for Creativity" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-1 , December 2020, URL: https://www.ijtsrd.com/papers/ijtsrd35724.pdf Paper URL : https://www.ijtsrd.com/management/other/35724/measuring-the-effect-of-“remembrance-education-style” -roadside-learning-as-a-factor-that-contributes-to-the-delay-in-the-mental-development-of-a-college-student-for-creativity/prof-lawrence-lowell
This study aims to develop the teacher's perceptions of critical thinking in science learning in elementary schools. The samples in this study were 50 elementary school teachers in Central Java. Selection of samples employed convenience sampling. The instruments in this study used a modified Likert Scale. The validity tests used in this research were content validity and construct validity. Content validity was measured using CVR (Content Validity Ratio) and construct validity was measured using EFA (Exploratory Factor Analysis). By using SPSS, reliability estimation was obtained with the Cronbach Alpha formula 0.83 and it can be stated that the instruments for evaluating teacher perceptions of critical thinking in science learning are reliable.
The Effect of STEM Project Based Learning on Self-Efficacy among High-School ...Nader Ale Ebrahim
Science, Technology, Engineering and Mathematics (STEM) Project-Based Learning (PjBL) is increase effectiveness, create meaningful learning and influence student attitudes in future career pursuit. There are several studies in the literature reporting different aspects of STEM into a PjBL pedagogy. However, the effect of implementing STEM PjBL in terms of improving students’ skills in self-efficacy levels in physics mechanics at high school level has not been demonstrated as expected in the previous literature. This study followed a quasi-experimental research method. Bandura’s social cognitive theory is used to assess and compare the effect of STEM PjBL with conventional teaching method on students’ self-efficacy level in learning physics among over 100 high school students. The result illustrated that STEM PjBL improve students’ self-efficacy to solve physics problem. Also, the study proposes a guideline for future research.
Rethinking feedback practices: Keynote Med Ed Conference Taiwan 18Oct 2014r_ajjawi
Rethinking feedback practices: insights from research
We are seeing a shift in understandings of feedback from information telling towards social and cultural perspectives aimed at helping students to self-regulate their own learning. Our conceptions of feedback inform how feedback is practiced, e.g., if feedback is thought of as information transmission to ‘tell’ the learner about their performance then our feedback practices will tend to be unidirectional from tutor to learner with a focus on content and delivery. However, simply providing feedback does not ensure that students have read, understood or engaged and learned from it. The aim of this keynote is to synthesise key research evidence into feedback, including the persistent so called ‘feedback gap’, and to draw recommendations for how feedback could be practiced and embedded into curricula in order to optimise learning of students and staff.
2021 - Communicating Astronomy with the Public TalkJohn C. Besley
An updated version of the 'strategic science communication' talk for astronomy communicators. Focuses more deeply on the goals that might make the most sense for basic science researchers.
Creswell (2014) noted that qualitative research is an approach for exploring and understanding the meaning individuals or groups ascribe to a social or human problem. The article embodies a critical analysis of chapters one to twelve of Stake (2010). In chapter one, Qualitative research: How things work is seen as qualitative, is based on a comprehensive aim seeking to answer the questions why and how. It analyzes actions and interactions, taking into account the intentions of the actors. An analytic perspective on the interpretation of the Person as an instrument is the thrust of chapter two. Chapter three examines the experiential understanding: Most qualitative study is experiential, in this chapter stake (2010) discusses two common research approaches, qualitative and quantitative methods. Chapter four Stating the Problem: Questioning How This Thing Works. Chapter five deals with the Methods-Gatherings Data, while chapter six illuminates the Review of Literature: Zooming to See the Problem. In chapter seven, the author implores the evidence: Bolstering Judgment and Reconnoitering. Chapter eight propels Analysis and Synthesis: How Things Work. Chapter nine acts as a mirror that invites the researcher to examine their action research and Self-Evaluation: Finding our Own How our Place Works. Finally, in chapters ten to twelve, the author compels Storytelling: Illustrating How Things Work, Writing the Final Report: An Iterative Convergence, and Advocacy and Ethics: Making Things Work Better. This work is expected to guide future researchers in developing their research in qualitative research.
