Differences In Learning Motivation Research Articles

Foreign Language Anxiety and Students’ Learning Motivation for Filipino Foreign Language (Korean) Learners

Anxiety and motivation are indispensable aspects of learning a foreign language (FL). To some extent, students' motivation for Korean language learning can influence their learning outcomes. This quantitative study aimed to look into the relationship between foreign language anxiety and the learning motivation of Filipino students. Through stratified random sampling, 633 college students from Bataan Peninsula State University-Main Campus studying a foreign language (Korean) served as the sample for this study. The sample comprised 58% male and 42% female, mostly belonged at ages 19-24. Data gathered was analyzed using SPSS version 21. Correlation analysis between FL learning anxiety and motivation was implemented. More so, an independent sample T-test and an ANOVA (Tukey-HSD as post hoc) were applied to evaluate FL anxiety and learning motivation differences. The results demonstrated a low-tomoderate significant relationship between language anxiety and learning motivation. Furthermore, there are differences in learning motivation based on sex rather than age. On the other hand, age has no bearing on the two factors in the examination. In conclusion, FL anxiety hinders language acquisition yet students have a positive and motivated outlook toward learning

Impact Study of the Learning Effects and Motivation of Competitive Modes in Gamified Learning

At a time when game-based learning has become a research hotspot, this study focused on the competition mechanism in gamified learning, aiming to explore the impact of different competition modes on students’ vocabulary learning effect and learning motivation. A group of 79 sixth grade students from China were randomly assigned to a non-competitive class, an individual competition class, and an inter-group competition class. The experiment was conducted in an English vocabulary course, and the game competition was carried out using the Quizlet Live game platform. The results indicated that: (1) the vocabulary learning effect and motivation of students in the competitive classes (individual competition and inter-group competition) were better than those in the non-competitive class; (2) the learning effect of students in the inter-group competitive class outperformed that of the individual competitive class, but there was no significant difference in learning motivation. Through the qualitative analysis of the students’ interviews, it was found that the results of inter-group competition may be related to the student’s perception of learning and emotional support. The findings of this study can provide relevant support for the subsequent game-based learning design.

Exploring the Learning Psychology Mobilization of Music Majors Through Innovative Teaching Methods Under the Background of New Curriculum Reform.

The research expects to explore the psychological mobilization of innovative teaching methods of Music Majors under the new curriculum reform. The relevant theories of college students’ innovative teaching methods are analyzed under deep learning together with the innovation and construction of music courses. Thereupon, college students’ psychological mobilization is studied. Firstly, the relationship between innovation and entrepreneurship teaching and deep learning is obtained through a literature review. Secondly, the music classroom model is designed based on the deep learning theory, and the four dimensions of the music curriculum are defined to innovate and optimize the music teaching model. Finally, the Questionnaire Survey (QS) is used to analyze the design classroom model. Only 15% of the 180 respondents understand the concept of deep learning, 32% like interactive music learning, and 36% like competitive comparative music classroom learning. And the students who study instrumental music have higher significant differences in learning motivation than those who study vocal music. In addition to classroom learning, 16% of people improve their music skills through music equipment. College students like interactive music classes and competitive comparison classes that can give more play to their subjective initiative. After the new curriculum reform, the music curriculum based on deep learning can stimulate students’ interest in learning and participate in the mobilization of students’ learning psychology. Therefore, in the future of music education and teaching, there is a need to pay more attention to students’ psychological status. The research results can provide references and practical significance for the innovative teaching activities of music classrooms after the new curriculum reform.

IMPROVING READING SKILL BY USING SKETCH TO STRETCH STRATEGY IN OFFLINE LEARNING AND CONVENTIONAL IN ONLINE LEARNING TO LITERAL READING SUBJECT

This study aims to find out: (1) Is there a significant difference in the Sketch to Stretch strategy in improving students' reading skills in offline learning?, (2) Does conventionally have a significant difference in improving students' reading skills through online learning? and (3) Is there any contribution to increasing students' reading ability by increasing motivation to learn offline and online learning?. To determine the effectiveness of the Sketch to Stretch strategy, researchers had taken two research samples. The first group was taught using the Sketch to Stretch strategy in offline learning and the second used conventional strategies in online learning. To collect data, both groups were given a speech test and a learning motivation questionnaire. The results showed that there was a significant difference in learning motivation in the reading ability of students of the 1A semester English study program after being taught using the Sketch to Stretch strategy. So it can be concluded that the Sketch to Stretch strategy learning has an effect on reading ability and increasing student learning motivation.

