scholarly journals Bringing Out-of-School Learning into the Classroom: Self- versus Peer-Monitoring of Learning Behaviour

2020 ◽  
Vol 10 (10) ◽  
pp. 284
Author(s):  
Yelva C. Larsen ◽  
Jorge Groß ◽  
Franz X. Bogner
Keyword(s):  
Classroom Management ◽  
Intrinsic Motivation ◽  
Autonomy Support ◽  
Cognitive Learning ◽  
Control Group ◽  
School Students ◽  
Self Monitoring ◽  
Peer Monitoring ◽  
Treatment Groups ◽  
Learning Behaviours

Based on classroom management fostering autonomy support and intrinsic motivation, this study examines effects of reciprocal peer-monitoring of learning behaviours on cognitive and affective outcomes. Within our study, 470 German secondary school students between 13 and 16 years of age participated in a multimodal hands- and minds-on exhibition focusing on renewable resources. Three groups were separated and monitored via a pre-post-follow up questionnaire: the first conducted peer-monitoring with the performance of specific roles to manage students’ learning behaviours, the second accomplished a self-monitoring strategy, while the third group did not visit the exhibition. In contrast to the latter control group, both treatment groups produced a high increase in short- and long-term knowledge achievement. The peer-monitored group scored higher in cognitive learning outcomes than the self-monitored group did. Interestingly, the perceived level of choice did not differ between both treatment groups, whereas peer-monitoring increased students’ perceived competence and simultaneously reduced the perceived level of anxiety and boredom. Peer-monitoring realised with the performance of specific roles seems to keep students “on task” without lowering indicators for students’ intrinsic motivation. Herewith, we are amongst the first to suggest peer-monitoring as a semi-formal learning approach to balance between teacher-controlled instruction and free-choice exploration.

scholarly journals Effectiveness of Blending Learning Approach (BLA) on Graduate Students’ Learning Outcomes

2021 ◽  
Vol 3 (3) ◽  
pp. p23
Author(s):  
Emolyn M. Iringan
Keyword(s):  
Intrinsic Motivation ◽  
Data Gathering ◽  
Control Group ◽  
Learning Approach ◽  
Motivation To Learn ◽  
School Students ◽  
Project Completion ◽  
Instructional Mode ◽  
Quasi Experimental ◽  
Experimental Group

This quasi-experimental study aimed to assess the effectiveness of the Blended Learning Approach on graduate school students’ intrinsic motivation to learn, achievement, efficiency on project completion, and attitude towards coursework. The study used two groups, the control and experimental group which covered 30 students for each group. Students in the control group were exposed to the face-to-face instructional mode while the experimental group was exposed to the blended mode of instruction. Survey questionnaires, achievement tests, and documentary analyses were the data-gathering modalities that were utilized. The data were treated using mean, scales, and t-test. Results show that the BLA enhanced students’ intrinsic motivation to learn, efficiency in project completion, and achievement in the course, however, yielded no significant effect on their attitude toward their coursework.

scholarly journals The Effectiveness of a Music and Movement Program for Traditional Dance Teaching on Primary School Students’ Intrinsic Motivation and Self - Reported Patterns of Lesson Participation

2017 ◽  
Vol 8 (1) ◽  
pp. 227-236
Author(s):  
Lykesas Georgios ◽  
Dania Aspasia ◽  
Koutsouba Maria ◽  
Nikolaki Evgenia ◽  
Tyrovola Basiliki
Keyword(s):  
Intrinsic Motivation ◽  
Primary School ◽  
Instructional Program ◽  
Control Group ◽  
Teaching Model ◽  
Primary School Students ◽  
School Students ◽  
Traditional Dance ◽  
The Impact ◽  
Experimental Group

