scholarly journals Personalizing learning with mobile technology in a secondary school in the Netherlands: Effects on students’ autonomy support, learning motivation and achievement

2020 ◽  
Vol 3 (3) ◽  
pp. 119-137
Author(s):  
Wilfried Admiraal ◽  
◽  
Lysanne Post ◽  
Ditte Lockhorst ◽  
Monika Louws ◽  
...  
Keyword(s):  
The Netherlands ◽  
Secondary School ◽  
Autonomy Support ◽  
Learning Preferences ◽  
Learning Motivation ◽  
Future Research ◽  
Design Data ◽  
Positive Effects ◽  
Quasi Experimental ◽  
Perceived Autonomy Support

Personalizing learning with technology in secondary schools is a way to empower students to take control of their learning. The more learners can direct their own learning experiences, including path, pace and instructional approach, the more they may learn what they want and need to learn. In a quasi-experimental design, data about the implementation and evaluation of three interventions in one secondary school in the Netherlands have been gathered with student questionnaires and regular exams. In these three interventions, each lasting one entire school year, teachers attempted to support their students’ autonomy in decisions during their learning process. Effects on students’ perceived autonomy support, learning motivation and their achievement have been examined. One intervention – the one with the highest scores on perceived autonomy support – shows small positive effects on students’ learning motivation and their achievement. Learner control over structural aspects of the curriculum, such as students’ autonomy to choose their tasks for practicing and reviewing and the way to complete them, is a possible effective way of designing personalizing learning in secondary education. In future research, more attention should be addressed to which combination of autonomy supportive activities might be effective. These effects might also be different for different student groups, based on, for example, their learning preferences and abilities.

scholarly journals Effects of an Active Learning Approach on Students’ Motivation in an Engineering Course

2019 ◽  
Vol 7 (3) ◽  
pp. 58
Author(s):  
Chosang Tendhar ◽  
Kusum Singh ◽  
Brett D. Jones
Keyword(s):  
Active Learning ◽  
Future Research ◽  
Control Group ◽  
Learning Approach ◽  
Learning Approaches ◽  
Positive Effects ◽  
Instructional Technique ◽  
Quasi Experimental ◽  
And Control ◽  
Compare And Contrast

Because there are many positive effects of active learning approaches on students’ motivation and achievement, some authors have recommended that these approaches be widely implemented. A research-intensive university located in the Mid-Atlantic US was interested in adopting this instructional technique, and therefore, experimented with it. The purpose of this quasi-experimental study was to compare and contrast the effects of an active learning approach on the motivation of students in a treatment and control group. The results of multiple independent sample t-tests showed that there were no statistically significant differences between the two groups on several motivation constructs. We provide explanations for the lack of significant differences, as well as discuss limitations and future research.

Multicultural Education and Inter-Ethnic Attitudes

2013 ◽  
Vol 18 (3) ◽  
pp. 179-190 ◽  
Author(s):  
Maykel Verkuyten ◽  
Jochem Thijs
Keyword(s):  
The Netherlands ◽  
Multicultural Education ◽  
Quantitative Research ◽  
Positive Impact ◽  
Early Adolescents ◽  
Ethnic Relations ◽  
Cultural Knowledge ◽  
Future Research ◽  
Positive Effects ◽  
Ethnic Attitudes

Despite the recent retreat of multiculturalism in various European countries, forms of multicultural education are favored and practiced in many of these countries. These educational practices are considered desirable and necessary for the development of positive inter-ethnic relations. After considering conceptions of multicultural education, we discuss multilevel quantitative research on perceived multicultural education and its effects on inter-ethnic attitudes among early adolescents in the Netherlands. The positive effects of multicultural education are interpreted in terms of children’s improved cultural knowledge and understanding, and the establishment of anti-racism norms within the classroom. These two theoretical mechanisms can explain the positive impact of multicultural education on children’s inter-ethnic attitudes. The review of the research is concluded by providing directions and suggestions for future research.

scholarly journals Pengaruh Motivasi dan Kecemasan Belajar Matematika Terhadap Kesadaran Metakognisi dan Kaitannya dengan Hasil Belajar Matematika

2021 ◽  
Vol 1 (1) ◽  
pp. 81-89
Author(s):  
Manggala Wihasta Jagat Wicaksana ◽  
Baidowi Baidowi ◽  
Eka Kurniawan ◽  
Muhammad Turmuzi
Keyword(s):  
Learning Outcomes ◽  
Linear Regression Analysis ◽  
Learning Motivation ◽  
Validity And Reliability ◽  
Negative Effects ◽  
Positive Effects ◽  
Learning Anxiety ◽  
Quasi Experimental ◽  
Academic Year

