Promoting students' learning achievement and self‐efficacy: A mobile chatbot approach for nursing training

2021 ◽  
Author(s):  
Ching‐Yi Chang ◽  
Gwo‐Jen Hwang ◽  
Meei‐Ling Gau
Keyword(s):  
Self Efficacy ◽  
Learning Achievement ◽  
Nursing Training

scholarly journals The Differentiate Effect of Self-Efficacy, Motivation, and Satisfaction on Pre-Service Teacher Students’ Learning Achievement in a Flipped Classroom: A Case of a Modern Educational Technology Course

2021 ◽  
Vol 13 (5) ◽  
pp. 2888
Author(s):  
Li Zhao ◽  
Xiaohong Liu ◽  
Yu-Sheng Su
Keyword(s):  
Educational Technology ◽  
Self Efficacy ◽  
Flipped Classroom ◽  
Learning Motivation ◽  
Control Group ◽  
Learning Achievement ◽  
Learning Satisfaction ◽  
Teacher Students ◽  
Pre Service Teacher ◽  
Experimental Group

To analyze how variability changes over time can enhance the understanding of how learners’ self-efficacy, motivation, and satisfaction is controlled and why differences might exist among groups of individuals. Therefore, this study compared the effect of variability on pre-service teacher students in the flipped classroom approach with a course named modern educational technology (MET). In total, 77 students in two groups participated in this study. Learners in the experimental group received the flipped classroom treatment. Learners in the control group received the traditional lecture-centered instructional approach. The learning outcomes were evaluated by practice assignment, transfer assignment, and student perception survey. The survey includes the evaluation of learning satisfaction, self-efficacy, and learning motivation. Pre-test and post-test were conducted by the two groups. The data analysis results applied analysis of variance (ANOVA) or analysis of covariance (ANCOVA) and revealed that the experimental group displayed a better learning achievement than the control group. The experimental group participants’ perception also showed variability (i.e., learning satisfaction, self-efficacy, and learning motivation) was better than the control group. Considering the overall study results, the flipped classroom model can be applied in the pre-service teacher students’ modern educational technology course.

Role Assignment in High Fidelity Patient Simulation and the Effects on Nursing Students’ Self-Efficacy Development

2017 ◽  
Vol 61 (1) ◽  
pp. 671-675 ◽  
Author(s):  
Dustin T. Weiler ◽  
Jason J. Saleem
Keyword(s):  
Nursing Students ◽  
Self Efficacy ◽  
Patient Simulation ◽  
High Fidelity ◽  
Role Assignment ◽  
Patient Simulators ◽  
Simulation Scenario ◽  
Efficacy Development ◽  
Nursing Training ◽  
The Impact

Previous studies have evaluated the effectiveness of high fidelity patient simulators (HFPS) on nursing training. However, a gap exists on the effects of role assignment in multiple-student simulation scenarios. This study explored the effects of role assignment on self-efficacy development in baccalaureate-level nursing students. Using a researcher-developed tool, based upon a previously developed and utilized tool to fit the simulation scenario, the effects of role assignment were determined. Role assignment was found to have a significant effect on self-efficacy development. Furthermore, roles that require the participant to be more involved with the simulation scenario yielded more confident scores than roles that did not require the participant to be as involved. With this study, future multi-student simulation scenarios can be adjusted knowing the impact different roles can have on self-efficacy development.

scholarly journals Efektivitas PBL setting TTW dan TPS ditinjau dari prestasi belajar, berpikir kritis dan self-efficacy siswa

2018 ◽  
Vol 5 (1) ◽  
pp. 116 ◽  
Author(s):  
Wahyu Hardiyanto ◽  
Rusgianto Heri Santoso
Keyword(s):  
Critical Thinking ◽  
Self Efficacy ◽  
Problem Based Learning ◽  
T Test ◽  
Learning Achievement ◽  
Critical Thinking Ability ◽  
Significant Difference ◽  
Thinking Ability ◽  
Quasi Experimental ◽  
The Difference

