scholarly journals STUDENTS’ LEARNING MOTIVATION OF DIFFERENT YEARS OF STUDY

2021 ◽  
pp. 158-173
Author(s):  
Volodymyr Starosta
Keyword(s):  
Student Motivation ◽  
Bachelor's Degree ◽  
Learning Motivation ◽  
Educational Activity ◽  
First Year ◽  
Master's Students ◽  
Internal Motivation ◽  
Electronic Survey ◽  
National University ◽  
Positive Motivation

Motivation of students' educational activity is one of the important conditions for training modern specialists at higher education institutions. The problem is insufficiently studied concerning the dynamics of student motivation for different years of study. The purpose of the article is to study the parameters of students’ learning motivation in different years of study. We solved the following main tasks: conducted an anonymous electronic survey of 800 bachelor's degree students (1-4 years) and 271 master's students (1-2 years), identified and compared parameters of learning motivation (internal motivation, external positive motivation, external negative motivation) on the basis of Uzhhorod National University. The study (2020) shows that the majority of bachelor's and master's students of different years of study (80-84%) have optimal motivational complexes. Either internal or external positive motivation dominates, or they are the equal, but higher than external negative motivation. We observed the predominance of indicators of external negative motivation for some students (16-20%). These students have the most common motivational complexes: external negative motivation, or its value is equal to the internal, external positive motivation. Similar results occur in the case of comparing bachelor's and master's students in general: about 82% have optimal motivational complexes, about 18% have external negative motivation. The c2-criterion (p ≤0,05) confirmed the formation of similar motivational complexes by students. Internal motivation prevails mostly among the first-year bachelor's (55,20%) and first-year master's (51,66%) students. The influence of external factors increases in the following years of study, the number of students with external positive motivation grows. We found a slightly greater impact of negative motivational factors on the first-year bachelor's and master's students, as among them there is the highest percentage of students with a predominantly external negative motivation. This parameter decreases in the following years of study.

scholarly journals Implementation of the specialty "Materials Science" at Kherson National Technical University as an integrated educational and scientific program in the field of mechanical engineering

2021 ◽  
Author(s):  
Dmytro Dmitriev ◽  
Yurii Rozov ◽  
Igor Seliverstov
Keyword(s):  
Mechanical Engineering ◽  
Materials Science ◽  
Subject Area ◽  
Bachelor's Degree ◽  
Educational Activity ◽  
Scientific Program ◽  
University Of Technology ◽  
National University ◽  
Material Sciences ◽  
Personal Competencies

Kherson National University of Technology has introduced an educational and scientific program. Scientific program for the specialty of material sciences and accumulated experience in its provision, taking into account the peculiarities of educational sphere "Mechanical Engineering", educational activity at the previous levels of education (bachelor's degree, master's degree), the requirements of Ukrainian industry and the region in particular. The educational and scientific programs of educational and scientific institutions of Ukraine are analyzed according to their scope, subject area, teaching methods, tools and equipment used. The structure of general and personal competencies and their corresponding program learning outcomes with the necessary educational components of the normative and selective parts are given. It is shown how the value of this or that component is reevaluated by the maintenance group and the external influence on their content by stakeholders of different levels. It is noted that the subject area of educational and scientific programs of the specialty of material sciences covers several areas of different branches of education, which makes it possible to expand its scope to the study of unique phenomena, traditionally do not involve purely structural studies of materials and goods.

scholarly journals Motivation of training of modern student youth

2018 ◽  
Vol 29 (5) ◽  
pp. 33-39
Author(s):  
I. Martynyuk
Keyword(s):  
Mean Value ◽  
Educational Process ◽  
Educational Activity ◽  
Development Education ◽  
Internal Motivation ◽  
Professional Activities ◽  
Self Development ◽  
National University ◽  
Instrumental Values ◽  
Definition Of