Measuring the Effect of “Remembrance Education Style” Road Side Learning as...ijtsrd
The quality of education refers to some of the learning conditions in which information, capabilities and skills have been developed within the excellent appropriate ways. It has mainly essential to take note of that the improvement of intellectual capacities especially associated with inventive speculation. Quality instruction permits people and society to develop and adjust viably to new difficulties that will emerge. In this sense, information should be gained with the way of thinking that this information isnt static yet will advance, be reconfigured eventually. Creativity has been more than perfect cognitive concept. In specific the trait the trait of threat taking, openness, personal, tolerance of vagueness has been observed as playing one of the essential roles in innovation. In this study it has also been stated that the family setting, the school climate assumes a urgent part in the advancement of innovativeness, or its absence of improvement as a rule. To start with, kids procure intellectual capacities and information in school. It also includes all of those participants who are eager to present their views about road side learning and delay in mental development for creativity. As well as the societal speculation of some of the educational resources in innovative training could be taken as the growth of human capital. For entire research methods that are qualitative, quantitative and mixed method the said study is conducted by using the quantitative research methods because this study explores the survey. The above given table and the positive values for the Pearson correlation are representing the positive significant relation among these variables. Prof. Lawrence Lowell "Measuring the Effect of “Remembrance Education Style” (Road-Side Learning) as a Factor that Contributes to the Delay in the Mental Development of a College Student for Creativity" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-1 , December 2020, URL: https://www.ijtsrd.com/papers/ijtsrd35724.pdf Paper URL : https://www.ijtsrd.com/management/other/35724/measuring-the-effect-of-“remembrance-education-style” -roadside-learning-as-a-factor-that-contributes-to-the-delay-in-the-mental-development-of-a-college-student-for-creativity/prof-lawrence-lowell
This study aims to develop the teacher's perceptions of critical thinking in science learning in elementary schools. The samples in this study were 50 elementary school teachers in Central Java. Selection of samples employed convenience sampling. The instruments in this study used a modified Likert Scale. The validity tests used in this research were content validity and construct validity. Content validity was measured using CVR (Content Validity Ratio) and construct validity was measured using EFA (Exploratory Factor Analysis). By using SPSS, reliability estimation was obtained with the Cronbach Alpha formula 0.83 and it can be stated that the instruments for evaluating teacher perceptions of critical thinking in science learning are reliable.
Comparing Internal and External Factors of Student Motivation in.docxdonnajames55
Comparing Internal and External Factors of Student Motivation
in Saudi Arabian and South Korean Schools
Motivation is a unique phenomenon. Merriam Webster online dictionary defines motivation as the act or process of giving someone a reason for doing something ( ). Psychologists define motivation as a force that drives somebody to behave in a particular way, especially when it comes to fulfilling personal goals (Oniyama & Oniyama, 2005). Student motivation is described as the ability to “stimulate academic learners to behave in a desirable way that favors quality outcomes whether it be in academics, sports or other extracurricular activities” (Christiana, 2009, p. ). One researcher described the term motivation as, “What get people going, keeps them going, and helps them finish tasks” (Pinrich, 2003, p. ).
Of great importance when addressing motivating is identifying the distinction between intrinsic and extrinsic motivation. Extrinsic motivation comes from external factors that are not related to the task. An example is a learner striving to achieve good grades because they want to get a good job. Intrinsic motivation, on the other hand, comes from internal factors related to the task. Analysts sometimes refer to intrinsic motivation as self-or personal motivation, which propel one with the need to fulfill personal desires. A learner striving to achieve good grades because he/she wants to be a scholar exhibits intrinsic motivation (Christiana, 2009). These motivational factors are very important for the student to take ownership of his or her success; therefore, a teacher can stimulate motivation, but the student must want to be motivated in order to succeed.
From an intrinsic perspective, students need to be encouraged to consider how performing well in a particular discipline, such as mathematics, would make them feel (Delong & Winter, 2002). Teachers working with students need to rely on aspects such as personal fulfillment to help students appreciate a particular subject on a more personal level (Tiwari, Tiwari, & Sharma, 2014). Internal motivation is difficult to achieve yet the benefits are long lasting and very effective. The intrinsic factors cover students’ involvement, curiosity, challenges, and social interaction (Faulkner, 2009).