Penelitian ini bertujuan untuk mendeskripsikan keefektifan pendekatan problem-based learning (PBL) setting think talk write (TTW) dan problem-based learning (PBL) setting think pair share (TPS) serta mendeskripsikan perbedaan keefektifan antara PBL setting TTW dan PBL setting TPS ditinjau dari prestasi belajar, kemampuan berpikir kritis dan self-efficacy siswa. Penelitian ini merupakan penelitian eksperimen semu. Instrumen yang digunakan untuk mengumpulkan data adalah tes prestasi belajar, tes kemampuan berpikir kritis dan angket self-efficacy siswa. Data yang dikumpulkan dianalisis dengan menggunakan one sample t-test, dan analisis multivariat (MANOVA). One sample t-test dilakukan untuk menguji keefektifan pendekatan PBL setting TTW dan keefektifan pendekatan PBL setting TPS, sedangkan analisis multivariat (MANOVA) dilakukan untuk menguji perbedaan keefektifan antara kedua treatment tersebut ditinjau dari prestasi belajar, kemampuan berpikir kritis dan self-efficacy siswa. Hasil analisis menunjukkan bahwa pendekatan PBL setting TTW dan pendekatan PBL setting TPS efektif ditinjau dari prestasi belajar, kemampuan berpikir kritis dan self-efficacy siswa. Selain itu hasil analisis multivariat menunjukkan bahwa tidak terdapat perbedaan keefektifan yang signifikan antara pendekatan PBL setting TTW dengan pendekatan PBL setting TPS ditinjau dari prestasi belajar, kemampuan berpikir kritis dan self-efficacy siswa. The Effectiveness of PBL Setting TTW and TPS Seen from Students Learning Achievement, Critical Thinking and Self-Efficacy  AbstractThis study aims to describe the effectiveness of problem-based learning (PBL) setting think talk write (TTW) and PBL setting think pair share (TPS) and describe the difference of the effectiveness between PBL setting TTW and PBL setting TPS in terms of learning achievements, critical thinking ability and self-efficacy of grade students. This research is quasi-experimental research. The research instruments to collect the data are a learning achievement test, a test to examine the ability to think critically and a self-efficacy questionnaire. One sample t-test was conducted to examine the effectiveness PBL setting TTW and PBL setting TPS. Meanwhile, multivariate test (MANOVA) was carried out to determine the difference between PBL setting TTW and PBL setting TPS. The results show that both PBL setting TTW and PBL setting TPS are effective in terms of students learning achievements, critical thinking ability, and self-efficacy and there is no significant difference between the effectiveness of PBL setting TTW and the effectiveness of PBL setting TPS in terms of learning achievements, critical thinking ability and student self-efficacy.

scholarly journals THE EFFECT OF ACADEMIC PROCRASTINATION ON THE ACCOUNTING LEARNING ACHIEVEMENT USING SELF-EFFICACY AS MODERATING VARIABLE AT SMK YPKK 1 SLEMAN

2015 ◽  
Vol 13 (1) ◽  
Author(s):  
Ismi Nur Rahmah
Keyword(s):  
Data Collection ◽  
Self Efficacy ◽  
Academic Procrastination ◽  
Study Program ◽  
Learning Achievement ◽  
Research Results ◽  
Achievement Data ◽  
Significant Negative Effect ◽  
Negative Effect ◽  
Academic Year

This research has two objectives. First, it is aimed to determine the effect of Academic Procrastination on the Accounting Learning Achievement in Accounting Study Program at grade X of SMK YPKK 1 Sleman academic year of 2014/2015. Second, it is amied to determine the effect of Academic Procrastination on the Accounting Learning Achievement through Self-efficacy as moderating variable in Accounting Study Program at grade X of SMK YPKK 1 Sleman academic year of 2014/2015 The population in this study was the students in Study Program at grade X of SMK YPKK 1 Sleman consists of 54 students. Data collection in this research were Questionnaire and Documentation. The questionnaires consisted of academic procrastination and self-efficacy instruments while the documentation was used to obtain Accounting Learning Achievement data. Research results showed that: (1) There is a significant negative effect of Academic Procrastination on the Accounting Learning Achievement in Accounting Study Program at grade X of SMK YPKK 1 academic year of 2014/2015, with rx1y = 0.575; r2x1y = 0.331; t-count -5.068 > t-table and sig 0.000 < 0.05;  (2) There is significant negative effect of Academic Procrastination on the Accounting Learning Achievement through Self-efficacy as moderating variable in Accounting Study Program at grade X of SMK YPKK 1 academic year of 2014/2015, with rx1y = 0.699; r2x1y = 0.489; t-count -2.030 > t-table and sig 0.048 < 0.050. Keywords: Accounting Learning Achievement, Academic Procrastination, Self-efficacy

