Learning Attitudes Research Articles

First-year engineering students’ attitudes and learning goals in calculus: A ten-year follow-up study


 
 
 This study sets out to examine engineering students’ attitudes and learning goals in a first-year mandatory calculus course. We explored how, and the extent to which, course specific goals and attitudes changed over the course of one semester. A study of learning goals and attitudes was conducted among first-year engineering students at the Norwegian University of Science and Technology in 2007, and “educationally unwelcome” trends were observed. The current follow-up study (2017) was motivated by comprehensive course revisions from 2013 through 2015, including the use of digi- tal learning resources, improved tutoring sessions and the introduction of active learning methods. Contrary to expectations, this follow-up study brings no evidence of positive impacts of the course revisions at the mean level. Some students had stable attitudes and goal orientations, while others switched to undesired territories throughout the semester in the same way as observed ten years earlier. Better integration between foundational and applied courses, and consideration of the entire teaching and learning environment, may yield more of desired attitudes and goal orientations in the first year of study.
 
 

초등학교 시기 아동의 독서량과 초등학교 6학년 때의 학습태도 간의 관계에서 자아존중감의 매개효과

Objectives This paper examines longitudinal changes in the amount of reading of elementary students and the relationship between the longitudinal changes and learning attitudes of 6th-grade elementary students. Moreover, it analyses the mediating effect of self-esteem in the relationship between the variables.
 Methods The data is from the 9th year of 2016 to the 13th year of 2020 provided by the Panel Study on Korean Children(PSKC). A total of 972 students were studied, excluding cases in which children did not respond to the total amount of reading per week reading from the 9th to the 13th year in PSKC. It investigates whether the total amount of reading per week from the 2nd to 6th grade of elementary school changed linearly through the Latent Growth Model and the Unconditional Latent Growth Model. Then it conducts the Structural Equation Model to confirm the relationship between the amount of weekly reading from the 2nd to 6th grade and the learning attitude of the 6th grade, and whether self-esteem of the 6th grade mediates the relationship between the variables.
 Results First of all, the total amount of reading per week for an elementary student from the 2nd to the 6th grade gradually decreased as his/her age increased. Secondarily, the initial total amount of reading per week and the changes from 2nd-grade to 6th-grade elementary school of total amount of reading per week directly affected the 6th-grade students’ learning attitude. In addition, self-esteem in the 6th grade of elementary school indirectly mediates on the relationship between the total amount of reading per week and learning attitude.
 Conclusions As a result, the research reveals that reading can have a positive effect on the learning attitude of elementary students. Whether students read many books at an early age in elementary school, students’ learning attitudes get more positive although the amount of reading decreases as they get older. Furthermore, it discloses school-aged children’s self-esteem partially mediated the relationship between children’s reading and learning attitudes.

대학생의 지각된 과제가치와 학습지연행동의 관계에서 협동학습태도를 통한 자기결정성동기의 조절된 매개효과

Objectives This study analyzed the moderated mediating effect of collaborative learning attitudes on self-determination motivation in the relationship between task value and academic procrastination behavior perceived by university students. And through the results derived here, the direction of effective learner-centered class design is suggested.
 Methods The subjects were 334 male and female university students enrolled in four-year colleges. The mediating effect of self-determination motivation, the moderating effect of collaborative learning attitude, and the mediated moderating effect were analyzed with SPSS PROCESS, and the significance of the mediating effect and moderating effect was verified through bootstrapping and t-value significance level for each level of the graph.
 Results First, in the relationship between perceived task value and academic procrastination, self-determination motivation showed a mediating effect in alleviating academic procrastination. In other words, the higher the perceived task value level, the higher the self-determination motivation, and the higher the self-determination motivation level, the mediating effect of alleviating procrastination behavior. Second, the collaborative learning attitude showed a significant moderating effect on the relationship between self-determination motivation and academic procrastination. Academic procrastination was significantly regulated at all levels of collaborative learning attitude. The group with self-determination motivation level ‘high’ and learning attitude level ‘high’ had the lowest level of academic procrastination. The group with collaborative ‘low’ level of self-determination motivation and ‘high’ collaborative learning attitude had the highest level of academic procrastination. Third, when perceived task value and self-determination motivation affect academic procrastination behavior, the cooperative learning attitude shows a significant mediated moderating effect. That is, the higher the perceived task value(B=-.332, p<.001) and the higher the motivation for self-determination(B=-.484, p<.001), the lower the procrastination behavior. However, when the level of self-determination motivation was lowered and the collaborative learning attitude was higher, procrastination behavior rather increased. As a result, the moderated mediating effect of collaborative learning attitude was verified through a significant interaction(B=-.018, p<.05) of self-determination motivation*collaborative learning attitude.
 Conclusions Despite a favorable collaborative learning attitude, it is difficult to lower academic procrastination behavior if self-determination motivation is lacking. Therefore, it is effective to increase the level of self-determination motivation through class design that can enhance confidence and competence, and it is necessary to find a way to increase the value of the task.

