RELATIONS OF SECONDARY STUDENTS’ INTRINSIC MOTIVATION AND ASPIRATIONS WITH THEIR ACHIEVEMENT IN SCIENCE

Science has brought about revolutionary changes in every aspect of life. Its impact is visible everywhere and in every practice of our existence. Thus, science education is a valuable resource in this world. If students have intrinsic motivation, they are active, curious, interested and eager to engage in learning process and the intrinsically motivated behaviors help them acquire knowledge and experience in science. Moreover, educational aspirations and career aspirations are enhanced through better science education. Thus, the present study aimed to investigate the relations of secondary students’ intrinsic motivation and aspirations with their achievement in science. This is a mixed methods study and sample consisted of 2384 students in Grade 8 and Grade 9. Hence, an intervention was implemented to explore students’ intrinsic motivation, aspirations using suitable teaching methodologies and strategies. The results reveal that, there were strong positive relationships of students’ intrinsic motivation and aspirations with their achievement (r2 = .691; .687 respectively) in the experimental group. However, there were very low positive relationship of students’ intrinsic motivation and aspirations with their achievement (r2 = .012; .006 respectively) in the control group. Further, there were significant differences of students’ intrinsic motivation, aspirations and achievement before and after the intervention in the experimental group; t= 48.513 (1132) p=.000; t=53.689 (1132) p=.000; t=65.939 (1132) p=.000 respectively. However, there were no such significant differences of the above aspects before and after the intervention in the control group; t=-.989 (1250) p=.323; t=1.575 (1250) p=.116; t= .968(1250) p= .333 respectively. The findings of the study provided comprehensive understanding of the above relations, develop suitable teaching and learning methodologies and inform the practice in science education.

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RELATIONS OF SECONDARY STUDENTS’ INTRINSIC MOTIVATION AND ASPIRATIONS WITH THEIR SELF-CONCEPT IN SCIENCE

International Journal of Research -GRANTHAALAYAH ◽

10.29121/granthaalayah.v9.i10.2021.4318 ◽

2021 ◽

Vol 9 (10) ◽

pp. 53-67

Author(s):

N.W.L. Narangoda ◽

W.D. Chandrasena ◽

H.M.S.P. Madawala

Keyword(s):

Science Education ◽

Intrinsic Motivation ◽

Secondary Students ◽

Educational Aspirations ◽

Self Concept ◽

Control Group ◽

Positive Relationships ◽

Significant Difference ◽

Before And After ◽

Experimental Group

Science is a critical area as it focuses on meeting basic human needs by laying the necessary foundation in everybody in diverse fields. Thus, science impacts everybody in the world and science education demonstrate utmost important. If students have intrinsic motivation, they are well engaged, enquiring, attentive and willing to participate in learning process and the intrinsically motivated behaviors help them acquire knowledge and experience regarding science. Educational aspirations, career aspirations and self-concept promote for better science education. Thus, the present study aimed to address the relations of secondary students’ intrinsic motivation and aspiration with their self-concept in science. This is a mixed methods study and sample comprised 2384 students in Grade 8 and Grade 9. In this study, an intervention was implemented to explore students’ intrinsic motivation, aspirations and self-concept using appropriate teaching methodologies and strategies; results reveal that, there were strong positive relationships of students’ intrinsic motivation and aspirations with their self-concept (r2= .934;.926 respectively) in the experimental group. However, there were very low positive relationships of students’ intrinsic motivation and aspirations with their self-concept (r2 = .093; .058 respectively) in the control group. Further, there were significant differences of students’ intrinsic motivation, aspirations and self-concept before and after the intervention in the experimental group; t=51.926(1232) p=.000; t= 48.513(1232) p=.000; t= 53.689(1232) p=.000 respectively. There was no such significant difference of the above, before and after the intervention in the control group; t=-.5(1150) p=.323; t=-.989(1150) p=.116; t= 1.572 (1150), p=.617 respectively. The findings of the study provided greater understanding of the above relations, develop suitable teaching and learning methodologies and inform the practice of science education.