External motivation is highly dependent on the use of assorted rewards. Reward based approach is only effective for a short time and once the headlined objectives are attained, it is easy for an individual to lose a sense of motivation. Extrinsic motivation is appropriate and useful, but psychologists recommend rewards for short-term goals and internal for longer term goals (Delong & Winter, 2002). Regardless of its effectiveness or the duration of the effectiveness, these variables can be used to motivate students towards a desired performance.
Motivation directs the behavior of an individual towards particular goals. Goals can either be short term or long term. In either case, it is the motiva.
An Inquiry on the Self-Esteem and Self-Efficacy Level of Information Technolo...IJAEMSJORNAL
This study aimed to identify, analyze and determine the level of self-efficacy and self-esteem of B.S. Information Technology (BSIT) students of a higher learning institution in Nueva Ecija, Philippines. It was conducted during the 1st Semester of the academic year 2019-2020. This research utilized descriptive approach to describe the level of self-esteem and self-efficacy of the students and to draw valuable insights that may contribute to the improvement of the teaching and learning practices of the faculty members in the college. The researchers used random sampling to ensure that all year levels are well represented in the study. There were 285 students who voluntarily responded after the researchers explained to them the purpose of this study. Responses were tallied, summarized and interpreted. Results show that the level of self-esteem and self-efficacy of the students were moderate/medium (WM=2.03, WM=2.08). This indicates that depending on the given situation or context, students may increase or decrease the level of their self-esteem and self-efficacy. This study suggest that students may be exposed to more activities that may help them improve their self-esteem and self-efficacy to greatly contribute to their holistic development. Future studies may be conducted to a larger number of respondents and to understand the link between self-efficacy and self-esteem on their academic performance, drop-out rates, and retention rates.
Self-motivation and Academic Performance In Computer Programming Language Usi...CSCJournals
The advancement in artificial intelligence (AI) and Machine learning (ML) have made it easier to foreknown feature happens from current and past trends. Once Self-efficacy and self-confidence are believed to be, an individual trait associated with academic brilliance. Using a hybridised Random Forest and Support Vector Machine (RFSVM) ML model we predicted students' academic performance in computer programming courses, based on their self-confidence, self-efficacy, positive thinking, focus, big goals, a motivating environment and demographic data. Benchmarking our RFSVM model against Decision Tree (DT) and K-Nearest Neighbour (K-NN) model, the RFSVM recorded and accuracy of 98% as against 95.45% for DT and 36.36% for K-NN. The error between actual values and predicted values of the RFSVM model was better (RMSE = 0.326401, MAE = 0.050909) and compared with the K-NN (RMSE = 2.671397, MAE = 1.954545) and DT models (RMSE = 0.426401, MAE = 0.090909). The results further revealed that students with a high level of self-confidence, self-efficacy and positive thinking performed well in computer programming courses.
This presentation describes motivational theories that can help engage students in the classroom. These theories can be applied to other learning environments as well.
The presentation was created by the author, Dagmar Kusiak. The slides summarize important motivational theories: ARCS model, Goal Setting Theory, and Self-Regulation Theory.
Self-Efficacy in M-Learning
Jason Hutcheson
Running head: 3Capella UniversityTable of Contents
Literature Review5
Self-Efficacy Theory5
Theoretical Foundations.5
Intentional Development of Self-Efficacy.7
Self-Efficacy in Learning9
Role of Self-Efficacy in Andragogy.9
Relationship between Self-Efficacy and Academic Achievement.10
Integration of Self-Efficacy in Learning Design.12
Self-Efficacy in Technology Acceptance14
Technology Acceptance Modeling.14
Mobile Technology Acceptance.16
Methodology and Approach16
Methodology and Rationale17
Research Methodology Analysis.17
Methodology Selection Rationale.18
Population and Sample19
Sample Recruitment Strategy19
Instrument19
Conclusion20
Abstract
Technology has become engrained into daily life. The most prominent technology today is mobile technology. Through mobile “smart” phones, tablets, and laptops, the modern population is connected through mobile technology; everywhere, all of the time. However, many of the benefits of mobile technology have not translated into the educational environment. This represents a problem for both the education and the information technology industries. In order to effectively address this problem, researchers need to understand the challenges of integrating mobile technology in the course room and determine the drivers influencing the acceptance of mobile technology. Existing literature has indicated a relationship between self-efficacy and the acceptance of mobile technology in the course room. However, the degree of correlation between learner self-efficacy and the acceptance of mobile technology has not yet been determined. This paper analyzes the existing literature concerning the role of self-efficacy in mobile learning (m-learning) and presents the foundation for research concerning the relationship between self-efficacy and mobile technology acceptance.
