ACHIEVEMENT MOTIVATION AMONG ADOLESCENTS

An attempt was made in the present investigation is Aim: Achievement motivation among adolescents. Objectives: To study the inuence of gender, type of management and locality on achievement motivation among adolescents. Sample: The sample of the present investigation was selected 200 adolescent's students in Chittoor district of Andhra Pradesh State of India. The subjects were in the age group from 15 to 18 years and using systematic random sampling technique. Tool: The Pratibha Deo and Asha Mohan (2011) accomplishment motivation scale was used as a tool. Research Design: As there are three independent variables i.e., gender (male & female), type of management (government & private) and locality (rural & urban), each is divided in to two categories, a 2×2×2 factorial design was employed in the present study. Statistical Analysis: Means, SDs and Analysis of Variance (ANOVA) were used. Results: Results revealed signicant impact of gender, type of management and locality with regard to achievement motivation among adolescents. Conclusions: Males have high achievement motivation than females; there is no signicant inuence of type of management on achievement motivation and students of urban areas have high achievement motivation than students of rural areas.

The Effect of Type A Personality and Public Accountant Law Perception on Career Interests as Public Accountants

Individuals with type A personalities are people with high achievement-oriented, competitive, and fast workers. They are considered qualified to be public accountants. However, the perceptions of public accountant laws influence their career interests. The purpose of the research is to investigate the influence of type A personality and perception of public accountant law on career interests of accounting students as public accountants. The data were collected by disseminating questionnaires to respondents of 94 accounting students of the 7th semester and above at the private universities in Denpasar. All instruments are valid and reliable. Data distribution has been freed from classical assumptions. The findings indicate that type A personality and the perception of public accountant laws have positive and significant effects on accounting student career interests as public accountants.

Middle School Students' Reported Self-Regulation Strategies in Completing Online Mathematics Homework

The purpose of this qualitative descriptive case study is to benefit our understanding of the potential of online homework as it relates to developing and supporting students’ self-regulated learning (SRL). This descriptive case study explores the use of self-regulated learning (SRL) strategies reported by students in the context of completing online mathematics homework (OHW). Eighth-grade students (10 total) from a traditional middle school were interviewed using a validated data collection instrument, the Self-Regulated Learning Interview Schedule or SRLIS (Zimmerman & Martinez-Pons, 1986, 1988). Students’ open-ended responses were interpreted using a framework of self-regulation theory and coded using 14 self-regulation strategies to identify the strategies used and to understand differences or similarities among students among different achievement groups (low or high). Students reported using a variety of SRL strategies while completing OHW. All but two students reported goal-setting and planning and seeking social assistance (from teachers, adults, and peers). Additionally, this study identified two new categories of seeking non-social assistance—online resources in general and those from the Khan Academy in particular. Among achievement groups, students in the high-achievement group reported greater use of the cognitive SRL strategy organizing and transforming, whereas students in the low-achievement group had more recurrent reports of no strategy. Students in the low-achievement group reported use of the motivational SRL strategies, environmental structuring and self-consequences, whereas students in the high-achievement group reported no use of motivational SRL strategies, but instead reported parent-initiated involvement.

Akurasi Pemetaan Kelompok Belajar Siswa Menuju Prestasi Menggunakan Metode K-Means

The quality of students in school has a lot of diversity, this makes students have different levels of understanding. This can be seen from the variety of student scores obtained on report card scores, this needs to be a concern for the school, especially teachers. One of them is by forming effective study groups so that every student has the opportunity to excel. So this research was carried out with the aim of helping schools, especially teachers, to map student study groups evenly based on student report cards obtained in Semester I to Semester IV. The method used was clustering with the K-Means algorithm on the report card scores of Class IX.C students at SMP Pembangunan Laboratorium UNP. The results in this study obtained 3 clusters of students, namely students with High Achievement, Achievement and Less Achievement. This research can be used as a guide for teaching teachers in making decisions about the formation of student study groups in Class IX.C.

Analyzing the Gender Strategy in Math: Good, Routine, or Naive Problem Solver?

<p class="JRPMAbstrakKeywords"><span>Each student's problem solving has different characteristics and can be seen in terms of gender differences. Gender in mathematics achievement is still a hot topic to be researched. Therefore, this study aims to describe the problem solving of primary school students on Geometry using the Polya strategy model in terms of gender. This study uses a qualitative approach design. Participants in this study consisted of 4 high and moderate achievement primary school students of the male and female gender. Data collection providing by problem-solving test, and then we conducted interviews with participants as part of the data triangulation process. Based on the study results, we found that: (1) there are differences in problem-solving strategies carried out by male and female students. For high achievement, male participants are superior, while for moderate achievement, female participants are superior; (2) A male student with high achievement is a good problem solver. A female student with moderate achievement is routine problem-solver, and naive problem-solvers are a female student with high achievement and a male student with moderate achievement. (3) Good problem solver were confident and able to find other ways when encounters obstacles. Routine problem solver do not do the looking back process, so there are mistakes at some of the problem-solving stages, and naive problem solvers only manipulate the numbers on the problem into some calculation operations.</span></p>

