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1.
Lenda Cook 《Community College Journal of Research & Practice》2013,37(4):419-425
This study examined the relationship between learning style awareness and academic achievement of community college students. The study was undertaken to determine if learning style awareness alone, without a change in the manner of teaching or in the matching of student and instructor styles, would benefit community college students as evidenced by an increase in academic achievement. The sample consisted of 78 second term anatomy students at Florida Community College in Jacksonville who were taught by two instructors who used comparable content and methods. By random assignment, half the group served as a control; the treatment half was given a learning style inventory, the Productivity Environmental Preference Survey (PEPS) by Dunn, Dunn, and Price (1979). The PEPS profiles were returned at mid‐term and were interpreted for each student. Individualized study tips for using learning style preferences advantageously were provided. All students were exposed to the same classroom experiences. Summed unadjusted scores of 105 objective items of common first and second classroom tests served as pretest scores. Scores of the 105‐item comprehensive final examination were used as posttest scores. An ANCOVA was performed using the pretest scores as covariates. There was a significant difference in academic achievement in favor of the learning style awareness group (p<.05). 相似文献
2.
Both learning style and academic belief systems have been identified as significant factors contributing to academic achievement. This paper evaluates the efficacy of teaching and learning in higher education by investigating the relationship between students assessment of their own academic proficiency (in this case Research Methods Proficiency [RMP]), learning style, academic locus of control, academic self-efficacy and academic achievement. First and second year undergraduate students' RMP was measured before and after completing modules in Research Methods. Students also completed measures of approaches to learning, academic self-efficacy and academic locus of control. Academic achievement (module mark) was also recorded. Results showed that perceived proficiency increased after completing the taught modules and that perceived proficiency was positively correlated with academic performance. Level 1 students, taught under the recently modified programme, reported significantly higher perceived proficiency than Level 2 students taught under the previous programme. Perceived proficiency was positively correlated with a strategic learning approach and negatively correlated with a surface learning approach and external locus of control beliefs. Academic achievement was also positively correlated with a strategic learning approach and negatively correlated with an apathetic learning approach. A deep learning approach failed to be associated with either RMP or academic achievement. It is suggested that: (i) these findings confirm, to some degree, the suggestion that there is an emphasis in later education on performance rather than learning (Lyddy, 1998); and (ii) perceived proficiency is a useful evaluation measure and is likely to contribute to effective and productive teaching and learning within higher education. 相似文献
3.
Hu¨seyin Akkus¸ Hakki Kadayifc¸i Basri Atasoy O¨mer Geban 《Research in Science & Technological Education》2013,31(2):209-227
The purpose of this study was to identify misconceptions concerning chemical equilibrium concepts and to investigate the effectiveness of instruction based on the constructivist approach over traditional instruction on 10th grade students' understanding of chemical equilibrium concepts. The subjects of this study consisted of 71 10th grade students from two chemistry classes of the same teacher. Each teaching strategy was randomly assigned to one class. The data were obtained from 32 students in the experimental group taught with instruction informed by the constructivist approach and 39 students in the control group taught with traditional instruction. The data were analysed using analysis of covariance. The results indicated that the students who used the constructivist principles-oriented instruction earned significantly higher scores than those taught by traditional instruction in terms of achievement related to chemical equilibrium concepts. In addition, students' previous learning and science process skills each made a significant contribution to the achievement related to chemical equilibrium concepts. In light of the findings obtained from the results, an additional misconception of chemical equilibrium concepts was determined in addition to the misconceptions in related literature. This misconception is that when one of the reactants is added to the equilibrium system, the concentration of the substance that was added will decrease below its value at the initial equilibrium. 相似文献
4.
