This document summarizes a study that investigated the effects of combining Bloom's Mastery Learning Approach and Zimmerman's Self-Regulated Learning strategy on students' academic performance in biology. Fifty-two students were divided into an experimental group that received instruction using the combined approaches, and a control group that received traditional instruction. Both groups took a pre-test and post-test on mitosis and meiosis concepts. The results showed that while the groups had similar pre-test scores, the experimental group scored significantly higher on the post-test, indicating the combined approaches improved learning outcomes in biology.
This document summarizes a study that assessed teacher efficacy among secondary school teachers in Kigali City, Rwanda. The researchers administered a 22-item teacher efficacy scale to 150 secondary teachers and analyzed their responses to measure general and personal teaching efficacy. They found that the teachers had an overall efficacy level of 54.08%, which was lower than the established efficacy level of 65.35%. Gender and subject taught did not influence efficacy levels. The study aimed to better understand teacher efficacy in Rwandan secondary schools.
This document summarizes a research paper that examines strategies for improving classroom discipline through action research. The researcher conducted action research in their classroom to determine if punishment and demotivation are effective discipline tools, and whether they are related to student behavior. Through observations, diaries, and recordings, the researcher found that positive reinforcement worked better for maintaining discipline than punishment and demotivation. When students were positively reinforced and had input in classroom activities, they were more engaged and better behaved. The action research helped the teacher improve classroom management with effective discipline practices.
This study aims to determine the effectiveness of the use of cognitive moral based on civics education teaching material in improving the moral judgement competence of the fifth grade elementary school students. This study is a quasi experiment using pretest-postest control group design. The subjects were 59 students of the fifth grade elementary school consisting of 31 students of experimental class and 28 students of control class. The treatment of the experimental class used cognitive moral based on civics education teaching material for about 8 weeks. Learning process in the control class is on the same material and time intensity, but they were not given a treatment. Technique of collecting data used is test. The test instrument consists of 25 multiple choice questions dominated by a moral dilemma. The result of independent sample t test shows that t value is higher than t table (2.161> 1.671). The results show that cognitive based civics education teaching material is effective in improving the moral judgement competence of the fifth grade elementary school students. The increasing moral judgement competence in the experimental class based on the acquisition score N-Gain 0.36 is the medium category.
This research aimed to find out the difference of cognitive learning achievement between students taught with Concept Attainment Model and those taught with Discovery Learning model. This study was a quasiexperimental research. The population of research was the 12th Science graders of SMAN 1 Karas of Magetan Regency in school year of 2016/2017. The sample was taken using cluster random sampling technique, consisting of two grades: the 12th Science 4 grade as the first experiment class using Concept Attainment Model and the 12th Science 3 grade as the second experiment class using Discovery Learning model. Technique of collecting data used was t-test technique for data of students’ cognitive learning outcome. Data analysis was carried out using unpaired two-sample variance analysis. The result of research showed there was a difference of cognitive learning outcome between the students treated with learning using Concept Attainment Model and those treated with learning using Discovery Learning. The cognitive learning achievement of students taught with Concept Attainment Model was higher than that of those taught with Discovery Learning.
The document discusses the inductive model of instruction proposed by Hilda Taba in 1962. Taba's model focuses on developing inductive thinking skills through three teaching strategies - concept formation, interpretation of data, and application of principles. The model is designed to create inductive thinking among learners through nine phases of cooperative classroom activities guided by clear teacher guidelines. Several articles are also summarized that examine the impact of inductive models on curriculum development, interest/identity development, achievement motivation, and grammar learning. Taba's inductive model is highlighted as an innovative approach to curriculum design that begins with instructional strategies rather than a general school plan.
This study examined how individual teachers responded differently to professional collaboration aimed at improving instruction for students with disabilities. The researchers found that some teachers readily adopted and implemented strategies learned in collaboration, while others did not. Teachers varied in their knowledge of curriculum, pedagogy, student management, and student-centered instruction. Those who were better able to reflect on and adapt their instruction profited more from collaboration. The study suggests teacher qualities like knowledge and beliefs influence how much they learn from collaborative opportunities. Understanding these differences could help improve collaborative professional development.
This document summarizes a study that assessed teacher efficacy among secondary school teachers in Kigali City, Rwanda. The researchers administered a 22-item teacher efficacy scale to 150 secondary teachers and analyzed their responses to measure general and personal teaching efficacy. They found that the teachers had an overall efficacy level of 54.08%, which was lower than the established efficacy level of 65.35%. Gender and subject taught did not influence efficacy levels. The study aimed to better understand teacher efficacy in Rwandan secondary schools.
This document summarizes a research paper that examines strategies for improving classroom discipline through action research. The researcher conducted action research in their classroom to determine if punishment and demotivation are effective discipline tools, and whether they are related to student behavior. Through observations, diaries, and recordings, the researcher found that positive reinforcement worked better for maintaining discipline than punishment and demotivation. When students were positively reinforced and had input in classroom activities, they were more engaged and better behaved. The action research helped the teacher improve classroom management with effective discipline practices.
This study aims to determine the effectiveness of the use of cognitive moral based on civics education teaching material in improving the moral judgement competence of the fifth grade elementary school students. This study is a quasi experiment using pretest-postest control group design. The subjects were 59 students of the fifth grade elementary school consisting of 31 students of experimental class and 28 students of control class. The treatment of the experimental class used cognitive moral based on civics education teaching material for about 8 weeks. Learning process in the control class is on the same material and time intensity, but they were not given a treatment. Technique of collecting data used is test. The test instrument consists of 25 multiple choice questions dominated by a moral dilemma. The result of independent sample t test shows that t value is higher than t table (2.161> 1.671). The results show that cognitive based civics education teaching material is effective in improving the moral judgement competence of the fifth grade elementary school students. The increasing moral judgement competence in the experimental class based on the acquisition score N-Gain 0.36 is the medium category.
This research aimed to find out the difference of cognitive learning achievement between students taught with Concept Attainment Model and those taught with Discovery Learning model. This study was a quasiexperimental research. The population of research was the 12th Science graders of SMAN 1 Karas of Magetan Regency in school year of 2016/2017. The sample was taken using cluster random sampling technique, consisting of two grades: the 12th Science 4 grade as the first experiment class using Concept Attainment Model and the 12th Science 3 grade as the second experiment class using Discovery Learning model. Technique of collecting data used was t-test technique for data of students’ cognitive learning outcome. Data analysis was carried out using unpaired two-sample variance analysis. The result of research showed there was a difference of cognitive learning outcome between the students treated with learning using Concept Attainment Model and those treated with learning using Discovery Learning. The cognitive learning achievement of students taught with Concept Attainment Model was higher than that of those taught with Discovery Learning.
