scholarly journals The Differentiate Effect of Self-Efficacy, Motivation, and Satisfaction on Pre-Service Teacher Students’ Learning Achievement in a Flipped Classroom: A Case of a Modern Educational Technology Course

2021 ◽  
Vol 13 (5) ◽  
pp. 2888
Author(s):  
Li Zhao ◽  
Xiaohong Liu ◽  
Yu-Sheng Su
Keyword(s):  
Educational Technology ◽  
Self Efficacy ◽  
Flipped Classroom ◽  
Learning Motivation ◽  
Control Group ◽  
Learning Achievement ◽  
Learning Satisfaction ◽  
Teacher Students ◽  
Pre Service Teacher ◽  
Experimental Group

To analyze how variability changes over time can enhance the understanding of how learners’ self-efficacy, motivation, and satisfaction is controlled and why differences might exist among groups of individuals. Therefore, this study compared the effect of variability on pre-service teacher students in the flipped classroom approach with a course named modern educational technology (MET). In total, 77 students in two groups participated in this study. Learners in the experimental group received the flipped classroom treatment. Learners in the control group received the traditional lecture-centered instructional approach. The learning outcomes were evaluated by practice assignment, transfer assignment, and student perception survey. The survey includes the evaluation of learning satisfaction, self-efficacy, and learning motivation. Pre-test and post-test were conducted by the two groups. The data analysis results applied analysis of variance (ANOVA) or analysis of covariance (ANCOVA) and revealed that the experimental group displayed a better learning achievement than the control group. The experimental group participants’ perception also showed variability (i.e., learning satisfaction, self-efficacy, and learning motivation) was better than the control group. Considering the overall study results, the flipped classroom model can be applied in the pre-service teacher students’ modern educational technology course.

scholarly journals Analysis of Learning Achievement and Teacher–Student Interactions in Flipped and Conventional Classrooms

2016 ◽  
Vol 17 (1) ◽  
Author(s):  
Jerry Chih-Yuan Sun ◽  
Yu-Ting Wu
Keyword(s):  
Flipped Classroom ◽  
Teaching Method ◽  
Control Group ◽  
Learning Effectiveness ◽  
Student Interactions ◽  
Learning Achievement ◽  
Learning Satisfaction ◽  
Teacher Student ◽  
Teacher Student Interactions ◽  
Experimental Group

This study aimed to investigate the effectiveness of two different teaching methods on learning effectiveness. OpenCourseWare was integrated into the flipped classroom model (experimental group) and distance learning (control group). Learning effectiveness encompassed learning achievement, teacher-student interactions, and learning satisfaction. The experimental method was supplemented with qualitative interviews. Overall, 181 freshmen taking a course on physics were allowed to choose their own class based on their preferred teaching method (experimental or control group). The findings indicated that learners in the experimental group scored higher for learning achievement. When selecting a teaching method, if sufficient resources are available, it is suggested that teachers provide learners with the combination of OCW and flipped classroom. Although there was no significant between-group difference in terms of teacher-student interactions and learning satisfaction, the interactions in the flipped classroom had positive effect on students’ learning achievement. The use of the flipped classroom model allows for adequate teacher-student interactions, as teachers can provide guidance and assistance to students in person, while there are greater opportunities for collaborative learning among learners. In addition, since the flipped classroom model emphasizes the process of learning rather than its outcomes, information technology tools should be used to keep detailed records and follow the learning process in order to assess various aspects of the learners’ growth. The results of this study can serve as a reference for future studies on the flipped classroom model and OpenCourseWare, as well as for teachers and researchers in related fields.

Effects of the Digital Game-Development Approach on Elementary School Students' Learning Motivation, Problem Solving, and Learning Achievement

Gamification ◽  
2015 ◽  
pp. 472-487 ◽  
Author(s):  
Hui-Chun Chu ◽  
Chun-Ming Hung
Keyword(s):  
Elementary School ◽  
Problem Solving ◽  
Learning Motivation ◽  
Control Group ◽  
School Students ◽  
Game Development ◽  
Learning Achievement ◽  
Problem Solving Skills ◽  
Development Approach ◽  
Experimental Group

