The Effects of Cooperative Learning on Student Achievement and Motivation in a High School Geometry Class

In this study, the effects of a form of cooperative group instruction (Student Teams Achievement Divisions) on student motivation and achievement in a high school geometry class were examined. Eighty students were randomly assigned to either a control group receiving traditional instruction or one of two treatment groups receiving cooperative learning instruction. Geometry achievement was assessed using scores from the IOWA Test of Basic Skills and teacher-made exams. An 83-item questionnaire was used as a pretest, posttest, and post-posttest assessment of efficacy, intrinsic valuing, goal orientation, and cognitive processing. Students in the cooperative treatment groups exhibited significantly greater gains than the control group in geometry achievement, efficacy, intrinsic valuing of geometry, learning goal orientation, and reported uses of deep processing strategies. The implications for cooperative group structures and motivation theory are discussed.     

The Impact of Internet Virtual Physics Laboratory Instruction on the Achievement in Physics, Science Process Skills and Computer Attitudes of 10th-Grade Students

The purpose of this study was to investigate and compare the impact of Internet Virtual Physics Laboratory (IVPL) instruction with traditional laboratory instruction in physics academic achievement, performance of science process skills, and computer attitudes of tenth grade students. One-hundred and fifty students from four classes at one private senior high school in Taoyuan Country, Taiwan, R.O.C. were sampled. All four classes contained 75 students who were equally divided into an experimental group and a control group. The pre-test results indicated that the students’ entry-level physics academic achievement, science process skills, and computer attitudes were equal for both groups. On the post-test, the experimental group achieved significantly higher mean scores in physics academic achievement and science process skills. There was no significant difference in computer attitudes between the groups. We concluded that the IVPL had potential to help tenth graders improve their physics academic achievement and science process skills.     

The Effect of REACT and Computer-Assisted Instruction Model in 5E on Student Achievement of the Subject of Acids,Bases and Salts

This research was carried out to investigate the effect of the 5E learning method and 5E method enriched with REACT strategy on student achievement in science education. The research was carried out with 64 first-year students (30 in the experimental groups, 34 in the control groups) in the Department of Primary Education at a state university in the spring semester of 2017–2018 in the context of “Acids, Bases and Salts”. The pre-test/post-test quasi-experimental design with a control group was used in this study. In the experimental group, the 5E method enriched with the REACT strategy was used while the computer-assisted 5E instruction method was used in the control group. The data were collected by means of a “Subject Achievement Test”, consisting of open-ended questions. The dependent t test results of the experimental and control group revealed a significant difference in favour of the post-test in both groups. According to the independent t test results of the groups, the 5E method enriched with REACT strategy was found to be more effective in order to improve student achievement compared to computer-assisted 5E learning method.

     

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.     

Learning Environment, Attitudes and Achievement among Middle-school Science Students Using Inquiry-based Laboratory Activities

This study compared inquiry and non-inquiry laboratory teaching in terms of students’ perceptions of the classroom learning environment, attitudes toward science, and achievement among middle-school physical science students. Learning environment and attitude scales were found to be valid and related to each other for a sample of 1,434 students in 71 classes. For a subsample of 165 students in 8 classes, inquiry instruction promoted more student cohesiveness than non-inquiry instruction (effect size of one-third of a standard deviation), and inquiry-based laboratory activities were found to be differentially effective for male and female students.     

The Relative Effectiveness of Integrated Reading Study Strategy and Conceptual Physics Approach

The primary purpose of this study was to investigate the combined and partial effects of the Integrated Reading/Study Strategy and Conceptual Physics Approach on ninth grade private high school students’ achievement in and attitudes toward optics. The Integrated Reading/Study Strategy is a new strategy which was developed by integrating previously existing reading strategies of the KWL and SQ3R with classroom lecturing. The Conceptual Physics Approach is an instructional strategy developed on the basis of Conceptual Physics suggested by Paul G. Hewitt. To investigate the partial and combined effects of methods, factorial design was used. The study was conducted with 124 students from two private high schools in the ?ankaya district region of Ankara, Turkey. Various teaching/learning materials were developed and used for the study. Two measuring tools, Achievement Test about Optics and Attitude Scale about Optics were used as pre and post tests before and after instruction. The study continued for a two-month treatment period. The results of the study showed that the combined effect of the Integrated Reading/Study Strategy and Conceptual Physics Approach improved students’ achievement significantly compared to the separate individual methods. Although the product of the Integrated Reading/Study Strategy and Conceptual Physics Approach increased students’ attitudes more compared to the remaining methods, the result is not statistically significant.     