Адаптация русскоязычной версии опросника «Учебный интерес и академическая самооценка»

Introduction. Motivation is one of the most reliable predictors of success in school, confirmed by the results of meta-analyses controls for intelligence and previous academic achievements. Goals and objectives. This article gives the results of the adaptation of the Russian version of the self-reported questionnaire, “Intrinsic motivation and Ability of self-perception”. It was aimed at measuring two aspects of a student's motivational sphere: their desire to study certain academic disciplines and self-assessment of their educational achievements in certain subjects at school. The age range analyzed was primary and secondary school children. Materials and methods. The questionnaire “Intrinsic motivation and Ability of selfperception” is aimed at measuring the motivation to study such school subjects as the Russian language, mathematics, natural sciences and physical education. The study involved 936 students aged 8 to 16.9 years, 396 primary school children (grades 2-4, 52.3% boys) and 540 adolescents (grades 5-9, 50.9% boys). Confirmatory factor analysis (CFI) and Student's t test were used. Results. According to the analyses of the original model, intrinsic motivation and selfperceptions of achievements factors for each school discipline had very high intercorrelations, which pointed towards a common latent construct underlying both intrinsic motivation and self-assessment of educational achievements. The study reveals differences in learning motivation between primary schoolchildren and adolescents in all analyzed school disciplines. Additionally observed was the tendency towards weakening of interrelationships between scores for learning motivations of various school disciplines in the period from primary to basic school education. Conclusion. Thus, the results of the adaptation of the Russian-language version of the “Intrinsic motivation and Ability of self-perception” questionnaire confirmed the four-factor structure, according to which there is a single indicator of academic motivation for each of the four school disciplines - the Russian language, mathematics, natural sciences and physical education.

MOTIVATION TO LEARN PUBLIC HIGH SCHOOL STUDENTS AND BOARDING SCHOOLS DURING ONLINE LEARNING

This study aims to determine whether there are differences in learning motivation between general high school and high school of Islamic boarding school during online learning. The population of the study were all high school students, both general and Islamic boarding schools who were taking online learning. The research method used is a quantitative approach. The data collection method uses a questionnaire that is distributed using google form. The data analysis method uses the Independent Sample t Test technique. The data collected was 250 people, divided by 149 general high school students and 101 high school students of Islamic boarding schools. After testing the hypothesis using the Independent Sample t Test, it is found that the hypothesis is accepted, there is a significant difference in learning motivation between general high school students and Islamic boarding schools with a significance value of 0.033 and 0.027. Then also the results obtained that the mean value of high school students of Islamic boarding schools is higher, namely 53.09 compared to the mean value of general high school students which is 51.27. This means that the learning motivation of Islamic boarding school high school students is higher than general high school students during the online learning process.

The Efficiency of Cooperative Learning in Physical Education on the Learning of Action Skills and Learning Motivation.

This paper proposes a cooperative learning method for use in physical education, involving two different grouping methods: S-type heterogeneous grouping and “free” grouping. Cooperative learning was found to enhance the effectiveness of basketball skills learning and learning motivation. A comparison was made of the differences between action skills grouping (the control group) and “free” grouping (the experimental group). The ARCS Motivation Scale and Basketball Action Skills Test were used to measure results, and SPSS statistical analysis software was used for relevant statistical processing (with α set to.05). The results showed that overall skills, dribbling and passing among the action skills groups and “free” groupings significantly improved, but results for shooting were not significant; motivation levels for the two grouping methods significantly improved overall, and no significant differences in learning motivation and learning effectiveness were found between the different grouping methods. It is clear that teachers should first establish a good relationship between and with students, and free grouping methods can be used to good effect. Teachers using cooperative learning should intervene in a timely manner and choose suitable grouping methods according to the teaching goals.

