Relationships between student perceptions of teaching behavior and learning outcomes in college biology

1982 ◽  
Vol 19 (9) ◽  
pp. 789-794 ◽  
Author(s):  
Joel J. Mintzes
Keyword(s):  
Learning Outcomes ◽  
Student Perceptions ◽  
College Biology ◽  
Teaching Behavior ◽  
Perceptions Of Teaching

scholarly journals Enhanced student perceptions of learning and performance using concept-point-recovery teaching sessions: a mixed-method approach

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Hyun Jin Cho ◽  
Michael R. Melloch ◽  
Chantal Levesque-Bristol
Keyword(s):  
Academic Success ◽  
Active Learning ◽  
Learning Environment ◽  
Learning Outcomes ◽  
Student Perceptions ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Academic Learning ◽  
Control Group ◽  
The Impact

Abstract Background Active learning pedagogy has recently received a great deal of attention, and many universities have attempted to create student-centered learning environments to improve students’ academic success. The purpose of this study is to explore the impact of concept-point-recovery (CPR) teaching sessions as an active learning strategy on students’ perceptions of the learning environment, motivation, and academic learning outcomes in an electrical engineering course. To investigate the effectiveness of CPR sessions, students’ perceptions of learning and their performance were compared to those of students in a control classroom. Finally, students’ written comments on the course and instructor were explored in further analysis. Results The quantitative findings revealed that there was a significant change in students’ perceptions of learning after the CPR teaching sessions, and there was an increase in students’ perceptions and learning outcomes compared with those of the control group. In addition, the qualitative findings from students’ written feedback demonstrated that students felt that the instructor cared about students’ learning and success and that they had a positive learning environment. Conclusions CPR teaching sessions can be an alternative model for instructors to connect with students and create supportive environments to help students achieve academic success, which in turn promotes the satisfaction of students’ basic psychological needs and self-determined motivation. Therefore, increasing students’ engagement in their learning processes and making connections with students through CPR teaching sessions can facilitate improvements in students’ motivation and academic success. How this new active learning technique can be applied to higher education is discussed.

scholarly journals Students’ Perceived Mathematics Teacher Competence: Longitudinal Associations with Learning Outcomes and Choice of College Major

2021 ◽  
Vol 11 (1) ◽  
pp. 18
Author(s):  
Dongjo Shin ◽  
Jaekwoun Shim
Keyword(s):  
Learning Outcomes ◽  
Student Perceptions ◽  
Secondary Students ◽  
Mathematics Teachers ◽  
Professional Competence ◽  
College Major ◽  
Teacher Competence ◽  
Quality Of Teaching ◽  
Achievement In Mathematics

The quality of teaching and teacher plays a significant role in enhancing students’ cognitive and motivational development. The purpose of this study was to identify longitudinal trajectories of student perceptions of mathematics teachers’ professional competence, and to examine how these trajectories were related to students’ engagement and achievement in mathematics and their choice of college major. The data used for analysis were obtained from the Seoul Education Longitudinal Study, a study of 2714 secondary students who were followed up for five successive years. Results showed four heterogeneous trajectories of students’ perceptions of teacher competence, and these trajectories were associated with students’ engagement and achievement in mathematics. In addition, those who consistently perceived their mathematics teachers to be highly competent and whose perceptions of their teachers’ competence became more positive over time were more likely than other students to choose math-intensive majors. These findings imply longitudinal links between mathematics teachers’ professional competence as perceived by their students and students’ choice of college major as well as their engagement and achievement in mathematics.

scholarly journals Pengaruh persepsi siswa tentang penerapan metode tutor sebaya, lingkungan belajar dan motivasi belajar siswa terhadap efektivitas metode pemecahan masalah dan hasil belajar siswa ranah kognitif pada kelas I MI Al Hikmah Ngareskidul Gedeg Mojokerto

2017 ◽  
Vol 1 (1) ◽  
pp. 103
Author(s):  
Achmad Padi
Keyword(s):  
Learning Environment ◽  
Learning Outcomes ◽  
Student Perceptions ◽  
Significant Relationship ◽  
Student Motivation ◽  
Cognitive Learning ◽  
Independent Variables ◽  
Application Method ◽  
Peer Tutor ◽  
Cognitive Learning Outcomes

