The Relation between Junior High-School Students’ Problems and Parental Attitudes toward Child Rearing and Family Life

Abstract

This study investigated selected factors relevant to the frequently stated justification for the use of the pass-fail grading at the undergraduate level. Three samples of seventy-five students each were used to investigate the relation between overall, within major, and outside major GPA’s. The outside major GFA was significantly below the overall and within major GPA’s. Stratified random samples of students from four overall GPA ranges were selected from students who had elected a pass-fail course. For each GPA strata, the actual grades earned in pass-fail courses, for within and outside the major, were significantly lower than the previously earned GPA’s.     

THE PASS-FAIL GRADING OPTION AT A STATE UNIVERSITY: A FIVE SEMESTER EVALUATION1

To evaluate the pass-fail grading option, course and grade data were generated each semester. Faculty and student attitudinal data were obtained once. Because pass-fail students were not identified to instructors, all students were given traditional A-E grades. During administrative data processing, the A-E grades of pass-fail students were converted to pass or fail. In comparison with traditionally graded students in the same classes, pass-fail students received lower grades on the average. The pass-fail option proved to be popular. Students favored the pass-fail option, although their reasons for electing the option were not necessarily in accord with the official rationale, to foster exploration. Perhaps because they perceived students as abusing the option, the small faculty sample had somewhat negative attitudes toward the pass-fail system.     

Course Format and Student Learning Styles: A Comparison of Political Science Courses

ABSTRACT

This study investigates whether differences in learning styles exist between students in online and face-to-face (FTF) sections of political science courses taught by three instructors. Some studies suggest that student preferences regarding online or FTF formats are influenced by their preferred modes of learning. Independent learners, for example, may prefer online courses since they provide individualistic opportunities to study outside of the traditional classroom. This study uses original survey data to assign students one of six learning styles in order to assess whether independent learners are more common in online courses. Our analysis finds no significant differences in independent learners when comparing the two formats. This finding runs counter to studies that argue that independent learners tend to prefer online courses. In fact, the only learning style where we observe a meaningful difference among online and FTF formats is among dependent learners. Contrary to expectation, students enrolled in online versions demonstrated a greater tendency toward dependent modes of learning. Further survey responses suggest that student lifestyle drove course format selection rather than learning style. These findings have important implications for universities that increasingly turn to online courses to address decreasing enrollments and attempt to remedy the high attrition rates associated with those courses.     

Collaborative communication technologies and learning in college courses: which are used,for what purposes,and to what ends?

Web-based communication technologies that enable collaboration and sharing of information among users – such as podcasts, wikis, blogs, message boards, and others – are used commonly in contemporary organizations to increase and manage employee learning. In this investigation, we identify which of these collaborative communication technologies are used in relation to college courses, and with what frequency; we report student evaluations of their use and reasons why students indicate using them. Next, using Keller's ARCS theoretical framework, we examine the role of course-related communication technology use in four dimensions of course-specific motivation. Results indicate that in courses where students perceive that technology is used effectively, motivation to learn is higher than in courses where students perceive technology is used ineffectively – and that technology-related motivation is substantially related to course-specific learning outcomes. Importantly, students reported higher levels of cognitive learning for courses in which technology was perceived as being used effectively than for courses in which communication technology was perceived by students as ineffectively implemented.     

Effects of flipped classrooms integrated with MOOCs and game-based learning on the learning motivation and outcomes of students from different backgrounds