Self-Efficacy in M-Learning
Existing literature has identified value in the integration of mobile technology in the course room with respect to the promotion of collaboration (Fuegen, 2012; Liljestrom, Enkenberg, & Pollanen, 2013; Pegrum, Oakley, & Faulkner, 2013; Shree Ram & Selvaraj, 2012). Still, mobile technology for education remains underutilized. Existing literature extensively discusses the challenges associated with transitioning to an m-learning enabled environment (Cheon, Lee, Crooks, & Song, 2012; Eteokleous & Ktoridou, 2009; Ktoridou, Gregoriou, & Eteokleous, 2007; Male & Pattinson, 2011; Rossing, 2012). Chief among the challenges for transitioning to m-learning is the acceptance of mobile technology in learning, which lends to the importance of identifying and classifying key determinates for mobile technology acceptance.
This paper analyzes the existing literature concerning self-efficacy in order to assess the role of self-efficacy in m-learning. The paper begins by analyzing the theoretical foundations of self-efficacy and how self-efficacy can be developed. This is follo.
The Effect of Teacher Motivation on Teacher Performanceijtsrd
The purpose of this study is to To analyze the effect of motivation on the performance of the teachers at Madrasah Tsanawiyah Negeri Biringkanaya. The research method uses a quantitative research design, so the approach used is a quantitative approach quantitative approach , which emphasizes the theories or concepts of testing through metric numeric measurement and data analysis procedures with statistical tools for hypotheses. The data used are primary data and secondary data. The population in this study was a total of 87 teachers at Madrasah Tsanawiyah Negeri Biringkanaya, and as many as 47 respondents were sampled. Data collection was carried out through observation, interviews, questionnaires, and documentation. The data analysis method used descriptive statistical analysis and simple linear regression. The results showed that motivation has a positive and significant effect on the performance of Biringkanayah State Madrasah Tsanawiyah teachers, but the motivation indicators have not been able to provide support for increasing overall motivation. Bahriansyah | Afiah Mukhtar "The Effect of Teacher Motivation on Teacher Performance" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-1 , December 2020, URL: https://www.ijtsrd.com/papers/ijtsrd37984.pdf Paper URL : https://www.ijtsrd.com/management/general-management/37984/the-effect-of-teacher-motivation-on-teacher-performance/bahriansyah
Academic pursuit is a long-term commitment, which can lead to negative consequences, such as lack of motivation, dissatisfaction, and disappointment if performance in an examination is low. Enjoyment in academic pursuits can sustain the interest and focus necessary to learn and perform. The flow theory, optimal level of arousal, positive academic self-perception, and positive emotional environment provide the necessary intrinsic motivation and important directions to develop strategies to enjoy academic pursuit. A framework has been developed to indicate that simultaneous activation of positive academic self-perception and positive emotional environment
routes leads to effective learning with consequent improvement in performance. Students can use these devices through continuous academic self-assessment. Research directions and applications are indicated.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
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Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
1. An analysis of motivational beliefs, expectancies and goals and their impact on learners’
satisfaction in online learning environments in higher education
GREV 721 Qualitative Research Method
Emtinan Alqurashi
March 2015
2. 2
Introduction
Online courses differ from traditional courses in the way students are required to be
confident in performing technology-based activities. Students with low level of
confidence in online learning might not engage in learning activities, which lead to
dissatisfaction in online learning environments (Kuo, et. al., 2013). Moreover, students
with low level of expectations may lead to decreasing level of learning satisfaction in
online learning (Hawkins, 2010). Similarly, goals that students set for themselves can
predict students’ satisfaction in online learning (Locke, and Latham, 2006). This study
proposes to examine self-efficacy beliefs, expectancies and goals, and how they influence
students’ satisfaction in online learning environments in higher education. Thus, a
number of questions are addressed in this research as follows:
1. How do students perceive their self-efficacy in online learning environments in
relation to their satisfaction?
