scholarly journals Personalized Learning Strategy as a Tool to Improve Academic Performance and Motivation of Students

2021 ◽  
Vol 16 (6) ◽  
pp. 1-17
Author(s):  
Aliya Makhambetova ◽  
Nadezhda Zhiyenbayeva ◽  
Elena Ergesheva
Keyword(s):  
Academic Performance ◽  
Learning Strategies ◽  
Student Motivation ◽  
Professional Training ◽  
Learning Strategy ◽  
Personalized Learning ◽  
Educational Process ◽  
Survey Analysis ◽  
Educational Modules ◽  
To Receive

The purpose of the research is to study and scientifically substantiate personalized strategies as the basis for personalized learning aimed at improving academic performance and student motivation. The study involved 65 teachers and 700 students of various specialties from three Russian and Kazakhstan universities. The survey analysis showed that the modern generation of students is no longer motivated to receive standardized educational services, and in this context, personalized strategies as a form of personalized learning are a key trend that has permeated all aspects of professional training. Unfortunately, currently, universities find it difficult to implement such an approach as personalized learning makes educational modules highly adapted and individualized to meet the needs of each particular student. To apply personalized strategies in the educational process, it is necessary to study the structure of a particular institution, to analyze educational programs, to conduct classes based on personalized learning strategies.

scholarly journals STRATEGI PEMBELAJARAN DI ANTARA GURU TERHADAP SISWA DALAM KONTEKS MEMECAHKAN KESULITAN BELAJAR

2021 ◽  
Vol 4 (2) ◽  
pp. 1-12
Author(s):  
Pudun Tadam
Keyword(s):  
Learning Strategies ◽  
Learning Strategy ◽  
Learning Difficulties ◽  
Learning Activities ◽  
Learning Material ◽  
Self Awareness ◽  
Strategic Learning ◽  
Effective Learning ◽  
Teachers And Students ◽  
To Receive

Abstract: Strategic Learning involves Learning Strategies and Teaching Strategies that can help bring success to a student. The research objective answers the question: What is the meaning of a Learning Strategy? What is an Effective Learning Strategy? What are the Learning Strategies among Teachers against Students in the Context of Solving Learning Difficulties? The answer is: Learning strategies are the methods that will be selected and used by a teacher to deliver learning material that aims to make it easier for students to receive and understand learning material, which in the end can be mastered learning objectives at the end of learning activities. Three aspects of effective learning strategies are: (1) Students Need Continuous Strategic Instruction. (2) Teachers Promote Self-Awareness in Metacognition in the Classroom. (3) Teachers Can Recognize and Understand Different Learning Profiles. Learning Strategies between Teachers and Students in the Context of Solving Learning Difficulties are: (1) learning difficulties manifested in classrooms, (2) difficulties demonstrated by students in classrooms, and (3) strategies to help students who have difficulty paying attention in class . Abstrak: Strategic Learning melibatkan Strategi Pembelajaran dan Strategi Pengajaran yang dapat membantu membawa kejayaan kepada seorang mahasiswa. Tujuan penelitian menjawab pertanyaan: Apakah pengertian Strategi Pembelajaran? Bagaimanakah Strategi Pembelajaran yang Efektif? Bagaimanakah Strategi Pembelajaran di antara Guru terhadap Siswa dalam Konteks Memecahkan Kesulitan Belajar? Jawabannya adalah: Strategi pembelajaran adalah cara-cara yang akan dipilih dan digunakan oleh seorang pengajar untuk menyampaikan materi pembelajaran yang bertujuan untuk memudahkan peserta didik menerima dan memahami materi pembelajaran, yang pada akhirnya tujuan pembelajaran dapat dikuasainya di akhir kegiatan belajar. Tiga hal strategi pembelajaran yang efektif adalah: (1) Siswa  Memerlukan Instruksi Strategi yang Berkelanjutan. (2) Guru  Mempromosikan Kesadaran Diri dalam Metakognisi di Kelas. (3) Guru-guru Dapat Mengenali dan Memahami Profil Pembelajaran yang Berbeda. Strategi Pembelajaran di antara Guru terhadap Siswa dalam Konteks Memecahkan Kesulitan Belajar adalah: (1) kesulitan belajar dimanifestasi dalam bilik kelas, (2) kesulitan didemonstrasi oleh siswa dalam bilik kelas, dan (3) strategi-strategi untuk membantu siswa yang kesulitan perhatian di kelas.

scholarly journals The relationship between self-regulated learning strategies and students' academic performance in English course