From Self-Awareness/Perceptions to Future Directions: Analyzing Learning Styles and Attitudes of University Students

When identifying learning styles, attitudes, and self-awareness/perceptions for future directions in mastering English language skills, it is important to take into account psychological and sociolinguistic elements as well as other external factors that can impact students’ abilities and understanding. This study employed a Likert-based survey approach to examine significant challenges encountered by students, and the quantitative and qualitative findings were analyzed and interpreted by the professors. The researchers were able to observe that visual aids, class participation, positive attitudes in academic activities, positive attitudes towards other students' contributions and non-verbal reactions, and being team players are important factors in achieving success in the classroom. It was evident that students showed moderate performance in these areas. However, the researchers, who are an English language educator and a psychologist, still view the students' individual and group evaluation feedback as a way to create support methods for boosting student engagement and personal development, ultimately leading to higher ratings, and for encouraging reflective practice among professors.

The Status Quo and Countermeasures of College Students' Academic Style Construction

The academic style construction of college students is an important content of college education, which is of great significance for cultivating students' comprehensive quality and improving the quality of education. This paper analyses the problems in learning attitude, learning method, learning environment and learning habits through the investigation and research on the current situation of college students' academic style construction, and discusses the personal and environmental factors that affect college students' academic style construction. On this basis, countermeasures for the construction of college students' academic style are proposed, including measures at the school level and individual level. This study aims to provide targeted guidance and suggestions for the construction of college students' academic style, and to promote the comprehensive quality improvement of college students and the improvement of education quality.

IMPLEMENTATION OF MIND MAPPING-BASED DISCOVERY LEARNING MODEL IN ONLINE LEARNING ON COLLOID MATERIALS

Research has been conducted on the implementation of the discovery learning model based on mind mapping in online learning on colloid materials. This study aims to determine the difference in knowledge learning outcomes, attitudes, and student responses to the discovery learning model based on mind mapping in online learning on colloid materials. The method used is a quasi-experiment using a "non-equivalent control group design" design. The research sample was students of class XI MIA 1 as the experimental class and class XI MIA 2 as the control class at MAN 2 Tabalong. Data collection used test and non-test techniques. Data analysis techniques used descriptive analysis and inferential analysis. The results showed (1) there was a significant difference in knowledge learning outcomes between the experimental class and the control class where the t-value > t-table (α = 0.05) with an average value for the experimental class of 86.67 with an average N-gain value of 0.74, while for the control class it was 77.56 with an average N-gain value of 0.60, (2) the attitudes of students' learning outcomes had different average values where in the experimental class it was 78.59 higher than the control class which was 72.30, (3) student responses to the discovery learning model based on mind mapping in online learning on colloid materials were in the good category.

