Development of Acid-Base Devices Integrating ARCS Motivation Strategy in Problem-Solving Learning Model Scientific Attitude and Critical Thinking Skills of Students

The purpose of this research is to develop an acid-base device that integrates ARCS motivation strategies in problem-solving learning models of scientific attitudes and critical thinking skills of students. The development of this device uses a 4-D model, but in this study, due to the limited time, the development of the device only reached the development stage and was tested on Biology Education Study Program students in semester 2 with a one-group pretest-posttest design. Data collection techniques used are validation, tests, and questionnaires. Data were analyzed using SPSS and the Likert scale. The results showed the validity of the Semester Lesson Plan obtained a rcount of 0.690, valid category. Student Worksheet obtained rcount value of 0.748 valid categories. Learning Outcomes Test obtained, rcount of 0.701, with a valid category. The percentage of Lesson Plan implementation is on a scale of 4 with a good category. The results of the N-Gain Score test in the productive class is 78.58% effective category while the N-Gain Score in the trial class is 70.14% and is included in the quite effective category. The data shows that learning using ARCS motivation strategies in problem-solving learning models can improve student learning outcomes.

Pembelajaran dalam Talian Sepanjang Pandemik Covid-19: Faktor Akses Internet dan Sosioekonomi Terhadap Motivasi Pelajar Kolej Komuniti

Kajian kes ini dijalankan untuk mengkaji tahap motivasi berdasarkan akses internet dan faktor sosioekonomi dalam kalangan pelajar di sebuah kolej komuniti yang terletak di Pahang. Pengkaji melihat empat objektif utama iaitu mengenal pasti tahap motivasi pelajar, perbezaan tahap motivasi berdasarkan faktor jantina, tahap kelajuan internet dan tahap sosioekonomi. Dengan menggunakan kaedah tinjauan, borang soal selidik telah diedarkan secara atas talian (google form) sebagai instrumen bagi memperoleh data berbentuk kuantitatif. Kajian ini mengadaptasi instrumen Motivation Strategies for Learning Questionnaire (MSLQ) oleh Paul Pintrich et al. (1991) bagi mengukur tahap motivasi responden. Selain itu, data demografi berkaitan sosioekonomi dan akses terhadap Internet turut dikumpulkan. Kaedah persampelan rawak mudah digunakan dan seramai 127 orang pelajar kolej komuniti telah dipilih sebagai sampel kajian. Dapatan kajian mendapati motivasi pelajar berada pada tahap tinggi semasa pembelajaran dalam talian sepanjang pandemik. Analisis ujian t bagi tahap motivasi berdasarkan jantina menunjukkan perbezaan yang signifikan di mana motivasi pelajar perempuan adalah lebih tinggi berbanding pelajar lelaki. Analisis ANOVA menunjukkan tiada perbezaan yang signifikan bagi tahap motivasi pelajar berdasarkan pencapaian akademik, kelajuan internet dan tahap pendapatan keluarga. Manakala, tahap motivasi berdasarkan jenis pekerjaan bapa dan ibu menunjukkan perbezaan yang signifikan. Dapatan kajian memberi implikasi kepada pensyarah dan pihak pengurusan kolej komuniti untuk memastikan keperluan asas pembelajaran pelajar diberikan perhatian bagi memastikan proses pembelajaran secara dalam talian dapat dilaksanakan dengan berkesan.

Mathematical Anxiety as Predictor of Learning Motivation Strategies

Empirical findings showed how mathematical anxiety of an individual predicts the academic performance of learners. As a coping mechanism, learners are left with various choices on dealing with subjects inclined with mathematical concepts. One way to cope up is the preference of learning motivation strategies. The motivation strategies were categorized into cognitive, meta-cognitive, non-informational resources management and informational resources management. However, there is a scarce literature on how anxiety could predict the behaviour of an individual’s accommodation of these strategies. This led the researcher to investigate the predictive behaviour of mathematical anxiety on student’s utilization of learning motivation strategies among senior high school students enrolled in Science, Technology, Engineering and Mathematics program. The program was crafted for students who are inclined in sciences and mathematics. Results revealed respondents have moderate level of anxiety wherein course anxiety contributes to the level of anxiety felt. Among the learning motivation strategies, self-regulation strategy was the most commonly utilized strategy among respondents with peer learning as least utilized. However, bivariate analysis showed anxiety is moderately related with rehearsal, organization, effort regulation, time and study environment, peer learning and help-seeking strategies. Regression analysis was also tested to reveal how anxiety predicts specific learning motivation strategy. Analysis revealed that anxiety predicts the utilization of effort regulations strategies in learning mathematically inclined subjects. The findings provided a new perspective on how anxiety allows an individual to utilize available strategies for understanding various concepts. Teachers are encouraged to cultivate a culture of regulation, environment conducive for learning, peer interaction and access to Internet-based or digital resources for learning

CS1 Student Grade Prediction: Unconscious Optimism vs Insecurity?

The difficulties of many students in introductory programming courses and the consequent failure and drop out make it necessary to look for motivation strategies for them to be successful. One of the strategies that is touted in the literature is self-assessment to compromise and motivate students. As we had doubts about the possibility of this strategy, we did an experiment and asked the students to predict the grades of the two tests and the two projects during a semester. Even knowing the correction grid and exercises that involve programming languages, which shows the result to the programmer, we found that the students' forecasts were not very accurate. In the first test we found that the worst students said they were going to get reasonable grades and much better than reality, while the best students thought they had worse grades than they actually had. The other moments of evaluation did not have as severe results, but forecasts continued to be inaccurate. We did tests by gender, by age, for being a freshman or not, for having taken a computer course in high school and for previous knowledge of programming languages: none of these variables proved to be as significant as the students' grades and their corresponding insecurity-fear or optimism-unconscious.

The Employment of Motivation Strategies by ESL Teachers in Language Teaching in the Philippines

Purpose: This paper aims to identify the motivation strategies employed by high school English Language teachers in conducting their lessons in English language teaching. It also aims to examine the relationship between the motivation strategies employed by English Language Teachers and the parts of the lesson in which the strategies are used. Approach/Methodology/Design: Descriptive Correlational Design was employed in this study. Purposive sampling was utilized in the study which comprised of eight English teachers of Pag-asa National High School, Philippines. Mean (X) and Pearson-r were used for the interpretation of data. Findings: The results of the study showed that out of forty eight listed motivation strategies only eighteen motivational strategies are performed by the English teachers. Also, motivation strategies directed to promoting learners’ confidence are mostly utilized by the teachers and the different parts of the lesson are associated with the motivational strategies. The study is limited only to identifying the motivational strategies used by the teachers and how these motivational strategies are related to teaching English in Pag-asa National High School. Practical Implications: This study may aid the teachers in understanding whether they employ enough motivational strategies in their classes. Originality/value: The results of this study may be used as a basis in conducting Learning Action Cell (LAC) Sessions among English teachers in terms of managing English classes and using of motivation strategies.