This study aims to find out the effect of motivation, anxiety of mathematic’s learning and metacognition awareness to students’ mathematic’s learning outcomes of class XI IPA SMA Negeri 1 Kuripan academic year 2019/2020. The type of this research were quasi-experimental. Determination of the sample used saturation sampling by selected the entire population as a sample, namely class XI IPA. The instrument were questionnaire of motivation, anxiety and metacognition awareness were first tested for validity and reliability in class XII IPA 1 and XII IPA 2. Before a simple linear regression analysis and t-test were performed, the data that had been obtained were first subjected to a prerequisite test. A prerequisite test was normality, homogenity and linearity tests. Based on the results of data analysis used inferential statistical techniques, it can be concluded that, there was a positive effects of mathematic’s learning motivation to metacognition awareness, mathematic’s learning motivation to students’ mathematic’s learning outcomes, metacognition awareness to student mathematic’s learning outcomes, and there was negative effects (r=-0,065) of mathematic’s learning anxiety to students’ mathematic’s learning outcomes.

scholarly journals The German Multi-Dimensional Perceived Autonomy Support Scale for Physical Education: Adaption and Validation in a Sample of Lower Track Secondary School Students

2020 ◽  
Vol 17 (19) ◽  
pp. 7353
Author(s):  
Julia Zimmermann ◽  
Henri Tilga ◽  
Joachim Bachner ◽  
Yolanda Demetriou
Keyword(s):  
Physical Education ◽  
Measurement Invariance ◽  
Internal Consistency ◽  
Autonomy Support ◽  
Structural Equation ◽  
Criterion Validity ◽  
Equation Modeling ◽  
General Factor ◽  
Positive Effects ◽  
Perceived Autonomy Support

Teachers’ autonomy support (AS) in physical education (PE) has positive effects on students’ affective and behavioral outcomes in PE. Even though the existence of three different dimensions of AS, namely cognitive, organizational and procedural AS has been suggested in educational settings, there is a lack of multidimensional instruments for the assessment of autonomy-supportive teaching in PE. The aim of this study was to validate the German Multi-Dimensional Perceived Autonomy Support Scale for Physical Education (MD-PASS-PE). The sample comprised 1030 students of grades 6 through 10. Internal consistency was used to test the reliability of the assumed subscales. Factorial validity and measurement invariance across gender and age were examined by confirmatory factor analyses. Structural equation modeling was used to evaluate criterion validity. The subscales exhibited acceptable to good internal consistency. The assumed three-factor structure was confirmed within a bi-factor model including a general factor and three specific group factors. Results strongly supported measurement invariance across gender while tentatively suggesting measurement invariance across age. Criterion validity was supported as the MD-PASS-PE explained 15% and 14% of the variance in the constructs of self-efficacy and intrinsic value, respectively. The German MD-PASS-PE provides PE teachers with deeper insights into their autonomy-supportive teaching behavior, helping them to support their students’ autonomy in a holistic way.

scholarly journals Effect of Applying Case Method to Anti-Corruption Education on Learning Motivation and Learning Effectiveness

2021 ◽  
Vol 73 ◽  
pp. 276-287
Author(s):  
Cheng-Hsun HUANG ◽  
Luke H.C. HSIAO ◽  
Shin-Lin KO
Keyword(s):  
Public Awareness ◽  
Developed Countries ◽  
Social Value ◽  
Learning Motivation ◽  
Learning Effectiveness ◽  
Case Method ◽  
Research Subjects ◽  
Positive Effects ◽  
Negative Effect ◽  
Quasi Experimental

Corruption does not simply occur in developing countries, but is often heard in developed countries. Several domestic government officials and enterprise executives involving in corruption in past years reveals that the corruption style is different from public employees with public power changing money with power in the past, and the method of operation is updating to challenge the case handling ability of prosecutors. Corruption prevention refers to developing the functions of deterrence and warning through related procedures and systems. Anti-corruption, on the other hand, induces public awareness of anti-corruption through education and promotion to have people realize the badness of corruption and appeal citizens to collaboratively strike corruption and shape the complete anti-corruption network. With experimental design model to precede the quasi-experimental study, total 202 college students in central and southern Taiwan, as the research subjects, are preceded the 16-week (3 hours per week for total 48 hours) anti-corruption education with case method. The research results show that case method would affect learning motivation, case method would affect learning effectiveness, learning motivation presents significantly positive effects on learning effect in learning effectiveness, and learning motivation reveals remarkably positive effects on positive gain in learning effectiveness. According to the results to propose suggestions, it is expected to deliver certain social value and concept to the public and that the civil society, from bottom-up, could play the role for supervision and accountability, stress on the seriousness and destruction of the negative effect of corruption on the nation and society, and further cultivate the social value to affirm integrity but despise corruption so that people genuinely anticipate integrity.