2. How do students’ outcome expectation of the online course relate to their
satisfaction?
3. How do students’ goals in online learning relate to their satisfaction?
The research questions in this study were influenced by the literature after investigating
about issues associated with online learning and how to measure them. This research will
help to have and develop deeper understanding of the problem. It aims to analyze how
online learners’ self efficacy, outcome expectancies and goal setting can influence
students’ satisfaction in online learning environments in higher education.
3. 3
Literature Review
Self-efficacy refers to “beliefs in one’s capabilities to organize and execute the courses of
action required to produce given attainments” (Bandura, 1997, P. 3). That is, the level of
confidence that one’s have to perform a particular task, activity, action or challenge.
Bandura (1994) defines self-efficacy as someone’s beliefs “about their capabilities to
produce designated levels of performance that exercise influence over events that affect
their lives” (p.71). So efficacy beliefs determine how people might feel, think, be
motivated and accordingly how they act and behave.
Efficacy beliefs can influence individuals to become committed to achieve their desired
outcomes successfully. Several studies (Bandura & Schunk 1981; Relich et al., 1986
Schunk, 1984a) have found that “a strong sense of self efficacy fosters a high level of
motivation, academic accomplishments and development of intrinsic interest in academic
subject matter” (cited in Bandura, 1997 p. 174).
Self-efficacy in online learning
Research on self-efficacy started before online learning has occurred. Hodges (2008) has
stated, “The bulk of research done on self efficacy was conducted between the late 1970s
and the early 1990s, prior to the birth of internet-based online learning” (p. 8). It is found
that learners’ efficacy beliefs are directly related to their academic performance. One of
the important factors in learners’ perception of self-efficacy is their prior performance.
Several studies (Bouffard-Bouchard, 1989; Schunk, 1982, 1983, 1984; Zimmerman,
Bandura & Martinez-Pons, 1992) have found that there is a number of factors that form
4. 4
efficacy beliefs such as “prior performance, self perceptions of ability, effort expended,
task difficulty, and the amount of assistance received” (cited in Hodges, 2008, p. 8).
Therefore, Hodges (2008) have suggested that instructors should focus on learners’
perception on their ability as well as evaluating their actual ability.
An early study (Zvacek, 1991) found that when designers create instruction for distance
learning, they usually focus on the questions: “what do the students need to know? what
instructional strategies would be most appropriate? on what criteria will the students be
evaluated?”, but the affective domain is missing from the list of the question. A reason
for the lack of the affective domain can be the difficulty to conceptualize and evaluate the
affective behaviors (Hodges, 2008, p. 11). Bandura (2002) has argued that if learners
doubt their efficacy beliefs in managing technological tools, they will quickly be
overwhelmed by the informational overload. In the other hand, technological tools in
online learning environments can be useful if learners possess self-efficacy for regulating
their own learning, which leads to positive self-efficacy for using online learning.
Most of the researches on self-efficacy in online learning environments were conducted
in higher education, as that is not the case with researches on self-efficacy in traditional
learning environments (Hodges, 2008). In Bandura’s article (2002), some studies (Ellen,
1988; Hill et al., 1987; Jorde-Bloom & Ford, 1988) found that people with low computer
self efficacy learn little from computer-based learning and resist adopting new
technologies, where McDonald & Siegall, (1992) found that people with high learning
self efficacy perform better, are more satisfied with their performance and they are
committed to change and develop (Bandura, 2002).
5. 5
Outcome expectancies
People motivate themselves and anticipate their actions by expecting that a particular
action will result to a specific outcome (Bandura, 1997). The concept of outcome
expectations is derived from the expectancy-value theory. It focuses on the idea that
people’s behavior is related to their expectations of a particular outcome as a result of a
certain performance, and also related to how people value those outcomes (Schunk,
1991). Several researchers (Ajzen & Fishbein, 1980; Atkinson, 1964; Rotter, 1982;
Vroom 1964) believe that the expectancy-value theory was designed “to account for this
form of incentive motivation” (cited in Bandura, 1997, p. 125). The expectancy-value
theory states that people with high outcome expectancy of certain action result to specific
outcomes, which leads to high level of motivation to perform successfully. Several
studies (Feather, 1982; Mitchelle, 1974; Schwab, Olian-Gottlieb, & Heneman 1979)
found that outcome expectations can predict performance motivation (Bandura, 1997).
