The main aim of this study was to analyze the implementation of problem-based instruction in electrical-electronics engineering education from the perspectives of tutors and students. Secondary aim of the study was to compare engineering students&rsquo / motivation and their use of learning strategies who received their first year curriculum in problem-based learning (PBL) format, in comparison to those who received their curriculum in a conventional lecture format. A multi-method research design that incorporated case study and causal comparative designs were employed in this study. Fourteen electrical-electronics engineering students and four tutors working as instructors at this department were selected for the case study. Observations, interviews, and document analysis were used to collect qualitative data. For the causal comparative study, Motivated Strategies for Learning Questionnaire was administered to 452 freshman engineering students twice as a pre-test and after a three months period as a post-test. Multivariate Analyses of Covariance was used to compare the two groups on the dependent variables of the current study. The findings of the case study indicated students&rsquo / and tutors&rsquo / perceptions and opinions about the implementation of PBL, its strengths and weaknesses, factors affecting tutors&rsquo / and students&rsquo / performance and their improvement suggestions. The results of the causal comparative study indicated that there was a significant difference between the two groups in favor of the group receiving PBL curriculum with respect to students&rsquo / extrinsic goal orientation and test anxiety / their use of elaboration strategy / their management of effort regulation, and time and study environment.

This study aimed to identify the relationship between foreign language speaking anxiety and foreign language learning motivation. In addition to this, the motivational level of learners, the effect of gender on this motivational level and the relationship between motivational orientations were examined. Besides, the level of foreign language speaking anxiety that the students experience, the effect of gender on this anxiety and the relationship between foreign language speaking anxiety and students&rsquo / motivational level were also investigated. Finally, foreign language speaking anxiety was studied in detail via face to face interviews. Participants of the study included 383 pre-intermediate students at Afyon Kocatepe University English preparatory program. The data were collected via two questionnaires administered to these participants and 19 participants were interviewed to get in-depth data on speaking anxiety. The quantitative data were analyzed through descriptive and inferential statistics. The content analysis was used to analyze the qualitative data. The results of the quantitative data revealed that students had a moderate level of foreign language learning motivation, female students were more motivated than males and motivational orientations were positively correlated on a moderate level. It was also found that students at AKU experienced a low level of foreign language speaking anxiety and female students got more anxious than males while speaking English in classroom atmosphere. Besides, foreign language speaking anxiety and foreign language learning motivation were found to be negatively correlated on a moderate level. Quantitative data of the study demonstrated that foreign language speaking anxiety is a separate phenomenon with its own sources, aspects, variables and effects on learners.

The purpose of this study was to compare Student Teams Achievement Division (STAD) with Traditional Pedagogy for the effects on third-grade students with respect to math achievement, problem solving ability, math learning motivation, learning satisfaction, and interest in math learning. The quasi-experimental design was utilized for this study. The study data were collected through questionnaire survey and interviews. The subjects of the study were 61 third-grade students from two classes of an elementary school in the Kaohsiung City. One class was chosen as the experimental group in which STAD was employed in the experimental instruction and the other was chosen as the control group in which traditional pedagogy was adopted. Data were collected during the period of experimental instruction and were analyzed afterwards. The main results are presented as follows: 1. The math achievement of students who received STAD method was significantly higher after the experimental instruction than before. As for the improvement at posttest from pretest in math achievement, students in STAD group performed better than students in traditional pedagogy group did, but the difference did not reach the significant level. 2. The problem solving ability of students who received STAD method were significantly higher after the experimental instruction than before. As for the improvement at posttest from pretest in problem solving ability, students in STAD group performed significantly better than students in traditional pedagogy group did, which meant the STAD group made much more improvement than the traditional pedagogy group did after the experimental instruction. 3. After the experimental instruction, students who received STAD method performed better in math problem solving interview than those who received traditional pedagogy did. Students who received STAD method were more capable of understanding the questions without interviewer¡¦s explanations. Compared with the control group, the STAD group gave correct solutions more frequently, and was able to provide more reasonable explanations to their solutions. Besides, the STAD group was willing to try various ways to solve the same problem. 4. After the experimental instruction, students who received STAD method had significantly higher math learning motivation than did before; as for the improvement at posttest from pretest in math learning motivation, students in STAD group also performed better than students in traditional pedagogy group. 5. After the experimental instruction, students who received STAD method had significantly higher math learning interests than did before; as for the improvement at posttest from pretest in math learning interests, students in STAD group also performed better than students in traditional pedagogy group. Finally, the researcher proposed several suggestions for the ducational application in classroom teaching and future studies.