scholarly journals Efektifitas Media Pembelajaran Pada Pendekatan Scientific terhadap Literasi Sains dan Self Efficacy Peserta Didik SDN 193 Pekanbaru

2020 ◽  
Vol 3 (1) ◽  
pp. 35
Author(s):  
Desri Ana Sovia ◽  
Yayuk Cicilia ◽  
Rian Vebrianto
Keyword(s):  
Self Efficacy ◽  
Scientific Literacy ◽  
Science Learning ◽  
Cognitive Learning ◽  
T Test ◽  
Good Effect ◽  
Learning Achievement ◽  
Achievement Data ◽  
Scientific Approach ◽  
Literacy Ability

This study aims to determine the effect of the use of media the influence of the science learning media on a scientific approach to scientific literacy skills and self-efficacy of students on human respirator material. This study uses an experimental method, the sample consists of 2 classes, cognitive learning achievement data using tests, affective aspects of learning achievement using a questionnaire, hypothesis testing using the right-hand t-test. The data analysis technique used is the n-gain test and independent sample t-test using SPSS version 16.0. The results showed that students who were taught using science learning media on a scientific approach had a good effect on scientific literacy and self efficacy better than students who were taught the lecture method. Students with high scientific literacy ability produce better average performance than students with low scientific literacy ability, and there is an increase in the self efficacy of students learning by using learning media

scholarly journals Hubungan Motivasi dan Hasil Belajar Mahasiswa Kedokteran

2015 ◽  
Vol 4 (1) ◽  
pp. 1
Author(s):  
Rika Lisiswanti ◽  
Rossi Sanusi ◽  
Titi Savitri Prihatiningsih
Keyword(s):  
Intrinsic Motivation ◽  
Student Learning ◽  
Self Efficacy ◽  
Extrinsic Motivation ◽  
Task Value ◽  
Learning Beliefs ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Learning Achievement ◽  
Study Population

Background: Motivation is the force that drives a person to do something. Motivation can affect student learning achievement. The purpose of this study was to examine the relationship between motivation and student learning achievement. Method: This research method was a cross sectional survey. The study was conducted at the Medical Faculty of Lampung University. The study population was students that taking Medical Basic Science (MBS) blocks 3. Samples were from all population. The instrument used to assess motivation was Motivated Strategies of Learning Questionnaire (MSLQ). The questionnaire comprises 6 dimensions divided into 31 questions that intrinsic, extrinsic, task value, control of learning beliefs, self-efficacy and anxiety. Learning achievement were measured by the MCQ which. Questionnaire data were taken at the end of the block MBS3, which analyzed using Pearson Product Moment correlation. Results: The correlation between intrinsic motivation and student’s achievement obtained -0.020 with 0.805 significance (p> 0.05). Relationships intrinsic motivation and student’s achievement showed an inverse relationship. Extrinsic motivation and student’s achievement obtained 0.670 with 0.397 significance (P> 0.05). The correlation task value and student’s achievement  0.066 with 0.403 significance (p> 0.05). The correlation control of learning beliefs and student’s achievement of 0.054 with 0.339 significance (p> 0.05). The correlation of self-efficacy and student’s achievement of 0.054 with 0.496 significance (p> 0.05). The correlation test anxiety and student’s achievement -0.060 with 0.447 significance (p> 0.05). The correlation of total score of motivation and student’s achievement  0.034 with 0.670 significance (p> 0.05). All correlation dimension obtained motivation was weak and not significance.Conclusion: The results showed very weak positive correlation between the total score of motivation to learning achievement.