大学生成就动机、人格特征与创造力倾向的关系研究

采用威廉斯创造力倾向量表（CAP）、成就动机量表（AMS）和艾森克人格问卷（EPQ）对大学生进行测查结论表明：大学生成就动机、人格特征对创造力倾向有显著影响。     

宿舍气氛对大学生成就动机影响的调查研究

运用成就动机量表(AMS)和大学生宿舍气氛量表,对南阳师范学院的520名学生进行了问卷测试。研究发现:大学生宿舍气氛处于中等偏好水平,成就动机处于较高水平;大学生成就动机与宿舍气氛存在相关,独生子女群体的相关为负,非独生子女的相关为正;性别与专业对成就动机的交互作用显著。     

Relating Learning Style,Reading Vocabulary,Reading Comprehension,and Aptitude for Learning to Achievement in the Self-Paced and Computer-Assisted Instructional Modes

Achievement differences shown by teaching clerical skills through use of computer-assisted instruction (CAI) and traditional self-paced instruction were investigated. Differentials in correlations of achievement with aptitude and learning style measures for students taught by the two methods were determined. A randomized pretest-posttest design with analysis of covariance was used to compare achievement differences. Group differences in relationships between learning-related variables and achievement were compared through Fisher r to z transformations. The CAI group achieved significantly higher than did the traditional group. Arithmetic aptitude and learning styles associated with sociability traits correlated higher with achievement in the CAI group than in the traditional group. Different aptitude-learning style patterns were associated with higher achievement in the two groups.     

Effectiveness of cooperative learning (jigsaw II) method in teaching English as a foreign language to engineering students (Case of Firat University,Turkey)

The present study compares the effects of the cooperative jigsaw II method and traditional teacher-centred teaching method on improving vocabulary knowledge and active–passive voice in English as a foreign language for engineering students and the students' attitudes towards learning English. Jigsaw is a cooperative learning model that involves small groups of 5–6 students teaching each other subject matter with success dependent upon student cooperation. Sixty-six engineering students participated in the study and a pre-test–post-test control group experimental design was employed. The students were randomly assigned into two groups: an experimental group and a control group. The experimental group used cooperative Jigsaw II as an instruction method while the control group used traditional teacher-centred instruction. The groups were administered an achievement test, as a pre-, post- and delayed post-test. The results revealed statistically significant differences in favour of the experimental group on the dependent variables of improving vocabulary knowledge and learning active–passive voice in English. The attitude scale results showed that the cooperative learning experience had a significant positive effect on engineering students' attitudes towards learning English and promoted better interactions among students as well.     

中学生成就动机的特点与培养对策

本研究对309名中学生进行问卷调查,借以探讨中学生成就动机的特点,并提出相应的教育对策。结果表明:中学男生的成就动机显著高于女生,具体表现为男生的避免失败动机明显低于女生,追求成功的动机则不存在明显差异;初中生与高中生的成就动机无显著差异;普通中学学生的成就动机高于重点中学学生,具体表现为普通中学学生的追求成功动机高于重点中学学生,而普通中学初中生的避免失败动机低于重点中学初中生。根据这一结果,中学生成就动机的培养应特别关注女生以及重点中学的学生,并考虑学生的年级特点。     

Approach–Method Interaction: The role of teaching method on the effect of context-based approach in physics instruction