The article presents the results of the research of the dominant motives of studying modern students, the correlation of internal and external motivation of their educational activities, the place of knowledge and development among terminal values and education among the instrumental values of students, expressiveness of need in knowledge and the formation of their motivation component of their readiness for self-education activities. To research the motivation of studying modern students were used such techniques: technique for diagnostics the motives of learning (in the modification of A. Rean, V. Yakunin), the technique of diagnostic the internal motivation of the learning by T. Dubovytska, technique “Valuable orientations” by M. Rokich, technique “SAMOAL”, the authorʼs questionnaire “I am learning a profession”. In the process of analysis of the results, methods of descriptive statistics were used: the definition of mean value and frequency analysis. An empirical study was conducted during the 2017-2018 years. Respondets were students of I-IV courses and masterʼs degree of National University of Life and Environmental Sciences of Ukraine (specialties:  social work, psychology, agroengineering, forestry, constraction and civil engineering, economic cybernetics), Ternopil Volodymyr Hnatiuk National Pedagogical University (specialty: psychology), National Pedagogical Dragomanov University (specialty: psychology), Yuriy Fedkovych Chernivtsi National University (specialty: publishing and edition), a total of 321 persons. It is substantiated that the most students motivate their educational activity with the desire to become a highly skilled specialist, to ensure the success of future professional activities, to acquire deep and solid knowledge, to obtain intellectual satisfaction and receive a diploma. The dominance of internal incentives to study in students before external ones is indicated. There is described the attitude of respondents to knowledge, development, education as an average by value in term of the goals that should be sought, and ways of acting in any situation. The average level of expression of the need to know of respondents is highlighted. The high motivational component of studentʼs readiness for self-education is substantiated: the dominance of a positive attitude towards the chosen profession, an understanding of its requirements and its abilities, an awareness of the importance of improvement in activity, cognitive interest, the presence of a responsibility, the ability to set goals and make efforts for its achievement, to plan its activities. The prospects for organizing the educational process in universities are outlined, taking into account the identified peculiarities of the motivation of learning modern students: creating an atmosphere that support the internal motivation of learning, helping to obtain intellectual satisfaction from the learning process and stimulating to constant self-development in the chosen profession.

Determinants of the learning motivation of students in business education at universities in Ho Chi Minh City

2021 ◽  
Vol 7 (3C) ◽  
pp. 741-753
Author(s):  
Tran Duc Tai ◽  
Le Thi Thanh Truc ◽  
Nguyen Thu Phuong ◽  
Dau Thi Phuong Uyen ◽  
Nguyen Thi Kim Lien ◽  
...  
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Social Factors ◽  
Student Motivation ◽  
Business Education ◽  
Business Students ◽  
The Self ◽  
Learning Motivation ◽  
Ho Chi Minh City ◽  
Self Awareness

This study primarily unearths measure and evaluate the determinants influencing business students' learning motivation at universities in Ho Chi Minh City through the self-administered questionnaires with 257 students. The results show all seven factors of (1) social factors; (2) learning environment; (3) lecturers’ behaviour; (4) family and friend influence; (5) students’ self-awareness; (6) student’s willpower and (7) student viewpoint have impacted on learning motivation of business students. In addition, suggestions and recommendations are proposed to enhance student motivation in higher education.

scholarly journals Proficiency markers of the motivation- and value-related components of the professional competence to be acquired by the specialists in the field of processing and food production

2020 ◽  
Vol 2020 (1 (130)) ◽  
pp. 107-113
Author(s):  
Viktoriia Novikova
Keyword(s):  
Food Production ◽  
Professional Competence ◽  
Reference Points ◽  
Educational Activity ◽  
Professional Activity ◽  
First Year ◽  
First Year Students ◽  
The Future ◽  
Self Discovery ◽  
Systematic Professional Development

The purpose of the research is to define the proficiency state of the motivation- and value-related components of the professional competence acquired by the specialists in the field of processing and food productions (based on the results of the experiment which involved the first-year students specialised in 181 "Food technologies"). To determine the proficiency of level of the motivation- and value-related components of the professional competence to be acquired by the future specialists in the field of processing and food productions we used the methodologies adapted to our research: the testing of person’s value-related reference points and the testing of person’s capacity for self-discovery. The experiment was aimed at revealing and comparing future specialists’ motivation to study, basic reasons for educational activity, grounds for choosing a profession, and value-related orientations of the students constituting experimental and control (general) groups. The experiment involved the students specialised in 181 "Food technologies" in Kharkiv State University for Food Technologies and Trade, Kharkiv Petro Vasylenko National Technical University of Agriculture and Kharkiv Cooperative Trade and Economic College. The experiment consisted of two stages. At the first stage, 237 future specialists participated in the continuous questioning specially elaborated by the author. On the second stage, the first-year (two groups) and the second-year students (two groups) were tested according to the methodology "Motivation for study": test 1 "Studying the reasons of students’ educational activity”, test 2 "The necessities to develop students’ self-evaluation". The future specialists in the field of processing and food production acquired the professional competencies during the pedagogical events facilitating the development of stable motivation for their professional activity. The experiment allowed us to affirm that the professional competence demonstrated by the future specialists in the field of processing and food productions consists of some components, the motivation- and value-related component being one of them. On the whole, the results of the questioning confirmed the insufficient (reproductive) proficiency level which the future specialists of processing and food production demonstrated within the professional competence. The results of the first stage of the experiment (continuous questioning) testify that it is important for most students rather to get an appraisal than acquire knowledge. Most students failed to give any reasons for self-perfection or systematic professional development.

scholarly journals Motivasi Belajar Pendidikan Jasmani: Penerapan Teknik Memotivasi Teaching by Invitation pada Pendekatan Teknis

