scholarly journals Course Redesign: Implementing Project-Based Learning to Improve Students’ Self-Efficacy

2021 ◽  
Vol 21 (2) ◽  
Author(s):  
Masha Krsmanovic
Keyword(s):  
Self Efficacy ◽  
Research Question ◽  
Project Based Learning ◽  
First Year ◽  
Traditional Curriculum ◽  
Curriculum Redesign ◽  
Course Redesign ◽  
Alpha Level ◽  
Before And After ◽  
Elective Course

This research examined the effects of a first-year elective course redesign on promoting students’ self-efficacy. By implementing a project-based approach in the course curriculum, the study investigated if, and to what extent, did such redesign improve student belief in their ability to master course-related outcomes. Two­-tailed independent samples t-test at an alpha level of .01 were conducted to answer the research question and compare self-efficacy of students who completed the course under the traditional curriculum (n = 821) and students who completed the course under the new curriculum (n = 881). The results revealed statistically significant differences in students’ responses for all learning outcomes before and after the curriculum redesign.

scholarly journals Validate the Use of College Self Efficacy Inventory for Measuring Psychosocial Factors on Indian Students

2015 ◽  
Vol 2 (4) ◽  
Author(s):  
Dr. Rachna Jain ◽  
Ms. Bharti Chaudhary
Keyword(s):  
Undergraduate Students ◽  
Self Efficacy ◽  
Research Question ◽  
College Experience ◽  
First Year ◽  
Validity Evidence ◽  
Social Self ◽  
The Social ◽  
Watson Test ◽  
Indian Students

The purpose of this study was to apply the College Self-Efficacy Inventory (CSEI) scale to measure the social and psychological factors on Indian students. The major research question of the study is to answer whether the CSEI scale fit the data. The sample of the study is 141 in BBA and B.Com (H) first year in affiliated college of Guru Gobind Singh Indraprastha University Delhi. Path analysis has been used in the study to examine the interrelationship between course-roommate-social self-efficacy. To analyse the data correlation, CFI, RMSEA, Cron bach alpha, regression weights, Durbin – Watson test etc. has been used. The study found affirmative steps in collecting validity evidence for the CSEI scale as well as found significant inter – relationship between course-roommate-social self-efficacy of Indian undergraduate students. It has been also found that CSEI scale can be used to measure college self- efficacy for the broader college experience of Indian students.

An Exploration of Digital Storytelling Creation and Media Production Skill Sets in First Year College Students

2014 ◽  
Vol 4 (1) ◽  
pp. 46-58 ◽  
Author(s):  
Scott Spicer ◽  
Charles Miller
Keyword(s):  
College Students ◽  
Postsecondary Education ◽  
Self Efficacy ◽  
Digital Storytelling ◽  
Media Production ◽  
First Year ◽  
Skill Sets ◽  
First Year College ◽  
Before And After ◽  
First Year College Students

Though recent advancements in media and computing technologies have fostered greater instructor adoption of student media assignments, few studies have examined the role these projects play in the development of student media production skill sets. This study surveyed 12 first year college students in a postsecondary education class, each responsible for producing a digital story project communicating issues related to water sustainability. Students responded to a self-efficacy survey questionnaire before and after the production process, rating their confidence on ability to perform specific required and optionally suggested production tasks related to media components in the assignment. A paired t-test was employed to compare student responses from the pre and post self-efficacy survey questionnaires. Results from this study indicate significant gains in student self-efficacy beliefs on media production tasks that were required, while response changes for the optional tasks were found to be not statistically significant. Findings from this study suggest that digital storytelling projects can be beneficial in the development of student media production skill sets. To optimize opportunities for this development, instructors are encouraged to consider specific required media components with relevant production tasks and skill sets when designing a digital storytelling assignment.

scholarly journals PROFIL KONSTRUKTIVIS GURU DAN PENGARUHNYA TERHADAP SELF EFFICACY SERTA HASIL BELAJAR KOGNITIF SISWA PADA PEMBELAJARAN MATERI RUANG LINGKUP BIOLOGI