ABSTRACT

This study aimed to investigate the effect of flipped classrooms integrated with massive open online courses (MOOCs) and game-based learning on the learning motivation and learning outcomes of students from different backgrounds (in terms of gender, grade, self-confidence indicators in mathematics, and roles played in the game-based learning process). Surveys and a semi-structured open questionnaire were used for data collection, including a basic information questionnaire (to understand the participants’ backgrounds), a questionnaire on learning motivation (the Motivated Strategies for Learning Questionnaire, MSLQ), a test of learning achievements in mathematics, and a semi-structured open-ended questionnaire (to understand the learners’ feelings). Quantitative analysis results showed that flipped classrooms integrated with MOOCs and game-based learning can enhance students’ learning motivation and outcomes. Specifically, compared with students with high self-confidence in learning mathematics, students with low and medium levels of self-confidence showed significantly greater improvement in overall learning motivation. Significantly more enhancements were found for the expectation component of “soldiers” (students with relatively lower learning achievements) than for “generals” (students with higher learning achievements). Furthermore, students in the eighth grade showed significantly greater progress in academic performance than did students in the seventh grade.     

Effects of Test Anxiety and Evaluative Threat on Students' Achievement and Motivation

Abstract

Identification of factors that influence post-secondary student achievement and motivation in the classroom continues to be an important educational objective. The author investigated the interactive effects of learner characteristic, test anxiety, and the classroom variable, threat of evaluation, on the achievement and motivation of 61 postsecondary students assigned randomly to high- or low-evaluative threat conditions. Statistically significant interactions revealed that all the students, particularly the test-anxious students, performed poorly and were less motivated when exposed to highly evaluative classrooms. The findings expand previous research and should be considered by professors when they design and implement higher education courses.     

Announced Repetitive Tests as a Basis for Self-Directed Study and Evaluation

College students voluntarily took all their courses or one course on a pass-fail basis. The mean grade point average (GPA) before conversion to pass-fail for freshmen taking all their courses on a pass-fail basis was 1.67 (C-), which is significantly lower than the 2.26 (C+) for controls who wanted but were denied pass-fail grading. Even after returning to conventional grading the former pass-fail students continued to get significantly lower grades than controls. Juniors taking one course on a pass-fail basis received significantly lower grades, before conversion, in their pass-fail course (mean 2.07) than did controls who wanted but were denied pass-fail grading (mean 2.40). There was no compensatory improvement in the grades received in non-pass-fail courses.     

Improving the Research Climate in Social Work Curricula

Abstract

Research courses are associated with performance anxiety and educational insecurity for many social work students. This paper makes the case that student anxiety associated with research courses is rooted in the history of the social work profession, and this history sheds light on the present day climate of research in social work education. The authors suggest that improvement to the research climate in social work education requires an “institutional” response. To that end, this paper describes a committee process that resulted in changes to one school's curriculum policy by revamping student learning objectives for a sequence of five research courses that spanned BSW and MSW programs. The committee produced a continuum of student learning expectations based on Bloom's taxonomy, which represents a logical progression of knowledge and skill competencies as students advance through their course work.     

Exploring Achievement Emotions in Physical Education: The Potential for the Control-Value Theory of Achievement Emotions

ABSTRACT

Emotions experienced in educational settings link to students’ motivation, engagement, learning, and achievement. Despite meaningful interconnections between emotions, motivation, and desired outcomes, a dearth of research on student emotions in physical education (PE) currently exists. The Control-Value Theory of Achievement Emotions (CVTAE) highlights the importance of emotions within students’ achievement motivation and provides a comprehensive framework for investigating their antecedents and outcomes. The purpose of this investigation was to explore CVTAE as a potential framework to understand students’ achievement emotions in PE. We focus on emotional antecedents associated with the PE learning context and the role of emotions in facilitating desired PE outcomes.     

Using personalized learning as an instructional approach to motivate learners in online higher education: Learner self-determination and intrinsic motivation

Abstract

In this qualitative comparison study, we examine the perceived efficacy of using personalized learning (PL) activities based on PL principles to support students’ psychological need satisfaction and intrinsic motivation in an online course using a traditional one-size-fits-all model. We apply self-determination theory as a framework to investigate students’ perceptions of their psychological need satisfaction (e.g., competence, autonomy, and relatedness) and relation to students’ intrinsic motivation when enrolled in an online course implementing PL principles. Overall, the study results showed the potential of implementing personalized learning principles in online courses to support students’ psychological need satisfaction (e.g., autonomy and competence) and intrinsic motivation. Furthermore, students perceived the PL interventions as engaging and effective in meeting their learning needs and interests.     