The document discusses the inductive model of instruction proposed by Hilda Taba in 1962. Taba's model focuses on developing inductive thinking skills through three teaching strategies - concept formation, interpretation of data, and application of principles. The model is designed to create inductive thinking among learners through nine phases of cooperative classroom activities guided by clear teacher guidelines. Several articles are also summarized that examine the impact of inductive models on curriculum development, interest/identity development, achievement motivation, and grammar learning. Taba's inductive model is highlighted as an innovative approach to curriculum design that begins with instructional strategies rather than a general school plan.
This study examined how individual teachers responded differently to professional collaboration aimed at improving instruction for students with disabilities. The researchers found that some teachers readily adopted and implemented strategies learned in collaboration, while others did not. Teachers varied in their knowledge of curriculum, pedagogy, student management, and student-centered instruction. Those who were better able to reflect on and adapt their instruction profited more from collaboration. The study suggests teacher qualities like knowledge and beliefs influence how much they learn from collaborative opportunities. Understanding these differences could help improve collaborative professional development.
The role of the science teacher educator is to facilitate conceptual and cultural changes around science education. They must probe students' existing knowledge and beliefs, challenge students' thinking through engaging activities, and model exemplary teaching practices. The science teacher educator also mentors students individually and helps create an inquiry-based learning community within the teacher education program.
Reflections and Conceptions Analysis of the Neosphere’s Actors on Teaching Po...Premier Publishers
This study described specific characteristics of the Questionnaire of Trainers’ Conceptions (QTC) for neosphere’s actors used to assess the trainers’ conception thinking about new useful practice of pole vault in physical education program. The purpose of this study is to analyze its subscales and items validity and reliability in a sample of trainers from Tunisia. The questionnaire was applied to 238 actors of neospher, beside with five subscales to measure trainers’ conception (strategy, orientation, expectations, personality and security). Results concerning factor validity, highlighted the coherence between the internal structure of the questionnaire throw an exploratory factor analyses and a confirmatory factor analyses with Cronbach's alphas range between (0.73 and 0.94). Regarding criterion validity, the QTC subscales are positively correlated and determined between (r = 0.44 and r = 0.79; p < 0.01). The reliability of the questionnaire factors and items are both adequate. It is concluded that the construct is valid and reliable through our population study.
Self-directed Learning Readiness Study for Undergraduate Students: A Case Stu...Kru Suthin
The study focused on learning condition and Self-directed Learning Readiness (SDLR) for undergraduate students and comparison of the opinions with different gender.101 random samples of undergraduate students were in the study. The questionnaires and SDLR were in the study instruments of learning condition involving instructors, instruction, media, measurement and evaluation and the suggestion in learning development. The data were analyzed by using frequency, percentage, mean, standard deviation and t-test. The results showed that all aspects were at high level. Results from the data analysis of the students with SDLR were all in eight aspects at the high level. The comparison of difference based on gender was statistical significant difference at level .05.
The research methodology used in the study was qualitative action research. Data was collected through interactive techniques, focus groups, interviews, and observations to evaluate the effectiveness of social interactions and teamwork in the classroom. The data was analyzed using deductive and inductive approaches to identify categories related to social interaction, academic performance, and healthy coexistence. Validity was ensured through triangulation of data sources and collection methods, and by involving multiple researchers and participants in a collaborative process.
This study investigated the effectiveness of using Gagne's events of instruction to teach chemistry concepts to secondary students compared to traditional lecture-based instruction. The study found that students who were taught using Gagne's events performed significantly better on a post-test than students taught through traditional methods. Specifically, the study showed that Gagne's events helped to strengthen students' neural networks and reduce misconceptions. It also reduced learning time and increased the rate of knowledge assimilation compared to traditional instruction.
Towards a framework of teaching effectiveness in publicjaderex
This document proposes a mixed methods study to develop a framework for teaching effectiveness in public schools. It aims to (1) describe and analyze factors that influence effective teaching practices through observations, appraisals, field notes and perceptions; (2) explore how classroom practices vary across school contexts, career phases and ages; (3) analyze relationships between classroom practices and student needs, school context, teacher career and age; and (4) provide implications for stakeholders. The study will use surveys, interviews, and classroom observations to understand influences on teaching effectiveness. Results will inform educational leaders and improve teaching quality.
The document discusses a study that compared the effectiveness of the Concept Attainment Model (CAM) of teaching versus the traditional method (TM) of teaching physics concepts to 9th grade students in India. The study found:
1) Students who were taught using CAM had significantly higher adjusted post-test scores in understanding physics concepts than students taught using TM, when accounting for prior physics knowledge and intelligence as covariates.
2) There was no significant difference in student liking of the CAM method versus the TM.
3) There was no significant interaction effect of teaching method (CAM vs. TM) and gender on physics concept understanding.
4) There was also no significant interaction effect of teaching method and intelligence level
Action research is more than a research as it opens the mind of a novice teacher to her practical world of learning and teaching & proves "One teaches two learn"
Degree of creative teaching skills used by teachers practicing social studies...Alexander Decker
1) The document discusses a study that aimed to determine the degree to which social studies teachers in Jordan use creative teaching skills and how their qualifications, experience, and gender affect these skills.
2) The study found that social studies teachers had a large degree of creative teaching skills overall. It also found statistically significant differences based on qualifications, with masters degree holders having higher skills, and experience, with less experienced teachers having higher skills. No significant differences were found based on gender.
3) The study used a questionnaire to measure teachers' creative skills like lesson planning, content analysis, teaching methods, questioning techniques, and classroom management. It surveyed 145 teachers and analyzed results based on their qualifications, experience, and gender.
methodological issues of research in teacher educationDr. Sushma N Jogan
This document outlines a webinar presentation on methodological issues in teacher education research. The presentation discusses key topics like teacher education, research methodology, and research ethics. It notes several methodological challenges in research on teacher education in India, such as economic and political realities, bias, lack of innovative methods, and weak qualitative research. The objectives are to learn about the research scenario in teacher education, key research problems, methodology issues, and ethics. The presentation covers these topics and provides examples of ethical principles and how teachers can apply ethical research practices.