scholarly journals Psychometry of the Multidimensional Perceived Autonomy Support Scale in Physical Education With Spanish Secondary School Students

SAGE Open ◽  
2020 ◽  
Vol 10 (1) ◽  
pp. 215824401990125 ◽  
Author(s):  
Rafael Burgueño ◽  
José Macarro-Moreno ◽  
Jesús Medina-Casaubón
Keyword(s):  
Physical Education ◽  
Secondary School ◽  
Autonomy Support ◽  
Structural Equation ◽  
Secondary School Students ◽  
Temporal Stability ◽  
Need Satisfaction ◽  
Equation Modeling ◽  
School Students ◽  
Perceived Autonomy Support

This research aimed to adapt and psychometrically examine the Multidimensional Perceived Autonomy Support Scale in Physical Education in the Spanish context. The participants were 560 (264 men and 296 women; Mage = 14.49, SDage = 1.05) physical education secondary school students. The results underpinned a 15-item three-factor correlated model, which was invariant across gender and age. The reliability analysis reflected an acceptable level of internal consistency and temporal stability for each factor. The structural equation modeling showed that perceived cognitive, procedural, and organizational autonomy support predicted positively and significantly basic psychological need satisfaction. The Multidimensional Perceived Autonomy Support Scale in Physical Education is a valid and reliable instrument to multidimensionally measure the secondary school students’ perception of autonomy support from physical education teachers in the Spanish context.

scholarly journals Efectos de la actividad física sobre las funciones ejecutivas en una muestra de adolescentes

2015 ◽  
Vol 31 (3) ◽  
pp. 962 ◽  
Author(s):  
Inmaculada Martín-Martínez ◽  
Luis J. Chirosa ◽  
Rafael E. Reigal ◽  
Antonio Hernández-Mendo ◽  
Rocío Juárez-Ruiz de Mier ◽  
...  
Keyword(s):  
Physical Activity ◽  
Cognitive Skills ◽  
Physical Activity Program ◽  
Future Research ◽  
Trail Making Test ◽  
Positive Effects ◽  
Activity Program ◽  
Quasi Experimental ◽  
Trail Making ◽  
The Impact

The aim of this study was to analyse the effects of a physical activity program, eight-week and based on small sided games, on some variables associated to executive function construct. The participants in the study were 54 adolescents, who were physically inactive, from the city of Priego (Córdoba, Spain), whose age ranged between 15 and 16 years old (<em>M</em>=15.35; <em>SD=</em> .48). The study was based on a quasi-experimental pre-post design with two randomized groups, control and experimental. The instruments used to evaluate the cognitive skills were Digits and Letters and Numbers tests of the Wechsler Intelligence Scale for Children (WISC-IV), the Trail Making Test (A and B) and the Stroop Test. It was realized an analysis of the mixed variance 2x2 to determine the effects of the treatment. Results showed positive effects of the physical activity program in subtest of WISC-IV and Trail Making Test B, although the effect size was weak. It is proposed to increase the time of intervention and apply different treatments to observe the impact of type of activity for future research

scholarly journals Perceived Autonomy Support in Primary Education in the Netherlands: Differences between Teachers and Their Students

2019 ◽  
Vol 9 (4) ◽  
pp. 1
Author(s):  
Wilfried Admiraal ◽  
Gera Nieuwenhuis ◽  
Yvette Kooij ◽  
Tineke Dijkstra ◽  
Ingrid Cloosterman
Keyword(s):  
Focus Group ◽  
The Netherlands ◽  
Primary Education ◽  
Autonomy Support ◽  
Educational Practice ◽  
Freedom Of Choice ◽  
Student Autonomy ◽  
Teachers And Students ◽  
Perceived Autonomy Support

Student autonomy is a much discussed topic in educational practice and research. In this study, primary schoolteachers reported what they do to support the autonomy of their students and students mentioned how they perceivedautonomy in the classroom. From the findings of a focus group, consisting of 10 teachers from the upper years, sixaspects of autonomy were extracted: freedom of choice, self-insight, self-expression, curiosity, independence andproblem solving. Then, 77 teachers and 497 students completed a questionnaire with items on these six aspects. Thisquestionnaire study shows that both teachers and students indicated that class work is mostly focused on studentindependence and the least on freedom of choice. Students and teachers differed in the extent to which this was thecase: teachers were much more positive about the extent to which they work on their students' autonomy than theirstudents. This applied to all six distinct aspects of autonomy support.

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