2018 ◽  
Vol 5 (2) ◽  
Author(s):  
Moh. Najih Wafi ◽  
Rivanna Citraning Rachmawati ◽  
Eny Hartadiyati W.H
Keyword(s):  
High School Students ◽  
Learning Outcomes ◽  
Self Efficacy ◽  
Cognitive Learning ◽  
Average Score ◽  
First Year ◽  
School Students ◽  
Before And After ◽  
Positive Effect ◽  
Cognitive Learning Outcomes

ABSTRACTThis study aims to find out the profile of teachers' constructivist practice and it effects on self-efficacy and student cognitive learning outcomes. The subjects of the study are two Biology teachers and a group of first year high school students in Kayen district, Pati. The instrument of data collection is consists of questionnaire, observation sheet, and score document. The data of the research are analyzed with quantitative approach. The results show that both teachers get average score of 3,16 and 3,63. Those scores are classified as high criterion. Based on the N-gain test, the result of students’ cognitive learning has medium to high criteria. The students' cognitive and self-efficacy learning outcomes in all classes before and after constructivist practice on learning by teachers significantly differ (p <0.05). Although the result of student's self-efficacy in N-gain test shows low to moderate criteria, the result of the analysis shows that there is positive correlation in students’ self-efficacy caused by constructivist practice by teachers with cognitive learning outcomes. It can be concluded that a profile of teachers' constructivist practice is classified as high category which has positive effect on self-efficacy and student learning outcomes. Keyword: cognitive learning achievment, constructivist, self-efficacy ABSTRAKPenelitian ini bertujuan untuk mengetahui profil praksis konstruktivis guru serta pengaruhnya terhadap self efficacy dan hasil belajar kognitif siswa. Subyek penelitian adalah dua orang guru mata pelajaran Biologi dan siswa kelas X IPA di salah satu SMAN di Kayen Kabupaten Pati. Instrumen pengambilan data penelitian terdiri atas angket, lembar observasi, dan dokumen nilai. Data hasil penelitian dianalisis dengan pendekatan kuantitatif. Hasil penelitian menunjukkan bahwa praktik konstruktivis guru dalam pembelajaran oleh guru A memperoleh rata-rata skor 3,16 dengan kriteria tinggi, guru B memperoleh rata-rata skor 3,63 dengan kriteria tinggi.  Berdasarkan uji N-gain hasil belajar kognitif siswa kelas X IPA.1sampai X IPA.5 dengan kriteria sedang sampai dengan tinggi. Hasil belajar kognitif dan self-efficacy siswa di semua kelas sebelum dan sesudah praktik konstruktivis pada pembelajaran oleh guru menunjukkan perbedaan yang signifikan (p< 0,05). Walupun uji N-gain self-efficacy siswa masih menunjukkan rendah sampai sedang.  Hasil analisis menunjukkan bahwa di semua kelas ada korelasi positif self-efficacy siswa akibat praktik konstruktivis oleh guru dengan hasil belajar kognitif. Kesimpulan penelitian ini bahwa profil praktik konstruktivis pada pembelajaran oleh guru menunjukkan kategori tinggi, hal ini berpengaruh positif terhadap self-efficacy dan hasil belajar siswa. Kata kunci : hasil belajar kognitif, konstruktivis, self efficacy siswa

scholarly journals Network Analysis of Survey Data to Identify Non-Homogeneous Teacher Self-Efficacy Development in Using Formative Assessment Strategies

2020 ◽  
Vol 10 (3) ◽  
pp. 54
Author(s):  
Jesper Bruun ◽  
Robert Harry Evans
Keyword(s):  
Formative Assessment ◽  
Self Efficacy ◽  
Research Question ◽  
Future Research ◽  
Assessment Practices ◽  
Before And After ◽  
Teacher Researcher ◽  
Working Groups ◽  
Individual Self ◽  
Assessment Strategies

In a European project about formative assessment, Local Working Groups (LWGs) from six participating countries made use of a format for teacher-researcher collaboration. The activities in each LWG involved discussions and reflections about implementation of four assessment formats. A key aim was close collaboration between teachers and researchers to develop teachers’ formative assessment practices, which were partially evidenced with changes in attributes of self-efficacy. The research question was: to what extent do working with formative assessment strategies in collaboration with researchers and other teachers differentially affect individual self-efficacy beliefs of practicing teachers across different educational contexts? A 12-item teacher questionnaire, with items selected from a commonly used international instrument for science teaching self-efficacy, was distributed to the participating teachers before and after their work in the LWGs. A novel method of analysis using networks where participants from different LWGs were linked based on the similarities of their answers, revealed differences between empirically identified groups and larger super groups of participants. These analyses showed, for example, that one group of teachers perceived themselves to have knowledge about using formative assessment but did not have the skills to use it effectively. It is suggested that future research and development projects may use this new methodology to pinpoint groups, which seem to respond differently to interventions and modify guidance or instruction accordingly.