11.effect of information processing approach in enhancing achievement in chem...Alexander Decker
This document summarizes a study on the effectiveness of using an information processing approach to teach chemistry at the higher secondary level. The study found that:
1) Using an information processing approach that engages students actively in the learning process enhances student achievement in chemistry more than traditional teaching methods.
2) Students who were taught using the information processing approach performed significantly better on post-tests compared to students taught using traditional methods.
3) The information processing approach provides opportunities for students to participate actively in learning and improves their understanding of chemistry concepts.
Effect of information processing approach in enhancing achievement in chemist...Alexander Decker
This document discusses a study on the effectiveness of using an information processing approach to teach chemistry at the higher secondary level. The study used an experimental method with a control group and experimental group where the experimental group was taught using the information processing approach model. The model involves the teacher initiating material, presenting problems, probing student responses, and having students analyze and formulate hypotheses to find solutions. The study found that using this approach enhanced student achievement in chemistry compared to conventional teaching methods, as confirmed by statistically significant differences between the post-test scores of the control and experimental groups. The information processing approach provided opportunities for active student involvement in learning and greater achievement.
Critical thinking of students is needed in 21st century learning, the fact is the acquisition in the field is still low. Therefore this study aims to improve students' critical thinking skills using the inquiry model assisted with the ethnoconstructivism module. Methodology uses a quantitative design of a quasi-experimental pretest-posttest non-equivalent control group design with a total sample of 64 students taken by purposive sampling technique. There were significant differences in terms of students' critical thinking between the control class and the experimental class. It can be underlined that the inquiry model with ethnoconstructivism has a significant influence on the way students think about cultural values compared to traditional groups.
This document summarizes a research study that analyzed the effect of conventional teaching methods on developing metacognitive skills and critical thinking skills in high school students in Malang, Indonesia. The study compared the potential of conventional learning strategies to innovative strategies like Reciprocal Teaching, Think Pair Share, and a combination of both. Results showed that conventional learning had the lowest potential to improve students' metacognitive and critical thinking skills. The increase in metacognitive skills was over 60% lower using conventional learning compared to other strategies. Similarly, the increase in critical thinking skills was over 60% lower using conventional learning. The findings suggest that teachers should move beyond conventional teaching and use more innovative strategies to better develop students' skills.
The importance of intervention in developing self regulated learnersAlexander Decker
This document discusses a study on developing self-regulated learners through intervention. The study investigated students' motivational levels and use of learning strategies in history before and after an intervention program integrating self-regulatory strategies. Quantitative and qualitative data were collected to gain insight into the effectiveness of the intervention. Results from questionnaires and interviews showed both convergence and divergence in students' responses about particular self-regulatory constructs before and after the intervention. The findings provide information for teachers and policymakers to design contexts that help students better regulate their learning.
A comparative study of government and private secondary school teachers towar...Alexander Decker
This study compared the teaching attitudes of government and private secondary school teachers in India. 200 teachers were surveyed using the Teaching Attitude Scale. The results showed that government secondary school teachers had significantly higher attitudes towards teaching compared to private secondary school teachers. When comparing attitudes by gender within each school type, government male teachers had higher attitudes than females, while private female teachers had higher attitudes than males. The study aimed to understand differences in teaching attitudes that could impact the quality of education.
This study investigated the effects of a social constructivist learning approach using authentic tasks on the problem solving skills and metacognitive levels of teacher candidates. An experimental group of 89 teacher candidates learned through collaborative work on authentic tasks based on social constructivism, while a control group of 48 learned through a traditional approach. Pre- and post-tests were administered to measure changes in problem solving skills using the Problem Solving Scale and changes in metacognitive levels using the Metacognitive Awareness Scale. The results showed that the experimental group demonstrated significantly higher gains in both problem solving skills and metacognitive levels compared to the control group. Therefore, a social constructivist approach using authentic tasks was found to positively impact these important skills for
INTERPRETING PHYSICS TEACHERS’ FEEDBACK COMMENTS ON STUDENTS’ SOLUTIOijejournal
This paper investigates teachers’ intentions, when providing their feedback comments to hypothetical
students’ written solutions to linear motion tasks. To obtain an in-depth understanding of the teachers’
thinking when responding to student written solutions, a qualitative case study approach was employed
using two different data sources: a Problem Centred Questionnaire (PCQ) and a Problem Centred
Interview (PCI). Data processing was conducted in two main phases: Initial and Comparative. In both
phases we explored patterns about teachers’ foci across student strategies and motion tasks. A main finding
of this research is to categorising teachers’ interpretations and feedback on student solutions, based on the
extent of teachers’ attentions to Student Thinking and Disciplinary Thinking. This analysis approach
refines the previously held view that a high level of teacher content knowledge, and a concurrent focus to
both ‘student thinking’ and ‘disciplinary thinking’ are required to provide meaningful feedback on student
solutions. The findings indicated that their level of teachers’ propositional
LEARNER-CENTERED TEACHING: THE STUDENTS’ LEVEL OF LEARNING SKILLS AND STRATEGIESijejournal
Students are challenged to develop their own learning skills and strategies for life-long learning. With this,
the study investigated and analyzed the level of learning skills and strategies of the students in relation to
the extent of implementation of learner-centered teaching in the classroom. This study conducted a survey
in a high school institution where 900 students from first year to fourth year levels were considered as
respondents. A survey tool was used to evaluate the students’ level on their learning skills, collaborative
learning, and study skills through learner-centered teaching. It was found out that students rated
themselves as Good in their learning skills and strategies. This leads to enriching more the learning skills
and strategies of the students and providing them more opportunities to be engaged in meaningful activities
from which they develop their own knowledge and skills applicable in their day-to-day lives
Effects of instructional strategies on the trainee teachers’ learning outcome...Alexander Decker
1) The study investigated the effects of three instructional strategies (perceptual, symbolic, and audio modes) on trainee teachers' acquisition of practical teaching skills in microteaching settings.
2) There was a significant main effect of instructional strategy on trainee teachers' achievement of practical teaching skills, but no significant main effect of learning style.
3) The perceptual instructional strategy was the most effective in enhancing trainee teachers' achievement of practical teaching skills in microteaching.