2021 ◽  
Vol 15 (7) ◽  
pp. 2261-2263
Author(s):  
Helia Nodeh
Keyword(s):  
Academic Performance ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Pearson Correlation ◽  
Statistical Population ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Education Academic ◽  
Keywords Education ◽  
The Relationship

This study examines the relationship between self-regulated learning strategies and students' academic performance in English courses. The research method is descriptive-correlational. The statistical population includes all students of Azad University, Gorgan branch in the period 2020-2021. convenience sampling based on the Morgan table is used to select 384 people. The data collection tool is Zimmerman and Martinez-Pons Self-Regulated Learning Interview Schedule (1998), and for academic performance, the average grade in English course in two semesters was taken into account. Pearson correlation analyzes the data. The results show a significant relationship between self-regulated learning strategies and the academic performance of English course students. Keywords: education, academic performance, learning strategy

scholarly journals PENGGUNAAN STRATEGI PEMBELAJARAN UNTUK MENCIPTAKAN PEMBELAJARAN AKTIF DAN INOVATIF

Edupedia ◽  
2021 ◽  
Vol 6 (1) ◽  
pp. 67-74
Author(s):  
Achmad Yusuf ◽  
Mahmudi Mahmudi
Keyword(s):  
Learning Strategies ◽  
Religious Education ◽  
Time Allocation ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
School Principals ◽  
Effective Learning ◽  
Creative Learning ◽  
Different Characteristics ◽  
To Receive

the effective learning is the learning that can stimulate the enthusiasm and enjoyment of students follow the learning process. However, the obstacle of that, there are no many Islamic religious education teachers who are skilled in preparing and implementing lessons that are able to arouse the enthusiasm of their students and the lack of attention from school principals on the development of PAI learning in schools, including the availability of inadequate facilities and infrastructure. Therefore, teachers must be creative in designing learning activities, one of which is using appropriate learning strategies. The learning strategy that can create active and creative learning is the PAIKEM strategy. PAIKEM is a teaching and learning strategy that contains six important elements, that are learning, active, innovative, creative, effective and fun. The six elements have different characteristics and interpretations and must be integrated by the teacher who will apply them. The supporting factors of PAIKEM implementation include infrastructure, the ability of teachers to implement PAIKEM, and the readiness of students to receive the lessons. The inhibiting factors in implementing PAIKEM include the number of students, time allocation, and schedule changes.

scholarly journals Motivasi dan Strategi Belajar Siswa dalam Pendidikan Pembelajaran Berbasis Masalah dan Collaborative Learning di Fakultas Kedokteran Gigi Universitas Hasanuddin

2013 ◽  
Vol 2 (3) ◽  
pp. 233
Author(s):  
Ayub Irmadani Anwar ◽  
Yayi Suryo Prabandari ◽  
Ova Emilia
Keyword(s):  
Collaborative Learning ◽  
Learning Strategies ◽  
Student Motivation ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Descriptive Analysis ◽  
Problem Based Learning ◽  
Learning Motivation ◽  
Cross Sectional ◽  
Motivation And Learning

Background: Education providers in many ways short of expectations. Education strategy is essential in teaching and learning activities. Student who has motivation and learning strategies tends to devote all their ability to get the optimal learning results according to the expected goals. Understanding student motivation and learning strategies will help institution to facilitate students for their study success. This study aimed of determine differences in student motivation and learning strategies at Faculty of Dentistry, University of Hasanuddin among students with collaborative learning and problem-based learning educational strategies.Method: This was quantitative research with observational analytic cross-sectional study design. The subjects were all students of class 2007 and 2008 data were collected using Motivated Strategies for Learning Questionnaire (MSLQ). Descriptive analysis and Mann-Whitney test were used to analysis the data.Results: The subjects consisted of 84 students of class 2007 and 79 students of class 2008. The mean score of learning motivation and learning strategy were higher among students with PBL than students with collaborative learning. There we are significant differences in learning strategies with different education strategies except in organization (p=0,369) and anxiety (p=0.058).Conclusion: There are differences in the learning motivation and learning strategies in students with collaborative learning and problem based learning education strategies, except in organization and anxiety component. Learning motivation and learning strategies in problem based learning students are higher than collaborative learning students.

scholarly journals THE DICHOTOMY OF INFORMATION TECHNOLOGIES IN PROFESSIONAL TRAINING OF FUTURE IT SPECIALISTS: THE SUBJECT AND THE MEANS OF INSTRUCTION