Student Learning and Performance in Information Systems Courses: The Role of Academic Motivation

Despite the need for information technology knowledge in the business world today, enrollments in information systems (IS) courses have been consistently declining. Student performance in lower level IS courses and student assumptions about the level of difficulty of the courses seem to be reasons for lower enrollments. To understand how student motivation may explain learning outcomes in introductory IS courses, this study investigates the impact of intrinsic and extrinsic academic motivations as framed by self‐determination theory on two measures of learning outcomes: (1) student self‐reported measures of learning and (2) actual grades obtained in courses and course components. Using 269 student responses collected in a second‐year undergraduate core course and a first‐year MBA core course, both of which are offered in a traditional face‐to‐face classroom environment, study hypotheses are analyzed. Results indicate that the motivational model explains both the affective and cognitive perceptions of learning held by students. In examining overall grades and grades in course components, the motivational model, however, was unable to sufficiently explain student performance. Data also indicate that there are significant differences between undergraduate and graduate students in terms of their motivation and learning outcomes.     

Adventures in Flipping College Algebra

Abstract

This paper outlines the experience of a university professor who implemented flipped learning in two sections of college algebra courses for two semesters. It details how the courses were flipped, what technology was used, advantages, challenges, and results. It explains what students do outside of class, what they do inside class, and discusses what students thought of the course based on surveys and course evaluations. It also compares results on a similar final exam to those of a control group.     

Learning management system implementation: a case study in the Kyrgyz Republic

ABSTRACT

In this paper, the determinants of the intention to use online learning management system (LMS) among students in one of universities in the Kyrgyz Republic were studied, using quantitative and qualitative analysis. A total of 541 responses from students, enrolled in online courses during the fall and spring semesters 2016–2017, were used to examine students attitude toward online education. In addition, interviews with six instructors were conducted. Results showed that success of students in e-courses depend on year of education and the academic major of students. Factors, defined in the scope of this work, namely, technical characteristics of LMS, ease of use, feedback options of LMS and advantages of LMS use, were also found to be significant for students in their success in online courses. In interviews with instructors, three main points were highlighted, namely, problem with students’ perception of online courses, lack of online education experience among instructors and administrative issues.     

农村自学考试现状调查与分析

本文通过对四川省农村自考学生的现状、学习动机、助学辅导及专业课程等问题的深入调查,分析了其存在的问题及主要原因,并提出改革的建议。     

Integrating mathematics,science, and technology: effects on students

Few studies have examined the student learning effects of integrating science with mathematics and technology. We compared a school that integrated mathematics, science and technology in grade 9 to a school in the same district that taught the three courses separately. The distinguishing feature of the integrating school was the reorganization of instruction in the three subjects to prepare students for seven group projects (involving a total of 25 h) that required the application of knowledge and skill that were shared by the three subjects, as well as learning outcomes that were unique to each. The study detected benefits for students in the integrated setting in terms of their ability to apply shared learning outcomes, student motivation, ability to work together and attitudes to appraisal of group work. Female students in the integrated school had a better understanding of selected science learning outcomes. Attitudes toward mid‐term exams were higher in the control school.

     

Effective Practices in Distance Education

Summary

Distance education is changing the landscape of higher education and many faculty are now developing Web-based courses. This paper describes the lessons learned by the authors' experiences and research and offers a specific set of pedagogical and assessment strategies that they have found to be successful in online settings. The authors have found that classes delivered on the Web provide a viable option for professional development of K-12 teachers, and that the learning that occurs is of equal quality to those university courses taught on campus. Web-based courses offer students an opportunity to take courses anytime, anyplace.     