In this study, the game-based development approach is proposed for improving the learning motivation, problem solving skills, and learning achievement of students. An experiment was conducted on a learning activity of an elementary school science course to evaluate the performance of the proposed approach. A total of 59 sixth graders from two classes of the elementary school participated in the experiment. One class of 30 students was selected as the experimental group, and the other class of 29 students was the control group. From the experimental results, it was found that the proposed game development-based learning approach could effectively promote the students' problem-solving skills. However, the students' learning achievement and motivations were quite different from our expectations. A discussion of the experimental group interview data is provided and suggestions made.

scholarly journals Effectiveness of Using Flipped Classroom Strategy in Academic Achievement and Self-Efficacy among Education Students of Princess Nourah bint Abdulrahman University

2017 ◽  
Vol 10 (4) ◽  
pp. 67 ◽  
Author(s):  
Afaf Mohammed AlJaser
Keyword(s):  
Academic Achievement ◽  
Classroom Management ◽  
Self Efficacy ◽  
Flipped Classroom ◽  
College Of Education ◽  
Achievement Test ◽  
Control Group ◽  
First Semester ◽  
And Control ◽  
Experimental Group

The present study is an attempt to measure the effectiveness of using flipped classroom strategy in academic achievement and self-efficacy among female students of College of Education, Princess Nourah bint Abdulrahman University (PNU), Saudi Arabia. The study adopted the experimental method based on the two experimental and control groups, where the experimental group was taught through flipped classroom strategy, while the control group taught in the traditional way. Two tools were applied in this study: (Achievement Test and Self-Efficacy Scale). The sample consisted of two groups: one group is experimental and the other is control, both studying the course of (Classroom Management) in the first semester for the academic year 2016/2017. The results showed that the experimental group outperformed the control group in the post achievement test, as well as having a positive correlation between the students’ post achievement test and their attitudes towards self-efficacy scale; indicating that the more scores the students get in achievement test, the more self-efficacy they have. In the light of the results, some recommendations have been made.

scholarly journals PENGARUH PENDEKATAN SCIENTIFIC TERHADAP MOTIVASI DAN HASIL BELAJAR FISIKA SISWA

2015 ◽  
Vol 3 (1) ◽  
pp. 244
Author(s):  
As’ad Furqon Syadzili ◽  
Sukainil Ahzan ◽  
Dwi Pangga
Keyword(s):  
Data Analysis ◽  
Random Sampling ◽  
T Test ◽  
Learning Motivation ◽  
Control Group ◽  
Learning Achievement ◽  
Group Design ◽  
Scientific Approach ◽  
Motivation And Learning ◽  
Experimental Group

This research aimed to know there is or no effect of scientific approach toward student’s motivation and learning achievement. The kind of this research was experimental research. Design of this research used pretest and posttest one group design, with population was all students of XI IPA at SMAN 1 Kopang. Sample of this research consist of two classes that is class XI IPA 1 as experimental group and class XI IPA 2 as control group which used random sampling tachnique. Mean of pretest was 23,21 in experimental group and 30,15 in control group. Mean of posttest was 74,74 in experimental group and 57,68 in control group. Percentage of student’s learning motivation was increased 59,85% (low) in experimental group and 64,65% (quite) became 82,40% (high) in experimental  group and 76, 56% (quite) in control group. The data of homogenity and normality was homogen and normal distribution. The data analysis used t-test. The result of t-test was 3,89 for motivation and 5,47 for learning achievement and t-table was 1,99 in 5% level of significant with t-test > t-table. This research showed that there is effect of scientific approach toward student’s motivation and learnig achievement at eleventh year students of SMAN 1 Kopang. 

scholarly journals The Effects of Problem Posing Learning Model on Students’ Learning Achievement and Motivation

2020 ◽  
Vol 2 (2) ◽  
pp. 100-108
Author(s):  
Agatha Puri Christidamayani ◽  
Yosep Dwi Kristanto
Keyword(s):  
Learning Model ◽  
Learning Motivation ◽  
Self Control ◽  
Problem Posing ◽  
Control Group ◽  
Learning Achievement ◽  
Learning Mathematics ◽  
Quasi Experimental ◽  
Positive Effect ◽  
Experimental Group