2020 ◽  
Vol 4 ◽  
pp. 527
Author(s):  
Oleksandr Malykhin ◽  
Nataliia Aristova ◽  
Vasyl Kovalchuk ◽  
Roman Popov ◽  
Taras Yarmolchuk
Keyword(s):  
Learning Strategies ◽  
Information Technologies ◽  
Professional Training ◽  
Educational Process ◽  
Formal Learning ◽  
Digital Competence ◽  
Main Indicator ◽  
Wide Range ◽  
Private And Public ◽  
The Subject

The study shows some preferences in the choice of training and learning strategies in university educational process aimed at forming future IT-specialists’ digital competence as the main indicator of their professionalism in IT-sphere considering information technologies as being the subject and the means of instruction. The use of information technologies results in rethinking of existing approaches to organizing the educational process of higher school especially when it comes to training future IT-specialists. Information technologies integrated into all spheres of human activities and widely applied to support different industries in commercial, private and public sectors cause ever-growing demand for highly-qualified IT-specialists. In the study the authors consider the range of learning strategies used in the educational process for boosting effectiveness of IT-specialists’ digital competence formation as the main indicator of their professionalism in IT-sphere. The study was carried out among 164 future IT-specialists at three higher education institutions in Ukraine from February to May 2019. The researchers found out that all the respondents used contemporary information technologies for learning IT-disciplines, namely, all the students (100.00%) use contemporary information technologies in their formal learning, 68.80% − in their non-formal learning, 18.30% − in a wide range of educational activities that could be regarded as informal learning and only 13.20% − combining informal and non-formal learning. The obtained data were analyzed qualitatively and quantitatively. As the core result of conducted research the component matrix of learning strategies was developed showing their hierarchy depending on three factors chosen i.e. traditional, self-directed and collaborative learning. 

scholarly journals SPECIAL DATA ACCORDING TO THE BRAIN-BASED LEARNING STRATEGY IN ‎LEARNING SOME BASIC VOLLEYBALL SKILLS FOR FEMALE STUDENTS

2022 ◽  
Vol 04 (01) ◽  
pp. 686-701
Author(s):  
Magda Hamid KAMBASH ◽  
Nidal Fadel ABBAS ◽  
Esraa Fadel ABBAS
Keyword(s):  
Learning Strategies ◽  
Learning Process ◽  
Learning Strategy ◽  
Basic Skills ◽  
Female Students ◽  
Educational Process ◽  
Control Groups ◽  
Brain Based Learning ◽  
And Control ◽  
The Brain

The use of modern teaching strategies aims to develop the practices of ‎female learners inside and outside the classroom, which contributes to ‎changing the role of the student from a negative role to a positive role in ‎general. Therefore, learning strategies have become involved in the ‎application of many educational and teaching programs and curricula, as ‎they greatly help in conveying information to the learner. With less ‎effort and time, except that the material to be learned is theoretical or ‎practical. In light of what the current era is witnessing of a huge ‎knowledge explosion and a wide technological revolution that covered ‎various areas of life, it has become necessary for researchers to be ‎interested in searching for ways to ensure the development of thinking ‎among learners, which is one of the foundations of correct learning, ‎some strategies, means and methods used in the learning process help. ‎To bring the learner to a stage where he can access knowledge on their ‎own by applying that knowledge and using it to overcome the problems ‎they face in their daily lives. He has to use different and multiple ‎methods and methods, and this requires him to be familiar with how ‎learning takes place, and how the teaching methods and means used ‎affect the speed of achieving the goal of the learning process and the ‎success of applying the educational curriculum and achieving its goals‏.‏ One of the features of the modern era is technological progress in ‎various fields and situations of life, as rapid change has become a feature ‎of the era in which we live. There is no doubt that its use affects all ‎aspects of life, including education and teaching, and with this clear ‎progress in the level of mastery of learning skills in sports events around ‎the world, it has become necessary to use learning strategies in ‎programs and curricula for teaching and teaching physical education and ‎learning basic skills for all games and events Sports, including volleyball‏.‏ The researchers found the lack of use of modern strategies in the ‎educational process, and despite their active role in learning basic skills ‎using modern methods, it requires the presence of exercises that ‎contribute to learning basic skills in volleyball, whose weakness emerged ‎from the research sample, which casts a clear shadow on the ‎performance and levels of learners. The aim of the research is to prepare ‎special exercises According to the brain-based learning strategy in ‎learning some basic volleyball skills for students of the second average, ‎and to identify the effect of special exercises according to the brain-‎based learning strategy in learning some basic volleyball skills for ‎students of the second average, and to identify the preference of the ‎experimental and control groups in learning some basic volleyball skills ‎for female students. The second is average. The researchers used the ‎experimental approach for the experimental and control groups, and the ‎research sample was represented by (30) students, then the sample was ‎divided into an experimental group of (15) female students and a control ‎group of (15) female students.