Abstract Research evidence on traditional dance teaching has shown how important it is for primary school education to institute reforms and present new ways of intervention in order to contribute effectively to the overall development of the child's personality. The aim of this research is a) to demonstrate the effectiveness of a music and movement instructional program on traditional dance learning, in terms of primary school students patterns of self-reported positive learning experiences and active lesson participation and b) to examine its impact on students’ internal motivation to play and dance with a more enjoyable and creative mood. During a period of six months 80 students (34 boys and 46 girls) aged between 9-10 years old, took part in the research. They were divided into two groups, the experimental group (N = 40) and control group (N = 40). The experimental group was taught Greek traditional dances according to a Music and Movement teaching model, while the control group was taught the same dances with a direct teaching model. The impact of the two models on students’ motivation to participate actively during the lesson was tested with the use of the Intrinsic Motivation Inventory (IMI). The results showed that the use of Music and Movement teaching models can have a positive impact on students’ intrinsic motivation and active participation in the course of traditional dance.

scholarly journals My Pocket Technology: Introducing a Mobile Assisted Inquiry Learning Environment (MAILE) to Promote Inquiries among Secondary Students

2017 ◽  
Vol 6 (3) ◽  
pp. 107 ◽  
Author(s):  
Sreelekha Leelamma ◽  
Uma Devi Indira
Keyword(s):  
Learning Environment ◽  
Secondary Students ◽  
Instructional Strategy ◽  
Environmental Science ◽  
Inquiry Learning ◽  
Cognitive Learning ◽  
Control Group ◽  
School Students ◽  
Inquiry Based Learning ◽  
Multiple Dimensions

 This paper introduces the Mobile Assisted Inquiry Learning Environment (MAILE), an Experimental Instructional Strategy (EIS) which employs an inquiry-based learning approach to guide secondary school students to learn environmental science in an engaging way supported by mobile phones. The students are situated in both the real world and the virtual world to extend their learning experiences. The effectiveness of this innovative approach is determined by comparing the learning effectiveness of an Experimental Group (EG) exposed to the experimental strategy and a Control Group (CG) taught the same content using the pedagogy prescribed by the state curriculum. The results show significant positive results in favor of the EG in multiple dimensions of cognitive learning prescribed by Bloom’s Taxonomy: Knowledge, Comprehension and Application.

Are Drug Education Programs Effective?

1975 ◽  
Vol 5 (4) ◽  
pp. 301-316 ◽  
Author(s):  
Charles M. Barresi ◽  
Richard J. Gigliotti
Keyword(s):  
High School ◽  
High School Students ◽  
Field Experiment ◽  
Latent Class ◽  
Control Group ◽  
Drug Education ◽  
Education Programs ◽  
School Students ◽  
Treatment Groups ◽  
Change Effect

The effects of expert speakers in producing change in drug attitudes, opinions and knowledge of high school students were evaluated with a quasi-field experiment. Three different treatment groups (expertise areas) and a control group were employed. The results indicate that such programs have no change effect. Additional analysis explored change by student type, using the latent class analysis suggested by Lazarsfeld. There is evidence that one class type is susceptible to change, but that the change is minimal given this type of program.

scholarly journals The Effect of Inference Training on Children's Comprehension of Expository Text

1983 ◽  
Vol 15 (3) ◽  
pp. 1-18 ◽  
Author(s):  
Eileen M. Carr ◽  
Peter Dewitz ◽  
Judythe P. Patberg
Keyword(s):  
Expository Text ◽  
Background Knowledge ◽  
Sixth Grade ◽  
The Other ◽  
Control Group ◽  
Self Monitoring ◽  
Treatment Groups ◽  
Comprehension Skills ◽  
Cloze Procedure ◽  
Inferential Thinking

Three procedures were used to help sixth-grade children increase inferential reading comprehension with expository text: a structured overview to activate background knowledge, the cloze procedure to develop an inferential thinking strategy, and a self-monitoring checklist to train the subjects to use the strategy independently. There were two treatment groups. One used the cloze procedure to integrate text and background knowledge and the checklist to maintain the strategy; the other used both the structured overview and the cloze procedure with the checklist. A control group read the same materials as the other two groups, but was not trained in any strategy. Posttests periodically measured the students' progress and ability to infer. Transfer and delayed transfer tests measured the application of inferential skills to untaught materials immediately after instruction and six weeks thereafter without further instruction. Results indicated that students in both treatment groups increased their inferential comprehension skills as measured by both the immediate and delayed transfer tests. Results also indicated that below average readers benefitted most from the instruction.