دافعية التعلم وعلاقتها بالتوافق الدراسي لتلاميذ(الحلقة الأخيرة)مرحلة التعليم الأساسي بمحلية شرق النيل بالخرطوم

This study aims to investigate the relationship between learning motivation and scholastic adjustment among basic school pupils in East Nile locality. The study also attempts to identify the differences in learning motivation among pupils according to gender, class and pupils' parental educational level. To achieve these aims, the researchers applied the descriptive-correlation method. A Stratified random sample of 570 pupils was selected from different educational sectors in East Nile Locality. Tools of data collection consisted of the following: a preliminary information form, a learning motivation scale in addition to scholastic adjustment scale for basic school pupils. The Statistical Package for Social Sciences (SPSS) has been used to analyze the data by applying the following statistical tests: Pearson correlation coefficient, t-test, Cronbach’s alpha equation and Spearman correlation coefficient. The study arrived at the following results: the pupils’ learning motivation of East-Nile Locality is statistically above the average; there is a significant positive correlation between learning motivation and scholastic adjustment among basic school pupils of East-Nile Locality; there is a positive correlation coefficient between learning motivation and pupils’ fathers’ education;. there is no statistically significant correlation between learning motivation with pupils’ mothers’ educational level; there is no statistically significant difference in learning motivation according to pupils’ class (Seventh-Eight); no statistically significant differences in learning motivation according to pupils’ gender (male-female.mm

Metacognitively aware university students exhibit higher creativity and motivation to learn

The relationship between metacognition and intrinsic motivation and the relationship between intrinsic motivation and creativity are well established in the current research. However, little is known about the role of metacognition in extrinsic motivation and the results of correlational analyses between metacognition and creative outcomes are often contradictory. The aim of the present study was to explore the differences in learning motivation and creativity between students with different levels of metacognitive awareness. Three hundred and eighty-one university students completed the metacognitive awareness inventory (MAI) and academic motivation scale (AMS-C28), and performed four verbal creativity tasks (product improvement task, consequences task, unusual uses, and similarities test). A non-hierarchical cluster analysis identified two specific groups of participants based on their metacognitive awareness; students with higher levels (40,4% of participants) and lower levels (59,6% of participants) of reported metacognitive awareness. Students with higher levels of metacognitive awareness were more intrinsically and extrinsically motivated to learn and exhibited less amotivation (with a large effect size, ηp2 = 0.21). Moreover, the metacognitively aware students achieved higher overall scores in creative thinking tasks (with a small effect size, ηp2 = 0.03). The subsequent analyses of the individual creativity tasks identified significant differences in the product improvement task and similarities test, but not the consequences and unusual uses tasks.

Meningkatkan Motivasi Belajar dengan Media Audio Visual pada Pembelajaran Senam Aerobik Siswa Kelas X1 IPA di SMAN 1 Rengasdengklok

The purpose of this study was to determine the level of student motivation to learn aerobic exercise through audiovisual media. The method used in this research is experimental research. The total respondents who participated were 89 students of class XI IPA SMAN 1 Rengasdengklok who were taken using proportional random sampling technique. The research design used a pretest-posttest control group design. The instrument used is a research questionnaire (learning motivation and perception of audio-visual media), Cooper test. and aerobic exercise. The results of this study are the average learning motivation of the experimental class increased by 10.98% while the control class only increased by 6.25%. The average perception of audio-visual media in the experimental class increased by 7.03% while the control class only increased by 3.04%. The average Cooper test in the experimental class increased by 11% while the control class only increased by 0.29%. The average result of the experimental class aerobic exercise increased by 6.35% while the control class only increased by 5.21%. The conclusion of this research is that there are differences in learning motivation, perception of audio-visual media, cooper test, and aerobic exercise learning outcomes between the experimental class and the control class.

Differences in Learning Motivation among Bartle’s Player Types and Measures for the Delivery of Sustainable Gameful Experiences

Gamification is one of the methods used for delivering gameful experiences to Generation Z learners. The player-type theory must be reflected to effectively design gamification. This study aims to analyze the differences in learning motivation among different player types and to propose methods that can deliver effective gameful experiences. The study was conducted on 91 university students who were instructed to attend a class that utilized gamification. Based on the results, there were no statistical differences in the motivation among the different player types. Accordingly, constructing environments that can establish gameful experiences, rules, and strategies preferred by each type of player is proposed as an important factor in gamification design.

