scholarly journals The Relations between Teaching Strategies, Students’ Engagement in Learning, and Teachers’ Self-Concept

2021 ◽  
Vol 13 (9) ◽  
pp. 5020
Author(s):  
Feifei Han
Keyword(s):  
Factor Analysis ◽  
Active Learning ◽  
Learning Strategies ◽  
Teaching Strategies ◽  
Structural Equation ◽  
Primary Students ◽  
Self Concept ◽  
Primary School Teachers ◽  
Confirmatory Factor ◽  
Active Learning Strategies

Good teaching strategies may not only engage students in learning but may also promote teachers’ self-concept about teaching. The present study empirically investigated the contributions of four popular teaching strategies, namely, feedback, scaffolding, active learning, and collaborating, to students’ engagement in learning and teachers’ self-concept in teaching. The study adopted a quantitative design, which surveyed 208 Australian primary school teachers by using a five-point Likert-scale questionnaire. The structure of the questionnaire was first explored by an exploratory factor analysis (EFA) and then through a confirmatory factor analysis (CFA) in order to provide an account for validity. The results of correlations showed that all the four teaching strategies were positively associated with both students’ engagement and teachers’ self-concept. The results of the structural equation modelling found that the strength of these relations varied. While feedback, scaffolding, and active learning strategies all positively contributed to teachers’ self-concept, collaborating neither significantly predicted students’ engagement nor teachers’ self-concept. Only scaffolding had a positive path to students’ engagement, implying that scaffolding may be the best strategy among the four teaching strategies to engage primary students. The study suggested to teachers that they need to consider the age of learners when implementing teaching strategies.

scholarly journals A Comprehensive Study Plan for Identifying the Impact of Learning Styles, Teaching Strategies, Need for Cognition, and Meta-Cognition on Academic Achievement of Students in the Educational Centers

2018 ◽  
Vol 1 (1) ◽  
pp. 20-26
Author(s):  
Mohsen Malekalketab Khiabani
Keyword(s):  
Academic Achievement ◽  
Factor Analysis ◽  
Learning Styles ◽  
Teaching Strategies ◽  
Structural Equation ◽  
Need For Cognition ◽  
Equation Modeling ◽  
Research Model ◽  
Confirmatory Factor ◽  
The Impact

According to the extant literature, the positive roles of learning styles, teaching strategies, need for cognition, and meta-cognition on promotion and enhancing level of academic achievement is irrefutable. This study aims to plan for identifying the impact of mentioned variables on the academic achievement of students in the Educational Centers. The developed research model is based on a review in literature and is a comprehensive model which consists of four independent variables namely learning styles, teaching strategies, need for cognition, and meta-cognition. And one dependent variable that is academic achievement. In order to reach major and minor research objectives, the author develops a survey instrument with a proper standard and introduces a quantitative approach involving the distribution of questionnaires among students implementable in any educational centers. Total collected data can be analyzed through the Statistical Package for Social Science (SPSS) or Structural Equation Modeling via Analysis of Moment Structure (AMOS) program (SEM-AMOS). In order to answer research questions and testing developed hypotheses of this study, reliability test, descriptive statistics, factor analysis, correlation test, and multiple regression analyses can be run in SPSS and it can be run confirmatory factor analysis (CFA) in AMOS program with two-step strategy proposed by (Anderson and Gerbing 1988). The contribution of this scientific research will be pragmatic for academics in this research era because of the comprehensive research model. Also, this research has an outstanding role in bringing insight and realization for deputy deans, rectorates in the educational centers. Finally, the value of findings will be beneficial for promoting and increasing the level of academic achievement through learning styles, teaching strategies, need for cognition, and meta-cognition.

scholarly journals Active Learning Strategies and Instructor Presence in An Online Research Methods Course: Can we Decrease Anxiety and Enhance Knowledge?

2016 ◽  
Vol 17 (1) ◽  
pp. 1-14 ◽  
Author(s):  
Lisa Ann Rapp-McCall ◽  
Victoria Anyikwa
Keyword(s):  
Active Learning ◽  
Online Education ◽  
Research Methods ◽  
Learning Strategies ◽  
Teaching Strategies ◽  
Online Teaching ◽  
Methods Course ◽  
Personal Contact ◽  
Future Research ◽  
Active Learning Strategies

Research methods courses elicit more anxiety than usual for graduate social work students, and the online environment may pose an even greater challenge as the personal interaction between instructor and student is reduced or absent. It is therefore incumbent on research instructors to creatively engage students, reduce anxiety, and foster learning. There is a dearth of evidence, particularly regarding online education, explicating specific teaching strategies. This exploratory study sought to provide some answers. First-semester MSW students were invited to participate in a voluntary, anonymous, online survey at the end of a research methods course to determine which online teaching strategies were most effective in decreasing anxiety and increasing perception of knowledge. Strategies used in the class include asynchronous activities such as discussion questions, PowerPoint lectures, and email and telephone contact with instructors in addition to synchronous class sessions. Three tactics were rated by the 43 respondents as being most helpful for both decreasing anxiety and enhancing the perception of knowledge: personal contact with the instructor either via email, phone, and/or online meetings; the instructor’s synchronous class sessions; and active learning strategies employed during the synchronous class sessions. Implications for teaching and future research are discussed. 

scholarly journals Evaluation of a Faculty Development Program Aimed at Increasing Residents' Active Learning in Lectures