Peer-Monitoring and Self-Monitoring: Alternatives to Traditional Teacher Management

1986 ◽  
Vol 52 (6) ◽  
pp. 573-581 ◽  
Author(s):  
Susan A. Fowler
Keyword(s):  
Classroom Management ◽  
Substantial Reduction ◽  
The Self ◽  
Learning Problems ◽  
Self Monitoring ◽  
Team Members ◽  
Peer Monitoring ◽  
Transition Activities ◽  
Monitoring Procedure ◽  
Team Captains

A peer-monitoring procedure and a self-monitoring procedure were developed to decrease disruption and nonparticipation during the transition activities of a special kindergarten class. Ten children with behavior and/or learning problems attended the class. During peer-monitoring, children were assigned one of three teams and took turns serving as team captains. The team captains monitored each member of their team and awarded points at the end of each of four transition activities to team members and to themselves for following instructions. Following a substantial reduction in inappropriate behavior, the self-monitoring procedure was introduced. Children continued to be assigned to teams; however each child was responsible for awarding his or her own points at the end of the transition activities. Improvements achieved during the peer-monitoring procedure were maintained, for the most part, during the self-monitoring procedure. Results suggest that classroom management can be achieved through a carefully developed routine, in which clear instructions are paired with peer-managed or self-managed points for compliance with the routine.

scholarly journals Psychological Effects of Motivational Aquatic Resistance Interval Training and Nutritional Education in Older Women

Healthcare ◽  
2021 ◽  
Vol 9 (12) ◽  
pp. 1665
Author(s):  
Alejandro Martínez-Rodríguez ◽  
Bernardo José Cuestas-Calero ◽  
José Manuel García-De Frutos ◽  
Pablo Jorge Marcos-Pardo
Keyword(s):  
Physical Activity ◽  
Intrinsic Motivation ◽  
Autonomy Support ◽  
Interval Training ◽  
Well Being ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Control Group ◽  
Positive Effects ◽  
And Control

Several studies have demonstrated the positive effects of physical exercise programs on physical and mental health throughout life. It is necessary to know the factors that contribute to the well-being of older adults in order to achieve healthy aging. The aim of this study was to evaluate the relationship between well-being perception and the use of autonomy supportive coaching behaviours across a motivational aquatic resistance interval training program. Thirty-four women over 65 years of age from the province of Alicante, Spain, participated, and were randomly assigned to: motivational aquatic resistance interval training group (MART; age: 69.6 ± 5.01 years, height: 1.62 ± 7.88 m, weight: 75.3 ± 12.8 kg) and control group (CG; age: 67.7 ± 3.60 years, height: 1.54 ± 5.47 m, weight: 66.9 ± 10.2 kg). The MART program was conducted for 14 weeks, with three training sessions/week. The CG did not perform any physical activity during the study. Perception of autonomy support was assessed through the Autonomy-Supportive Coaching Questionnaire (ASCQ), Psychological needs by the Basic Psychological Needs in Exercise Scale (BPNES), Intrinsic motivation to exercise was assessed through Intrinsic Motivation Inventory (IMI) and Perception of Physical Activity by the International physical activity questionnaire (IPAQ). In MART, compared to CG, significant differences were observed in BPNS, IMI and IPAQ questionnaires used, except in the ASCQ. The differences were significant in all three cases in BPNS (p < 0.05 in autonomy and competence and p = 0.001 in relationship with others), obtaining better scores after intervention than previously. As for the IMI scale, significant differences were also obtained in both subscales. The level of physical activity also improved significantly, with higher scores on the IPAQ after the intervention than before (p < 0.001). In conclusion, when practitioners perceive greater well-being, satisfaction of their basic psychological needs, greater self-selection, volition, and autonomy instead of pressure, demand and control, the result is better behaviour with greater psychological well-being, adherence and consequent health benefits.

scholarly journals The Effects of Practical Problem-Based Home Economics Instruction (PPBHEI) on Middle School Students' Creativity: Focusing on the Content on “Clothing Management and Recycling”