2020 ◽  
Vol 3 (2) ◽  
pp. 31-36
Author(s):  
Lutfi Nur ◽  
Arief Abdul Malik
Keyword(s):  
Physical Education ◽  
Student Motivation ◽  
Learning Motivation ◽  
Learning Activities ◽  
Control Groups ◽  
Technical Approach ◽  
Reliability Score ◽  
Quasi Experimental ◽  
And Control ◽  
Experimental Group

In physical education learning activities, motivational factors become one of the key activeness of students in moving. This study aims to determine the effectiveness of a technical approach using techniques to motivate teaching by invitation to learning motivation in physical education learning. This research is a quasi-experimental study involving the dick group consisting of 25 students (12 male and 13 female) and the experimental group consisting of 23 students (11 male and 12 female). The instrument used was a motivation questionnaire with a reliability score of alpha Cronbah 0.896. The results showed that there were significant differences between the experimental and control groups with a t value of 3.022 and a significance of 0.004 0.05. The technique of motivating teaching by invitation effectively can increase student motivation in participating in physical education learning. AbstrakPada kegiatan pembelajaran pendidikan jasmani (penjas), faktor motivasi menjadi salah satu kunci keaktifan siswa dalam bergerak. Penelitian ini bertujuan untuk mengetahui efektivitas pendekatan teknis menggunakan teknik memotivasi teaching by invitation terhadap motivasi belajar dalam pembelajaran penjas. Penelitian ini merupakan penelitian kuasi eksperimen dengan melibatkan kelompok kontrol sebanyak 25 siswa (12 laki-laki dan 13 perempuan) dan kelompok eksperimen terdiri dari 23 siswa (11 laki-laki dan 12 perempuan). Instrumen yang digunakan adalah angket motivasi dengan reliabilitas skor alpha Cronbah 0.896. Hasil penelitian menunjukkan bahwa terdapat perbedaan yang signifikan antara kelompok eksperimen dan kelompok kontrol dengan nilai t hitung 3,022 dan signifikansi 0,004 0,05. Teknik memotivasi teaching by invitation secara efektif mampu meningkatkan motivasi siswa dalam mengikuti pembelajaran penjas.

scholarly journals Pengaruh Intensitas Bimbingan Orang Tua dan Sarana Prasarana Terhadap Motivasi Belajar Siswa Serta Implikasinya Pada Prestasi Belajar Siswa (Survei Pada Mata Pelajaran Kewirausahaan di Smk Ulil Albab Depok Kabupaten Cirebon)

2018 ◽  
Author(s):  
Mokhammad Wahyudin
Keyword(s):  
Student Achievement ◽  
Student Motivation ◽  
Sampling Technique ◽  
Positive Influence ◽  
Learning Motivation ◽  
Survey Method ◽  
Motivation To Learn ◽  
Learning Achievement ◽  
Parental Guidance ◽  
Positive Effect

The purpose of this study was to determine the effect of the intensity of parental guidance and infrastructure to the students' motivation and their implications for student achievement Smk Ulil Albab Cirebon Depok. The purpose of this study are: 1) To find a picture of student achievement, the intensity of parental guidance, facilities and students' motivation to learn; 2) To determine the effect intensity of parental guidance and infrastructure to student motivation and its implications on learning achievement. The method used is descriptive survey method verification. Data collected through questionnaires. In this study were used as the student population is Smk Ulil Albab Cirebon Depok many as 1556 people. The sample was 318 people. By using a sampling technique that is proportional random sampling. Based on the calculation and analysis of data, it can be concluded that: 1) Overview of learning achievement Students medium category, the intensity of parental guidance category is, the infrastructure category is, and student motivation sedang.2 category) there is a positive influence on the intensity of parental guidance and infrastructure on the students motivation. 3) There is no positive effect of the intensity of parental guidance on motivation to learn. 4) There is a positive effect of infrastructure study on motivation to learn. 5) There is no positive effect of the intensity of parental guidance, infrastructure and learning motivation on learning achievement. 6) There is no positive effect of the intensity of parental guidance on learning achievement. 7) There is no positive effect of infrastructure on student achievement. 8) There is no positive effect of learning motivation on student achievement.

scholarly journals Motivasi Pembelajaran Mahasiswa PJKR Upgris Via daring/Online Selama Masa Covid-19

2021 ◽  
Vol 2 (1) ◽  
pp. 49-54
Author(s):  
Ratih Sartika
Keyword(s):  
Student Motivation ◽  
Research Method ◽  
Quantitative Research ◽  
Sampling Technique ◽  
Learning Motivation ◽  
Central Java ◽  
Online Lectures ◽  
High Motivation ◽  
The Many ◽  
Additional Value