The purpose of this study are: 1) To determine whether the effect Implementation Method Student Perceptions of the Effectiveness of Peer Tutor troubleshooting methods. 2) To determine whether the learning environment affect the effectiveness of troubleshooting methods. 3) To determine whether the Student Motivation affect the effectiveness of troubleshooting methods. 4) To determine whether the Student Perceptions of Peer Tutor Application Method to cognitive learning outcomes of students. 5) To determine whether the learning environment affect the students' cognitive learning outcomes. 6) To determine whether the Student Motivation towards cognitive learning outcomes of students. 7) To determine whether the Student Perceptions of Peer Tutor Application Method, learning environment, Student Motivation affect the effectiveness of troubleshooting methods. 8) To determine whether the Student Perceptions of Peer Tutor Application Method, learning environment, Student Motivation effect on students' cognitive learning outcomes. From the analysis can be summarized as follows: 1) There is a significant relationship between Student Perceptions of Peer Tutor Application Method, learning environment, Student Motivation Method of the Effectiveness of troubleshooting. with the value Fhitung 77 978 (significance F = 0. 000). So Fhitung> Ftabel (77 978> 1. 69) or Sig F <5% (0. 000 <0. 05). This means that together the independent variables consist of variables Student Perceptions about the application of the method tutor Peer (X1), the Learning Environment (X2), Student Motivation (X3) simultaneously to variable Efektiftas Solving Methods of Problem Solving (Y1) 2) There is a significant relationship between student Perceptions of Peer Tutor Application method, learning environment, student Motivation towards learning outcomes of students cognitive value Fhitung 78 323 (significance F = 0. 000). So Fhitung> Ftabel (78 323> 1. 69) or Sig F <5% (0. 000 <0. 05). This means that together the independent variables consist of variables Student Perceptions of Peer tutor application method (X1), the Learning Environment (X2), Student Motivation (X3) simultaneously to variable Learning Outcomes Cognitive Domains (Y2).

scholarly journals Pencapaian Hasil Belajar Teori Kejuruan Ditinjau dari Persepsi Mahasiswa pada Pembelajaran Online

2019 ◽  
Vol 4 (2) ◽  
pp. 111-116
Author(s):  
Sukardi Sukardi ◽  
Muhammad Hudan Rahmat
Keyword(s):  
Online Learning ◽  
Learning Outcomes ◽  
Student Perceptions ◽  
Kendall’S Tau ◽  
Kendall's Tau ◽  
Face To Face ◽  
Use Of Technology ◽  
Vocational Theory ◽  
Face To Face Learning ◽  
Plat Form

One of the effort to overcome the ineffectiveness of face-to-face learning is to extend the interaction outside the classroom framework. In this case, advances in information technology can be utilized. The use of technology that functions like classroom face-to-face is through online learning. This study aims to find out: (1) student perceptions of online learning (a Moodle platform); and (2) the effect of student perceptions of online learning on the learning outcomes of Vocational Theory course. The research object was 117 students. The data analysis being used were descriptive statistics and Kendall's tau. The results of the study indicate that online learning is an excellent medium to complement face-to-face learning. The contribution of the perception of learning outcomes found in this study is only 1.70%. It can be said that 98.0% of learning outcomes are determined by other factorsUpaya yang dapat dilakukan untuk mengatasi masalah ketidak efektifan pembelajaran tatap muka adalah dengan membuat ekstensi berinteraksi di luar kelas. Dalam hal ini, kemajuan teknologi informasi dapat dimanfaatkan. Penggunaan teknologi informasi yang memiliki fungsi seperti layaknya tatap muka dalam kelas tersedia melalui pembelajaran online. Penelitian ini bertujuan untuk mengetahui: (1) persepsi mahasiswa terhadap pembelajaran online (plat form Moodle); dan (2) pengaruh persepsi mahasiswa pada pembelajaran online terhadap hasil belajar Teori Kejuruan. Objek penelitian berjumlah 117 orang mahasiswa. Teknik analisis data menggunakan statistik deskriptif dan Kendall's tau. Hasil penelitian menunjukkan bahwa pembelajaran online merupakan media yang sangat baik untuk melengkapi pembelajaran tatap muka. Besarnya nilai kontribusi persepsi terhadap hasil belajar yang ditemukan dalam penelitian ini hanya 1,70%, atau 98,30% hasil belajar ditentukan oleh faktor lain.

scholarly journals Online Self-Regulatory Learning Behaviors as a Mediator in the Relationship between Online Course Perceptions with Achievement

2008 ◽  
Vol 9 (2) ◽  
Author(s):  
Lucy Barnard ◽  
Valerie Paton ◽  
William Lan
Keyword(s):  
Academic Achievement ◽  
Grade Point Average ◽  
Learning Outcomes ◽  
Student Perceptions ◽  
Positive Relationship ◽  
Online Course ◽  
Grade Point ◽  
Learning Behaviors ◽  
Self Regulatory Learning ◽  
The Relationship

Positive perceptions of online course communication and collaboration have been associated with better academic outcomes, while self-regulatory learning behaviors have also been linked to academic achievement and other positive learning outcomes. In the current study, we examined whether self-regulatory learning behaviors may be considered as mediating the relationship between student perceptions of online course communication and collaboration with academic achievement as measured by grade point average (GPA). Results indicate that online self-regulatory learning behaviors, though not strongly associated with academic achievement in and of themselves, do mediate the positive relationship between student perceptions of online course communication and collaboration with academic achievement.

College student perceptions of teaching and learning quality

2007 ◽  
Vol 57 (5) ◽  
pp. 705-720 ◽  
Author(s):  
Theodore W. Frick ◽  
Rajat Chadha ◽  
Carol Watson ◽  
Ying Wang ◽  
Pamela Green
Keyword(s):  
College Student ◽  
Student Perceptions ◽  
Teaching And Learning ◽  
Perceptions Of Teaching ◽  
Teaching And Learning Quality
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