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KEMAMPUAN KONSEP BILANGAN DAN BERCERITA PADA ANAK KELOMPOK A MELALUI PEMBELAJARAN CONTEXTUAL TEACHING AND LEARNING (CTL) DI TK BAITUL ILMI PANJANG JIWO SURABAYA

JCE (Journal of Childhood Education) ◽

10.30736/jce.v3i1.89 ◽

2020 ◽

Vol 3 (2) ◽

pp. 1

Author(s):

Susi Maulida

Keyword(s):

Quantitative Research ◽

Teaching And Learning ◽

Control Group ◽

Research Model ◽

Control Group Design ◽

Group Design ◽

Before And After ◽

Quasi Experimental ◽

Contextual Teaching ◽

Experimental Group

This study aims to determine the effect of Contextual Teaching and Learning (CTL) learning model in the ability of storytelling and cognitive.The used approach research is quantitative research with experimental research model, Where researchers provide treatment in the form of learning by using CTL And make observations in the learning activities of children in the classroom and make measurements before and after giving treatment. The research was conducted using the experimental model design or Quasi Experimental design, which this design has a control group but can not function fully to control the outside variables that affect the implementation of the experiment. This study used the Nonequivalent Control Group Design, which the experimental group and the control group were not randomly selected. Based on the results of the analysis it can be concluded there is a significant increase on the ability to tell stories using CTL approach of 9.18> 7.82. As for the concept of numbers there is also a significant increase of 18,0909> 13.2273.

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Efektivitas Layanan Informasi dengan Pendekatan Contextual Teaching And Learning dalam Meningkatkan Arah Perencanaan Karier Siswa SMK

Konselor ◽

10.24036/02015436467-0-00 ◽

2015 ◽

Vol 4 (3) ◽

pp. 147

Author(s):

Ramtia Darma Putri ◽

Neviyarni S ◽

Agus Irianto

Keyword(s):

Teaching And Learning ◽

Career Planning ◽

Information Service ◽

T Test ◽

Control Group ◽

Learning Approach ◽

Before And After ◽

Contextual Teaching ◽

The Given ◽

Experimental Group

Direction of career planning become very important because it can guidelines students in decisions making of his career in the future. Direction of career planning should be prepared and improved considering that not all students have a mature direction of career planning. Central Statistics Agency (BPS) of West Sumatera in August 2014 recorded the open unemployment of about 6.99% or reach 150 thousand people are more dominated by graduates SMK as much as 11.15%. In addition, the results of AUM umum in one of the SMK was indicated problems in careers and jobs as much to 33.56%. This demonstrates that students do not have a clear understanding about direction of career planning that will be chosen. One of the efforts to improve the students direction of career planning is the information service. This research was intended to find out the effectiveness of information service with contextual teaching and learning approach to improve the direction of career planning student of SMK.This study uses quantitative methods. This type of research is Quasi Experiment with Nonrandomized Control Group Pretest-posttest Design. The subjects were students of SMK Padang Nusatama as an experimental group and the SMK Nasional Padang as a control group. The research instrument used Likert Scale models, and then analyzed using Paired Samples t-test and Independent Sample t-test with SPSS version 17.00.In general the study's findings that information service with contextual teaching and learning approach is effective in improving direction of career planning student of SMK. Specifically: (1) there was a significant differences between direction of career planning in the experimental group before and after the given information service with contextual teaching and learning approach, (2) there was a significant differences between direction of career planning in the control group before and after the given conventional information service, and (3) there was a significant differences between direction of career planning in the experimental group who were information service with contextual teaching and learning approach and those in the control group who were conventional information service.

