Associations among community college students’ technology apprehension and achievement emotions in developmental education courses

The saturation of technology in learning environments can create feelings of apprehension in students who are not technologically savvy, especially for community college students who may meet basic expectations for technology use. Despite the infusion of communication technology into higher education, the effects of incorporating this technology in community college classrooms, particularly developmental education courses, remain to be thoroughly studied. Developmental education students enrolled at a multi-campus community college in the southeast of the United States completed a survey containing measures of technology apprehension and achievement emotions. Positive associations among students’ technology apprehension and negative achievement emotions were detected. No significant associations were detected between technology apprehension and the positive achievement emotions of enjoyment, hope and pride. This implies that technology may not play as significant a role in course satisfaction as popular opinion might assume. Data from open-ended questions offered insight into the ways developmental education students view technology and the challenges they face when using technology in their academic pursuits, including concerns related to technology access (i.e. the digital divide). Community college students expect technology in the classroom; however, more research is needed to determine exactly how much and what kind of technology they expect in a specific learning setting.     

The effects of an active learning intervention in biology on college students’ classroom motivational climate perceptions,motivation, and achievement

This study examined differences in students’ classroom motivational climate perceptions and motivational beliefs between those enrolled in undergraduate Biology courses that implemented an innovative, active learning intervention and those enrolled in traditional Biology courses (control group). This study also sought to determine whether students’ classroom motivational climate perceptions and motivational beliefs mediated the effect of the intervention on course grades. Participants were 962 college students attending a large US public university. Students self-selected into one of the biology courses were randomly assigned to the intervention or control group. Multiple regression analyses indicated that students receiving the intervention reported greater instructor support, a perception of higher expectations for understanding (academic press), and a greater feeling that the course was interesting (situational interest). They also held higher self-efficacy and value for their biology course at completion compared to their counterparts in traditional biology classrooms. Moreover, mediation analyses indicated that the effect of the intervention on course grades was better explained through students’ classroom motivational climate perceptions and motivational beliefs. Results gained from this intervention may be useful to other campuses interested in enhancing student motivation and success even when faced with large enrolments and minimal faculty and staff support.     

The role of social-academic goals in Chinese students’ self-regulated learning

European Journal of Psychology of Education - The role of mastery and performance goals in self-regulated learning (SRL) has received much attention. However, in collectivist and Confucian-heritage...     

The role of students’ interests in self-regulated learning: The relationship between students’ interests, learning strategies and causal attributions

The purpose of this research was to examine the relationship between students’ interests, their use of certain specific learning strategies and causal attributions which they made for their academic achievement. In this manner, we attempted to explore the relationships between some important variables from three different, but connected phases of self-regulated learning: the forethought phase (interests), the performance control phase (learning strategies) and the self-reflective phase (causal attributions). Results confirmed the presumption that learning strategies could be a potential mediator in the relationship between students’ interests and their academic achievement. Also, results indicate that the causal dimension of controllability could have a partial mediating role between students’ academic achievement and their interests. Generally, our findings indicate a dynamic and cyclical nature of learning process — interest is an integral part of this process and it could be conceptualized as both a consequence and an antecedent of cognitive aspects of learning.     

The effectiveness of advance organiser model on students’ academic achievement in learning work and energy

ABSTRACT

The purpose of this study was to investigate the effectiveness of the advance organiser model (AOM) on students’ academic achievement in learning work and energy. The design of the study was quasi-experimental pretest–posttest nonequivalent control groups. The total population of the study was 139 students of three sections in Endabaguna preparatory school in Tigray Region, Ethiopia. Two sections with equivalent means on the pretest were taken to participate in the study purposely and one section assigned as the experimental group and the other section assigned as the control group randomly. The experimental group was taught using the lesson plan based on the AOM, and the control group was taught using the lesson plan based on the conventional teaching method. Pretest and posttest were administered before and after the treatment, respectively. Independent sample t-test was used to analyse the data at the probability level of 0.05. The findings of the study showed that the AOM was more effective than the conventional teaching method with effect size of 0.49. This model was also effective to teach male and female students and objectives namely understanding and application. However, both methods were equally important to teach work and energy under the objective knowledge level.     

The effect of directive tutor guidance in problem-based learning of statistics on students’ perceptions and achievement

In this study directive tutor guidance in problem-based learning (PBL) of statistics is investigated. In a quasi experiment in an educational setting, directive guiding tutors were compared with tutors in a more traditional role. Results showed that the subjective perceptions of the students with regard to the course, the tutor, and the discussions in the tutorial meetings were more positive in the guided condition. The quality of the problems used in the meetings and general tutor functioning were evaluated as equal in both conditions. Achievement was marginally higher in the guided condition. It can be concluded that directive tutor guidance is an effective addition to PBL of statistics.     

