scholarly journals Teacher Enthusiasm and Student Motivation for Learning

2020 ◽  
Vol 6 (1) ◽  
pp. 40
Author(s):  
David Palmer
Keyword(s):  
Student Motivation ◽  
Teacher Behaviors ◽  
Motivational Factor ◽  
Motivation For Learning ◽  
Wide Range ◽  
Teacher Enthusiasm

Previous studies of teacher enthusiasm have indicated that it can influence student motivation for learning, but it is not yet clear whether all students are influenced in this way, or only some of them. This study aimed to identify the percentage of students who were influenced by the teacher’s enthusiasm in normal classroom settings. Twenty-four grade 10 students were individually interviewed. The results indicated that all of the students had been influenced by the teacher’s enthusiasm, or lack of enthusiasm, in a recent lesson. Furthermore, the students described a wide range of teacher behaviors that they interpreted as indicating teacher enthusiasm. It was concluded that teacher enthusiasm is a motivational factor that can influence all or nearly all students.

scholarly journals Testing a Process-Product Framework for Conceptualizing Motivation

2019 ◽  
Vol 5 (1) ◽  
pp. 21
Author(s):  
David Palmer
Keyword(s):  
University Students ◽  
Self Efficacy ◽  
Personal Characteristics ◽  
Active State ◽  
Individual Interest ◽  
Personal Factors ◽  
Product Phase ◽  
Motivation For Learning ◽  
Teacher Enthusiasm ◽  
Process Product

This study explored the idea that motivation for learning can be a process as well as a product: the product being an active state of motivation whereas the process would include the antecedents that created that state. This hypothesis was tested by interviewing 47 university students immediately after normal lectures. Results showed that 89% had experienced an active state of motivation (the product phase) that was influenced by antecedents that included personal characteristics (e.g., self-efficacy, individual interest), temporal personal factors (mood, fatigue), and contextual factors (teacher enthusiasm and “interestingness”). It was concluded that process-product is a potentially useful framework for conceptualizing motivation.

scholarly journals Impact of Formative Assessment Practices on Student Motivation for Learning the English Language

2022 ◽  
Vol 10 (1) ◽  
pp. 25-41
Author(s):  
Anita Muho ◽  
Gentjana Taraj
Keyword(s):  
High School Students ◽  
Formative Assessment ◽  
Student Motivation ◽  
English Language ◽  
Peer Assessment ◽  
Assessment Practices ◽  
School Students ◽  
Self Assessment ◽  
Motivation For Learning ◽  
The Impact

This study aimed at exploring the impact of formative assessment practices on student motivation for learning the English language. As Leahy, Lyon, Thompson, and Wiliam (2005) stated, education needs to change its function from collecting the results of right or wrong, and to encourage teachers in gathering information that will affect the educational decisions. This study is a non-experimental, correlational study, to describe the relationship between formative assessment practices and motivation for leaning. The instrument used was a questionnaire on high school students from public and private schools, who were selected randomly by stratified sampling. They belonged to three major high schools of Durres, Albania. The findings of this study showed that factors like strategic questions used by the teacher during formative assessment, student’s portfolio, self-assessment, and peer assessment affected positively the motivation for learning the English language. The results of the regression equation revealed that from four independent variables, the factor that had the greatest impact on motivation for learning were strategic questions used by the teacher during formative assessment, followed by self-assessment, peer assessment and student’s portfolio. This study identified ways of intervention to promote motivation for learning the English language. The study will contribute in the Albanian context showing how assessment practices made an impact on student motivation. It will help educational institutions and policy makers, foreign language teachers in improving the assessment practices to promote student motivation in learning the English language.

scholarly journals The impact of online learning on student motivation in science and biology classes