Andrea R. Milner Mark A. Templin Charlene M. Czerniak 《Journal of Science Teacher Education》2011,22(2):151-170
The purpose of this study was to describe the influence of constructivist classroom contextual factors in a life science laboratory
and a traditional science classroom on elementary students’ motivation and learning strategy use. The Constructivist Teaching
Inventory was used to examine classroom contextual factors. The Motivated Strategies for Learning Questionnaire was used to
examine student motivation and learning strategies. A Wilcoxon nonparametric test determined that constructivist teaching
practices were found to occur more often in the life laboratory than in the regular classroom. Although constructivist teaching
practices increased at each observation time in both the regular classroom and in the life laboratory, a Friedman test determined
that they were not statistically significant increases. Paired sample t tests determined that student motivation and learning
strategies were higher in the life laboratory than in the regular classroom overall as well as at each survey time except
for learning strategies at Post 1. A 2 × 4 between 3 within repeated measure ANOVA determined that student MSLQ motivation
and learning strategy scores in the regular classroom varied statistically significantly by teacher. Student MSLQ motivation
and learning strategy scores in the life laboratory varied statistically significantly by teacher. To triangulate data, individual
interviews of students were conducted at the end of the semester and revealed students regard the life laboratory as an asset
to their science study; however, students do appreciate and value working in the learning environment that the regular classroom
provides. 相似文献
5.
This study sought to use simple, less costly, robust equipment and constructivist pedagogies, that promote and foster learning, to enable an intact class of 81 teacher trainees in a teaching programme to form their own authentic concepts through fun-filled, engaging social interactions. Data were collected by means of two-tier diagnostic assessments in a constructivist classroom environment that employed microscience equipment and activities. Questionnaires, semi-structured interviews, and observation schedules were employed to triangulate data and acquired learning skills. From the study, it was found that the variant hands-on and minds-on constructivist approach enhanced the acquisition of many learning skills, created environmental awareness, and concept formation. The implication here is that, the varied constructivist approach has the potential to change the way chemistry is taught in more pragmatic, interactive, simple, fun, and engaging ways to facilitate conceptual understanding of chemistry for sustainability and further innovations in STEM development.
相似文献6.
《Cultura y Educación》2013,25(4):509-521
AbstractThe purpose of this study was to examine the effects of three instructional approaches in secondary education students' physical self-concept after the implementation of an ultimate learning unit. A total of 274 (males: 151, females: 133) students (12 to 17 years of age) from an urban, coeducational high school (grades 8th to 12th) agreed to participate. They were distributed into three study groups in each grade: one group was taught using a Traditional approach (TRAD), another group was taught using the Sport Education model (SEM), and a third group was also taught using the Sport Education model and self-made materials (SEM-SM). The AF5-Self-Concept Questionnaire was administered to assess physical self-concept. The results showed that only the students in the SEM-SM group significantly increased their physical self-concept from initial to final tests. Self-made materials seem to have a significant positive effect, possibly due to their constructivist basis. 相似文献
7.
《Learning and Instruction》2007,17(1):29-41
One hundred thirty-seven students in 12th grade physics classes participated in a quasi-experimental study comparing the jigsaw classroom method of cooperative instruction with traditional direct instruction. While no differences were found between the two conditions for physics achievement gains, the results revealed differences in students' experience of the three basic needs (autonomy, competence, and social relatedness as posited by self-determination theory of learning), in self-reported cognitive activation, and in degree of intrinsic motivation. Path analyses showed that the basic needs partially mediated the effects of method of instruction on cognitive activation and intrinsic motivation. Increases in feelings of competence with cooperative learning were associated with better performance in physics. When controlling for competence, however, direct instruction had a facilitating effect on physics performance. Four aspects of students' personal learning characteristics (previous knowledge, academic self-concept in physics, academic goal orientation, uncertainty orientation) were assessed. Method of instruction was found to interact with self-concept: students with low academic self-concept profited more from cooperative instruction than from direct instruction because they experienced a feeling of greater competence. 相似文献
8.
9.
In this study, we measured students’ perceptions of mathematics classroom learning environment and investigated their associations with students’ achievement. The Mathematics-Related Constructivist-Oriented Classroom Learning Environment Survey (MCOLES) was developed with seven dimensions and 56 items, using theories surrounding classroom learning environment. For a sample of 423 grade 10 students from five schools in India, we validated the MCOLES by exploratory factor analysis and then by confirmatory factor analysis, which suggested the exclusion of 11 items and yielded an 11-factor solution. For achievement on a topic taught, mainly medium correlations emerged with the learning environment factors, suggesting practical implications for classroom teaching. This study is methodologically significant in proposing and validating the new MCOLES for measuring classroom learning environments in secondary-school mathematics.
相似文献10.