A case study of a formative assessment practice and the effects on students’ self-regulated learning

The study investigates one mathematics teacher’s implementation of formative assessment and its effects on students’ self-regulated learning (SRL). A questionnaire administered before and after the eight-month long intervention shows a significant effect, compared to two control classes, on students’ motivational beliefs involved in SRL. Qualitative data shows a notable enhancement of the students’ SRL behavior in the classroom. Analysis of the teacher’s implemented formative assessment shows a practice integrating several aspects of formative assessment, and provides empirical evidence of what formative assessment with large effects on students’ SRL may look like and how it fits with models of SRL development.     

The effectiveness of self-regulated learning instruction on students’ classical Chinese reading comprehension and motivation

Reading and Writing - In this study, an intervention program was designed based on the instructional principles of self-regulated learning (SRL), and its effectiveness in enhancing Hong Kong...     

The effects of POWERSOURCE© assessments on middle-school students’ math performance

This paper describes results from field testing of middle-school math formative assessments alongside professional development and instructional resources. We employed a randomised, controlled design to address the question: Does using our formative assessment strategies improve student performance on assessments of key mathematical ideas relative to a comparison group? This study also provided data on the instructional sensitivity of the assessments, which is part of the validation needed for formative assessments. Teachers were recruited from two districts and seven middle schools. Nineteen treatment and 17 comparison group teachers and their students were included in study analyses. Scores on extended response and short-answer questions indicated that students in the treatment group performed better than students in the comparison group who received the formative assessments alone. These findings demonstrate both the feasibility and value of including performance task-types in a brief assessment context.     

Nexus between massification of tertiary education and community college students’ learning experiences in Hong Kong

ABSTRACT

The concept of the associate degree is new to the Hong Kong tertiary education system. Public discussion and research have focused much on the policy and operational aspects of this tier, but empirical efforts to examine associate degree students’ learning experiences and how it relates to the policy are relatively sparse. The present study characterised Hong Kong associate degree students’ learning experiences in this new tier of tertiary education from the light of human capital theory using qualitative methods. Thirty-five students forming 11 focus groups participated in the study. The focus group interview was exploratory and semi-structured, inviting the students to discuss their transition experiences. Three themes were grounded on the data: 1) Inferior identity; 2) Dual purposes of associate degree; and 3) Intense competition and stress. The present finding regarding associate degree students’ learning experience yields implications on policy-making; specifically on the provision of financial support to minimise the cost incurred and broadening of admission in order to make this tier an integral part of the tertiary education system in Hong Kong to promote public perception of economic gain.     

The effects of college students’ positive thinking,learning motivation and self-regulation through a self-reflection intervention in Taiwan

This quasi-experimental study examined the effects of a self-reflection intervention on college (college in this article refers to university-level education) students’ positive thinking, learning motivation and self-regulation in Taiwan. One hundred and two college students were selected to participate in an 18-week intervention forming the experimental group (EG) which emphasized providing main lecture, role-play, self-reflection activity, group discussion and group work. Another 179 college students from two other courses were selected as a comparison group. This study showed that supportive, resourced discussion with peers and instructor, self-reflection activities and assignment as a facilitative agent improved the EG students’ positive thinking, learning motivation and self-regulation. In addition, three structural equation models revealed that positive thinking had a strong and direct relation to Taiwanese college students’ pretest learning motivation (β?=?.85) and self-regulation (β?=?.77); learning motivation had a strong and direct relation to students’ pretest positive thinking (β?=?.86) and self-regulation (β?=?.81); and self-regulation had a strong and direct relation to students’ pretest positive thinking (β?=?.83) and learning motivation (β?=?.86). Instructional implications and research recommendations are discussed.     

The interplay of learning approaches and self-efficacy in secondary school students’ academic achievement in science

ABSTRACT

The aim of the present investigation was to analyse the role of academic self-efficacy and approaches to learning in general and in Physics and Chemistry academic achievements. The sample comprised 507 secondary school students of two Spanish schools and the study was conducted in the context of a Physics and Chemistry subject. Structural equation models showed that surface motive was the only type of learning approach directly related to performance. Besides, our models revealed that self-efficacy plays an important role as a mediating variable between the surface strategy and the deep motive learning approaches and academic achievement. Gender effects were also studied as girls showed higher levels of achievement both in general performance and in Physics and Chemistry. Implications for science education and suggestions for future research of these findings are also discussed.     

The effects of peer competition-based science learning game on secondary students’ performance,achievement goals,and perceived ability

The purpose of this study is to examine the effects of different modes of competition on science learning in a game-based learning (GBL) environment. Some key motivational constructs such as learning goals, performance goals, and perceived ability were also investigated. One hundred ninety-five students from a secondary school in Taiwan were randomly assigned to three conditions (anonymous competition, non-anonymous competition, and a control group) in a GBL environment to learn the concepts of force and balance. The results suggested that students in both the anonymous competition and non-anonymous competition groups outperformed students in the control groups. Additionally, we found that the students in the anonymous competition group reported higher learning goals and higher perceived ability than the control group did, whereas students in the non-anonymous competition group reported higher performance goals than the control group did. This study extends findings from previous research on the influences of GBL on learning and motivation.     

