Active learning strategies and academic self-efficacy relate to both attentional control and attitudes towards plagiarism

2018 ◽  
Vol 21 (3) ◽  
pp. 203-216 ◽  
Author(s):  
Andrew R du Rocher
Keyword(s):  
Student Engagement ◽  
Active Learning ◽  
Learning Strategies ◽  
Attentional Control ◽  
Self Efficacy ◽  
Negative Attitude ◽  
Learning And Teaching ◽  
Active Learning Strategies ◽  
Study Motivation ◽  
The Relationship

Active learning strategies, goals, values, self-efficacy and thus study motivation are all thought to affect the depth of student engagement with their work. Plagiarism is a common problem and must reflect a shallow level of student engagement. Cognitive perspectives on learning and teaching should consider how variations in attentional control might be implicated in both study motivation and plagiarism. This study aimed to elucidate the relationship between these variables, with the intention of informing learning and teaching practices. Increased self-efficacy, active learning strategies and learning values were robustly related to a more negative attitude towards plagiarism. Attentional control was unrelated to attitudes towards plagiarism, but was robustly related to increased self-efficacy and active learning strategies. Research concerning how both active learning and self-efficacy are affected by attentional control processes should be instrumental in improving teaching techniques. Increasing students’ active learning and self-efficacy during their degree should prove to be of particular utility when developing plagiarism interventions.

scholarly journals PEMETAAN LEVEL MOTIVASI SISWA TERHADAP PEMBELAJARAN FISIKA BERPENDEKATAN SAINTIFIK

2020 ◽  
Vol 12 (2) ◽  
pp. 193-206
Author(s):  
Zainul Mustofa
Keyword(s):  
Active Learning ◽  
Learning Environment ◽  
Learning Strategies ◽  
Self Efficacy ◽  
Achievement Goal ◽  
Performance Goal ◽  
Physics Learning ◽  
Domain Learning ◽  
Active Learning Strategies ◽  
Domain Performance

Penelitian ini bertujuan untuk memetakan level motivasi siswa terhadap pembelajaran fisika berpendekatan saintifik. Hal ini penting karena motivasi berkorelasi positif dengan pencapaian tujuan pembelajaran. Penelitian ini adalah penelitian survei dengan jumlah responden 24 siswa kelas X di SMK Al Munawwariyyah, Malang pada semester genap tahun pelajaran 2017-2018. Kuisioner terdiri atas 6 domain yaitu physics learning value, active learning strategies, self-efficacy, performance goal, Achievement goal, dan Learning Environment Stimulation. Domain physics learning value menunjukkan bahwa sekitar 75% menyatakan bahwa fisika adalah penting dan bermanfaat bagi kehidupan sehari-hari. Domain active learning strategies menunjukkan bahwa sekitar 50% siswa aktif dalam menghubungkan konsep dengan pengalaman sebelumnya. Domain self-efficacy menunjukkan sekitar 50% berkeyakinan dapat memahami fisika dengan baik, tetapi hanya sekitar 30% yang berkeyakinan mampu menyelesaikan soal fisika dan cenderung menyerah saat bertemu dengan soal yang sulit. Domain performance goal menunjukkan bahwa 50% siswa berusaha aktif agar mendapatkan nilai yang baik, tetapi tidak bertujuan untuk kelihatan lebih baik dari yang lain maupun mendapatkan perhatian dari guru. Domain Achievement goal menunjukkan bahwa sekitar 60% saja yang merasa puas dengan nilai baik, tetapi 96% siswa lebih puas ketika mampu memahami dan memecahkan masalah fisika. Domain Learning Environment Stimulation menunjukkan bahwa lebih dari 60% siswa berpartisipasi aktif di kelas karena guru menggunakan berbagai macam metode, tidak menekan siswa, memfasilitasi siswa untuk aktif dalam setiap kegiatan baik teori maupun praktek. Temuan ini bermanfaat dalam penyusunan pembelajaran fisika lebih lanjut yang mempertimbangankan faktor motivasi agar dapat meningkatkan kualitas pembelajaran di kelas fisika.

scholarly journals Faculty Beliefs about Intelligence Are Related to the Adoption of Active-Learning Practices

2018 ◽  
Vol 17 (3) ◽  
pp. ar47 ◽  
Author(s):  
Oriana R. Aragón ◽  
Sarah L. Eddy ◽  
Mark J. Graham
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Growth Mindset ◽  
Successful Implementation ◽  
College Level ◽  
Theories Of Intelligence ◽  
Faculty Beliefs ◽  
Learning Practices ◽  
Active Learning Strategies ◽  
The Relationship

