Learning biology and geology through a participative teaching approach: the effect on student attitudes towards science and academic performance

2019 ◽  
Vol 54 (3) ◽  
pp. 245-261 ◽  
Author(s):  
David Aguilera ◽  
Francisco Javier Perales-Palacios
Keyword(s):  
Academic Performance ◽  
Student Attitudes ◽  
Teaching Approach ◽  
Attitudes Towards Science

Student attitudes and their academic performance: is there any relationship?

2004 ◽  
Vol 26 (1) ◽  
pp. 52-56 ◽  
Author(s):  
Merilyn J. Liddell ◽  
Sandra K. Davidson
Keyword(s):  
Academic Performance ◽  
Student Attitudes

scholarly journals Team‐based learning in the gross anatomy lab improves academic performance and student attitudes towards teamwork (721.14)

2014 ◽  
Vol 28 (S1) ◽  
Author(s):  
William Brooks ◽  
Tiffany Huitt ◽  
Anita Killins
Keyword(s):  
Academic Performance ◽  
Student Attitudes ◽  
Gross Anatomy ◽  
Team Based Learning ◽  
Anatomy Lab

School, family, and student factors behind student attitudes towards science: The case of Hong Kong fourth-graders

2018 ◽  
Vol 92 ◽  
pp. 135-144 ◽  
Author(s):  
Xiang Hu ◽  
Frederick K.S. Leung ◽  
Gaowei Chen
Keyword(s):  
Hong Kong ◽  
Student Attitudes ◽  
Fourth Graders ◽  
Attitudes Towards Science

A Comparison of Student- and Instructor-Paced Formats in the Introductory Psychology Course

1981 ◽  
Vol 8 (4) ◽  
pp. 209-211 ◽  
Author(s):  
Stephen H. Hobbs
Keyword(s):  
Academic Performance ◽  
Student Attitudes ◽  
Introductory Psychology ◽  
Psychology Course

Instructor pacing does not lower academic performance or student attitudes, and it has some advantages over student pacing.

scholarly journals ENGAGEMENT WITH THE INVERTED CLASSROOM APPROACH: STUDENT CHARACTERISTICS AND IMPACT ON LEARNING OUTCOMES

2015 ◽  
Author(s):  
Micah Stickel ◽  
Qin Liu
Keyword(s):  
Academic Performance ◽  
Learning Styles ◽  
Self Efficacy ◽  
Student Attitudes ◽  
Academic Characteristics ◽  
Inverted Classroom ◽  
Video Viewing ◽  
Major Shift ◽  
Low Degrees ◽  
High Engagement

The focus of this paper is to take a closer look at this question of engagement with the inverted classroom approach and specifically address the following two research questions: 1) Do students with different degrees of engagement with the inverted classroom approach exhibit different academic characteristics?, and 2) How does the degree of engagement affect the learning of the course material?To assess these questions, the students preferred learning styles (ILS), their self-efficacy, and their academic performance prior to the course were assessed. As well, the students’ engagement with the approach was assessed through their lecture attendance and pre-class video viewing, and their learning was quantified through pre/post concept tests, in-class pop quizzes, and the final course grade.Using k-means clustering with the pre-class viewing and lecture attendance data, the cohort was divided into three groups: high, medium, and low degrees of engagement with the teaching approach. Some differences were noted in terms of the groups’ learning styles and prior academic performance, but no differences were found with their self-efficacy scores. Students in the high engagement group did significantly better than their peers in the other two groups, with final course mark averages of Mhigh = 81.8%, Mmedium = 74.0%, Mlow = 63.5%, F(2,323) = 67.4, p < .001. When prior academic performance and learning styles were controlled for, in comparison to the low engagement group, being part of the medium or high engagement group was a significant positive predictor for the final course grade, with medium = 0.168, p < .01, high = 0.349, p < .001.Since the inverted classroom approach requires a major shift in student attitudes and behaviors towards their learning, these results show that the degree of engagement with the process is an important metric to consider.

scholarly journals PERSONAL SELF-REGULATION, ACADEMIC ACHIEVEMENT, AND SATISFACTION OF LEARNING (PRODUCT)

2016 ◽  
Vol 4 (1) ◽  
pp. 187
Author(s):  
Jesús De la Fuente ◽  
Lucía Zapata Sevillano ◽  
Francisco J. Peralta ◽  
Mireia López
Keyword(s):  
Academic Performance ◽  
Learning Process ◽  
Student Attitudes ◽  
Linear Regression Analysis ◽  
Self Regulation ◽  
Approaches To Learning ◽  
Learning Factor ◽  
And Performance ◽  
Teaching Learning ◽  
High Level