The effects of teaching notetaking strategies on elementary students’ science learning

The research examined effects of notetaking instruction on elementary-aged students’ abilities to recall science information and their notetaking behaviors. Classes of eight to nine years old third grade students were randomly assigned to three treatment conditions: strategic notetaking, partial strategic notetaking, and control, for four training sessions. The effects of the notetaking instruction were measured by their performances on a test about science information, a long-term free recall of the information, and the number of information units recalled with or without cues. Students’ prior science achievement was used to group students into two levels (high vs. low) and functioned as another independent variable in analysis. Results indicated significant treatment effect in favor of the strategy notetaking instruction groups on cued and non-cued recall of the information units. Students with higher prior achievement in science performed better on cued recall and long-term free recall of information. The results suggest that students as young as those in third grade classes can be instructed to develop notetaking ability that promotes their learning.     

The effects of perceived parental math support on middle school students’ math engagement: the serial multiple mediation of math self-efficacy and math enjoyment

The present study explored the direct and indirect (serial multiple mediation of math self-efficacy and math enjoyment) effects of perceived parental math support on middle school students’ math engagement. A total of 374 middle school students ranging the age of 11 to 15 years completed a set of questionnaires assessing perceived parental math support, math self-efficacy, math enjoyment, and math engagement. In the analysis of structural model, a multiple-step multiple mediation analysis was employed. The findings indicated that perceived parental math support was directly and positively associated with math engagement. Additionally, math self-efficacy and math enjoyment sequentially mediated the relationship between parental math support and math engagement. The limitations and implications of the results are discussed and suggestions for future research are proposed.

     

Finnish students’ reasons for their achievement in classroom activities: focus on features that support self-regulated learning

The aim of this study was to investigate how finnish students explain factors that contribute to their achievement in classroom learning activities and whether these factors are related to support of self-regulated learning (SRL) in classroom. Over seven weeks, 24 primary school students were videotaped during their typical classroom activities in 28 lessons to capture moments when they succeeded in learning tasks. From the video observations, 62 episodes were edited and used in stimulated recall interviews in which students were asked to report the reasons they related to their achievement in learning situations. Data-driven content analysis was used to analyse the open-ended interview data. The video observation data were analysed and sorted into theory-driven categories in order to find out how SRL was supported in classrooms. The results showed that students describe achievement through the actions that they took in the learning situations, such as being able accomplish the task. The reasons given for their achievement dealt with ability to accomplish the tasks or doing academic activities in order to achieve in the task. Furthermore, the students recognised classroom activities that support SRL, acknowledging their contribution to their achievement, mostly through the support that they received from their teachers and peers.     

Effects of the implementation of state-wide exit exams on students’ self-regulated learning

Whereas several studies investigated the effects of implementation of state-wide exit exams on student achievement, there is still little known about the impacts of the exams on students’ self-regulated learning. This paper examines the question as to whether the implementation of state-wide high school exit exams is associated with a change in the self-regulated learning of students in mathematics or English. We conducted a standardized questionnaire survey of students in two German states for a period of 3 years. In mathematics no significant effects of the immediate introduction of state-wide exit exams were identified. In English the results show significant positive and negative effects. The results are discussed and implications for further research are given.     

The effect of technology-assisted and project-based learning approaches on students’ attitudes towards mathematics and their academic achievement

Education and Information Technologies - The aim of the present study was to examine the effects of Technology-Assisted Learning (TAL) and Project-Based Learning (PjBL) approaches upon...     

Exploring the effects of web-mediated socially-shared regulation of learning and experience-based learning on improving students’ learning

The application of online learning and educational technologies in higher education has changed teaching methods, the channels of delivering learning materials, and modes of communication between teachers and students. This study is aimed to improve learning effects and investigate, via quasi-experiments, the effects of web-mediated socially-shared regulation of learning (SSRL) and experience-based learning (ExBL) on improving students’ learning results. The experimental design in this study was a 2 (SSRL vs. non-SSRL)?×?2 (ExBL vs. non-ExBL) factorial pretest/post-test design. Four classes in a one-semester course titled “Applied Information Technology: Data Processing” at university level were chosen for this study. Based on the analysis carried out in this study, students who received the treatments of web-mediated SSRL and/or ExBL did not have significantly better computing skills in using Excel. The reasons for these insignificances and implications thereof are discussed in this paper. Nevertheless, students in the SSRL and non-ExBL class had significant increases in scores for their learning motivation at the end of semester compared with the beginning.     

The effects of the cooperative learning method supported by multiple intelligence theory on Turkish elementary students’ mathematics achievement

In the present experimental study, the effects of the cooperative learning method supported by multiple intelligence theory (CLMI) on elementary school fourth grade students’ academic achievement and retention towards the mathematics course were investigated. The participants of the study were 150 students who were divided into two experimental (used CLMI) and two control groups (used traditional method). “Mathematics Achievement Test,” “Teele Inventory for Multiple Intelligences” and “Personal Information Form” were used as the measurement instruments of the study. The findings of this research have indicated that CLMI has a more significant effect on academic achievement than the traditional method. Yet, regarding the retention scores, CLMI has not significant effect on retention.