People act based on what they believe about what they can do as well as what they
believe about the effects of their actions. People’s motivation of outcomes expectancy is
formed by their beliefs of their personal capabilities (Bandura, 1997). Some studies (Beck
& Lund 1981; Betz & Hackett, 1986; Dzewaltowski et al., 1990; Wheeler, 1983) found
that there are many activities that might guarantee valued outcomes, but they are not
persuaded by learners who have doubts that they can do anything to succeed (Bandura,
1997). An example of that is when a student believes that a medical degree would bring
highly valued social status but he/she would not try to enroll because they doubt their
abilities to take heavy scientific courses. Efficacy beliefs are usually related to outcome
6. 6
expectation; however, it is likely sometimes for a student with high efficacy beliefs to a
particular task to have a negative outcome expectation. A simple high/low efficacy in
comparison to a high/low outcome expectation would provide insight into behavior and
affect (Pintrich & Schunk, 2002).
Goal setting
Goal setting is a theory of motivation in which it provides an explanation behind the
reasons of why some people perform better on tasks than others. The goal setting theory
defines the term goal as the aim for an action (Locke & Latham, 2013). Bandura has
divided goal setting into four types: specific, challenging, short-term, and realistic goals.
According to Bandura (1977), “when individuals commit themselves to explicit goals,
perceived negative discrepancies between what they do and what they seek to achieve
create dissatisfactions that serve as motivational inducements for change” (p. 161).
Locke & Latham (2013) have stated that there are two main findings from almost 400
studies involving close to 40,000 participants in eight different countries which led to the
development of the 1990 theory of goal setting. First, they found a linear relationship
between the goal difficulty level and performance. In 1967, Locke found that the
participants with the highest goals had a 250% higher performance than the ones with the
easiest goals. Second, people who set themselves specific difficult goals perform better
than people who have no goals at all or vague goals like “do your best”. Locke reported
that 51 out of 53 studies showed the benefit of setting specific difficult goals (Locke &
Latham, 2013).
7. 7
Student’s satisfaction with online learning
There are many factors that affect student’s satisfaction, and evaluating those factors is
important in online learning environments (Kuo, et. al., 2013). Self-efficacy is considered
as a major factor to predict student’s satisfaction in online learning environments (Shen et
al., 2013). Tow studies conducted by Kuo et al., (2014) & Puzziferro, (2008), have found
that there was a positive correlation between online self-efficacy and students’
satisfaction but it was not a significant predictor of it. However, Lim (2001) found that
computer self-efficacy was a significant predictor of student’s satisfaction and their
willingness to take other online courses in the future.
Hawkins (2010) suggested that if learner’s expectations in specific domains decrease,
their level of learning satisfaction decrease as well. There is still a need to determine the
effect of leaner’s outcome expectations on their satisfaction in online learning
environments.
Shen et al., (2013) have developed a new scale to measure online learning self-efficacy.
Their results suggested five factors of online learning self-efficacy as follow: (a) self-
efficacy to complete an online course, (b) self-efficacy to interact socially with
classmates, (c) self-efficacy to handle tools in a Course Management System (CMS), (d)
self-efficacy to interact with instructors in an online course, and (e) self-efficacy to
interact with classmates for academic purposes. The findings of the study showed that
self-efficacy to complete an online course had a significant relation with learning
satisfaction. Students’ self-assessment about their confident with their capabilities in
completing an online course was found to be more important and critical than any other
8. 8
self-efficacy factors in explaining learning satisfaction with online learning. Hodges
(2008) believed that “research on self-efficacy in online environments is in its infancy”
(p. 10), therefore, more research is needed in the area.
Methodology
Overview
This study proposes to examine self-efficacy beliefs, expectancies and goals, and how
they influence students’ satisfaction in online learning environments in higher education.