2020 ◽  
Vol 13 (1) ◽  
pp. 73-87
Author(s):  
Mila Bulić ◽  
Ines Blažević
Keyword(s):  
Student Motivation ◽  
Online Teaching ◽  
Natural Sciences ◽  
Online Classes ◽  
Control Groups ◽  
Motivation For Learning ◽  
Significant Difference ◽  
Study Participants ◽  
And Control ◽  
The Impact

The research aimed to check for difference in learning motivation between students learning online and students participating in modern classroom instruction. The study participants included students attending grades 5 to 8, divided into experimental (online classes) and control groups based on pre-testing. The results show that there is no statistically significant difference in motivation between the tested sub-samples. Student motivation for learning natural sciences declines with their years of schooling, but this is not statistically significant. It can be concluded that online teaching of Science and Biology as a learning tool can be as motivating as modern teaching using active classroom methods.

Analysis of Economic Learning Success

2019 ◽  
Vol 15 (4) ◽  
pp. 18-30
Author(s):  
Henny Indrawati ◽  
Caska
Keyword(s):  
Student Motivation ◽  
The Poor ◽  
Learning Success ◽  
Motivation For Learning ◽  
Basic Competencies ◽  
Student Competencies

The purpose of this article is to (1) analyze the economics basic competencies difficult to be mastered by the students, (2) investigate the factors causing low student competencies on the NE in economics subject for the related basic competencies and find the solution to overcome the problems, and (3) formulate the appropriate model to improve success in economics learning. This study analyzed the variables that determine the success of students in economics learning. There are several points that can be concluded from the findings of the study, they are: 1) the competence of students in economics learning is in the poor category; 2) variables that determine the success of economics learning; 3) student motivation for learning was the most effect variable in determining the success of economics learning. From several studies that have been done, there has been no study that combines all the variables in determining the success of learning.

Alternative Teaching Classes in Chemistry as a Way to Increase Student Motivation to Learn

2020 ◽  
Vol 9 (3) ◽  
pp. 58-63
Author(s):  
T. Yarkova ◽  
R. Rabadanova
Keyword(s):  
Student Motivation ◽  
Bachelor's Degree ◽  
Quality Of Education ◽  
Control Points ◽  
Motivation To Learn ◽  
Alternative Teaching ◽  
Research Activities ◽  
Motivation For Learning ◽  
Intellectual Abilities

Currently, much attention is paid to the development of students ' intellectual abilities. This problem is particularly acute in Universities that provide training in the applied bachelor's degree system. The use of interactive and alternative types of educational activities is proposed, which increases the motivation for learning, stimulates search and research activities. On the example of the chemical block of disciplines, a scheme for building a training course that includes alternative types of classes is proposed. Methods that improve the quality of education are considered; control points that allow you to evaluate the dynamics of learning the discipline.

scholarly journals The Influence of Reasons Approving on Student Motivation for Learning

2015 ◽  
Vol 197 ◽  
pp. 1215-1222 ◽  
Author(s):  
Georgeta Panisoara ◽  
Nicoleta Duta ◽  
Ion-Ovidiu Panisoara
Keyword(s):  
Student Motivation ◽  
Motivation For Learning

scholarly journals Improving student interest with portable laboratory tools in engineering

2020 ◽  
Author(s):  
Larisa Dunai Dunai ◽  
José Alfonso Antonino Daviu ◽  
Ismael Lengua Lengua
Keyword(s):  
Active Learning ◽  
Student Motivation ◽  
Industrial Design ◽  
Positive Impact ◽  
Learning Technology ◽  
Student Interest ◽  
Project Learning ◽  
Motivation For Learning ◽  
New Methodologies ◽  
Very High

The desire for improving student motivation and interest in engineering learning promote new methodologies for active learning. The present paper present a new methodology based on project learning and portable learning technology. The goal of the method was to improve students confidence and learning in industrial design and prototyping during one semester. The results indicate that students motivation for learning was very high, also it has been maintained during all semester. Also the confidence on their learning and retention ability increased that indicate that the method havd a positive impact on the students.