scholarly journals ADAPTATIONAL TRAINING AS A MEANS OF STUDENTS SELF-EFFICACY DEVELOPMENT

2020 ◽  
Vol 10 (86) ◽  
Author(s):  
Olena Muzyka ◽  
Keyword(s):  
Self Efficacy ◽  
Real Life ◽  
The Self ◽  
First Year ◽  
First Year Students ◽  
Professional Goals ◽  
Psychological Indicators ◽  
Motivational Support ◽  
Before And After ◽  
The One

The article analyzes the possibilities of adaptation training as a means of developing the self-efficacy of first-year students. Theoretical and organizational principles of training are substantiated, the content of its separate stages is described, indicators of self-efficiency of students before and after training are compared. The training is based on the analysis of real life situations, specific organization of group work and feedback. The self-efficacy of first-year students develops at three stages of adaptation training: actualization of professional goals, reflection of adaptive resources, value-motivational support of self-efficacy. After getting acquainted and announcing the purpose of the training, students diagnose their own self-efficacy using the author's method "Student Self-Efficacy Profile". The main content of the first stage is the actualization of distant and close professional goals. The second stage of training - reflection on adaptive resources - is the main one. Аbilities can be considered the most relevant adaptation resources. An important property of abilities is the ability to develop. Students need to pay special attention to this. Arguments are sought in their personal value experience. This stage of training is aimed at reflecting their own professional abilities and forming a value attitude towards them. It is important that each trainee realizes that his or her personal set of professional abilities is sufficient to begin the process of professionalization and characterizes him or her individuality. The third stage of training is aimed at developing self-efficacy based on updated adaptation resources. We assume that the motivation for professionalization is provided by two groups of psychological indicators. On the one hand, it is based on personal values (abilities, standards of activity), and on the other - professional goals. Re-diagnosing self-efficacy completes the training. The results of the training show an increase in self-efficacy indicators on scales: goals and motives, abilities, reflection, resistance to failures, self-development.

scholarly journals Project-Based Learning and Traditional Online Teaching of Research Methods During COVID-19: An Investigation of Research Self-Efficacy and Student Satisfaction

2021 ◽  
Vol 6 ◽  
Author(s):  
Melissa Randazzo ◽  
Ryan Priefer ◽  
Reem Khamis-Dakwar
Keyword(s):  
Student Satisfaction ◽  
Research Methods ◽  
Self Efficacy ◽  
Online Teaching ◽  
Research Literature ◽  
Project Based Learning ◽  
Discussion Forums ◽  
Methods Courses ◽  
Instructional Format ◽  
Before And After

Research methods courses are a critical component of teaching the applications of evidence based practice in the health professions. With the shift to online learning during the Covid-19 pandemic, new possibilities for teaching research methods have emerged. This case study compares two 5-week asynchronous online graduate level research methods courses in the field of Communication Sciences and Disorders. One online section of the course used traditional methods (TDL) common in face-to-face courses with recorded slide-based lectures, written discussion forums, and a final presentation. The other online section of the course used project-based learning (PBL), which consisted of weekly projects that forced students to engage with the literature and work both collaboratively and autonomously. We measured students’ research self-efficacy and course satisfaction before and after their courses. Overall, research self-efficacy was higher for the TDL class at both time points. However, the PBL class showed a higher percent increase in research self-efficacy, specifically for more difficult and unfamiliar tasks like statistical analysis. Students in both courses were equally satisfied with their course and instructor; however, students in the PBL class reported a greater workload and level of difficulty. We interpret the results as showing benefits of PBL in facilitating greater engagement with the research literature and course content; while TDL had advantages in students’ confidence with the course, likely due to familiarity with the instructional format.