Incremental Cases: Real-Life,Real-Time Problem Solving

Abstract

Experiential learning programs, courses, and tasks create new opportunities for faculty and students to interact. Faculty roles may include one-on-one consulting, visits to off-campus sites to observe student work, and small group discussions. In addition to discipline content, discussions with students deal with their reactions to the experience, student anxiety over learning in new ways, doubts about their competency to do well, and other personal concerns. Three minicases of experiential learning in university settings are used to illustrate the nature of such programs and the issues teachers and students face when employing them to personalize teaching.     

Effects of an augmented reality-based mobile system on students’ learning achievements and motivation for a liberal arts course

ABSTRACT

Although Augmented Reality (AR) technology has already been adopted into mobile learning environments, additional effort must be put towards providing strong evidence that AR-based mobile systems are excellent educational tools that make a positive impact in or outside of the classroom. Our study utilized a similar AR-based mobile learning system developed to authentically teach a liberal arts course at a Taiwanese university. Under controlled study environments, we were able to design a system that could impart relevant concepts from the course to students outside of the traditional classroom setting. Experimental results demonstrated that students with the opportunity to learn through the proposed system demonstrated higher learning motivation, had better learning performance and comprehension abilities than those studying via the conventional outdoor instruction approach. Moreover, the questionnaire survey conducted after our study revealed that “confidence” was the most highly rated motivational factor among students who used the proposed system, suggesting that students were quite motivated to learn using the novel system supplemented with technological advances because they felt more sure of their knowledge and performance. Thus, we believe that using the proposed system can effectively improve the learning outcomes of students enrolled in the liberal arts course, with the particular benefit of boosting confidence in gaining new knowledge, which leads to an improvement of overall learning performance and motivation.     

Student Grades and Average Ratings of Instructional Quality: The Need for Adjustment

Abstract

The authors compared the average grades given in 165 behavioral and social science courses with the average ratings given by students to the instructors who taught the courses. Significant positive correlations were found between the average ratings for instructional quality and the average grades received by students. The courses in which the average grades were the highest were also those in which students gave teachers the highest ratings. Among possible reasons for the correlations are that better teachers attracted better students or that quality teachers provided more effective instruction, resulting in more student learning and, thus, higher average grades. Another explanation is that most college students tend to bias their ratings of instructional quality in favor of teachers who grade leniently (I. Neath, 1996). If correct, the latter reasoning begins to explain why the widespread use of student evaluations in the United States in recent decades has been accompanied by increases in the average grades that university students received. To prevent grade inflation, and particularly to avoid rewarding and promoting instructors who use increasingly lax grading standards, administrators should adjust student ratings of instructional quality for the average grades given for a course. In general, only courses near the extremely high and low ends in terms of students' average grades were significantly affected by the statistical adjustment.     

Using blended learning and out-of-school visits: pedagogies for effective science teaching in the twenty-first century

Background: Recent research and curriculum reforms have indicated the need for diversifying teaching approaches by drawing upon student interest and engagement in ways which makes learning science meaningful. Purpose: This study examines the integration of informal/free choice learning which occurred during learning experiences outside school (LEOS) with classroom learning using digital technologies. Specifically, the digital technologies comprised a learning management system (LMS), Moodle, which fits well with students’ lived experiences and their digital world. Design and Method: This study examines three out-of-school visits to Informal Science Institutes (ISI) using a digitally integrated fieldtrip inventory (DIFI) Model. Research questions were analysed using thematic approach emerging along with semi-structured interviews, before, during and after the visit, and assessing students’ learning experiences. Data comprised photographs, field notes, and unobtrusive observations of the classroom, wiki postings, student work books and teacher planning diaries. Results: We argue, that pre- and post-visit planning using the DIFI Model is more likely to engage learners, and the use of a digital learning platform was even more likely to encourage collaborative learning. The conclusion can also be drawn that students’ level of motivation for collaborative learning positively correlates with their improvement in academic achievement.