The purpose of this study is to explore not only the effect of context-based physics instruction on students’ achievement and motivation in physics, but also how the use of different teaching methods influences it (interaction effect). Therefore, two two-level-independent variables were defined, teaching approach (contextual and non-contextual approaches) and teaching method (traditional and learning cycle methods). Thus, a 2?×?2 factorial design was performed with four treatment groups, including 131 11th-grade students: (1) a traditional method with the non-contextual approach group, (2) a traditional method with the contextual approach group, (3) a learning cycle with the non-contextual approach group, and (4) a learning cycle with the contextual approach group. Prior to and just after the treatments, which took 5 weeks, pre-tests and post-tests on student achievement and motivation were administered. For the analysis of data, multivariate analysis of covariance, simple regressions and follow-up analysis of covariances were performed. Consequently, it was found that the effect of context-based approach on physics achievement is dependent upon the teaching method implemented. That is, the traditional method was observed to increase the effect of the contextual approach while the learning cycle decreased it. Related to the effects on motivation in physics, no evidence was found to claim a significant difference. Based on the findings of this study, further research is suggested for determining which teaching methods are more effective with the context-based approach on students' achievement and motivation in physics.     

THE IMPACT OF PEER INSTRUCTION ON COLLEGE STUDENTS’ BELIEFS ABOUT PHYSICS AND CONCEPTUAL UNDERSTANDING OF ELECTRICITY AND MAGNETISM

The purpose of this study is to assess students’ conceptual learning of electricity and magnetism and examine how these conceptions, beliefs about physics, and quantitative problem-solving skills would change after peer instruction (PI). The Conceptual Survey of Electricity and Magnetism (CSEM), Colorado Learning Attitudes about Science Survey (CLASS), multiple-choice test was administered as a pre- and posttest with Solomon 4 group design to students (N  =  138) enrolled on freshman level physics course. The number of chapter taught to the students was 14. Problem-solving strategy steps were asked to students in the exam. The analyses of CSEM showed that the treatment group (g  =  0.62) obtained significantly higher conceptual learning gain than the control group (g  =  0.36). The conceptual understanding and problem-solving skills of the students on magnetism considerably enhanced when PI was conducted (37% and 20%, respectively). CLASS results for 5 subscales (conceptual understanding, applied conceptual understanding, problem solving general, problem solving confidence, and problem solving sophistication) supported the findings of CSEM.     

北京地区大学生成就动机的特点研究

大学生的成就动机对大学生的学习、生活有着十分重大的影响作用,是一个人成功与否的关键因素之一。但在当前的就业形势、教育环境的影响下,大学生的成就动机出现了一些新的变化。因此以北京地区6所大学的712名学生为被试,采用成就动机量表（AMS）,调查了当代大学生成就动机的特点。结果表明：（1）总体上,大学生有比较高的成就动机,他们追求成功的动机要明显高于避免失败的动机。（2）亚群体上,大学生的成就动机存在显著的性别差异、专业差异和学校类型差异。男大学生追求成功和避免失败的成就动机都高于女生,理科大学生避免失败的动机显著低于文科和工科大学生,师范类学校的大学生避免失败的动机低于其他类型的学校。在年级因素上没有发现显著的差异。     

聋人大学生与健听大学生成就动机的比较研究

成就动机是一种重要的社会性动机,对大学生的成长发挥着重要作用,聋人大学生是我国高校的特殊群体,通过采用成就动机量表(简称AMS)对两所高校中的聋人大学生和健听大学生各250名进行调查。结果显示:聋人大学生和健听大学生的得分都处在中等程度范围内。但是家庭经济情况的主效应达到显著(P<0.05),性别、类型、来源三个变量的交互作用达到显著(P<0.05)。因此得出结论聋人大学生和健听大学生在家庭经济状况上存在差异,经济状况好的大学生的追求成功的动机要强于一般和贫困的大学生。     

Effectiveness of Conceptual Change Text-oriented Instruction on Students’ Understanding of Energy in Chemical Reactions