Impact of the Van Heil Model in Developing Abstract Thinking

This study aimed to reveal the Impact of Van Heil's model in developing abstract thinking among10th grade students in South Hebron Education Directorate. In order to achieve the objectives of this study, the researcher used the experimental method, as the study was applied during the first semester of 2020/2021 academic year. The study population consisted of all the 10th-grade students who are registered in South Hebron Education Directorate, who are (2,967) students. The study was applied to an intentional sample that consisted of (44) female students from Dura Girls' Vocational Secondary School divided into two divisions, where one of the two divisions was considered an experimental group and the other was a control group, and each group reached (22) students. The experimental group was taught the Geometry construction unit in the10thgrade mathematics course using Van Heil's model, and the control group taught the same unit using the regular method. The researchers prepared a tool of abstract thinking. The validity and reliability of the test was verified by appropriate methods. The statistical analysis software (SPSS) was used to analyze the results of the study, by using analysis of covariance test (ANCOVA). The results revealed the existence of statistically significant differences in the students' scores in the test of the level of abstract thinking according to teaching method variable, and in favor of the experimental group, the results revealed the presence of statistically significant differences in the test of the level of abstract thinking due to academic achievement variable, in favor of the group with high achievement, also the presence of statistically significant differences in the test of the level of abstract thinking due to interaction between method of teaching and level of academic attainment, in favor of the students with high achievement in the experimental group. In light of the results, the researchers recommended the necessity of employing Van Heil's model in teaching Geometry units, the importance of training mathematics teachers to use it in teaching Geometry in mathematics courses is also recommended by the researcher, the researcher also recommended the need to conduct more studies on Van Heil's model using other dependent variables such as: generative thinking and trends towards Geometry or towards the model.

How to Promote University Students to Innovative Use Renewable Energy? An Inquiry-Based Learning Course Model

This paper aims to explore a student-oriented curriculum model on Renewable Energy Sources (RES), since RES is an important solution to the energy problem, and training talents with relevant skills and qualities has become a key part of our overall energy strategy. Based on Taylor Principle and PDCA Cycle Theory (Plan, Do, Check, Act), this paper proposed a “Student-centered Inquiry” RES course model together with three reference templates for the design, teaching, and evaluation processes of the course. This dissertation conducted a case study on 27 students from China University of Petroleum (East China), and the primary purpose of the study was to find out how changes in the curriculum could affect the learning effects of both high achievement students and low achievement students. By adopting the paired T-test and independent T-test, the results indicated that: (a) There was a relationship between the new curriculum model and the students’ academic performance, (b) the improvement in low-achievement students was more significant than in high-achievement students, and (c) the new curriculum model has positive effects on students in terms of knowledge transfer, methodology, reductionism, and consciousness formation. In view of the limitations of current RES related education in universities, these results can be used as templates to improve the quality of RES education.

“ THE EFFECT OF MIXED GAMIFICATION AND ACHIEVEMENT MOTIVATION ON CONCEPT COMPREHENSION AND CREATIVE THINKING SKILLS IN LEARNING SCIENCE.”

This research is motivated by the poor comprehension and creativity of elementary school students in science lessons. This study aimed to determine gamification's effect on improving learning outcomes in concept comprehension and creative thinking skills in students studying science. Achievement motivation is suspected of being involved as a variable that interacts with gamification in improving learning outcomes. The data analysis technique used the Multivariate Analysis test. The research subjects were 73 students in the control class and the experimental class. This research is a quasi-experimental research, with a 2x2 factorial, and pretest-posttest non-equivalent control group design. The experimental class uses mixed gamification, while the control class uses content gamification. The difference between the two lies in the gamification elements used. The study results showed that 1) there was no significant difference in the learning outcomes of conceptual comprehension between groups of students who used mixed gamification and content gamification; 2) there was no significant difference in the learning outcomes of conceptual comprehension between groups of students who have high achievement motivation and low achievement motivation; 3) there was no interaction between gamification (mixed gamification and content gamification) and achievement motivation on learning outcomes comprehension the concept; 4) there was no significant difference in the learning outcomes of creative thinking between groups of students who use mixed gamification and content gamification; 5) there was no significant difference in the learning outcomes of creative thinking between groups of students who have high achievement motivation and low achievement motivation; 6) there was no interaction between gamification (mixed gamification and content gamification) and achievement motivation on learning outcomes to think creatively. Achievement motivation is not the only factor that affects the learning outcomes of concept comprehension and creative thinking. Future research is important to consider the different moderator variables from achievement motivation and other gamification elements.

Strategi Belajar Mahasiswa terhadap Pengembangan Keterampilan Berbicara

<p>In the current pandemic situation, reaching the goals of learners’ speaking skill fluently and accurately are not enough only determined by the lecturers’ strategy but also learners’ enthusiasm to use appropriate speaking learning strategy. The presents study aimed to identify what speaking learning strategy used by the learners, different strategies used by learners’ who are having low and high achievement, and then the dominant strategy employed by the learners. The study applied descriptive study, then the participants were 50 third semester students, chosen from 5 classes of English education study program of IKIP PGRI Pontianak. The tools of collecting data, the participants were asked to fill a questionnaire and to do a speaking test. The findings revealed all strategies almost used by the learners to develop their speaking skill, meanwhile the different strategies used by the students who are having low and high achievement are found in frequency of use the strategies and varieties of strategy in learning speaking skill. From the six strategies of learning speaking skill, as indicated in this study, the dominant strategy which have been employed by the learners is afektif strategy.</p><p> </p>