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Implementing a flipped model of instruction in the EFL listening classroom: Impact on comprehension

Journal on English as a Foreign Language ◽

10.23971/jefl.v10i2.2065 ◽

2020 ◽

Vol 10 (2) ◽

pp. 385-401

Author(s):

Ehsan Namaziandost ◽

Zohreh Rezaei ◽

Parisa Etemadfar ◽

Samir Alekasir

Keyword(s):

Listening Comprehension ◽

Flipped Classroom ◽

Teaching And Learning ◽

Control Group ◽

Positive Outcomes ◽

Efl Learners ◽

Before And After ◽

L2 Listening ◽

Productive Time ◽

Experimental Group

Inventive technologies have provided students greater ways to invest more productive time within the classrooms, such as listening class. However, the flipped model of instruction should be practiced as a way to engage students in the process of listening comprehension. This experimental study aimed to investigate the effects of the flipped classroom (FC) on advanced EFL learners’ listening comprehension. Sixty Iranian advanced EFL learners (19 to 23 years old) participated in 14 sessions. Half of the students taught through the flipped model of instruction (experimental group) and the others through traditional instruction (control group). Using a before and after design, students were retested after seven weeks. Results showed that the means average resulted from the L2 listening comprehension test revealed those both groups showing increases in listening scores, but the experimental group’s mean score was higher than in the control group. Therefore, the FC model's implementation in the context of teaching and learning L2 listening comprehension can lead to positive outcomes since they could engage students in the process of learning English. The implication of this study calls for the FC model implementation to engage students in listening comprehension in the chance to learn better and expand their educational knowledge.

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Brief psycho-education for caregivers of persons with first episode psychosis

Indian Journal of Positive Psychology ◽

10.15614/ijpp.v9i01.11741 ◽

2018 ◽

Vol 9 (01) ◽

Author(s):

Praful Prabhuappa Kapse ◽

Manisha Kiran

Keyword(s):

First Episode Psychosis ◽

First Episode ◽

Control Group ◽

Episode Psychosis ◽

Study Results ◽

Before And After ◽

Quasi Experimental ◽

Expressed Emotions ◽

Experimental Group ◽

Group Family

Caring for the persons with first episode psychosis is challenging and demanding. It may lead to the increased burden, expressed emotions among the caregivers. The numerous studies have shown that high burden and negative expressed emotions among caregivers can lead to early relapse in the patients with first episode psychosis. To evaluate the effects of the brief psychoeducation on the caregivers burden and expressed emotions. A quasi experimental - before and after with control group research design was adopted for the study. A total of 60 caregivers have participated in the study, of which 30 caregivers in experimental group and 30 caregivers in the control group. Family Burden Interview Schedule (Pai and Kapoor, 1981) and Attitude Questionnaire (Sethi et al., 1981) was used to assess caregiver's burden and expressed emotions. At end of the psychoeducation intervention, burden among caregivers and negative expressed emotions of the caregivers have significantly reduced. The positive expressed emotions have been increased. Study results demonstrates the importance of psychoeducation intervention in reducing the burden and negative expressed emotions.

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Regular Taekwondo Training Affects Mood State and Sociality but Not Cognitive Function among International Students in South Korea

Healthcare ◽

10.3390/healthcare9070820 ◽

2021 ◽

Vol 9 (7) ◽

pp. 820

Author(s):

Ju-Yong Bae ◽

Hee-Tae Roh

Keyword(s):

International Students ◽

Cognitive Function ◽

South Korea ◽

Physical Fitness ◽

Mood State ◽

Control Group ◽

Peer Relationship ◽

Physical Fitness Test ◽

Before And After ◽

Experimental Group

We aimed to investigate the effect of Taekwondo training on physical fitness, mood, sociality, and cognitive function among international students in South Korea. We randomly assigned 24 international students to a control group (CG, n = 12) and experimental group (EG, n = 12). The EG performed Taekwondo training for 16 weeks, while the CG did not train. Each participant underwent a physical fitness test and sociability questionnaire before and after the intervention. We also examined changes in mood state and cognitive function, using the Korean version of the Profile of Mood State-Brief (K-POMS-B), and the Stroop Color and Word test, respectively. Regarding the physical fitness variables, sit-and-reach records in the EG significantly increased after intervention (p < 0.05). In the sub-variable of K-POMS-B, Vigor-Activity scores significantly increased (p < 0.05) after intervention, while the Fatigue-Inertia scores significantly decreased in the EG (p < 0.05). Furthermore, in the EG, peer relationship scores, a sub-variable of sociability, significantly decreased after intervention (p < 0.05). These findings suggest that Taekwondo training can not only improve flexibility among physical fitness factors, but can also be effective in improving the mood state and sociality of international students.