scholarly journals Hubungan Motivasi Belajar Siswa dengan Persepsi Siswa dalam Berprestasi [The Relationship between Students' Motivation and Students' Perceptions of Achievement]

2017 ◽  
Vol 13 (1) ◽  
pp. 21
Author(s):  
Rosyeline Nesac Djuarsa ◽  
Imanuel Adhitya Wulanata ◽  
Dylmoon Hidayat
Keyword(s):  
Student Learning ◽  
Student Motivation ◽  
Student Perception ◽  
Rank Correlation ◽  
Significance Test ◽  
Learning Motivation ◽  
Learning Achievement ◽  
Significance Level ◽  
Instrument Construction ◽  
Motivation For Learning

<p>Learning achievement is influenced by many factors, such as teaching methods, the means and facilities available, the environment and student motivation to learn. One of the problems found in the school was weak student motivation for learning. Which in the end has an impact on the perception of students in achieving good results. The purpose of this research is to know if there is any correlation between the students’ learning motivation and students’ perception of learning achievement and what is the correlation of the students’ learning motivation and students’ perception of learning achievement. This research used a quantitative approach with a sample size of 30 students. Data were collected using a questionnaire. The validity of this instrument construction was obtained from three expert judgments. The empirical validity of this instrument was calculated by the formula of Rank Spearman. The variables concerning student learning motivation consisted of 18 items and the variables indicating student perception of learning achievement consisted of 8 items. Reliability is measured with Cronbach Alpha. The Alpha value obtained for the variables of student learning motivation was 0.865 and the Alpha value of the variable students’ perception of learning achievement is 0.781. Data were analyzed using the Spearman rank correlation (Rho-Spearman) and significance test connection with the distribution of t test at a significance level of 5%. The results of this research showed a significant positive correlation between students’ learning motivation and student perception of learning achievement (r = 0.612, sig= 0,000. That means that the higher the student learning motivation the stronger the student perception of learning achievement.</p><p class="abstrak"><em>BAHASA INDONESIA ABSTRAK: Prestasi belajar dipengaruhi banyak faktor, misalnya metode guru dalam mengajar, sarana dan fasilitas yang tersedia, lingkungan dan motivasi siswa dalam belajar. Salah satu masalah yang ditemukan di sekolah adalah lemahnya motivasi belajar yang dimiliki siswa yang akhirnya berdampak kepada persepsi siswa dalam berprestasi. Tujuan penelitian ini adalah untuk mengetahui adakah hubungan motivasi belajar siswa dengan persepsi siswa dalam berprestasi  dan bagaimanakah hubungan motivasi belajar siswa dengan persepsi siswa dalam berprestasi. Penelitian ini menggunakan pendekatan kuantitatif dengan jumlah sampel sebanyak 30 siswa. Data dikumpulkan dengan menggunakan kuesioner. Validitas konstruksi instrumen diperoleh dari 3 expert judgment (ahli). Validitas empirik instrumen dihitung dengan rumus Rank Spearman, variabel motivasi belajar siswa terdiri dari 18 item dan variabel persepsi siswa dalam berprestasi terdiri dari 8 item. Reliabilitas diukur dengan Alpha Cronbach, diperoleh nilai Alpha variabel  motivasi belajar siswa adalah 0,865 dan nilai Alpha variabel persepsi siswa dalam berprestasi adalah 0,781. Data dianalisis dengan menggunakan korelasi peringkat spearman (Rho-Spearman) dan uji signifikansi hubungan dengan uji distribusi t pada taraf signifikansi 5%. Hasil analisis ini menunjukkan adanya hubungan yang positif signifikan antara motivasi belajar siswa dengan persepsi siswa dalam berprestasi (r = 0,612, sig = 0,000. Artinya semakin baik atau tinggi motivasi belajar siswa maka akan semakin besar dan kuat juga persepsi siswa untuk meraih prestasi.</em></p>

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