The purpose of this study was to find the differences and relationships
between student responses, student character, and student attitudes towards
the inquiry learning model for physics subjects. The contribution given in
this study is useful if the student's response to learning is not good then there
are problems in the learning taught by the teacher so that the teacher can
improve better teaching techniques. This study uses mixed research methods
designed with an explanatory design which is a combination of two methods,
namely quantitative and qualitative research methods. The results of the
t-test and correlation test of student variables, student character, and student
responses can be said to be good but need to be improved optimally so that
these variables are beneficial to students. The conclusion of this study is that
there is a comparison and influence between students, student characters,
and student responses at State Senior High School (SMA) 10 Jambi City on
the inquiry learning model in physics subjects. The implication of this
research is very important, namely the short-term impact of this research is
useful and can be used as a benchmark to improve the quality of student
responses, student character, and student attitudes, especially at the high
school level.
The role of the science teacher educator is to facilitate conceptual and cultural changes around science education. They must probe students' existing knowledge and beliefs, challenge students' thinking through engaging activities, and model exemplary teaching practices. The science teacher educator also mentors students individually and helps create an inquiry-based learning community within the teacher education program.
Reflections and Conceptions Analysis of the Neosphere’s Actors on Teaching Po...Premier Publishers
This study described specific characteristics of the Questionnaire of Trainers’ Conceptions (QTC) for neosphere’s actors used to assess the trainers’ conception thinking about new useful practice of pole vault in physical education program. The purpose of this study is to analyze its subscales and items validity and reliability in a sample of trainers from Tunisia. The questionnaire was applied to 238 actors of neospher, beside with five subscales to measure trainers’ conception (strategy, orientation, expectations, personality and security). Results concerning factor validity, highlighted the coherence between the internal structure of the questionnaire throw an exploratory factor analyses and a confirmatory factor analyses with Cronbach's alphas range between (0.73 and 0.94). Regarding criterion validity, the QTC subscales are positively correlated and determined between (r = 0.44 and r = 0.79; p < 0.01). The reliability of the questionnaire factors and items are both adequate. It is concluded that the construct is valid and reliable through our population study.
Self-directed Learning Readiness Study for Undergraduate Students: A Case Stu...Kru Suthin
The study focused on learning condition and Self-directed Learning Readiness (SDLR) for undergraduate students and comparison of the opinions with different gender.101 random samples of undergraduate students were in the study. The questionnaires and SDLR were in the study instruments of learning condition involving instructors, instruction, media, measurement and evaluation and the suggestion in learning development. The data were analyzed by using frequency, percentage, mean, standard deviation and t-test. The results showed that all aspects were at high level. Results from the data analysis of the students with SDLR were all in eight aspects at the high level. The comparison of difference based on gender was statistical significant difference at level .05.
The research methodology used in the study was qualitative action research. Data was collected through interactive techniques, focus groups, interviews, and observations to evaluate the effectiveness of social interactions and teamwork in the classroom. The data was analyzed using deductive and inductive approaches to identify categories related to social interaction, academic performance, and healthy coexistence. Validity was ensured through triangulation of data sources and collection methods, and by involving multiple researchers and participants in a collaborative process.
This study investigated the effectiveness of using Gagne's events of instruction to teach chemistry concepts to secondary students compared to traditional lecture-based instruction. The study found that students who were taught using Gagne's events performed significantly better on a post-test than students taught through traditional methods. Specifically, the study showed that Gagne's events helped to strengthen students' neural networks and reduce misconceptions. It also reduced learning time and increased the rate of knowledge assimilation compared to traditional instruction.
Towards a framework of teaching effectiveness in publicjaderex
This document proposes a mixed methods study to develop a framework for teaching effectiveness in public schools. It aims to (1) describe and analyze factors that influence effective teaching practices through observations, appraisals, field notes and perceptions; (2) explore how classroom practices vary across school contexts, career phases and ages; (3) analyze relationships between classroom practices and student needs, school context, teacher career and age; and (4) provide implications for stakeholders. The study will use surveys, interviews, and classroom observations to understand influences on teaching effectiveness. Results will inform educational leaders and improve teaching quality.
The document discusses a study that compared the effectiveness of the Concept Attainment Model (CAM) of teaching versus the traditional method (TM) of teaching physics concepts to 9th grade students in India. The study found:
1) Students who were taught using CAM had significantly higher adjusted post-test scores in understanding physics concepts than students taught using TM, when accounting for prior physics knowledge and intelligence as covariates.
2) There was no significant difference in student liking of the CAM method versus the TM.
3) There was no significant interaction effect of teaching method (CAM vs. TM) and gender on physics concept understanding.
4) There was also no significant interaction effect of teaching method and intelligence level
Action research is more than a research as it opens the mind of a novice teacher to her practical world of learning and teaching & proves "One teaches two learn"
Degree of creative teaching skills used by teachers practicing social studies...Alexander Decker
1) The document discusses a study that aimed to determine the degree to which social studies teachers in Jordan use creative teaching skills and how their qualifications, experience, and gender affect these skills.
2) The study found that social studies teachers had a large degree of creative teaching skills overall. It also found statistically significant differences based on qualifications, with masters degree holders having higher skills, and experience, with less experienced teachers having higher skills. No significant differences were found based on gender.
3) The study used a questionnaire to measure teachers' creative skills like lesson planning, content analysis, teaching methods, questioning techniques, and classroom management. It surveyed 145 teachers and analyzed results based on their qualifications, experience, and gender.
methodological issues of research in teacher educationDr. Sushma N Jogan
This document outlines a webinar presentation on methodological issues in teacher education research. The presentation discusses key topics like teacher education, research methodology, and research ethics. It notes several methodological challenges in research on teacher education in India, such as economic and political realities, bias, lack of innovative methods, and weak qualitative research. The objectives are to learn about the research scenario in teacher education, key research problems, methodology issues, and ethics. The presentation covers these topics and provides examples of ethical principles and how teachers can apply ethical research practices.
11.effect of information processing approach in enhancing achievement in chem...Alexander Decker
This document summarizes a study on the effectiveness of using an information processing approach to teach chemistry at the higher secondary level. The study found that:
1) Using an information processing approach that engages students actively in the learning process enhances student achievement in chemistry more than traditional teaching methods.
2) Students who were taught using the information processing approach performed significantly better on post-tests compared to students taught using traditional methods.
3) The information processing approach provides opportunities for students to participate actively in learning and improves their understanding of chemistry concepts.
Effect of information processing approach in enhancing achievement in chemist...Alexander Decker
This document discusses a study on the effectiveness of using an information processing approach to teach chemistry at the higher secondary level. The study used an experimental method with a control group and experimental group where the experimental group was taught using the information processing approach model. The model involves the teacher initiating material, presenting problems, probing student responses, and having students analyze and formulate hypotheses to find solutions. The study found that using this approach enhanced student achievement in chemistry compared to conventional teaching methods, as confirmed by statistically significant differences between the post-test scores of the control and experimental groups. The information processing approach provided opportunities for active student involvement in learning and greater achievement.
