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The Effect Of Case Based Learning On Tenth Grade Students' / Understanding Of Human Reproductive Systemand Their Perceived MotivationSaral, Sevim 01 September 2008 (has links) (PDF)
The effect of case based learning on 10th grade students&rsquo / academic achievement in the unit
of human reproductive system and their perceived motivation (Intrinsic Goal Orientation,
Extrinsic Goal Orientation and Task Value) was investigated in this study.
The study was conducted during 2007-2008 spring semester in a private high school in
Ankara, Turkey. A total of 80 (48 males and 32 females) tenth grade students from four
biology classes of two teachers were involved in the study. One class of each individual
teacher was assigned as control group and the other class of the same teacher was assigned
as experimental group to sustain randomization. Two of the classes assigned as
experimental group were instructed with case based learning, while two classes of the
control group were received traditionally designed biology instruction.
In the experimental group, two cases that are divided into several parts were assigned in an
interrupted manner. Students learned the human reproductive system via cases in
experimental group without any additional method. The cases include incomplete data and
students were needed to search for and discuss to answer the questions posed in the cases
and by themselves and to complete the data. When the students completed a part of the
case, next part was distributed. While dealing with the dilemma presented in cases, students
did independent study as well as group work. In the control group, instruction was based on
teacher explanations and web based notes prepared by the biology department of the high
school.
Human Reproductive System Achievement Test, Motivated Strategies for Learning
Questionnaire were administered as pre-test and post-test to the students in both groups to
measure the students&rsquo / academic achievement in the unit of human reproductive system / and
their perceived motivation / specifically, task value, intrinsic goal orientation, and extrinsic
goal orientation.
Multivariate Analysis of Variance (MANOVA) was used to investigate the effect of case based
learning on the students&rsquo / academic achievement in the unit of human reproductive system
and their perceived motivation. Results revealed that case based learning improved students&rsquo / academic achievement and task value.
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Self-regulation and its relation to motivation and proficiencyOnoda, Sakae January 2011 (has links)
This study was an investigation of the relationships among willingness to communicate, two motivational variables (intrinsic goal orientation and self-efficacy), three self-regulated learning strategies (metacognitive during-task self-regulation strategies, effort regulation strategies and peer learning strategies), and measures of English speaking and listening proficiency. The study primarily drew on the concept of self-regulation derived from educational psychology. A sample of 279 English majors studying at a private university in eastern Japan participated in this study. Data from a Japanese version of the Motivated Strategies for Learning Questionnaire (MSLQ) and scores of an in-house proficiency test designed to measure speaking and listening skills were collected. Factor analysis and Rasch analysis were conducted to develop a reliable shortened Japanese version of the MSLQ. Multiple one-way ANOVAs indicated that students with higher speaking and listening abilities as measured by an in-house proficiency test, tended to use more metacognitive during-task self-regulation strategies and effort regulation strategies compared with those with intermediate and lower speaking and listening proficiency. There were no statistically significant differences in peer learning strategies for speaking and peer learning strategies for listening. Finally, structural equation modeling was used to test hypothesized speaking and listening models of the relationships among willingness to communicate, intrinsic goal orientation, self-efficacy, metacognitive during-task self-regulation strategies, effort regulation strategies, peer learning strategies, and English speaking and listening proficiency. Modified models indicated that intrinsic goal orientation and self-efficacy influenced effort regulation strategies, which in turn predicted peer Learning strategies and metacognitive during-task self-regulation strategies. It was also found that peer learning strategies influenced metacognitive during-task self-regulation strategies. Finally, metacognitive during-task self-regulation strategies as well as willingness to communicate predicted speaking skills, but listening skills were only predicted by metacognitive during-task self-regulation strategies. Thus, the results illuminated the complex interrelationships among willingness to communicate, self-efficacy, intrinsic goal orientation, effort regulation strategies, and metacognitive during-task self-regulation strategies in predicting speaking and listening skills. Follow-up interviews with a focus group of students revealed that classroom teaching was mainly focused on speaking tasks that required proactive learning behaviors and effort and that listening tasks occupied only part of the class and that usually comprehension of main points served their purposes. The information helps explain why the speaking model had stronger interrelationships among willingness to communicate, motivational variables, self-regulation strategies, and the proficiency variable. / Educational Psychology
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The CLEM Model: Path Analysis of the Mediating Effects of Attitudes and Motivational Beliefs on the Relationship Between Perceived Learning Environment and Course Performance in an Undergraduate Nonmajor Biology CoursePartin, Matthew L. 25 July 2008 (has links)
No description available.
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