2012 ◽  
Vol 4 (4) ◽  
pp. 516-520 ◽  
Author(s):  
Bonnie C. Desselle ◽  
Robin English ◽  
George Hescock ◽  
Andrea Hauser ◽  
Melissa Roy ◽  
...  
Keyword(s):  
Active Learning ◽  
Faculty Development ◽  
Learning Strategies ◽  
Teaching Strategies ◽  
Statistical Significance ◽  
Development Program ◽  
Faculty Development Program ◽  
Intervention Phase ◽  
Active Learning Strategies ◽  
Item Scale

Abstract Background Active engagement in the learning process is important to enhance learners' knowledge acquisition and retention and the development of their thinking skills. This study evaluated whether a 1-hour faculty development workshop increased the use of active teaching strategies and enhanced residents' active learning and thinking. Methods Faculty teaching in a pediatrics residency participated in a 1-hour workshop (intervention) approximately 1 month before a scheduled lecture. Participants' responses to a preworkshop/postworkshop questionnaire targeted self-efficacy (confidence) for facilitating active learning and thinking and providing feedback about workshop quality. Trained observers assessed each lecture (3-month baseline phase and 3-month intervention phase) using an 8-item scale for use of active learning strategies and a 7-item scale for residents' engagement in active learning. Observers also assessed lecturer-resident interactions and the extent to which residents were asked to justify their answers. Results Responses to the workshop questionnaire (n  =  32/34; 94%) demonstrated effectiveness and increased confidence. Faculty in the intervention phase demonstrated increased use of interactive teaching strategies for 6 items, with 5 reaching statistical significance (P ≤ .01). Residents' active learning behaviors in lectures were higher in the intervention arm for all 7 items, with 5 reaching statistical significance. Faculty in the intervention group demonstrated increased use of higher-order questioning (P  =  .02) and solicited justifications for answers (P  =  .01). Conclusion A 1-hour faculty development program increased faculty use of active learning strategies and residents' engagement in active learning during resident core curriculum lectures.

A Cautionary Note on Incremental Fit Indices Reported by LISREL

Methodology ◽  
2005 ◽  
Vol 1 (2) ◽  
pp. 81-85 ◽  
Author(s):  
Stefan C. Schmukle ◽  
Jochen Hardt
Keyword(s):  
Factor Analysis ◽  
Maximum Likelihood ◽  
Structural Equation ◽  
Structural Equation Models ◽  
Null Model ◽  
Likelihood Estimation ◽  
Parameter Estimates ◽  
Fit Indices ◽  
Cautionary Note ◽  
Confirmatory Factor

Abstract. Incremental fit indices (IFIs) are regularly used when assessing the fit of structural equation models. IFIs are based on the comparison of the fit of a target model with that of a null model. For maximum-likelihood estimation, IFIs are usually computed by using the χ2 statistics of the maximum-likelihood fitting function (ML-χ2). However, LISREL recently changed the computation of IFIs. Since version 8.52, IFIs reported by LISREL are based on the χ2 statistics of the reweighted least squares fitting function (RLS-χ2). Although both functions lead to the same maximum-likelihood parameter estimates, the two χ2 statistics reach different values. Because these differences are especially large for null models, IFIs are affected in particular. Consequently, RLS-χ2 based IFIs in combination with conventional cut-off values explored for ML-χ2 based IFIs may lead to a wrong acceptance of models. We demonstrate this point by a confirmatory factor analysis in a sample of 2449 subjects.

Faculty Adoption of Active Learning Strategies via Paired Teaching: Conclusions From Two Science Departments

2019 ◽  
Vol 049 (01) ◽  
Author(s):  
Linda Strubbe ◽  
Jared Stang ◽  
Tara Holland ◽  
Sarah Bean Sherman ◽  
Warren Code
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Active Learning Strategies ◽  
Science Departments

EARTH SCIENCE IN ACTION! ACTIVE LEARNING STRATEGIES IN PHYSICAL GEOLOGY LABS

2019 ◽  
Author(s):  
Kalyca N. Spinler ◽  
◽  
René A. Shroat-Lewis ◽  
Michael T. DeAngelis
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Earth Science ◽  
Active Learning Strategies ◽  
Physical Geology

scholarly journals Human Capital and Eco-Contractual Governance in Small Farms in Poland: Simultaneous Confirmatory Factor Analysis with Ordinal Variables

Agriculture ◽  
2021 ◽  
Vol 11 (1) ◽  
pp. 46
Author(s):  
Bazyli Czyżewski ◽  
Agnieszka Sapa ◽  
Piotr Kułyk
Keyword(s):  
Human Capital ◽  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
Agricultural Policy ◽  
Structural Equation ◽  
Equation Model ◽  
Small Farms ◽  
Ordinal Variables ◽  
Confirmatory Factor ◽  
Contractual Governance

Human capital (HC) plays an important role in modern agriculture. The difference in efficiency of assets explains only about a half of the economic performance of agricultural farms, while the other half relies on HC. Although education and training are the main components of HC, it may also be viewed from the perspective of behavioral theories that were taken under consideration in this study. The role of HC in sustainable farming has not been sufficiently explained when it comes to contractual governance (CG). In this study, the meaning of contractual governance was extended and the eco-contractual governance (ECG) concept was proposed, which stands for CG induced by agri-environmental contracts. The main objective of the article is to confirm the latent concepts of HC and ECG and to verify their correlation in view of the standards imposed by the agricultural policy. To achieve this goal, a structural equation model was developed and simultaneous confirmatory factor analysis with ordinal variables was carried out based on the sample of 674 small farms in Poland. The analysis has confirmed a relatively strong correlation between HC and ECG. It was revealed that training plays a crucial role in this relationship, while economic dependence on agricultural policy weakens the effectiveness of both HC and ECG.

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