COMPARATIVE STUDY OF USE OF E-CLASS APPLICATIONS AND ZOOM CLOUD MEETING ON LEARNING MOTIVATION AND STUDENT LEARNING OUTCOMES

Due to the pandemic, learning activities in schools must be carried out based on E-learning. The use of E-learning-based learning media is an alternative in online learning. One of them is the use of E-class and Zoom Cloud Meetings, which are expected to improve students’ motivation and students’ learning outcomes. This study aims to determine the comparison between E-class and Zoom Cloud Meetings on students’ learning motivation and students’ learning outcomes. This study uses an experimental method which uses quasi-experimental and non-equivalent control group design. This study took a sample using purposive sampling, with 2 experimental groups and 1 control group. This study also uses two applications, namely E-Class and Zoom Cloud Meetings, by comparing two variables: learning motivation and learning outcomes. Learning motivation and learning outcomes were analysed by descriptive statistical analysis and infertile statistical analysis. The findings of this study showed that there were significant differences in learning motivation and learning outcomes between the two experimental classes, both using Zoom Cloud Meetings application and E-class as indicated by the t-test. Meanwhile, the difference between learning motivation of participants in using E-class and Zoom Cloud Meetings proven by the characteristics of the categories of increasing learning motivation. Quiz features and main characteristics on E-class can increased students’ persistence as their motivation in doing tasks. Meanwhile the use of zoom cloud meetings application can increased learning motivation in terms of giving opinion in a discussion when online learning occurred, because it has a feature which teacher can see students directly. So that teachers can direct their students to be able to discuss with each other and can discuss with each other about the material being taught during the learning process.

Implementation of Blended Learning to Improve Critical Thinking Skills and Motivation

The aims of this research are to 1) know the differences of Critical Thinking Skills from blended learning in Diversity dan Classification of Invertebrate course, 2) find out the result of the blended learning implementation concerning study motivation in Diversity dan Classification of Invertebrate course at Biology Education program, 3) know the effect of blended learning on critical thinking in solving problems. Blended learning-based learning is a combination of face-to-face and online learning. Online learning is learning through various learning facilities such as using material sharing via PowerPoint, WAG, email, recitation of downloading material from various journals without the need for a face-to-face meeting. The research subject were students of the second-semester Biology education program. Data collection on critical thinking skills was taken from test scores after learning eight times, learning motivation data was taken through a questionnaire. Different test analyses using One Way ANOVA with a prerequisite test consist of normality test (Saphiro-Wilk Test) and homogeneity with Levene Test. The questionnaire analysis uses Rasch analysis with the help of Winsteps version 4.6. From the results of the study, it can be concluded that 1) there is a significant difference in critical thinking skills in blended learning and online learning, 2) there is a difference in learning motivation from blended learning and online learning, 3) there is a positive effect on critical thinking skills in solving problems given in blended learning

MOTIVASI BELAJAR, PRESTASI BELAJAR, DAN KEAKTIFAN SISWA DI KELAS DITINJAU DARI KEIKUTSERTAAN SISWA DALAM PROGRAM BIMBINGAN BELAJAR

This research aims to find out whether there are differences in learning motivation, learning achievement, and student’s activity in the classroom perceived from the participation of students in learning guidance course program. This research is a quantitative-comparative research which was conducted in Maret 2019. The population of this research were all students of SMA Negeri 7 Yogyakarta. The samples of this research were 240 students of the eleventh grade of SMA Negeri 7 Yogyakarta taken by using purposive sampling technique. Data were collected by using questionnaire and analyzed by using Independent Sample T-test. The result of this research shows: (1) there is difference in learning motivation from the participation of students in the learning guidance course program (sig.(2-tailed) = 0,011 0,05); (2) there is no difference in learning achievement from the participation of students in the learning course program (sig.(2-tailed) = 0,037 0,05). 0,104 0,05); (3) there is difference in student’s activity in the classroom perceived from the participation of students in the learning guidance course program (sig.(2-tailed) = 0,037 0,05).Keywords: learning motivation, learning achievement, student’s activity, learning guidance course program

PENGARUH MODEL PEMBELAJARAN ARIAS DENGAN PROBLEM BASED LEARNING TERHADAP MOTIVASI DAN HASIL BELAJAR IPA SISWA KELAS IV SDN LIWUNG KABUPATEN LOMBOK TENGAH

This study aims to determine the differences in learning motivation and science learning achievement between students who follow the ARIAS learning model with Problem Based Learning and conventional learning. A total of 58 fourth grade students at SDN Liwung were selected as samples . The study used experiment research design with the non-equivalent post-test only control group design. The data of motivation learning collected by questioner and learning achievement collected by objective test. Validity test of questioner and test analyzed by used Product Moment and Point Biserial. The reliability test of questioner and the test used by Alpha Cronbach and KR-20. The hypothesis test used ANAVA and MANOVA. The result showed us that : first, there was a significant difference between the students that treated with ARIAS learning model with Setting Group Investigation than those who treated with conventional learning model (F=10,373 and Sig.=0,020; p<0,05).