scholarly journals THE POWER OF PROJECT BASED LEARNING: EXPERIENTIAL EDUCATION TO DEVELOP CRITICAL THINKING SKILLS FOR UNIVERSITY STUDENTS

2017 ◽  
Vol 5 ◽  
pp. 575-579 ◽  
Author(s):  
Nicholas Dimmitt
Keyword(s):  
Critical Thinking ◽  
Learning Styles ◽  
University Students ◽  
Best Practice ◽  
Research Question ◽  
Thinking Skills ◽  
Project Based Learning ◽  
Critical Thinking Skills ◽  
First Year ◽  
Student Survey

Can a project based learning (PBL) pedagogy improve critical thinking skills in first-year university students? This was the research question that drove this action research investigation. The purpose of this study was to find the best practice pedagogy to improve critical thinking skills for college students. A literature review examined the themes of PBL best practices, millennial student learning styles, and critical thinking pedagogy. Methodology included a student survey to better understand the needs for university level, critical thinking skills. The potential effectiveness of a PBL approach to improve the critical thinking needs and challenges of these students was analyzed. The results indicate that a PBL method can provide students with effective techniques for improving self-reliant, critical thinking skills. The paper concludes with recommendations for best PBL practices and strategies for developing independent, critical thinking abilities which are essential for students to be successful in their academic endeavors.

scholarly journals The Effect of ICT Assisted Project Based Learning Approach on Prospective ICT Integration Skills of Teacher Candidates

2017 ◽  
Vol 5 (3) ◽  
pp. 135 ◽  
Author(s):  
Pusat Pilten ◽  
Gulhiz Pilten ◽  
Nihan Sahinkaya
Keyword(s):  
Information And Communication Technologies ◽  
Self Efficacy ◽  
Work Group ◽  
Attitude Scale ◽  
Project Based Learning ◽  
Control Group ◽  
Ict Integration ◽  
Positive Effects ◽  
Learning Practices ◽  
Before And After

The purpose of the present research is studying the effects of information and communication technologies (ICT) assisted project based learning practices on ICT integration skills of pre-service classroom teachers. The research adopted a mixed method. The quantitative dimension of the research was designed with pre-test-post-test control groups. The qualitative dimension was conducted as a case study. The work group of the research consisted of 72 pre-service teachers, who studied at the third grade of the department of the classroom teaching of a state university in the province of Konya in 2015-2016 academic year; 34 of the participants were included in the experiment group and 38 were included in the control group. ICT Self-Efficacy Perception Scale (ICT-SEPS) and ICT Attitude Scale (ICT-AS) used as the quantitative data collection tools for the present research were obtained from the literature. The interview form used to collect the qualitative data of the research was developed by the researchers in accordance with the related literature. Comparison of the data collected before and after the 12-week experimental procedure revealed that ICT assisted project based learning practices had positive effects on ICT self-efficacy perceptions and attitudes and accordingly expected ICT integration levels among pre-service teachers.

A Longitudinal Investigation of First-Generation College Students’ Mentoring Relationships During Their Transition to Higher Education

2021 ◽  
pp. 152102512110227
Author(s):  
Matthew A. Hagler ◽  
Kirsten M. Christensen ◽  
Jean E. Rhodes
Keyword(s):  
College Students ◽  
Self Efficacy ◽  
Help Seeking ◽  
First Generation ◽  
First Generation College Students ◽  
Mentoring Relationships ◽  
First Year ◽  
School Membership ◽  
Longitudinal Investigation ◽  
First Generation College

Non-parent mentoring relationships are important protective factors for first-generation college students. Previous research has focused on singular mentoring relationships measured at one time point, failing to capture the breadth and dynamic nature of social networks. The current study is a longitudinal investigation of first-generation students’ mentoring networks during their transition to college at a four-year, predominantly minority-serving commuter university. At the beginning and end of their first year, students (N = 176) responded to online surveys on their mentoring relationship(s), attitudes toward help-seeking, and college experiences. Cumulative support from pre-college mentoring relationships retained across the first year was positively associated with self-efficacy. Support from newly acquired mentoring relationships was positively associated with psychological sense of school membership. Network orientation was positively associated with self-efficacy and sense of school membership. These findings highlight the importance of diverse mentoring networks and demonstrate the utility of collecting longitudinal data on multiple mentoring relationships.

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