Critical thinking of students is needed in 21st century learning, the fact is the acquisition in the field is still low. Therefore this study aims to improve students' critical thinking skills using the inquiry model assisted with the ethnoconstructivism module. Methodology uses a quantitative design of a quasi-experimental pretest-posttest non-equivalent control group design with a total sample of 64 students taken by purposive sampling technique. There were significant differences in terms of students' critical thinking between the control class and the experimental class. It can be underlined that the inquiry model with ethnoconstructivism has a significant influence on the way students think about cultural values compared to traditional groups.
This document summarizes a research study that analyzed the effect of conventional teaching methods on developing metacognitive skills and critical thinking skills in high school students in Malang, Indonesia. The study compared the potential of conventional learning strategies to innovative strategies like Reciprocal Teaching, Think Pair Share, and a combination of both. Results showed that conventional learning had the lowest potential to improve students' metacognitive and critical thinking skills. The increase in metacognitive skills was over 60% lower using conventional learning compared to other strategies. Similarly, the increase in critical thinking skills was over 60% lower using conventional learning. The findings suggest that teachers should move beyond conventional teaching and use more innovative strategies to better develop students' skills.
The importance of intervention in developing self regulated learnersAlexander Decker
This document discusses a study on developing self-regulated learners through intervention. The study investigated students' motivational levels and use of learning strategies in history before and after an intervention program integrating self-regulatory strategies. Quantitative and qualitative data were collected to gain insight into the effectiveness of the intervention. Results from questionnaires and interviews showed both convergence and divergence in students' responses about particular self-regulatory constructs before and after the intervention. The findings provide information for teachers and policymakers to design contexts that help students better regulate their learning.
A comparative study of government and private secondary school teachers towar...Alexander Decker
This study compared the teaching attitudes of government and private secondary school teachers in India. 200 teachers were surveyed using the Teaching Attitude Scale. The results showed that government secondary school teachers had significantly higher attitudes towards teaching compared to private secondary school teachers. When comparing attitudes by gender within each school type, government male teachers had higher attitudes than females, while private female teachers had higher attitudes than males. The study aimed to understand differences in teaching attitudes that could impact the quality of education.
This study investigated the effects of a social constructivist learning approach using authentic tasks on the problem solving skills and metacognitive levels of teacher candidates. An experimental group of 89 teacher candidates learned through collaborative work on authentic tasks based on social constructivism, while a control group of 48 learned through a traditional approach. Pre- and post-tests were administered to measure changes in problem solving skills using the Problem Solving Scale and changes in metacognitive levels using the Metacognitive Awareness Scale. The results showed that the experimental group demonstrated significantly higher gains in both problem solving skills and metacognitive levels compared to the control group. Therefore, a social constructivist approach using authentic tasks was found to positively impact these important skills for
INTERPRETING PHYSICS TEACHERS’ FEEDBACK COMMENTS ON STUDENTS’ SOLUTIOijejournal
This paper investigates teachers’ intentions, when providing their feedback comments to hypothetical
students’ written solutions to linear motion tasks. To obtain an in-depth understanding of the teachers’
thinking when responding to student written solutions, a qualitative case study approach was employed
using two different data sources: a Problem Centred Questionnaire (PCQ) and a Problem Centred
Interview (PCI). Data processing was conducted in two main phases: Initial and Comparative. In both
phases we explored patterns about teachers’ foci across student strategies and motion tasks. A main finding
of this research is to categorising teachers’ interpretations and feedback on student solutions, based on the
extent of teachers’ attentions to Student Thinking and Disciplinary Thinking. This analysis approach
refines the previously held view that a high level of teacher content knowledge, and a concurrent focus to
both ‘student thinking’ and ‘disciplinary thinking’ are required to provide meaningful feedback on student
solutions. The findings indicated that their level of teachers’ propositional
LEARNER-CENTERED TEACHING: THE STUDENTS’ LEVEL OF LEARNING SKILLS AND STRATEGIESijejournal
Students are challenged to develop their own learning skills and strategies for life-long learning. With this,
the study investigated and analyzed the level of learning skills and strategies of the students in relation to
the extent of implementation of learner-centered teaching in the classroom. This study conducted a survey
in a high school institution where 900 students from first year to fourth year levels were considered as
respondents. A survey tool was used to evaluate the students’ level on their learning skills, collaborative
learning, and study skills through learner-centered teaching. It was found out that students rated
themselves as Good in their learning skills and strategies. This leads to enriching more the learning skills
and strategies of the students and providing them more opportunities to be engaged in meaningful activities
from which they develop their own knowledge and skills applicable in their day-to-day lives
Effects of instructional strategies on the trainee teachers’ learning outcome...Alexander Decker
1) The study investigated the effects of three instructional strategies (perceptual, symbolic, and audio modes) on trainee teachers' acquisition of practical teaching skills in microteaching settings.
2) There was a significant main effect of instructional strategy on trainee teachers' achievement of practical teaching skills, but no significant main effect of learning style.
3) The perceptual instructional strategy was the most effective in enhancing trainee teachers' achievement of practical teaching skills in microteaching.
The purpose of this study was to find the differences and relationships
between student responses, student character, and student attitudes towards
the inquiry learning model for physics subjects. The contribution given in
this study is useful if the student's response to learning is not good then there
are problems in the learning taught by the teacher so that the teacher can
improve better teaching techniques. This study uses mixed research methods
designed with an explanatory design which is a combination of two methods,
namely quantitative and qualitative research methods. The results of the
t-test and correlation test of student variables, student character, and student
responses can be said to be good but need to be improved optimally so that
these variables are beneficial to students. The conclusion of this study is that
there is a comparison and influence between students, student characters,
and student responses at State Senior High School (SMA) 10 Jambi City on
the inquiry learning model in physics subjects. The implication of this
research is very important, namely the short-term impact of this research is
useful and can be used as a benchmark to improve the quality of student
responses, student character, and student attitudes, especially at the high
school level.
Smith's curriculum theory and practice article review glenda pereyglenda75
The document discusses Mark K. Smith's analysis of curriculum theory and practice. Smith outlines four approaches to conceptualizing curriculum: as a body of knowledge, as product, as process, and as praxis. He describes the key aspects of each approach and their limitations. Overall, Smith argues that curriculum is contextual and influenced by social and environmental factors. An ideal approach would integrate aspects of the different theories to provide a holistic education that is responsive to student and societal needs.