Sustainable Education Using Augmented Reality in Vocational Certification Courses

In the field of vocational education, no studies have examined the use of augmented reality (AR) learning technologies in the teaching of cosmetology. However, this study proposed the “Makeup AR” learning approach and conducted a quasi-experiment to examine the interaction effect between said approach and students with active and reflective learning styles. The research participants were 70 students from a vocational senior high school. The experimental group comprised 36 participants who were taught using Makeup AR, and the control group comprised 34 participants who were taught using an e-book. The results revealed that the use of Makeup AR improved students’ learning effectiveness. The proposed approach also effectively enhanced students’ self-efficacy and reduced their cognitive load. The students with a reflective learning style had a higher cognitive load than those with an active learning style when using the e-book learning approach. No difference in learning motivation was noted between the experimental and control groups. Overall, Makeup AR is suitable for makeup design certification courses in vocational senior high schools and can enhance learning effectiveness, improve students’ self-efficacy, and reduce cognitive load. This study suggests that the implementation of AR technology in certification courses can be beneficial to learning outcomes.

REMOTE AS MODUS VIVENDI: THE LIFE OF STUDENTS IN THE LIGHT OF MONITORS IN THE CONDITION OF A COVID-19 PANDEMIC QUARANTINE

The epidemic situation in Ukraine in the autumn of 2020 with regard to the COVID-19 pandemic required the continuation of quarantine restrictions and the educational process in almost all higher education institutions in Ukraine went online. The aim of the study was to analyze the psychological aspects of students’ learning in the context of emergency distance learning during the quarantine of the COVID-19 pandemic, distance learning satisfaction, and success of adaptation. The data were collected in November 2020 during the second wave of emergency distance learning. The study involved 448 students of higher education institutions aged 18 to 23. The following questionnaires were used for the data collection: the questionnaire of attitude to distance learning (I. Galetska, V. Mushketa), supplemented by the questionnaire of behaviour in the context of distance learning (M. Klimanska, M. Perun), the questionnaire of people's lives in quarantine «Thermometer-COVID» (I. Haletska, M. Klimanska), The academic motivation scale (R.Vallerand, adaptation by O. Zakharko), Patient Health Questionnaire (modules PHQ-9 and GAD-7), The questionnaire on positive and negative affects (OPANA) (M. Klimanska, I. Haletska), short essays by students about their own experiences of the distance learning situation. 33% of students like to study remotely as opposed to 14% of students who are very dissatisfied with distance learning. The vast majority of students, 65,2%, attend classes and 52,1% prepare for seminars no less than before the announcement of distance learning. Students, in general, like the quality of teaching (33,1%) and the organization of education (28,2%), they declare, that now they have more time (41%). At the same time, 34,7% rate the level of education as the worse. 52,1% of students consider too much homework to be a key problem, 41,7% of respondents feel a constant temptation to do other things, 43,5% of students declare the complexity of self-organization and adherence to the regime, at the same time, a significant proportion of students, 21,8% , note that they have no problems with it. As the main positives of distance learning, 79% of students indicate savings of travel time, and travel costs 75,1%. 49,3% of students say that due to distance learning there is much more time for communication with friends, 45,8% - more time for independent work. 37,2% of respondents indicated that for them personally the availability of greater opportunities for сheating (copying) during online testing is a significant positive, and 13,7% do not consider it as an important advantage of distance learning for themselves. Students noted physical discomfort (27%), a great amount of educational tasks (25,7%), the temptation of other things (18%), difficulties in adhering to the regime (11%) as the greatest weaknesses and problems of distance learning. Three types of adaptation to distance learning were identified with the help of cluster analysis: 1) “Adapted” students (33%), show a high level of satisfaction with distance learning and high efficiency of adaptation to new learning conditions; have successfully adapted to the conditions of distance learning and see the benefits of time saving, increasing freedom of movement in it, as well as opportunities for independent learning ; 2) “Disadapted” students (31%) feel dissatisfaction and disadaptation in the situation of distance learning, which are manifested in the lack of academic motivation and ignoring learning, as well as in a higher level of anxiety, depression and negative affect in general; 3) “Frustrated” students (36%), show above average level of satisfaction with distance learning, a high level of activity in preparation for seminars in combination with a high level of academic maladaptation; despite the high level of academic motivation, they have significant difficulties in self-organization, as a result they are feeling constant distress, which is affecting negatively mental and physical health. The results of the study show that distance learning has become a catalyst for the exploration of differences in learning motivation and adaptability of students. Therefore, it is necessary to determine the ergonomic conditions for distance learning, as well as to develop recommendations and trainings for the formation of self-regulation and adaptability for students.