The aim of this study is to compare the effectiveness of conceptual change text instruction (CCT) in the context of energy in chemical reactions. The subjects of the study were 60, 10th grade students at a high school, who were in two different classes and taught by the same teacher. One of the classes was randomly selected as the experimental group in which CCT instruction was applied, and the other as the control group in which traditional teaching method was used. The data were obtained through the use of Energy Concept Test (ECT), the Attitude Scale towards Chemistry (ASC) and Science Process Skill Test (SPST). In order to find out the effect of the conceptual change text on students’ learning of energy concept, independent sample t-tests, ANCOVA (analysis of covariance) and ANOVA (analysis of variance) were used. Results revealed that there was a statistically significant mean difference between the experimental and control group in terms of students’ ECT total mean scores; however, there was no statistically significant difference between the experimental and control group in terms of students’ attitude towards chemistry. These findings suggest that conceptual change text instruction enhances the understanding and achievement.     

PREDICTING MATHEMATICS ACHIEVEMENT: THE INFLUENCE OF PRIOR ACHIEVEMENT AND ATTITUDES

Achievement in mathematics is inextricably linked to future career opportunities, and therefore, understanding those factors that influence achievement is important. This study sought to examine the relationships among attitude towards mathematics, ability and mathematical achievement. This examination was also supported by a focus on gender effects. By drawing on a sample of Australian secondary school students, it was demonstrated through the results of a multivariate analysis of variance that females were more likely to hold positive attitudes towards mathematics. In addition, the predictive capacity of prior achievement and attitudes towards mathematics on a nationally recognised secondary school mathematics examination was shown to be large (R ²  =  0.692). However, when these predictors were controlled, the influence of gender was non-significant. Moreover, a structural equation model was developed from the same measures and subsequent testing indicated that the model offered a reasonable fit of the data. The positing and testing of this model signifies growth in the Australian research literature by showing the contribution that ability (as measured by standardised test results in numeracy and literacy) and attitude towards mathematics play in explaining mathematical achievement in secondary school. The implications of these results for teachers, parents and other researchers are then considered.     

Variability in Reading Scores on a Given Level of Intelligence Test Scores

ABSTRACT

Previous studies have shown that several key variables influence student achievement in geometry, but no research has been conducted to determine how these variables interact. A model of achievement in geometry was tested on a sample of 102 high school students. Structural equation modeling was used to test hypothesized relationships among variables linked to successful problem solving in geometry. These variables, including motivation, achievement emotions, pictorial representation, and categorization skills, were examined for their influence on geometry achievement. Results indicated that the model fit well. Achievement emotions, specifically boredom and enjoyment, had a significant influence on student motivation. Student motivation influenced students’ use of pictorial representations and achievement. Pictorial representation also directly influenced achievement. Categorization skills had a significant influence on pictorial representations and student achievement. The implications of these findings for geometry instruction and for future research are discussed.     

Relationship among laboratory instruction,attitude toward science,and achievement in science knowledge

This study investigated the use of a hands-on laboratory program as a means of improving student attitude toward science and increasing student achievement levels in science knowledge. Using a posttest-only control group design, curriculum referenced objective examinations were used to measure student achievement in science knowledge, and a posttest Q-sort survey was used to measure student attitude toward science. A one-way analysis of variance compared the groups' differences in achievement and attitude toward science. Analysis of covariance was used to determine the effect of the laboratory treatment on the dependent achievement variable with attitude toward science as the covariable. The findings showed that students who had regular laboratory instruction (a) scored significantly higher (p < .01) on the objective examination of achievement in science knowledge than those who had no laboratory experiences; (b) exhibited a moderate, positive correlation (r = .406) between their attitude toward science and their achievement; and (c) scored significantly higher (p < .01) on achievement in science knowledge after these scores were adjusted on the attitude toward science covariable. There were no significant differences in achievement or attitude toward science for the limited English proficiency groups. It was concluded that laboratory instruction influenced, in a positive direction, the students' attitude toward science, and influenced their achievement in science knowledge. It was recommended that science instruction include a regular laboratory experience as a demonstrated viable and effective instructional method for science teachers. This model of science instruction has been shown to be effective with students of diverse backgrounds who live within large urban centers. J Res Sci Teach 34: 343–357, 1997.