scholarly journals Video games in the context of screen technoculture and media education: new rhetorical strategies and educational potential

2021 ◽  
Vol 54 (6) ◽  
pp. 23-36
Author(s):  
Dmitriy A. Belyaev ◽  
◽  
Ulyana P. Belyaeva ◽  
Keyword(s):  
Video Games ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Educational Process ◽  
Media Education ◽  
Digital Game ◽  
Game Based Learning ◽  
Media Platform ◽  
Educational Potential ◽  
Social Management

Video games have become a prominent part of on-screen technoculture today, breaking the purely entertaining social labelling framework. They contribute to the generation of new social activities, and also become an innovative media space for the explication of artistic and aesthetic values, political meanings and educational practices. The aim of the study is the reconstruction and analysis of the cultural constitution of video games, revealing the features of their screen rhetorical capabilities, as well as revealing the educational potential of gamification practices and Digital Game Based Learning strategies. This is intended to form the competence-thematic framework of video games as a platform for modern media education. The methodological basis of the work is the cultural-historical and dialectical approaches, as well as the methods of systemic and structural-functional analysis. The study made it possible to trace the genesis of the cultural formation of video games, which demonstrated many strategies for their integration into the space of mass media culture. The main rhetorical models implemented in video games are analyzed. Particular attention is paid to the comprehensive consideration of procedural rhetoric as an original way of convincing the user through gameplay, interactive involvement in virtual practices. The foundations of the practice of gamification and the strategy of Digital Game Based Learning in education are considered. It identifies the possibilities of gamification as an innovative methodology for organizing incentives and rewards, and also identifies the range of difficulties and risks of total gamification of the educational process. Based on the results of the study, it was determined that video games use an original complex of rhetorical techniques that combine both traditional audiovisual formats of narrative, characteristic of other on-screen media, and procedural-interactive techniques. They made it possible to directly integrate the user into virtual narratives, turning them from a passive recipient into an actor. The importance of gamification as a tool for building strategies of internal stimulation with elements of entertaining practices in the dynamics of learning is also revealed, which increases the effectiveness of education. It has been revealed the significant educational potential of video games as a promising media platform in the framework of the implementation of the Digital Game Based Learning strategy. They can act both as carriers of knowledge and as a virtual environment for the formation of competencies in the field of history, economics, literature and social management. Procedural and rhetorical tools allow a person to become a part of an interactive scenario, which greatly increases the likelihood of assimilating information and developing professional skills.

scholarly journals RESEARCH ACTIVITY IN THE DEVELOPMENT OF CREATIVE POTENTIAL OF THE MODERN SPECIALIST IN THE CONDITIONS OF SOCIALIZATION

2020 ◽  
Vol 1(13) ◽  
pp. 118-123
Author(s):  
Hanna Tovkanets ◽  
Keyword(s):  
Primary School ◽  
Professional Training ◽  
School Teacher ◽  
Research Work ◽  
Educational Process ◽  
University Education ◽  
Primary School Teacher ◽  
Creative Potential ◽  
Research Activity ◽  
To Receive

The article substantiates the student's science and research activity as a condition for developing the creative competence of the future primary school teacher. The scientific novelty of the article is to identify the peculiarities of students’ research work organization in the conditions of university education. The creative potential is defined as a set of personality traits, expressed in the abilities, knowledge, skills, mental characteristics of the teacher, readiness for creative pedagogical activity, to change, rejection of stereotypes in pedagogical activity, finding original solutions to complex pedagogical problems in a situation of uncertainty etc. The experience of organizing research activity of students of specialty 013 «Primary education» of educational degree «Bachelor» at Mukachevo State University has been presented. The peculiarities of the organization of the scientific-methodological seminar "Professional training of the teacher in the conditions of European integration processes", aimed at identifying, promoting innovative pedagogical methods, work of the scientific student circle "Perspectives of educational and pedagogical science" have been characterized. It has been emphasized that the competences in the field of research activity allow students to see and analyze problems, make assumptions about their solution; be able to receive and select information according to the purpose or need, use it to achieve the goal and own development; be able to make assumptions about the possible causes and effects of the phenomena of the material and idealistic world, to formulate and justify hypotheses; to set goals, to analyze situations, to receive and practically realize the finished product, to carry out reflection and self-assessment; conduct individual and collective activity. It has been suggested to introduce into the educational process of preparation of future primary school teachers a selective course, which would contribute to the teaching of modern strategies of actualizing the creative potential of the personality of teachers and students of primary school age. It has been concluded that the student's Серія Економіка. Випуск 1(13) 123 research activity in the conditions of university education contributes to the formation of a future primary school teacher interest in research, search for alternative means and ways of solving the problem, prognostic thinking, activation of intellectual potential for the production of new ideas. Key words: research activity, organization of student activity, university education, future primary school teacher

scholarly journals Development of students’ subject position in the process of internship in an inclusive school