The objective of this study was to examine the effects of the flipped classroom method on the academic achievement of medical students in the Good Medical Practice Program, collect data on the students’ opinions of this method, and offer solutions to some of the most commonly cited problems in the literature regarding its use. The research design of the study involves a quasi-experimental pretest-posttest design with a control group, and the qualitative research method for answers to follow-up questions. Participants in the study were 38 first-year students from the Faculty of Medicine of Hacettepe University. An academic achievement test and a semi-structured interview form were used as data collection instruments. Findings of the study show that the students taught using the flipped classroom model have higher levels of achievement compared with the students taught using the traditional method. Interviews conducted with the experimental group showed that these students had positive views regarding the flipped classroom method, and it was concluded that solutions offered to deal with the problems, commonly viewed as the disadvantages of the method, were effective. 相似文献
11.
Julio Antonio Gonzalez-pienda Jose Carlos Nunez Soledad Gonzalez-pumariega Luis Alvarez Cristina Roces Marta Garcia 《Journal of Experimental Education》2013,81(3):257-287
The authors used the structural equation model (SEM) approach to test a model hypothesizing the influence of parental involvement on students' academic aptitudes, self-concept, and causal attributions, as well as the influence of the 3 variables on academic achievement. The theoretical model was contrasted in a group of 12- to 18-year-old adolescents (N = 261) attending various educational centers. The results indicate that (a) parental involvement had a positive and significant influence on the participant's measured characteristics; (b) causal attribution was not causally related to self-concept or academic achievement when the task involved finding causes for success, but, self-concept and causal attributions were found to be significantly and reciprocally related when the task involved finding causes accounting for failure; (c) self-concept was statistically and predominantly causally related to academic achievement, but not vice versa; and (d) aptitude and self-concept accounted for academic achievement, although the effect of self-concept was predominant. These results suggest that in adolescence, cognitive-affective variables become crucial in accounting for academic behavior. 相似文献
12.
A learning unit in earth science was taught to high school students, using a jigsaw-group mastery learning approach. The sample consisted of 73 students in the experimental group and 47 students who learned the topic in an individualized mastery learning approach. The study lasted 5 weeks. Pretests and posttests on academic achievement and affective outcomes were administered. Data were treated with an analysis of covariance. The results show that students of the experimental group achieved significantly higher on academic outcomes, both normative and objective scores. On the creative essay test, the differences in number of ideas and total essay score were not significant between the groups, although the mean scores for number of words were higher for the individualized mastery learning group. On the affective domain, jigsaw-group mastery learning students scored significantly higher on self-esteem, number of friends, and involvement in the classroom. No differences were found in cohesiveness, cooperation, competition, and attitudes toward the subject learned. The results are discussed through the evaluation and comparison of the two methods of instruction used in this study. The cooperative learning movement began in junior high schools as part of the desegregation process, aiming at facilitating positive ethnic relations and increasing academic achievement and social skills among diverse students (Aronson, Stephan, Sikes, Blaney, & Snapp, 1978; Sharan & Hertz-Lazarowitz, 1980; Slavin, 1980). However, elementary teachers quickly recognized the potential of cooperative methods, and such methods were adopted freely in elementary schools before becoming widespread on the junior and senior high level. It has only been during the past few years that application of cooperative learning has been studied extensively with these older students. Cooperative learning methods generally involve heterogeneous groups working together on tasks that are deliberately structured to provide specific assignments and individual contributions from each group member. Cognitive as well as social benefits are expected, as students clarify their own understanding and share their insights and ideas with each other as they interact within the group (Deutsch, 1949). Experiments in the science laboratory have always required students to work in groups of two to four, due to the constraints of experimental processes and limited equipment and sup- plies. Thus, science courses are a natural curriculum area for examining cooperative learning practices. Now that cooperative methods are being refined to develop particular capabilities in the students, science teachers need to examine ways of structuring specific tasks to achieve the academic, affective, and socialization goals for their students. Although most of the studies of cooperative learning in the high school science classroom have centered around the cognitive outcomes of achievement testing and process skills, affective and social outcomes are also significant with students of this age. But few studies in science classes have attempted to assess such aspects of students' progress. As part of a previous revision, the science faculty at the high school where this study was conducted developed an exemplary individualized