The Effect of Quipper School Assisted Blended Learning (QSBL) on Student Motivation and Interest in Learning

This study aims to: 1) find out the differences in motivation and interest in learning before and after QSBL; 2) knowing the difference in learning motivation who applied and did not apply QSBL; and 3) knowing the differences in learning interest who applied and did not apply QSBL. This research subject of Class IX students at SMP Darul Lughah Walkaromah Kraksaan Probolinggo. This study uses a quasi experimental design quantitative research design with a pretest-posttest controlled group design model. Learning in the control class uses conventional models while the experimental class applies QSBL model. The results of the study showed that: 1) there were differences in motivation and learning interest before and after applying QSBL with an increase in the significance value of 4.93 to 5.04 in the control class, while the experimental class a total of 12.32 to 15.38; 2) there are differences in learning motivation who apply and do not apply QSBL with a significance value of 0.039 (p<0.05); and 3) there are differences in the learning interest who apply and do not apply QSBL with a significance value of 0.035 (p<0.05).

Perbedaan Motivasi Belajar Santri yang Berasal dari Keluarga Utuh dan Broken Home di Pondok Pesantren

; Motivation and learning are two things that influence each other. Learning is a change in behavior that is relatively permanent and potentially occurs as a result of practice or reinforcement based on goals, to achieve certain goals. While motivation can be said as the overall driving force of a person that causes learning activities, which ensures the continuity of learning activities and which gives rise to direction in learning activities.This research is a qualitative research that is field research or field research, namely research with data obtained from field activities. In this case the researchers collected and analyzed data from interviews, observations, and documentation in the Pondok Pesantren Sunan Drajat Paciran Lamongan, East Java.The results of the research conducted are 1). The difference in learning motivation between students with intact families and broken home families is very clear, based on the results of interviews, students with broken home families look more enthusiastic in learning than students who come from intact families, 2). There are several factors that influence students' motivation to learn, including: the condition of the students' family, the role of a teacher, and environmental conditions.

THE EFFECT OF THE IMPLEMENTATION OF CHAT ROOM-BASED BLENDED LEARNING ON STUDENTS' MOTIVATION AND LEARNING OUTCOMES

Motivation and good learning outcomes are important aspects that students must have. Several studies show that students have low motivation and learning outcomes. It is necessary to improve the learning model to overcome this problem. One of the efforts that can be taken is the application of the Chat Room-based Blended Learning model. This study aims to determine the effect of the application of the Chat Room-based Blended Learning model on student motivation and learning outcomes in the human respiratory system material. This is a Quasi-Experimental design with a Pretest-Posttest Non-Equivalent Control Group Design model. The research subjects were 68 students who were divided into two groups (experimental and control) where each group consisted of 34 students. The experimental group used the Chat Room-based Blended Learning model, while the control group learning was carried out using the Blended Learning model. This research was conducted at a high school in Meulaboh, West Aceh Regency, Indonesia. This research was conducted for two months (January-February 2020). The data collection parameters in this study were the learning outcomes and student motivation. Data collection was carried out through pretest and posttest. The test for differences in learning motivation and learning outcomes was analyzed using parametric statistics, namely the ANACOVA test. The results showed that the application of the chat room-based blended learning model had a positive contribution to increasing student motivation and learning outcomes. There needs to be a further study of the learning process with a chat room-based blended learning model.