Abstract.Introduction. Every teaching-learning process aims toward a certain product, which is based on certain objectives and purposes that are to result in the student learning a specific subject matter. This product is called academic performance. Performance has been defined and categorized by different authors. Most research has analyzed performance based on a single global qualification. This tendency to reduce the outcome of learning to a single grade has become one of the main criticisms of research on academic performance. This variable has taken on greater importance in educational research in recent decades, with many variables being studied for their influence on the academic performance of university students. Some of these variables are approaches to learning, self-regulated learning, student attitudes, coping strategies and so on. Method. A total of 1101 students participated in the study (university and candidate students). The analyses made to meet the proposed objectives and test hypotheses were: Association analysis through Pearson bivariate correlations (Association objectives and hypotheses); linear regression analysis (Regression objectives and hypotheses); Cluster analysis, ANOVAS and MANOVAS, with Scheffé post hoc, and effect size estimates (Inferential objectives and hypotheses). Results. A significant associative relationship appeared between self-regulation and satisfaction with learning and performance. In complementary fashion, the level of personal self-regulation had a significant main effect on a high level of satisfaction with learning, specifically in the satisfaction with learning factor and in thoughtful learning, and by high levels of procedural and attitudinal performance. Discussion and Conclusions. The importance of personal self-regulation that determines the degree of cognitive self-regulation during the process of university learning; the relationship between personal self-regulation and the type and quantity of satisfaction with learning, and academic performance.Palabras Clave: Personal self-regulation, satisfaction with learning, academic performance, teaching-learning process

scholarly journals The Relationship between Primary School Teacher and Student Attitudes towards Science and Technology

2015 ◽  
Vol 2015 ◽  
pp. 1-7 ◽  
Author(s):  
Eddie Denessen ◽  
Nienke Vos ◽  
Fred Hasselman ◽  
Monika Louws
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Student Attitudes ◽  
School Teacher ◽  
Science And Technology ◽  
Primary School Teacher ◽  
Female Teacher ◽  
Positive Attitudes ◽  
Attitudes Towards Science ◽  
Teachers Attitudes

This study focuses on the effects of teachers’ attitudes towards teaching about science and technology on student attitudes towards science and technology. A one-year longitudinal study involving 91 teachers and 1822 students from the higher years of Dutch primary schools showed that students develop less positive attitudes towards science and technology during their primary school years and that girls showed less positive attitudes than boys. Female teachers showed less positive attitudes towards teaching about science and technology than male teachers. Girls appeared to be susceptible of their teacher’s attitudes and especially developed less positive attitudes when their female teacher showed less enthusiasm for teaching science and technology. Implications for teacher education and teacher recruitment are discussed.

scholarly journals ATTITUDES TOWARDS NATURAL SCIENCE: COMPARISON OF STUDENT ATTITUDES IN JUNIOR HIGH SCHOOLS IN MUARO JAMBI DISTRICT

2020 ◽  
Vol 8 (2) ◽  
pp. 546-554
Author(s):  
Nirmala Sari ◽  
Orin Hidayusa Wiza ◽  
Retni Sulistioning Budiarti ◽  
Yolanda Eka Putri
Keyword(s):  
High School ◽  
Junior High School ◽  
Student Attitudes ◽  
Junior High ◽  
Social Implications ◽  
Anova Test ◽  
The Social ◽  
Attitudes Towards Science ◽  
Students Attitudes ◽  
One Way Anova

Purpose of the study: This research was conducted to review the comparison of students’ attitudes towards science subjects through 3 indicators, namely the social implications of science, attitudes towards investigation and career interests in the field of science sourced from TOSRA. Methodology: The research design used is quantitative with the type of survey research. The research subjects were 1075 students. The instrument used in the form of a questionnaire attitude towards science subjects. The analysis technique used is descriptive statistics and inferential statistics in the form of one way ANOVA test. Main Findings: Students at Junior High School 26Muaro Jambi were dominant in the indicators of social implications with a percentage of 66.9% (103 out of 154 students) with a good category, while Junior High School 6 Muaro Jambi was dominant in the social implication indicators with a percentage of 51.5% (313 out of 608 students) with a sufficient category, and Junior High School 5 Muaro Jambi dominant in the indicators of social implications with a percentage of 62.3% (195 of 313 students) with a sufficient category. Based on the one way ANOVA test, it was found that there were differences in attitudes towards science subjects at Junior High School 26 Muaro Jambi, Junior High School 6 Muaro Jambi and Junior High School 5 Muaro Jambi. Novelty/Originality of this study: The renewal of this study is the absence of research conducted in Junior High School in Muaro Jambi Regency, Indonesia regarding students’ attitudes toward science subjects reviewed through indicators of the social implications of science, indicators of attitudes towards science investigations, and indicators of career interest in the field of science.

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