In the gradually volatile industry environment, what you learn will not be able to satisfy in the future career path. Many people who work during daytime return to the campus after-working hours and attend in-service programs which hold by Universities and colleges. For industries, in order to complete with others, they build up the training courses for all colleagues and encourage them to participate in advanced courses such as in-service education for Master¡¦s degree class. In-service education for Master¡¦s degree class was started from 1999, with the Registration rate is getting high year by year. It has become the way to enhance people¡¦s capabilities. In the past, the domestic scholar many discuss with the relations of learning motive, the learning degree of satisfaction and the learning result to be the base of courses holding in the future. Fewer scholars proposed the relation with society support and efficiency learning. This research is basically in the society support point of view to discuss the relation between continue learning culture, learning motivation and efficiency learning. In addition, the relations between those three will different with discussing with Self-Efficacy and goal orientation. In this case, this research will take Self-Efficacy and goal orientation as moderators. Sampled by those who study in-service Master¡¦s Program students, EMBA.. etc was conducted by questionnaire survey. The conclusion we drew from analyzing 357 effective questionnaires with SPSS software are the following: 1.Continue learning culture, learning motivation and learning effectiveness presents positive influence. 2.Continue learning culture, learning motivation and learning effectiveness also effect via mediating effect of Self-Efficacy. 3.Continue learning culture, learning motivation and learning effectiveness also effect via mediating effect of goal orientation. 4.Different types of personal characters have significant differences in four dimensions, Continue learning culture, learning motivation and learning effectiveness, Self-Efficacy and goal orientation.

The beginning of teaching, when you start to form the future musician, is very important time from which further luck and failure depends. Although there are various circumstances in which child needs more learning motivation. Work theme – the role of ensemble playing by consolidating children’s music learning motivation. The aim of the work – to cognize the role of ensemble playing by consolidating children’s music learning motivation. This aim is realized by doing the pedagogical and psychological analysis of ensemble playing features theory, evaluating the role of ensemble playing by consolidating children’s music learning motivation and learning results, summarizing the results of theoretical analysis and empirical research. This research helps pedagogues to solve hard educative problem of children motivation of learning to play with instrument individually. One of the main problems – how to strengthen children’s music learning motivation effectively making the most of ensemble playing features. Making empirical researches the qualitative ((essay writing, pedagogical observation, conversations with the members of an orchestra), questionnaire (children and teachers) methods were used. The aim of the questionnaire is to find out the children and teachers outlook on the collective playing, its importance to learning motivation and learning results. 91 school-children and 31 teachers from Alytus music school, Kaunas music school and Prienų art school were examined. The... [to full text]

Remiantis nauju supratimu, mokymas(is) laikomas aktyviu procesu, kurio metu besimokantysis, remdamasis anksčiau įgytomis žiniomis ir savo unikalia patirtimi, formuoja naujas sąvokas, idėjas ar prasmes. Mokytojo vaidmuo suprantamas kaip pagalbininko, kuris turi rūpintis besimokančiojo žinių kūrimo procesu,o taip pat bendraudamas ir stebėdamas besimokančiuosius, lanksčiai ir kūrybingai įtraukti juos į mokymo(si) procesą. Šio darbo tikslas: pagrįsti aktyvaus mokymo įtaką mokinių mokymosi motyvacijai. / Nowadays theories say, that learning is an active method, where the teacher is a part of this process, like an assitent communicating with the pupils. Also nowadays theories say, that it is not enough give new information, it is important include practise. Some methods were used to evalue correlations these factors.