mastery learning (1ML) program for teaching science. This program seemed to alleviate the severe motivational problems and the extreme individual differences among the students in this rural/bhe-collar community. Students learned to work independently on their science studies. They had almost no lectures and few large group activities. As they worked through their assignments, however, they were free to interdct with other students. Looking in on a typical class, one would see several clusters of two or three students working together, sometimes tutoring each other, sometimes just talking through an assignment. Yet at least half of the class members would be working all alone. The importance of the overall social setting in the classroom as it relates to learning (Bruner, 1986, p. 86) and the central function of social interaction as learning occurs (Vygotsky, 1978, p. 106) seemed to have been ignored. Therefore, group mastery learning (GML), a cooperative learning tech- nique, was suggested as an antithesis to IML for teaching science over short periods. The cooperative mode of instruction considers learning as a cognitive as well as a social process, where students interact with each other as well as the teacher. To bring the social dimension back to science classrooms, the researchers chose to imple- ment GML in Grades 1 I and 12. The goal of the study was to investigate the GML's impact of the method on the individual student's academic achievement, creativity, self-esteem, and number of friends and on the overall learning environment of the classrooms. The researchers were also concerned with the students' attitudes toward earth science, the course being taught at the time of the experiment. Both cognitive and affective outcomes for students who participated in the cooperative GML approach were compared with outcomes for students who studied the same topic in an IML approach. The study addressed a number of questions related to academic and nonacademic outcomes of the two methods of study. First, it sought to determine whether academic achievement of the students taught in the cooperative GML mode would be different from the achievement of students who learned in an individualized method. Second, it sought to determine whether gains or losses would be seen in nonacademic outcomes, such as classroom learning environment, social relations, and students' self-esteem experienced by the students. The results of this study may support more use of cooperative learning in high school science. 相似文献
13.
《Studying Teacher Education》2013,9(2):169-181
The authors describe a journey of self-study during which one author shifted from traditional, teacher-driven approaches to a more problem-based inquiry approach to teaching mathematics. He videotaped a series of lessons taught to sixth-grade students over a semester and analyzed his teaching during discussions with his mentor at the university. The shared analysis helped him learn to involve his students more directly in their own learning. A major lesson learned was that understanding the potential value of a problem-solving approach to teaching mathematics does not guarantee corresponding changes in the classroom. Two vital elements of lesson development emerged as focal points for self-study. After first learning how to prepare worthwhile mathematical tasks, the teacher also learned the importance of implementing effective questioning strategies to help students think more deeply about the mathematics they were learning. 相似文献
14.
Achievement differences shown by teaching clerical skills through use of computer-assisted instruction (CAI) and traditional self-paced instruction were investigated. Differentials in correlations of achievement with aptitude and learning style measures for students taught by the two methods were determined. A randomized pretest-posttest design with analysis of covariance was used to compare achievement differences. Group differences in relationships between learning-related variables and achievement were compared through Fisher r to z transformations. The CAI group achieved significantly higher than did the traditional group. Arithmetic aptitude and learning styles associated with sociability traits correlated higher with achievement in the CAI group than in the traditional group. Different aptitude-learning style patterns were associated with higher achievement in the two groups. 相似文献
15.
Sharon H. Harwell Shannon Gunter Sandra Montgomery Cheryl Shelton Deborah West 《Learning Environments Research》2001,4(3):259-286
This article describes initial results of a collaborative action research endeavor between a regional university and a local
school (Grade 6 level) using learning environments research to monitor alignment of classroom learning activities with a constructivist
viewpoint while integrating technology into the curriculum. Student perceptions as measured by the Constructivist Learning
Environment Survey (CLES) were explored. Teacher logs, teacher interviews, and fieldnotes from team discussion groups and
classroom observation provided further understanding of interactions in the classroom. A one-way analysis of variance in which
the set of four classroom learning environment variables for the CLES, the set of five variables for each of the CLES-Mathematics
and the CLES-Science and time of administration (prior to technology integration and after technology integration) yielded
no significant changes in student perceptions of the classroom learning environment over the duration of the academic year.
Interpretation of results led teachers to construct a new set of questions and a new plan of action to bring their classroom
learning environment into closer alignment with a constructivist perspective for teaching and learning.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
16.