The convergence of mayer’s model and constructivist model towards problem sol...Alexander Decker
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The convergence of mastery learning approach and self regulated learning strategy in teaching biology
1. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol 3, No 10, 2012
The Convergence of Mastery Learning Approach and
Self-Regulated Learning Strategy in Teaching Biology
Dr. Romiro G. Bautista
Natural Sciences and Mathematics Department
AMA International University – Bahrain
Email: bautista.romer@yahoo.com
Abstract
This study investigated the convergence of Bloom’s Mastery Learning Approach (MLA) and Bandura’s Social
Cognitive Theory in Zimmerman’s Self-Regulated Learning (SRL) Strategy in increasing students’ academic
performance in Biology. Fifty-two students in Biological Science enrolled in the second semester, SY 2007 –
2008, were used as subjects of the study. The Quasi-Experimental Design was used in the study: a pre-test was
conducted, scored and analyzed which served as the basis in determining the initial learning schema of the
respondents. After the execution of the lessons using the converging models of MLA and SRL Strategy, the
students were given a post-test. It was found out that the students who were exposed to the converging teaching
modalities developed better performance in Biology. ANCOVA results on the post-test mean scores of the
respondents were utilized in establishing the causal-effect of the converging models to the academic
performance of the students in Biology. A highly significant effect on their academic performance and
significant interaction of the models to the experimental grouping and mental abilities of the respondents are
concluded in the study.
Keywords: Academic Performance, Bandura’s Social Cognitive Theory, Mastery Learning Approach,
Self-Regulated Learning, Students’ Motivation in Science Learning
1. The Problem and Its Background
The incomparable achievement gaps among different groups of students had been an alarming concern in any
educational instruction especially among subjects that are highly cognitive in nature. Over the years, teachers
across all levels had just focused on what is new in education but never that they realized to reduce these
disparities in the academic achievement of these student-learners (Guskey, 2005)
According to Bloom, in Gagne (1988), these incomparable disparities in the academic achievement of
students were attributed to some variations that affect students’ success in their courses of studies. Hence, they
must be addressed properly through responsive teacher’s instructional planning design and practices. The crux is:
the teaching learning process must be based on the notion of managing learning rather than managing the
student-learners if it is to be responsive. It must provide equal opportunities across different groups of students in
a heterogeneous class.
College instruction is viewed mostly by most professors for content mastery and progressed through
lecture-discussion as subjects are potpourri of concepts which are taken in a limited time. Hence, professors
develop the course outline in a traditional point of view of teaching and learning. Consequently,
student-learners are developed through bookish competencies anchored on low levels of learning. Therefore,
their success is only limited to their capacity to memorize bits of information in a dogmatic standpoint.
From these perspectives, the researcher found it highly desirable to investigate on the variations that Bloom
construed in his Mastery Learning Model in 1976 – to find an effective corrective instructional treatment on the
educative processes responsive to the needs of a varied group of learners and integrate strategies that will make
students learn how to learn and train them to become aware of their own learning (Tuana, et al, 2005). In the
choice of strategy, teachers should not only focus on developing conceptual understanding among students, but
also on developing skills for high order thinking in a self-regulated learning environment. Hence, converging the
Bloom’s Mastery Learning Approach (MLA) with Bandura’s Social Cognitive Theory in Zimmerman’s Model
of Self-Regulated Learning (SRL) strategy.
25
2. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol 3, No 10, 2012
Bloom’s Mastery Learning Approach
Figure 1. The Mastery Learning Approach Model (Bloom, in Gagne 1988)
Figure 1 presents the model of Bloom’s Mastery Learning Approach. He theorized that Mastery Learning
Approach (MLA) leads to the proper utilization of a systematic design of instructional programs in achieving
instructional objectives. Instruction is moderated by the cognitive and affective entry characteristics of the
student-learners. These characteristics serve as the bases for the adoption of transformative instruction from a
virtually adventitious feature of programmed instruction to a major desirable characteristic of instruction in
general (Gagne, 1988).
This approach uses a criterion-referenced instruction rather than norm through corrective feedback and
reinforcement activities. Feedback and reinforcement loops, together with corrective instructions, are based on
numerous small units of well-defined and sequenced course outline and outcomes. The teacher utilizes
techniques of group dynamics and individualized instruction into corrective and constructive learning situations.
It brings the learning strategies of successful students as live models of other students in understanding the
learning tasks.
It starts with a needs’ analysis that determines what needs to be taught well and learned by the
student-learners. With a classified learning objective, proper technique as to which said objectives will be
attained better into a valid and meaningful learning outcome. This calls for sound instructional tactics of the
teacher that complements learning theories responsive to the cognitive and affective entry characteristics of
student-learners. Hence, the teacher must model competencies on information-processing so as to transform
temporal duration tactics into receptions of information stimuli over executive control of the learners in
processing their learning and memory towards an instructional objective.
Bandura’s Triadic Social Cognitive Theory
Figure 2. The Triadic Social Cognitive Theory (Bandura (1986) in Zimmerman, 1989)
Figure 2 presents Bandura’s Triadic Social Cognitive Theory. It posits that Social Cognitive Theory advocates
triadic reciprocal determinism of personal, behavioral, and environmental factors affecting functioning schema
of each individual. Bandura emphasized that in reciprocal determinism, the behavior of student-learner is a
product of the interaction of both personal and environmental factors. These three factors, also referred as
26
3. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol 3, No 10, 2012
determinants, exert regulatory influence controlling covert (i.e. personal), behavior, and environment processes
through direct strategy and enactive feedback..
Included in this theory are the three basic social learning concepts: (1) Observational Learning: learners
learn and imitate behaviors that they have observed in other learners. He identified three basic models: (a) Live
model that involves an actual individual demonstrating a behavior, (b) A verbal instructional model that involves
descriptions and explanations, and (c) a symbolic model which involves a real or fictional character displayed by
the material; (2) Intrinsic Motivation: This focuses on the internal thoughts and cognition developed by the
learner that helps him connect learning theories and development theories. He included pride, satisfaction and
sense of accomplishment as his internal drives to carry out cognitive tasks in learning; (3) The Modeling
Process: He noted that not all observed behaviors are effectively learned as both the model and the learner play
roles. The process includes attention, retention, reproduction and motivation. As attention plays a major role in
social cognition, every aspect of learning environment must be interesting for learners dedicate their full
attention to learning when they got interested in it. This also poses motivation and retention of information
which are vital in observational learning.