Šiuolaikinis švietimas remiasi kryptinga veikla, skirta mokinio įgūdžių, gebėjimų ir vertybinių nuostatų formavimui, mokinio žinių ir kompetencijos plėtotei. Nors jau dešimtmetį yra vykdoma Lietuvos švietimo pertvarka, tačiau įvairūs tyrimai rodo, kad nesėkmingo mokymosi lygis švietimo sistemoje yra aukštas. Pati nenoro mokytis problema tapo globaline pradėjus įgyvendinti privalomą mokymą nuo 7 iki 16 metų. Mokymosi motyvacijos stoka glaudžiai susijusi su mokyklos nelankymu, kurso kartojimu, dėl ko kiekviena pasaulio valstybė patiria didelius nuostolius. Žmogus, „iškritęs“ iš švietimo sistemos, negali gauti įstatymų nustatyta tvarka išduoto dokumento, patvirtinančio asmens mokymosi rezultatus, todėl toks asmuo negali sėkmingai įsilieti į darbo rinką. Neišsilavinusiam žmogui yra sunkiau dalyvauti visuomeniniame gyvenime. Iškyla tikimybė būti atstumtam, kas sąlygoja psichologines asmens problemas, socialinį ir finansinį nesaugumą. Todėl kiekvienos šalies švietimo sistemos tikslas yra siekti, kad jos visuomenės nariai būrų išsilavinę – įgytų asmens tam tikro lygio brandą liudijančią kompetenciją, žinias, įgūdžius, gebėjimus ir vertybines nuostatas. Tai sąlygoja atvirą ir demokratišką visuomenę. Lietuvos ir užsienio autoriai pabrėžia, kad mokymosi motyvacija yra vienas svarbiausių mokymosi sėkmės komponentų. Taip pat pabrėžia vidinio poreikio mokytis svarbą. Be tokio poreikio mokytis prasmingas mokymasis neįmanomas. Dalis pedagogų ir psichologų tyrė vaikų ir paauglių mokymosi... [toliau žr. visą tekstą] / Motivation is a complex and dynamic phenomena. It is a psychological process, which regulates the activity of a personality and his/her relations with the environment. Motivation is closely related to the motives which influence a person’s behaviour and activity. In order to educate desirable behaviour it is necessary to eliminate negative causes. The 4th and 5th-form pupils may be influenced by different motives, groups of motives or separate motives. Possible ways to strengthen learning motivation are expedient organization of learning process according to the pupils’ needs; formation of possibilities to establish the aims of the activities; expedient evaluation of pupils” achievements; improvement of the relationship among pupils, parents and teachers; strengthening of the internal and external learning motivation according to the pupils’ main learning motives: cognition, self-expression, future, communication, prestige and external stimuli. To summarize the results of the survey it can be stated that learning motives of the 5th-form pupils are various. The most conspicuous are future and cognition motives, less important are prestige, self-expression and communication motives and minor motives are external stimuli. Formation of learning motives depends on various factors. According to the survey, pupils in the 5th form face a lot of new things: pupils’ social environment changes. Learning process also changes. The 5th-form pupils take greater responsibility for the... [to full text]

The Master paper consists of introduction and two parts: a) the singularities of an alternation of the pupils‘ evaluation in the context of the learning paradigm; b) the investigation of the ruling singularities of parents and teachers into the evaluation of the pupils. The conclusions and the recommendations for the teachers and parents are provided in the end of the paper. In the primary school on the basis of the humanistic ideas the grading evaluation was rejected. Further it was made according to the individual progress evaluation the criteria of which might have been not completely clear to parents as well as it might raise unclearness to the teachers. The negative ruling possibility might possibly become higher because of the unclearness in the evaluation of the pupils‘ progress. Therefore, the question turns out: which of the ruling singularities of parents and teachers (positive, neutral or negative) are oriented towards the basic changes of the students‘ progress evaluation? The question and search for the answer is the problematic basis of this Master‘s work. Goal of the analysis: to analyze the ruling singularities of parents and teachers of the primary school towards the evaluation of the pupils by grading and towards the idiographic way of evaluation. The fundamental goals of the work: to clarify the impact of the nature of the ruling singularities of parents and teachers upon the progress and the achievement evaluation system in the primary school regarding the... [to full text]

The research paper analyzes the main features of ability to read and its influence on studens learning. The investigation was conducted between III – IV formers according to the development of their reading ability, an average time needed to fullfil the reading task correctly as well as teachers’ opinion was analyzed. 171 studens (76 girls and 95 boys) and 60 teachers took part in this research. The research revealed that ability to read is one of the most important parts in the process of learning and it can influence learning in a positive way as well as in a negative way.

The change of learning motivation and achievements in general education in vocational school The objective of the research: Evaluation of changes in learning motivation and achievements in general education in vocational schools. The tarks of the research: 1. Determining the fects of studying motivation changes in vocational schools. 2. Deseribing the influence of motivation changes on learning achievements. Methods and sources of the research. The research has been fulfilled applying general and special scientific methods as literature analysis, statistical analysis, grouping of research data, generalization and comparison. The data has been processed by SPSS computer programme. The guestionnaire has been chosen as the main research method. The area of the research. The research has been carried out with 196 students and 40 teachers from vocational schools. Conclusions: · The research results showed that about 60% students decided to study in a vocational school, because their studies in a secondary school were not successful. · The research also revealed the fact that the learning achievements of most students at a vocational shool remain almost the same though motivation rises. · The students and the teachers pointed out the factors which should be important in enhancing the motivation to study. They are such as active training methods, validity of assessment system, motivating training material, interest, figurative style and relation with future profession.