《Australian Journal of Learning Difficulties》2013,18(2):153-172
Vocabulary knowledge is an important predictor of literacy and broader academic outcomes, and children's literature is a rich source of sophisticated vocabulary. This study investigated the effect of providing instruction in word meanings as an adjunct to story-book read-aloud sessions in Grade One classrooms. The main intervention programme ran for 18 weeks over three terms in low socio-economic status (SES) schools. Two intervention models incorporating explicit instruction components were compared with existing classroom practice. Teaching a greater number of word meanings more briefly was contrasted with teaching fewer words in greater depth. Pre- and post-instruction vocabulary knowledge was assessed using curriculum-based assessments. Both explicit approaches were more effective in improving word learning than a traditional constructivist approach. Increased intensity of instruction resulted in better learning for individual words. There was no discernible carryover to scores on standardised vocabulary tests. 相似文献
17.
Both academic self-concept and interest are considered domain-specific constructs. Previous research has not yet explored how the composition of the courses affects the domain-specificity of these constructs. Using data from a large-scale study in Germany, we compared ninth-grade students who were taught science as an integrated subject with students who were taught biology, chemistry, and physics separately with regard to the dimensional structure of their self-concepts and interests. Whereas the structure of the constructs was six-dimensional in both groups (self-concept and interest factors for biology, chemistry, and physics), the correlations between the domain-specific factors were higher in the integrated group. Furthermore, the pattern of gender differences differed across groups. Whereas male students generally showed higher self-concept and interest in physics and chemistry, a small advantage for male students in biology was only present in integrated science teaching group. We conclude that aspects of the learning environment such as course composition may affect the dimensional structure of motivational constructs. 相似文献
18.
AbstractThe study reported here examined college students’ academic self-efficacy, ‘academic press’ and learning achievement, as well as the association between these three variables within learning contexts using interactive whiteboard-based instruction. A quasi-experimental study was conducted using a sample (n = 103) of first-year college students in China. Participants were taught English by either an interactive whiteboard-based or traditional lecture-based instructional approach for three months. The results showed that the interactive whiteboard-based instructional intervention cultivated higher levels of academic press and academic self-efficacy among students and a significant, positive correlation was identified between these two variables. Students’ learning achievement was not affected by the instructional intervention. These results indicate that interactive whiteboard-based instruction offers some distinct benefits. In future work, additional research is needed to clarify how the instructional model relates to understanding learning achievement. 相似文献
19.
Lindsey T. Back Elizabeth Polk Christopher B. Keys Susan D. McMahon 《Learning Environments Research》2016,19(3):397-410
Urban learning environments pose distinct instructional challenges for teachers and administrators, and can lead to lower achievement compared to suburban or rural schools. Today’s educational climate increasingly emphasises a need for positive academic outcomes, often measured by standardised tests, on which student educational opportunities, teacher benefits and school funding can be based. By applying an ecological framework to the urban school environment, it could be possible to better understand and ultimately improve the educational context at multiple levels. This study examined how classroom management, staff relations and school climate contribute to academic achievement, as measured by ACT scores. In a large urban American public school system, 208 teachers from 38 high schools were surveyed. A model was tested in which, when academic achievement was accounted for over time, classroom management and staff relations contributed positively to school climate, and climate in turn contributed to academic achievement. Structural equation modeling revealed that the data fitted the proposed model. Results illustrate the roles of school and classroom factors related to academic performance and underline the importance of classroom management strategies and positive learning environments. Results suggest avenues for interventions to increase academic achievement by supporting students through the lens of an ecological framework. 相似文献
20.
No previous research has employed learning environments criteria in evaluating the effectiveness of the system of teacher certification sponsored by the National Board for Professional Teaching Standards. Because the litmus test of any professional development effort is the extent of the changes in teaching behaviours in participating teachers’ classrooms, our study drew on the field of learning environments in evaluating the effectiveness of National Board Certified (NBC) teachers in terms of their students’ perceptions of their classroom environments. A sample of 443 students in 21 Grade 8 and 10 science classes taught by NBC teachers in South Florida was compared with a matched group of 484 students in 17 classes taught by non-NBC teachers in terms of classroom environment (as assessed by the What Is Happening In this Class?) and students’ attitudes and achievement. Statistically significant differences (with small to medium effect sizes ranging from 0.14 to 0.35 standard deviations) were found in favour of NBC teachers for numerous classroom and environment scales (Teacher Support, Involvement, Task Orientation, Investigation and Cooperation) and for student attitudes. 相似文献