Zimmerman’s Model of Self-Regulated Learning
Figure 3. Zimmerman’s model of Self-Regulated Learning (Zimmerman, 2001)
Figure 3 presents Zimmerman’s Model of Self-Regulated Learning Strategy. The model is observed in a cyclical
nature that involves planning, practice and evaluation. Multiple opportunities abound the student-learners to
gather and effectively use learning feedbacks to improve his performance. During the planning phase, students
learn to accurately assess their academic situation and choose strategies that best address a specific learning
challenge. They also set achievable short- and long-term goals by recalling and analyzing his previous learning
schema and performances. This develops an inner drive that motivates him to do his learning tasks better.
During the practice phase, learners implement the selected strategies and make on-going adjustments to their
plan as they self-monitor their progress. Lastly, during the evaluation phase, student-learners assess the
applicability and correctness of each strategy in helping him achieve his goals. Constructive feedback is drawn in
the evaluation phase. This generates a better plan in the next SRL cycle.
1.1 Objectives of the Study
This study was designed to discern the effects of the convergence of the mastery learning approach (MLA) and
self-regulated learning (SRL) in select topics in Biology with techniques and strategies offered in a constructive
learning environment.
Specifically, it sought to find the explanations of the following:
1. How do the respondents assess their motivation in learning Biological Science?
2. What are the mean pre-test and post-test scores of students exposed to the converging models of Mastery
Learning Approach (MLA) and Self-Regulated Learning (SRL) and traditional method?
3. Are there significant differences between the pre-test and post-test scores of students exposed to the
converging models of Mastery Learning Approach (MLA) and Self-Regulated Learning (SRL) and
traditional method?
4. Is there a significant relationship between the students’ motivation in learning science and their academic
achievement in Biology?
27
4. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol 3, No 10, 2012
1.2 Research Paradigm
Figure 4. The Research Paradigm
Figure 4 presents the paradigm of the study. This study made use of the Bloom’s Mastery Learning Approach
(MLA) in concealing learning disparities of the different groups of students in a learning environment. It
introduced instructional modules and group dynamics in segmented learning videos of mitotic and meiotic cell
division. The learning environment was guided through the tenets of Bandura’s Social Cognitive Theory in
Zimmerman’s Model of Self-Regulated Learning. On the other hand, the control group received the traditional
methods of college instruction.
This manipulation and contraventions on the learning experiences of the students are believed to reshape
their motivation and academic achievement towards Biological Science as it had been mystified as difficult since
time immemorial. The students’ motivation in science learning (Biology) is believed as a potential variable in the
success of the students in the subject.
2. Research Methodology
The Quasi-Experimental Design (pretest-posttest control group design) was used in this study. This provided
bases for the causal effect of the independent variable to the dependent variable involving experimental and
control groups. Treatment (integration of eclectic methodologies and approaches on the convergence of the
mastery learning approach (MLA) and self-regulated learning (SRL) in teaching Biology) was introduced in the
experimental group. The discourse treatment, which includes instructional modules and segments of
instructional videos, was limited only in the development of Mitotic and Meiotic Cell Division. Modeling of the
eclectic methods and approaches was integrated in the discourse treatment as well as reinforcement strategies
based on Bandura’s Social Cognitive Theory in Zimmerman’s Model of Self-Regulated Learning strategy. The
use of groupings and motivation was introduced in the process. Analysis of the scores was done to conclude on
the causal effect of the independent variables.
On the other hand, the customary instruction was made to the control group with the usual class session,
ordinary assignment, individual seatwork and exercises.
This study was conducted at the General Education Courses of Cagayan Valley Computer and Information
Technology College, Philippines, during the second semester of SY 2007 – 2008. Two sections of fifty-two
students handled by the researcher in Biological Science were utilized in the study. Lottery was done in
determining the experimental grouping of the study.
This study made use of an adopted questionnaire on students’ Motivation towards Science Learning
(Tuana, H.L., Chin, C.C., and Shieh, S.H., 2005) in determining the motivation level of the respondents in
learning Biology and a Teacher Made Test developed by the researcher to determine their academic achievement
in Mitotic and Meiotic Cell Division. A two-way Table of Specification was used to determine the content
validity of the instrument. The result of the pre-test conducted was used in determining the learning ability of the
students in Biology as it is their initial course in Biological Science in their course of study.
The Mean, Percentage, Independent t-test, ANCOVA, and Pearson-r correlation were used in the treatment
of the data gathered to conclude on the stated research problems.
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5. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol 3, No 10, 2012
3. Results and Discussion
Table 1. The Students’ Motivation in Learning Science (Biology)
Respondents Composite
Indicators Descriptive
Experimental Control Mean
Interpretation
1 Self-efficacy 4.41 4.04 4.23 Agree
2 Active learning Strategy 4.55 4.27 4.41 Agree
3 Science Learning value 4.47 4.18 4.33 Agree
4 Performance Goal 4.43 4.00 4.22 Agree
5 Achievement Goal 4.66 4.10 4.38 Agree
6 Learning Environment 4.76 4.66 4.71 Strongly Agree
Stimulation
Average 4.55 4.21 4.38 Agree
Table 1 presents the students’ motivation in learning science particularly in Biology. It presents that the
respondents totally agree that they manifest a positive motivation in learning the subject as indicated by their
composite mean score to the indicators set forth in this study: 4.23, 4.41, 4.33, 4.22, 4.38, and 4.71 for
self-efficacy, active learning strategy, science learning value, performance goal, achievement goal and learning
environment stimulation, respectively. Great emphasis is given on the motivation of the students in learning
environment stimulation as the respondents vouched a strong positive motivation (mean of 4.71).
It can be construed that a constructive learning environment is a potent factor in any educative process.
Learners tend to be active and responsive to the dynamism of the classroom routine if they take part in the
process. This confirms the conclusions of the studies of Abbott and Fouts (2003), Kim (2005) and Bautista
(2004) in personalizing the classroom routines through self-paced instructions. They concluded that students
learn best when students are involved in the discussion and other challenging classroom cognition.
Table 2. Test of Difference on the Pre-test and Post-test Mean Scores of the Respondents
Respondents N Mean t df Sig. (2-tailed)
Pre-test Experimental Group 27 7.85 -.408 46.962 .685
Control Group 25 8.32
Post-test Experimental Group 27 15.48 4.760 49.806 .000*
Control Group 25 10.88
Presented in the table is the mean of the pre-test and post-test scores of the students on the achievement test
conducted at the end of the treatment phase of the study. It shows that the control group had a better learning
schema on the subject: mean of 8.32 versus 7.85 of the experimental group. However, the experimental group
developed better achievement mean score after the treatment: 13.41 over 10.88 of the control group.