Posing high-quality problems is a critical skill to be possessed by students in learning mathematics. However, it is still limited in literature in answering whether problem posing learning model effective in improving students’ learning achievement and motivation. Therefore, the present study aims to investigate the effect of problem posing learning model in the topics of cube and cuboid on students’ learning achievement and motivation. This study employs quasi experimental design with 20 students in experimental group and 24 students in control group. The study found that the problem posing learning model has insignificant effect on the students’ learning achievement but has a positive and significant effect of the learning model on the students’ learning motivation. Further analysis showed that the learning model also has a significant and positive effect on every aspect of students learning motivation, namely students’ interests, enthusiasm, diligence, collaboration, and self-control.

scholarly journals Konseling Kelompok Dengan Choice Theory Untuk Meningkatkan Motivasi Berprestasi Siswa

2016 ◽  
Vol 3 (1) ◽  
Author(s):  
Eko Hardi Ansyah
Keyword(s):  
Student Achievement ◽  
Experimental Design ◽  
Achievement Motivation ◽  
Group Counseling ◽  
Choice Theory ◽  
Learning Motivation ◽  
Control Group ◽  
Learning Achievement ◽  
Experimental Group

The Student Achievement Motivation is an encouragement of student to obtain the learning achievement. The low of this motivation can affect the low of learning achievement. In consequence, it required an effort to improve this achievement motivation. The Group Counseling represent counseling that utilizing group to teach the client about how to think, plan, and behave effectively which is hypothesized could improve the student achievement motivation. This research aims to know the effectiveness of group counseling with choice thery to improve the student achievement motivation. This research is conducted by experimental design to 18 students with low learning achievement. The subjects were divided into two groups, that is, control and experimental group. In control group, researcher doesn't give the treatment. In experimental group, the researcher give the treatment in the form of group counseling with choice theory. Data analyzed for the result of student achievement tha conducted in pretest and posttest with covarian analysis. The result shows that there is different between control and experimental group with F(2,15) = 5,545; p = 0,033; p < 0,05; n2 = 0,27, so hypothesis that there is different between the student achievement motivation with low learning achievement based on participation in group counseling with choice theory is accepted. Thereby, the group counseling with choice theory treatment is proven to improve the student achievement with low learning motivation in experimental group. This treatment contribution to improve the student achievement motivation with low learning achievement is about 27%. So that this treatment could be conducted to solve the low learning achievement student. 

scholarly journals PEMANFAATAN E-MODUL BERBANTUAN VIRTUAL LABORATORY DALAM PEMBELAJARAN IPA MAHASISWA CALON GURU SEKOLAH DASAR DI MASA PANDEMI COVID-19

2021 ◽  
Vol 11 (3) ◽  
pp. 279-288
Author(s):  
Setyo Eko Atmojo ◽  
Keyword(s):  
Elementary School ◽  
Science Learning ◽  
School Teacher ◽  
Elementary School Teacher ◽  
Virtual Laboratory ◽  
Control Group ◽  
Test Question ◽  
Learning Achievement ◽  
Teacher Students ◽  
Experimental Group

The purpose of this study was to analyze the effectiveness of using virtual laboratory-assisted E-modules in science learning for prospective elementary school teacher students during the Covid-19 pandemic. This research method is an experiment with a quasi-experimental design. The subjects of this study were students of the PGSD study program FKIP UPY which consisted of two classes, namely class A5-20 as the experimental group and class A6-20 as the control group. The data collection instrument used a test question sheet consisting of pre-test and post-test question sheets. Data analysis technique using t-test and Normalized Gain (N-Gain). The results showed that there was a significant difference in science learning achievement between experimental group students and control group students as indicated by the value of t count = 2,799 > t table = 1,988 and (p) count = 0 < 0.05. Meanwhile, based on the results of the N-Gain test, it is known that the increase in science learning achievement in the experimental group obtained an N-Gain of 0.73 which is in the high category and in the control group an N-Gain of 0.52 is obtained which is in the medium category. Based on these results, it can be concluded that the use of e-modules assisted by virtual laboratories is effectively used in science learning for prospective elementary school teacher students during the COVID-19 pandemic.

scholarly journals Attitude of Higher Secondary Students to Flipped Classroom

2019 ◽  
Vol 8 (1) ◽  
pp. 43-47
Author(s):  
C Manoharan ◽  
S Birundha
Keyword(s):  
Educational Technology ◽  
Test Scores ◽  
Flipped Classroom ◽  
Intentional Content ◽  
Control Group ◽  
Flipped Learning ◽  
Professional Educators ◽  
Class Time ◽  
Post Test ◽  
Experimental Group