The background of this research is that after the many cases of Covid-19 in Indonesia, especially in Central Java, make every university learn online / online. The formulation of this problem is how the learning motivation of Upgris PJKR students via online / online during the covid-19 period. The purpose of this study was to determine the learning motivation of Upgris PJKR students via online /online during the covid-19 period. The research method used is descriptive quantitative research using a survey. The sample in this study were 89 students of PJKR Upgris. This research sampling technique using proportional random sampling. The data collection method used by researchers is a questionnaire.The results showed that students who were motivated to attend lectures online during the Covid-19 period were 56 respondents or 62.9%, while those who had low motivation to attendlectures online during the Covid-19 period were 19. respondents or 21.4%, while those who had high motivation in taking online lectures during the Covid-19 period were 14 respondents or 15.7%. It was concluded that PJKR Upgris students were not motivated or enthusiastic in attending lectures and only attended online / online lectures because they followed the regulations imposed from the campus only. Based on data processing, it was found that there was moderate motivation in attending lectures online during the Covid-19 pandemic, namely 56 respondents or 62.9%. Suggestions 1) To increase student motivation in taking online / online lectures during the Covid-19 period, this can be done by providing additional value for students who fulfill assignments given by lecturers. 2) To increasestudent discipline in taking online / online lectures, the lecturer can impose sanctions on students who do not take online / online lectures. 3) Lecturers can plan learning systems and delivery of more interesting materials such as making pictures and videos related to the lectures being conducted. Keywords: Motivation, Learning, Online Learning, Learning Motivation. Abstrak Latar belakang penelitian ini adalah Setelah banyaknya kasus covid-19 di Indonesia khususnya di Jawa Tengah, menjadikan setiap perguruan tinggi melakukan pembelajaran via daring/online.Rumusan masalah ini bagaimana motivasi pembelajaran mahasiswa PJKR Upgris via daring/online selama masa covid-19.Tujuan Penelitian ini untuk mengetahui motivasi pembelajaran mahasiswa PJKR Upgris via daring/online selama masa covid-19.Metode penelitian yang digunakan yaitu penelitian deskriptif kuantitatif dengan menggunakan survey.Sampel dalam penelitian ini adalah mahasiswa PJKR Upgris yang berjumlah 89 mahasiswa.Teknik sampling penelitian ini menggunakan proposional random sampling.Metode pengumpulan data yang digunakan oleh peneliti adalah angket/kuisioner.Hasil penelitian menunjukkan bahwa mahasiswa memiliki motivasi yang sedang dalam mengikuti perkuliahan secara daring/online selama masa Covid-19 yaitu sebanyak 56 responden atau 62,9 %, sedangkan yang memiliki motivasi rendah dalam mengikuti perkuliahan secara daring/online selama masa Covid-19 sebanyak 19 responden atau 21,4 %, sementara yang memiliki motivasi tinggi dalam mengikuti perkuliahan secara daring/online selama masa Covid-19 sebanyak 14 responden atau 15,7 %. Disimpulkan bahwa mahasiswa PJKR Upgris belum termotivasi atau tidak terlalu antusias dalam mengikuti perkuliahan dan hanya mengikuti perkuliahan daring/online karena mengikuti peraturan yang diberlakukan dari kampus saja. Berdasarkan pengolahan data didapatkan motivasi sedang dalam mengikuti perkuliahan secara daring/online selama masa pandemi covid-19 yaitu sebanyak 56 responden atau 62,9 %. Saran 1) Untuk meningkatkan motivasi mahasiswa dalam mengikuti perkuliahan melalui daring/online di masa Covid-19 ini dapat dilakukan dengan memberikan nilai tambahan bagi mahasiswa yang memenuhi tugas yang diberikan dosen. 2) Untuk meningkatkan kedisiplinan bagi mahasiswa dalam mengikuti perkuliahan melalui daring/online maka dosen dapat memberikan sanksi bagi mahasiswa yang tidak mengikuti perkuliahan secara daring/online. 3) Dosen dapat merencanakan sistem pembelajaran dan penyampaian materi yang lebih menarik seperti membuat picture maupun video yang berkaitan dengan perkuliahan yang dilakukan.   Kata kunci : Motivasi, Pembelajaran, Pembelajaran Daring, Motivasi Belajar.  

scholarly journals Improvement of Student Motivation and Learning Outcomes through The SETS Approach to Environmental Pollution Material at Class VII E SMP 1 Wonosari Semester 2 Academic Year 2017/2018

2019 ◽  
Vol 4 (2) ◽  
pp. 61-68
Author(s):  
Iin Indriyati
Keyword(s):  
Action Research ◽  
Environmental Pollution ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Motivation ◽  
Student Learning Outcomes ◽  
Learning Motivation ◽  
Motivation And Learning ◽  
Indicators Of Success ◽  
Academic Year

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.

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