2021 ◽  
Vol 59 (3) ◽  
pp. 401-418
Author(s):  
Ja-Young Bae ◽  
Huen-Sup Shim ◽  
Jung-Hyun Chae
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Intrinsic Motivation ◽  
Creative Thinking ◽  
Practical Problem ◽  
Home Economics ◽  
Control Group ◽  
School Students ◽  
Economics Instruction ◽  
Quasi Experimental

The purpose of this study was to test the effects of Practical Problem-Based Home Economics Instruction (PPBHEI) on middle school students' creativity, focusing on the content on “clothing management and recycling.” This study carried out quasi-experimental research with an independent variable of PPBHEI and a dependent variable of creativity. The experiment was based on a sample of 62 (31 in each group) second grade students in the Cheongju area over four class hours. ANCOVA was performed to examine pre-test and post-test differences between the experimental group and the control group. The results showed that PPBHEI did not improve the level of creativity but improved the level of creative motivation among the sub-elements of creativity (creative thinking, creative tendency, creative motivation). In particular, PPBHEI improved the level of independence in creative tendency, intrinsic motivation, and diligence in creative motivation. From the results of this study, it can be concluded that PPBHEI is effective in improving independence, intrinsic motivation, and diligence in respect of middle school students’creativity.

scholarly journals The Effects of Peer-Based Instant Response System to Promote Learning Performance, Intrinsic Motivation and Self-Efficacy

2021 ◽  
Vol 13 (8) ◽  
pp. 4320
Author(s):  
Wen-Jye Shyr ◽  
Ying-Ming Hsieh ◽  
Ching-Huei Chen
Keyword(s):  
High School Students ◽  
Intrinsic Motivation ◽  
Junior High School ◽  
Self Efficacy ◽  
Mathematics Learning ◽  
Learning Performance ◽  
Control Group ◽  
School Students ◽  
Learning Interest ◽  
And Control

This study investigated the effects of using different online instant response systems (IRSs) on students, particularly in remedial mathematics classrooms. To achieve the goals, this study applied a mixed-methods approach to examine the effects on learning performance, intrinsic motivation, and self-efficacy. The participants were the seventh-grade junior high school students; they were randomly divided into three experimental groups, Kahoot-based IRS, Quizlet-based IRS, and control group. The results indicated that students in the Kahoot-based IRS performed significantly better in mathematics learning performance and reported higher learning interests, choice, and group self-efficacy. Meanwhile, students in the Quizlet-based IRS remedial classroom reported more positively on learning interest, value, effort, and choice than to the control group.

scholarly journals Children’s Reading Comprehension and Motivation on Screen Versus on Paper

SAGE Open ◽  
2021 ◽  
Vol 11 (1) ◽  
pp. 215824402098884
Author(s):  
Ayşegül Liman Kaban ◽  
Sirin Karadeniz
Keyword(s):  
Reading Comprehension ◽  
Sixth Grade ◽  
Reading Program ◽  
Control Group ◽  
Young Generation ◽  
School Students ◽  
Treatment Groups ◽  
Electronic Reading ◽  
Significant Difference ◽  
The Impact

The young generation, born into digital technologies and called Millennials or the Y-Generation, are raised in a world where everybody has a computer in their pockets (Hamari et al., 2014), and they are constantly engaged in digital activities. However, research on the impact of digital devices on learners’ educational performance and motivation is still an emerging field. This article aims to examine perceptions of the sixth-grade students in Turkey of their e-reading experiences on the basis of their personalized/gamified/PDF electronic reading practices in school and the influences of their perceptions on their reading comprehension and levels of motivation in English as a foreign language (EFL) classroom. The study follows a quasi-experimental approach with four treatment groups and a control group, involving 96 sixth-grade state school students in Turkey. The three treatment groups read in order from the personalized/gamified/PDF electronic reading for 5 weeks whereas the control group used printed guided reading program. The results indicate that EFL learners’ use of screen reading has the potential to increase reading motivation of the students. However, no significant difference was observed in their reading comprehension levels despite the use of different reading medium in control and experimental groups.

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