2020 ◽  
Vol 22 (2) ◽  
pp. 29-52
Author(s):  
A. A. Baranov ◽  
A. S. Suntsova
Keyword(s):  
Learning Strategies ◽  
Inclusive Education ◽  
Professional Training ◽  
Educational Process ◽  
Subject Position ◽  
Practical Significance ◽  
Diagnostic Tools ◽  
Federal State ◽  
Special Educational Needs ◽  
The Subject

Introduction. The requirements of the Federal State Educational Standards for the training of teachers and teachers-psychologists determine the list of competencies in the field of education of children with special educational needs, including the organisation of their joint activities with peers in an inclusive education institution. The implementation of inclusive principles is associated with the development of innovative ways for individualising the pedagogical process, creative nature of mastering learning strategies and socialising children with atypical development, which actualises the problem of transformation of pedagogical thinking stereotypes. In this regard, the professional training of students in the field of inclusive education requires searching for factors aimed at increasing personality subjectivity, development of abilities to demonstrate an active, transformative position, synthesis of know-ledge from various scientific fields, modeling of variative solutions to non-standard situations of inclusive process. An important component of a future teacher education is internship in inclusive schools, in the course of which direct interactions with children with different physical and intellectual capabilities actualise own resources of students and acquisition of required skills.The aim of the experimental work presented in this publication is to identify the development factors and characteristics of a student’s subjective position in the process of continuous internship in inclusive education institutions.Methodology and research methods. The present research is based on the methodological principles of the subjective and learner-centred approaches, as well as the provisions of the concept of transformability focused on the principle of permanent multiplication of success of each participant of the educational process. The questionnaire “Level of Personality Subjectivity” by M. A. Schukina and the questionnaire revealing a model of teacher-child interaction developed by V. G. Maralov, V. A. Sitarov were used as diagnostic tools. The method of qualitative analysis of students’ reflexive judgments was applied. The data was processed in the SPSS programme using mathematical statistics methods (Mann – Whitney U-test).Results and scientific novelty. A working definition of the subject position of the teacher is given. The teacher’s subject position consists not only in the complex of specific knowledge and competencies learned and applied in practice, but also, and above all, in a high level of self-organisation and self-determination of the individual in non-standard situations. For the first time in the Russian education system, the authors of the present research made an attempt to implement the idea of future teachers’ preparation for activities in an inclusive environment through the formation of the subject position. The factors, influencing the development of student’ subjective position, are determined; the peculiarities of its manifestations are analysed.Practical significance. The results of this experimental study could be of interest to teachers of higher education, teachers and heads of educational organisations, working in the conditions of inclusive education.

scholarly journals Choreographic preparation as a component of the musical artist’s professional education

2021 ◽  
pp. 133-137
Author(s):  
Elizaveta A. Ezhova ◽  
Keyword(s):  
Training Program ◽  
Professional Education ◽  
Professional Training ◽  
Musical Theater ◽  
Educational Process ◽  
High Quality ◽  
To Receive ◽  
Modern Russian

Musical is one of the most colorful types of dramatic art. The harmonious combination of vocal, dramatic and choreographic performance enables you to immerse the viewer as much as possible in the era and plot of the performance. It is necessary to receive high-quality professional training in the field of vocals, acting and choreography in order that the actor could skillfully express the character and right emotions from a scene to the auditorium. There are various programs and technologies for preparing a musical artist and a musical theater artist in the modern Russian system of education. The article analyzes the amount of time allocated to the main disciplines in the training program of the «Musical Actor.» Basically, a significant skew goes towards acting, although the profession of a musical artist implies ownership of all components equally. The emphasis is mainly on acting, although the profession of a musical artist implies the possession of all components equally. The role of choreography in the preparation of the musical actor is not sufficiently considered and does not allow making educational process effective and full-fledged. The author of the article proposes methodological recommendations for synthesizing vocal and choreographic performance, which is an important aspect in the preparation of the musical actor

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