This is a mixed methods study; quantitative data will be collected though web-based
survey and qualitative data will be collected though in-depth interviews to have a deeper
understanding of the problem. Phenomenological method is chosen for this research to
collect qualitative data. It concerns with the study of experiences from individual’s
perspectives and it “aims at gaining a deeper understanding of the nature or meaning of
our everyday experiences” (Van, 1997, p. 9).
Participants and setting
Participants of this study will be graduate students from the school of education who are
enrolled in a fully online course at Duquesne University. The setting of this study will
take place in face-to-face environment and in online environment. The web-based survey
will sent to participant via email. Some of those participants will be individually
interviewed, if agreed, face-to-face or by phone.
The participants will be informed that their participation is voluntarily, they are under no
obligation to participate in this study and they are free to withdraw their consent to
9. 9
participate at any time. They will be also informed that their name will never appear on
any survey or research instruments. No identity will be made in the data analysis. All
materials will be stored in a locked file in the researcher's home. Their response(s) will
only appear in statistical data summaries. All materials will be destroyed at the
completion of the research.
The participants will have the option to type their email addresses if they wish to share
the summary of the results with them at no cost. The emails of the students will not be
linked to survey responses, thus confidentiality is protected. Rather, all data will be
reported in aggregate and confidentiality will be protected. Email addresses will be
discarded at the conclusion of this study.
Procedure
This is a mixed method study that aims to collect quantitative and qualitative data for a
deeper understanding of the problem. In order to collect quantitative data, an online
survey will be sent to the participants after getting Duquesne’s IRB approval. For
qualitative data collection, a structured in-depth interview will be conducted in order to
collect deeper understanding of the participants’ beliefs and experiences.
The study of lived experience is one of the main focuses of phenomenology. In other
words, it investigates the way people experience the world. Phenomenology “attempts to
gain insightful descriptions of the way we experience the world pre-reflectively, without
taxonomizing, classifying, or abstracting it” (Van, 1997, p. 9). Van (1997, p. 30) has
introduced six methodological themes or research activities for conducting a
phenomenological research.
10. 10
1. turning to a phenomenon which seriously interests us and commits us to the
world;
2. investigating experience as we live it rather than as we conceptualize it;
3. reflecting on the essential themes which characterize the phenomenon;
4. describing the phenomenon through the art of writing and rewriting;
5. maintaining a strong and oriented pedagogical relation to the phenomenon;
6. balancing the research context by considering parts and whole.
A structured online survey will be designed using Google Docs and will be sent to
participants to collect their responses for quantitative data. The survey will include four
sections: students’ efficacy beliefs, outcome expectations, goals, and learning
satisfaction. Then, some of those participants will be invited for a personal interview if
they agree. The format of the interview will be structured, and it will include four sets of
questions: student’s confidence, expectation of the outcomes, goals that students set for
themselves, and online learning satisfaction. With the combination of quantitative and
qualitative data, the researcher will have a deeper understanding of students’ perception
and experiences. The researcher will ask the same questions for each interviewee. The
participants will read and sign the consent form before the beginning of the interview.
Qualitative Data Analyses
Thematic analysis was chosen in order to analyze the responses of the interviews.
According to Braun and Clarke (2006, p. 79), "Thematic analysis is a method for
identifying, analysing and reporting patterns (themes) within data. It minimally organises
and describes your data set in (rich) detail". In other words, thematic analysis is usually
11. 11
used to identify and analyze the content and the meaning of patterns (i.e. themes) in the
data collected (Braun and Clarke, 2006). Researchers can identify the abstract themes
before, during or after the data analysis (Ryan and Bernard, 2000). Thematic analysis is
widely used in the qualitative method and it helps to identify the students’ perceptions,
thoughts and opinion. The analysis of this study is based on the six phases provided by
Braun and Clarke (2006, p. 87):
Phase Description of the process
1. Familiarizing yourself
with your data
Transcribing data (if necessary), reading and re-reading
the data, noting down initial ideas.
2. Generating initial codes Coding interesting features of the data in a systematic
fashion across the entire data set, collating data relevant
to each code.
3. Searching for themes Collating codes into potential themes, gathering all data
relevant to each potential theme.