Educational Technology is an applied study which aims at maximizing learning by making use of the scientific and technological method and concepts developed in other social service. “Educational technology is the application of scientific knowledge about learning and conditions learning to improve the effectiveness and efficiency of teaching and learning.”Four Pillars of Flipped Learning Flipped Learning Consists Of Four Pillars: Flexible Environment, learning the culture, intentional content, and Professional educators. Flipped Learning F-L-I-PFlexible Environment Learning Culture Intentional Content Professional Educators. Flipping a classroom is one of the recent methods which requires teachers’ recording the lesson and students’ watching the recordings before coming to the classroom to spend the class time with the activities. As teachers do not deliver the lecture in the class, more time can be allocated to active learning activities. The flipped classroom is “a teaching method that delivers lecture content to students at home through electronic means and uses class time for practical application activities, may be useful for information literacy instruction.” That means that there is much more use of technology for Flipped Learning. The objectives of the study were: to study the effectiveness of Flipped classroom instruction upon the teaching of Chemistry at the Higher secondary level. Findings: The means of pre-test scores and post-test scores of experimental groups differ significantly (0.01 level) with the post-test mean being higher than the pretest mean. The implication of that is that the level of acquiring of the basic skills in Chemistry has not increased due to the traditional method in the Control group and the Flipped classroomInstructional Method in Experimental group. The post-test scores of the control and experimental group differ significantly. The means score of the experimental group is greater than of the control group.

scholarly journals The Effect of Using Educational Technology methods and Gender to Develop the Motivation of Learning among The 7th Graders in Ajloun Education Directorate In the Hashemite Kingdom of Jordan: أثر استخدام وسائل تكنولوجيا التعليم والنوع في تنمية الدافعية للتعلم لدى طلبة الصف السابع الأساسي في محافظة عجلون بالمملكة الأردنية الهاشمية

2020 ◽  
Vol 4 (23) ◽  
Author(s):  
Saddam Hanna Rezqullah Jadullah
Keyword(s):  
Educational Technology ◽  
Learning Motivation ◽  
Control Group ◽  
Motivation To Learn ◽  
Post Test ◽  
Quasi Experimental ◽  
And Gender ◽  
Level Of Motivation ◽  
And Control ◽  
Experimental Group

The current study aimed at investigating the effect of using Educational Technology methods and gender to develop the motivation of learning among The 7th Graders in Ajloun Education Directorate at 2019- 2020. The study sample consist of (57) female and male of student . To achieve the objective of the study, the quasi- experimental approach was used, and the researcher developed the learning motivation scale.At the beginning of the experiment, the researcher applied the motivation pre- test to check the adequacy of both research groups. Then he applied the teaching plan to the students of both groups (ordinary way for the control group and using computer and Internet and Data show for the experimental group) then applied the motivation scale for the experimental and control group . The findings showed a difference between the distribution of grades in the post- test of the members of both groups (the experimental and the control groups) in favor of the experimental group in the variable of learning motivation, There were also statistically significant differences in the level of motivation to learn due to the sex variable, in favor of female students. There were no statistically significant differences in the level of motivation to learn, due to the interaction between gender and teaching methods.

scholarly journals Effect of Prior Learning Method on Nursing Students' Practical Capacity

2019 ◽  
Vol 8 (2S6) ◽  
pp. 322-325
Keyword(s):  
Nursing Students ◽  
Self Efficacy ◽  
Teaching Method ◽  
Learning Ability ◽  
Control Group ◽  
Learning Method ◽  
Prior Learning ◽  
Learning Satisfaction ◽  
Practical Capacity ◽  
Experimental Group

We looked at how the practical capacity of nursing students was affected by the application of the Prior Learning Method in the fundamentals of nursing practice course. In order to compare practical capacity, self-efficacy, self-directed learning ability, and learning satisfaction were set as variables and results were calculated using SPSS 18.0. Comparing results after applying the Prior Learning Method to only the experimental group by classifying it as a group of experimental and control group, the results showed that self-efficacy in the experimental group was increased and learning satisfaction was high. There was a meaningful result of applying the Priority Learning Method to the demanding practical class, gaining satisfaction, and increasing confidence. It is necessary to verify it through repeated research and develop it into a better teaching method.

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