Mounting evidence of the efficacy of active learning has prompted educators to consider adoption of these practices in college-level classrooms. One tenet of active learning is that most, if not all, students have the ability to learn. Instructors’ perspectives on learning, however, may or may not be aligned with this. One belief held by some educators is that intelligence is fixed, that is, some students are more intelligent and have a higher ability to learn than others. Instructors with a fixed mindset may not be convinced that their investment in developing active-learning materials will be as fruitful as the education evidence suggests, because these instructors may not believe that most students can grow in their learning. Here, we explored the relationship between fixed mindsets and the adoption of active-learning strategies. We found that instructors with higher fixed mindsets were less persuaded that active-learning strategies were a good idea and less likely to implement the teaching practices. Our research suggests that development initiatives should explicitly address educators’ lay theories of intelligence ( fixed or growth mindset) to support successful implementation of active learning.

Investigating Patterns of Student Engagement during Collaborative Activities in Undergraduate Chemistry Courses

2021 ◽  
Author(s):  
Joshua Reid ◽  
Zübeyde Demet KIRBULUT GUNES ◽  
Shaghayegh Fateh ◽  
Adan Fatima ◽  
Michael Macrie-Shuck ◽  
...  
Keyword(s):  
Student Engagement ◽  
Active Learning ◽  
Learning Strategies ◽  
Positive Effects ◽  
Undergraduate Chemistry ◽  
Active Learning Strategies ◽  
And Performance ◽  
Collaborative Activities

Several studies have highlighted the positive effects that active learning may have on student engagement and performance. However, the influence of active learning strategies is mediated by several factors, including...

Active Learning Strategies in Enhancing Learning among College Students

2015 ◽  
pp. 202-214
Author(s):  
Caroline C. Chemosit ◽  
John K. Rugutt ◽  
Viviline Ngeno ◽  
Dorothy Soi
Keyword(s):  
College Students ◽  
Active Learning ◽  
Regression Model ◽  
Learning Strategies ◽  
Secondary Data ◽  
Multiple Regression Model ◽  
State University ◽  
The Usa ◽  
Active Learning Strategies ◽  
The Relationship

This chapter explores the relationship between active learning strategies and skills and attributes that enhance learning (SAEL) among college students. Developing skills and attributes that enhance learning (SAEL) among college students is critical to student success and persistence in college. Additionally, SAEL help the students develop a sustained learning commitment while in college and after graduation. However, little evidence is there to show how higher education institutions are equipping students with SAEL. This study seeks to investigate if there is a relationship between active learning strategies (ALS) and SAEL. Secondary data from the 2007 National Survey of Student Engagement (NSSE) at a Midwestern state university in the USA were employed to examine the relationship between ALS and SAEL. The results of the analysis showed positive significant correlations between ALS and SAEL components, (p < 0.001). Multiple regression model showed that ALS predictor variables significantly predict SAEL, R2 = .196, R2adj = .188, F (7, 731) = 25.38, p < .001. The regression model accounts for 19.6% of variance in SAEL.

Innovative ways of student engagement for active learning in science courses of nursing in the four year baccalaureate program

2021 ◽  
pp. 1-10
Author(s):  
Shehla Khan ◽  
Shagufta Iqbal
Keyword(s):  
Nursing Education ◽  
Student Engagement ◽  
Active Learning ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Student Nurses ◽  
Nurse Education ◽  
Science Courses ◽  
Anatomy And Physiology ◽  
Active Learning Strategies

Active learning strategies with innovative ways are now being used in the teaching and learning for the engagement of students in the classroom settings. A number of studies talks about the benefits the students have shown through their skills while using the active learning methods in their science courses that is Biochemistry, Anatomy and Physiology, Microbiology and Pathophysiology. It has been observed that active learning helps to retain material, motivate students and most of the time develops thinking skills.In the science courses of nurse education these are very much in use for developing the critical thinking qualities in their student nurses. Simply the nurse educator’s apply the process of active learning by engaging the students with the content. By applying active learning strategies in science courses of  nursing education one could clearly see how the students get engaged with the content. Continuous....

Faculty Adoption of Active Learning Strategies via Paired Teaching: Conclusions From Two Science Departments

2019 ◽  
Vol 049 (01) ◽  
Author(s):  
Linda Strubbe ◽  
Jared Stang ◽  
Tara Holland ◽  
Sarah Bean Sherman ◽  
Warren Code
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Active Learning Strategies ◽  
Science Departments
Sign in / Sign up

Export Citation Format

Share Document