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OP08 Levels and sources of stress reported by first year paramedic students associated with their first ambulance placement

Emergency Medicine Journal ◽

10.1136/emermed-2021-999.8 ◽

2021 ◽

Vol 38 (9) ◽

pp. A4.2-A4

Author(s):

Matthew Warren-James ◽

Julie Hanson ◽

Belinda Flanagan ◽

Mary Katsikitis ◽

Bill Lord

Keyword(s):

Death And Dying ◽

Educational Interventions ◽

Fear Of Failure ◽

Anxiety And Depression ◽

Control Group ◽

First Year ◽

Before And After ◽

Quasi Experimental ◽

And Control ◽

Experimental Group

BackgroundWhilst there is evidence to suggest paramedics experience significant stress when working in the ambulance setting little is known about the experiences of first year paramedic students. This research aimed to: (i) identify whether levels of stress, anxiety and depression experienced by first year paramedic students changed after ambulance placement compared to a control group, and (ii) identify the main perceived and actual sources of stress around ambulance placement.MethodsA before-and-after quasi-experimental design was used to compare whether the experience of ambulance placement altered the levels of stress, anxiety and depression in an experimental group that attended an ambulance placement (n = 20) and the control group who did not (n = 10). Online surveys encompassing the Depression, Anxiety and Stress Scale (DASS-21) and qualitative questions about sources of stress were concurrently deployed to both the experimental and control groups before and after the ambulance placement. Participants were first year paramedic students working in Queensland Ambulance Service, Australia.ResultsThere was a significant reduction in levels of stress in participants after undertaking their first ambulance placement (Mdn = -4.00) when compared to a control group (Mdn = 0.00), U = 52.5, p = .035, n2 = 0.15. Responses to survey questions suggest anticipation about experiencing death and dying of patients was the most frequently reported stressor of student paramedics before undertaking ambulance placements, however insecurity about knowledge, competence and fear of failure was the most frequently experienced stressor reported after completing ambulance placements.ConclusionsThe findings from this study suggest that the fear of the unknown may be worse than the reality. Anticipatory stress is the foremost problem for first year paramedic students attending their first ambulance placement. Placement pre-briefing should focus on educational interventions to build knowledge and skills competency to reduce stress levels and fear of failure.

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The Effect of Geogebra on Students’ Conceptual and Procedural Knowledge: The Case of Applications of Derivative

Higher Education Studies ◽

10.5539/hes.v7n2p67 ◽

2017 ◽

Vol 7 (2) ◽

pp. 67 ◽

Cited By ~ 2

Author(s):

Mehmet Fatih Ocal

Keyword(s):

Conceptual Knowledge ◽

Teaching And Learning ◽

Procedural Knowledge ◽

Dynamic Geometry ◽

The Other ◽

Control Group ◽

Other Hand ◽

Significant Difference ◽

Before And After ◽

Post Test

Integrating the properties of computer algebra systems and dynamic geometry environments, Geogebra became an effective and powerful tool for teaching and learning mathematics. One of the reasons that teachers use Geogebra in mathematics classrooms is to make students learn mathematics meaningfully and conceptually. From this perspective, the purpose of this study was to investigate whether instruction with Geogebra has effect on students’ achievements regarding their conceptual and procedural knowledge on the applications of derivative subject. This study adopted the quantitative approach with pre-test post-test control group true experimental design. The participants were composed of two calculus classrooms involving 31 and 24 students, respectively. The experimental group with 31 students received instruction with Geogebra while the control group received traditional instruction in learning the applications of derivative. Independent samples t-test was used in the analysis of the data gathered from students’ responses to Applications of Derivative Test which was subjected to them before and after teaching processes. The findings indicated that instruction with Geogebra had positive effect on students’ scores regarding conceptual knowledge and their overall scores. On the other hand, there was no significant difference between experimental and control group students’ scores regarding procedural knowledge. It could be concluded that students in both groups were focused on procedural knowledge to be successful in learning calculus subjects including applications of derivative in both groups. On the other hand, instruction with Geogebra supported students’ learning these subjects meaningfully and conceptually.

