The relationships among teacher immediacy behaviors, student motivation, and learning

1990 ◽  
Vol 39 (4) ◽  
pp. 323-340 ◽  
Author(s):  
Diane M. Christophel
2019 ◽  
Vol 4 (2) ◽  
pp. 61-68
Author(s):  
Iin Indriyati

This class action research aims to improve students' motivation and learning outcomes through the SETS (Science, Environment, Technology and Society) approach to Environmental Pollution VII VII E material, SMP Negeri 1 Wonosari in semester 2 academic year 2017/2018. This research lasted for 2 (two) cycles, the first cycle was held 3 (three) meetings and the second cycle was held 2 (two) meetings. Things to be improved through this classroom action research are learning motivation and student learning outcomes through the SETS approach. Data collection techniques used were questionnaires and tests. Motivation questionnaire data is in the form of student acquisition scores during cycle I and cycle II while the learning outcome data is the value of student test results after the learning process of cycle I and cycle II. The results of the questionnaire are tabulated and processed and then compared with indicators of success that have been determined to measure the improvement and achievement. The test result data is processed by calculating the percentage of students who reach the KKM then compared with indicators of success to find out the improvement and achievement. Based on the results of data analysis and discussion it can be concluded that the SETS approach can increase student motivation and student learning outcomes. The final recapitulation of student learning motivation increased from 65.83% (enough) in the first cycle to 76.28% (good) in the second cycle while the student learning outcomes increased from 58.33% in the first cycle to 83.33% in the second cycle.


2019 ◽  
Vol 7 (2) ◽  
pp. 101
Author(s):  
Marthinus Usmany

This study aims to improve students’ motivation and learning outcomes by PCP strategies on plant tissue material in class XI Science of SMA Negeri 4 Ambon. This research is a classroom action research design. The learning activities are divided into 2 cycles and refer to the John Elliot (1988) model which consists of four stages of action in each cycle. The results showed there was an increase in students’ motivation and learning outcomes from the first cycle to the second cycle, where student motivation reached 80% in the first cycle, and in the second cycle increased to 87%. The percentage of the students’ number who completed learning in the first cycle is 64%, that increased in the second cycle to 84%. The percentage increase of students’ motivation and learning outcomes has reached a success indicator so it can be concluded that the application of biology learning by using a PCP (Point Counter Point) strategy can increase the motivation and learning outcomes of students on plant tissue material of Class XI Science  in SMA Negeri 4 Ambon.


2021 ◽  
Vol 4 (2) ◽  
pp. 325
Author(s):  
Dian Istiqorini Setiarufi

The low learning motivation of students in the learning process. The initial motivation of students is 69% (less), namely out of 14 students, only four students meet the indicators of success. It is because teachers still dominate teaching and learning activities so that learning is teacher-centered. In the learning process, some students did not pay attention to the lessons given by the teacher. This study aims to determine the increase in motivation and learning achievement of students through the cooperative model of the Student Teams Achievement Divisions type assisted by audio-visual media. This type of research is classroom action research. The research procedure was carried out in two cycles. The source of the data taken is the entire class V, totaling 14 students. Data collection methods used are documentation, questionnaires, and interviews. The data analysis technique used is quantitative and descriptive qualitative analysis. The results showed an increase in student motivation. Students' learning motivation in the first cycle reached 74% (enough) as many as 8 students had met the success indicators, and in the second cycle, it was 81% (good) as many as 12 students had met the success indicators. Based on the results of the analysis and discussion, it can be concluded that the Student Teams Achievement Divisions type cooperative model can increase students' motivation and learning achievement.


Author(s):  
Kristal Curry

The purpose of this chapter is to explore teacher immediacy strategies that help online instructors form connections with students while teaching in distance learning environments. Teacher immediacy consists of both verbal and nonverbal behaviors teachers can use that generate perceptions of closeness with students, which often feels lacking in a distance learning environment. Specific examples of immediacy behaviors in online courses are provided. The chapter shares examples of student/teacher interactions in a course built around teacher immediacy principles, identifying the specific principles visible in each interaction. Finally, the chapter ends with recommendations for practice using teacher immediacy strategies to build relationships with students in online courses.


2014 ◽  
Vol 47 (3) ◽  
pp. 12232-12236 ◽  
Author(s):  
Evi Zouganeli ◽  
Veslemøy Tyssø ◽  
Boning Feng ◽  
Kjell Arnesen ◽  
Nihad Kapetanovic

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