It also presents the test of difference on the pre-test and post-test mean scores of the respondents. It presents
that there is no significant difference on the mean pre-test scores of the respondents with a t-value of -0.408 and
p-value of .685 at 0.05 level of significance. Hence, the null hypothesis of no significant difference on their prior
learning schema in the subject is accepted. However, it can also be gleaned that there is a highly significant
difference on the mean scores of the respondents in the post-test conducted: t-value of 4.760 and p-value of
<.001 at 0.05 level of significance. This lead to rejecting the null hypothesis of no significant difference on the
mean scores of the students in the post-test after the treatment was done.
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6. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol 3, No 10, 2012
Table 3. The Two-way Analysis of Covariance on the Tests Conducted
Type III Sum of
Source df Mean Square F Sig.
Squares
Corrected Model 440.680a 4 110.170 11.727 .000*
Experimental Grouping 199.649 1 199.649 21.251 .000*
Experimental Grouping * 43.614 1 43.614 4.642 .036*
Learning Abilities
a. R Squared = .524 (Adjusted R Squared = .484)
*. Significant at the 0.05 level (2-tailed).
Presented in table 3 is the two-way analysis of covariance of the tests conducted between the two groups of the
study. It presents the causal effect of the teaching model to the academic achievement of the students when
grouped according to their experimental grouping and the interaction of the experimental grouping with the
respondents learning abilities: F-values of 21.251 and 4.642, and p-values of <.001 and .036, respectively. This
means that the students under the experimental group who experienced the converging models of Bloom’s
Mastery Learning Approach (MLA) and Bandura’s Social Cognitive Theory on Zimmerman’s Self-Regulated
Learning (SRL) performed better in the subject after the method was introduced in their learning experiences and
became a potent mechanism in their learning-routine.
It can be noted, however, that the impact of the models of reconstructing the instruction is moderately low
considering that the coefficient of determination indicated by the adjusted R-squared is only .524. This means
that the models of teaching account for 48.4 % of the variability in the academic achievement of the students.
It is construed then that there are other important variables or factors such as student ability and other classroom
techniques which may explain better the difference in the academic achievement of the groups of students in
both the experimental and control groups.
Table 3 likewise presents the interaction between the students’ motivation in learning science and the
method (treatment conditions of the converging Bloom’s Mastery Learning Approach (MLA) and Bandura’s
Social Cognitive Theory on Zimmerman’s Self-Regulated Learning (SRL). It presents the impact of the
treatment conditions to the academic achievement of the students across the learning abilities of the students in
the two groups as shown in Figure 5.
Figure 5. Estimated Marginal Mean of the Post-test Scores
Figure 5 presents the relationship of the estimated marginal means of the post-test result and the learning abilities
of the students, categorized as low and high. The result of the post-test mean score is evaluated with the pre-test
covariate value of 8.08. It presents that the lowly able students in the experimental group benefited the most in
the program. It can be concluded then that the teaching modality provides better experiences that made them
perform better in the subject. Hence, provided a comparable academic performance in the subject.
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7. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol 3, No 10, 2012
In general, the results of the study indicate that students who were exposed to the constructive instruction
obtained a significantly higher mean post-test score on their academic achievement than the students who were
exposed to the customary teaching models and techniques. This result affirms the theory of Bloom’s on
Mastery Learning which posits that the approach conceals the disparities of the incomparable academic
performance and achievement of students across their learning abilities. It likewise affirm Bandura and
Zimmerman’s Self-Regulated Learning strategy as it conjectures that student-learners gather and effectively use
corrective learning feedbacks to improve his performance in a varied and challenging environment. Hence, the
Bloom’s Mastery Learning Approach (MLA) becomes more effective when it converges with Bandura and
Zimmerman’s Self-regulated Learning strategy (SRL) as it improves better the students’ academic achievement,
self-concept, and learning strategies.
The result also conforms to the findings of Martinez & Martinez (2001), Lawrence (2003), Guskey (2005),
Kazu (2005) and Wambagu & Changeiywo (2006) when they concluded that Mastery Learning Approach and
Self-Regulated Learning Strategy increase students academic performance and achievement across their learning
abilities towards the subject.
Table 4. The Relationship between the Students’ Motivation in Learning Science and their Academic
Performance in Biology
Students’ Motivation in Learning Science
SE ALS SLV PG AG LES
** ** * ** **
Post-test Pearson Correlation .565 .382 .302 .444 .475 .557**
Sig. (2-tailed) .000 .005 .030 .001 .000 .000
N 52 52 52 52 52 52
Legend: SE – Self-Efficacy; ALS – Active Learning Strategy; SLV – Science Learning Value;
PG - Performance Goal; AG – Achievement Goal ; LES – Learning Environment Stimulation
*. Correlation is significant at the 0.05 level (2-tailed).
**. Correlation is significant at the 0.01 level (2-tailed).
Table 4 presents the correlation analysis of the students’ academic achievement and their motivation in learning
science. A highly significant correlation is observed in self-efficacy, active learning strategy, performance goal,
achievement goal, and learning environment stimulation: p-values of <.001, .005, .001, <.001 and <.001,
respectively at 0.01 level of significance, and a significant relationship is observed between their academic
achievement and science learning value with a p-value of .030 at 0.05 level of significance. This means that the
greater the motivation drive that students develop, the faster they respond to learning tasks in the dynamic
classroom environment.
It can be construed that motivation emanates from the drive of the student-learner developed within him.
This phenomenon can be explained by the Attitude-Behavior Consistency Theory of Kallgren and Wood (1986)
and the Cognitive Evaluation Theory of Deci and Ryan (1991). Kallgren and Wood theorized that attitude
(predispositions to behavior) and actual behaviors are more likely to align when both attitude and behavior are
both constrained to circumstances that happened in the past. Attitudes, that drives motivation, is held strongly
around core beliefs. On the other hand, Deci and Ryan theorized that motivation given to a student-learner must
fall within his current level of competency. This motivation is used by the learner in his evaluation of the
applicability and correctness of his strategy in helping him achieve his goals. Constructive feedback is drawn and
used in the next cycle. This generates a better plan in the next SRL cycle.
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ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol 3, No 10, 2012
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