scholarly journals Keefektifan model pembelajaran CORE dengan strategi konflik kognitif ditinjau dari prestasi belajar, berpikir kritis, dan self-efficacy

2020 ◽  
Vol 15 (1) ◽  
Author(s):  
Sri Wahyuni Ningsih ◽  
Sugiman Sugiman ◽  
Pika Merliza ◽  
Uke Ralmugiz
Keyword(s):  
Critical Thinking ◽  
Self Efficacy ◽  
Cognitive Conflict ◽  
Learning Model ◽  
Conventional Model ◽  
Learning Achievement ◽  
Group Design ◽  
The Core ◽  
Class Viii ◽  
Conflict Strategies

Penelitian ini bertujuan untuk menguji keefektifan model pembelajaran Connecting, Organizing, Reflecting, Extending (CORE) dengan strategi konflik kognitif ditinjau dari prestasi belajar, berpikir kritis, dan self-efficacy siswa. Jenis penelitian ini adalah quasi experiment dengan pretest-posttest nonequivalent group design. Populasi dalam penelitian ini adalah siswa kelas VIII SMP Negeri 3 Yogyakarta dan dipilih  secara acak kelas VIII-C dan Kelas VIII-F sebagai sampel penelitian. One sample t-test digunakan untuk menguji keefektifan model CORE dengan strategi konflik kognitif dan model konvensional, sedangkan untuk menguji perbedaan keefektifan model pembelajaran digunakan uji Manova (Hotteling’s Trace). Hasil penelitian menunjukkan bahwa: (1) model pembelajaran CORE dengan strategi konflik kognitif efektif ditinjau dari prestasi belajar, kemampuan berpikir kritis, dan self-efficacy siswa; (2) model pembelajaran CORE dengan strategi konflik kognitif lebih efektif dibandingkan model konvensional ditinjau dari prestasi belajar, kemampuan berpikir kritis, dan self-efficacy siswa.The effectiveness of the CORE learning model with cognitive conflict strategies in terms of learning achievement, critical thinking, and self-efficacyAbstractThe study aimed to examine the effectiveness of Connecting, Organizing, Reflecting, Extending (CORE) learning model with cognitive conflict strategies in terms of students’ achievement, critical thinking, and self-efficacy. The study was a quasi-experiment with a pretest-posttest nonequivalent group design. The population of the study was all students of 8th-grade of SMP Negeri 3 Yogyakarta (Junior High School) and randomly selected class VIII-C and class VIII-F as the sample. One sample t-test was used to examine the effectiveness of the CORE learning model with cognitive conflict strategies and the conventional model. Whereas, to examine the difference between the effectiveness of the learning model, the Manova test (Hotteling’s Trace) was used. The result of the study showed that: (1) the CORE learning model with cognitive conflict strategies was effective in terms of students’ learning achievement, critical thinking skill, and self-efficacy; (2) The CORE learning model with cognitive conflict strategies was more effective than the conventional model in terms of students’ learning achievement, critical thinking skills, and self-efficacy.

scholarly journals Exploring the Conceptual Constructs of Learners’ Goal Commitment, Grit, and Self-Efficacy

2021 ◽  
Vol 12 ◽  
Author(s):  
Zhong Han
Keyword(s):  
Self Efficacy ◽  
Goal Commitment ◽  
The Other ◽  
Cognitive Factors ◽  
Learning Achievement ◽  
Previous Decade ◽  
The Way

Although learners’ success in learning has generally been attributed to cognitive factors, non-cognitive issues in education should be taken into consideration in the process of learning which affects learners’ achievement. One of these issues, which become popular among researchers in the previous decade is grit, that is, posited as passion and perseverance thanks to its enduring quality and the other is self-efficacy. Another factor is goal commitment that talks about the way to reach a goal or insistent determinations to achieve a goal. The proposed review attempts to focus on these three factors in regulating students’ learning achievement. Accordingly, some educational suggestions are offered for teachers, students, and syllabus designers.

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