4. Reviewing themes Checking if the themes work in relation to the coded
extracts (Level 1) and the entire data set (Level 2),
generating a thematic ‘map’ of the analysis.
5. Defining and naming
themes
Ongoing analysis to refine the specifics of each theme,
and the overall story the analysis tells, generating clear
definitions and names for each theme.
6. Producing the report The final opportunity for analysis. Selection of vivid,
compelling extract examples, final analysis of selected
extracts, relating back of the analysis to the research
question and literature, producing a scholarly report of
the analysis.
Table 1 Phases of Thematic Analysis
12. 12
Phase 1: Familiarization with the Data.
The process of the analysis starts by collecting all the interview responses that have been
received. Then the researcher becomes familiar with the depth of the content and
identifies the common ideas by reading it several times. Braun & Clarke, (2006, p. 87)
have mentioned that “It is ideal to read through the entire data set at least once before you
begin your coding, as ideas and identification of possible patterns will be shaped as you
read through”.
Phase 2: Generation of Initial Codes
This phase starts when the researcher finishes reading, become familiarized with the data,
and have an idea about the interesting points heshe may find in the data. This phase
includes generating the initial codes from the data, looking for some similarities between
those codes, and then refocusing on the analysis in order to identify themes. At this
stage, “It may be helpful to use visual representations to help you sort the different codes
into themes” (Braun and Clarke, 2006, p. 89).
Phase 3: Searching for Themes
This phase begins when the researcher finishes collecting and coding all data, and listing
all the different codes that will be identified through the data. This phase involves sorting
all of those different codes into themes. It is when “you start thinking about the
relationship between codes, between themes, and between different levels of themes (e.g.
main overarching themes and sub-themes within them)” (Braun and Clarke, 2006, p. 89).
13. 13
As a result of this phase, a list of candidate themes will be identified along with sub-
themes as well, where all the coded data will be categorized into groups.
Phase 4: Reviewing the Themes
In this phase, the researcher has to re-evaluate all the candidate themes that have been
chosen in the previous phase. He/she might find that some of the candidate themes can be
combined together, while others can be divided into different themes. The researcher
might notice that some candidate themes are not really themes if they have no enough
data to support them or the data is too diverse. Braun and Clarke (2006) have mentioned
that this phase involve two levels of reviewing the themes. The first level involves
reviewing the phase when data has been coded. This means that “you need to read all the
collated extracts for each theme, and consider whether they appear to form a coherent
pattern” (Braun and Clarke, 2006, p. 91). The second level is similar to the first level but
in relation to all data set. It is important in this level not just to consider the validity of the
individual themes to the data set, but also if the candidate thematic map reflects the
meaning accurately in the whole data set (Braun and Clarke, 2006).
Phase 5: Defining and Naming Themes
After having a satisfactory thematic map of my data, this phase begins. It involves
defining and refining the themes I will present for my data. This means identifying what
each theme involves or the story of each theme tells, and determining what aspects of the
data each theme capture. It is important by the end of this phase to have clear defined
data for each theme, and concise manes that gives the reader an idea of what the theme, is
about (Braun and Clarke, 2006).
14. 14
Phase 6: Producing the Report
Writing up the report is the final phase of the analysis after having a set of fully worked-
out themes. The writing up task of the thematic analysis presents the complicated story of
the data in a way that convince the reader of the validity of the analysis. Braun and
Clarke (2006, p. 93) have stated “it is important that the analysis provides a concise,
coherent, logical, non-repetitive and interesting account of the story the data tell within
and across themes. Your write-up must provide sufficient evidence of the themes within
the data (i.e. enough data extracts to demonstrate the prevalence of the theme)”.
Implementation of the study
Participants must have access to the Internet through computers or smart devices in order
to fill out the online survey. Participants who agree to be interviewed will have to arrange
a date/time to meet on-campus or via phone. The time frame needed for the data
collection is one month from the beginning of the semester. Some of the anticipated
constraints and potential obstacles of this study is the limited number of participation in
the interviews. No generalizations can be made if there were a limited number of
participants. A pilot study is recommended to test the approximate number of
participation in the first month of the course, collecting data in more than one semester is
preferred to get a larger number of participation.
15. 15
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