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Stress of nursing students in clinical simulation: a randomized clinical trial

Revista Brasileira de Enfermagem ◽

10.1590/0034-7167-2017-0187 ◽

2018 ◽

Vol 71 (3) ◽

pp. 967-974 ◽

Cited By ~ 6

Author(s):

Radamés Boostel ◽

Jorge Vinícius Cestari Felix ◽

Carina Bortolato-Major ◽

Edivane Pedrolo ◽

Stela Adami Vayego ◽

...

Keyword(s):

Clinical Trial ◽

Nursing Students ◽

Randomized Clinical Trial ◽

Interpersonal Relationships ◽

Control Group ◽

High Fidelity ◽

Clinical Simulation ◽

Skill Laboratory ◽

Before And After ◽

Experimental Group

ABSTRACT Objective: To evaluate and compare the perception of stressors by nursing students before and after a high-fidelity clinical simulation or conventional laboratory practice class. Method: This is a randomized clinical trial conducted with 52 nursing students. Both groups had theoretical classes about cardiothoracic physical examination, followed by practice class in skill laboratory. In addition, the experimental group took part in a high-fidelity simulation scenario. Stressors were evaluated before and after class, with the application of KEZKAK questionnaire. Results: The experimental group was significantly more worried about six factors related to lack of competence and to interpersonal relationships (p < 0.05), while the control group was significantly more worried about being in contact with suffering (p = 0.0315). Conclusion: The simulation affects students’ perception of stressors and promotes their self-evaluation and critical thinking regarding the responsibility that comes with their learning.

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Clowns Benefit Children Hospitalized for Respiratory Pathologies

Evidence-based Complementary and Alternative Medicine ◽

10.1093/ecam/neq064 ◽

2011 ◽

Vol 2011 ◽

pp. 1-9 ◽

Cited By ~ 23

Author(s):

Mario Bertini ◽

Elena Isola ◽

Giuseppe Paolone ◽

Giuseppe Curcio

Keyword(s):

Statistical Significance ◽

Systolic Pressure ◽

Therapeutic Modality ◽

Control Group ◽

Self Evaluation ◽

Positive Effects ◽

Before And After ◽

Two Parameters ◽

Therapeutic Settings ◽

Experimental Group

The study aims at evaluating health-generating function of humor therapy in a hospital ward hosting children suffering from respiratory pathologies. The main scope of this study is to investigate possible positive effects of the presence of a clown on both the clinical evolution of the on-going disease, and on some physiological and pain parameters. Forty-three children with respiratory pathologies participated in the study: 21 of them belonged to the experimental group (EG) and 22 children to the control group (CG). During their hospitalization, the children of the EG interacted with two clowns who were experienced in the field of pediatric intervention. All participants were evaluated with respect to clinical progress and to a series of physiological and pain measures both before and after the clown interaction. When compared with the CG, EG children showed an earlier disappearance of the pathological symptoms. Moreover, the interaction of the clown with the children led to a statistically significant lowering of diastolic blood pressure, respiratory frequency and temperature in the EG as compared with the control group. The other two parameters of systolic pressure and heart frequency yielded results in the same direction, without reaching statistical significance. A similar health-inducing effect of clown presence was observed on pain parameters, both by self evaluation and assessment by nurses. Taken together, our data indicate that the presence of clowns in the ward has a possible health-inducing effect. Thus, humor can be seen as an easy-to-use, inexpensive and natural therapeutic modality to be used within different therapeutic settings.

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