The impact of school climate on academic burnout of Chinese students: the mediating effect of psychological capital

BackgroundStudents are in their teenage years during middle school, which is a period of acceleration and transition for individual physical and mental development. Therefore, junior high school students are easily influenced by their internal and external environment, leading to academic burnout. The main activity venue for middle school students in school homework is the external environment that affects their academic performance. Psychological capital is the student’s own resource and the external environment that affects their academic performance.AimsThis study aims to explore the interrelationship among school atmosphere, psychological capital, and academic burnout, and construct a theoretical model among them. This study provides practical and feasible methods and guidance suggestions for educational institutions and teachers, helps students improve their mental health level, enhances the positive perception level of the school atmosphere, and alleviates their academic burnout.MethodsBuilding upon previous research on school climate, psychological capital, and academic burnout, this study employed the following research tools: The Perceived School Climate Questionnaire (PSC), the Positive Psychological Questionnaire (PPQ), and the High School Students’ Academic burnout Scale. A questionnaire survey was conducted on 1,267 students from three different regions of Chongqing, involving various types of junior high schools.ResultsThe findings of this study demonstrate that both the external school climate and internal psychological capital exert an impact on academic burnout. A positive school climate can foster the development of psychological capital, subsequently enhancing academic performance. Additionally, psychological capital directly influences academic burnout. The higher the level of positivity is, the more pronounced the alleviating effect becomes. The school climate can directly affect academic burnout, and it can also indirectly affect academic burnout through the mediation of psychological capital, with psychological capital playing a partial mediating role.ConclusionTo avoid academic burnout, schools should actively create a good school atmosphere and mobilize students’ learning enthusiasm; teachers should provide targeted psychological counseling to reduce students’ negative emotional perception; students should correct their learning attitude and recognize their own learning status.

“This is how I'm going to do it, but this is not how you're going to do it”: the expectation gap between student paramedics and mentors in East and Central Scotland

BackgroundThe role of paramedics has expanded significantly over the past two decades, requiring advanced skills and education to meet the demands of diverse healthcare settings. In 2021, the academic requirements for paramedics were raised to a bachelor’s degree to align with other registered professions. The limited evidence on effective paramedic practice education necessitates a novel or new examination of unique learning methods, emphasising the need to establish effective learning relationships between mentors and learners to enhance professional respect and support achieving learning outcomes. This study aimed to investigate expectations between student paramedics and their mentors, focusing on the learning dynamics within paramedic education.MethodsThis qualitative study used purposive sampling to recruit participants from two distinct cohorts: student paramedics from the University of Stirling and Practice Educator Mentors from the Scottish Ambulance Service. Focus groups were conducted to illuminate comprehensive insights into participants' expectations regarding practice education and their respective roles in the learning process. Codebook thematic analysis was used to assess the alignment of these expectations.ResultsFindings illustrate important challenges within practice placement across learning paradigms and highlight the attitudes surrounding the integration of higher education and expectations of practice placements. These challenges encompass systemic barriers, including the support provided to mentors as they assume increased responsibilities and barriers that deter qualified staff from initially undertaking this role.ConclusionThe study aimed to assess expectations between practice educators and students within the paramedic profession in Scotland. The methodology effectively identified key themes from comprehensive data, marking the first primary research in this field. There are disparities in learning styles, expectation measurement, and attitudes toward higher education during practice placements, which could significantly impact the teaching and assessment processes. The findings suggest increased support for practice educators, educational programs addressing challenges of mentorship, and stronger links between higher education institutes and the Scottish Ambulance Service. Further research is needed to understand the extent of the expectation gap, how expectations evolve, and to develop strategies to address disparities.

The effect of the Sport Education Model in physical education on student learning attitude: a systematic review

BackgroundEvidence indicates that the Sport Education Model (SEM) has demonstrated effectiveness in enhancing students' athletic capabilities and fostering their enthusiasm for sports. Nevertheless, there remains a dearth of comprehensive reviews examining the impact of the SEM on students' attitudes toward physical education learning.PurposeThe purpose of this review is to elucidate the influence of the SEM on students' attitudes toward physical education learning.MethodsEmploying the preferred reporting items of the Systematic Review and Meta-analysis (PRISMA) statement guidelines, a systematic search of PubMed, SCOPUS, EBSCOhost (SPORTDiscus and CINAHL Plus), and Web of Science databases was conducted in mid-January 2023. A set of keywords associated with the SEM, attitudes toward physical education learning, and students were employed to identify relevant studies. Out of 477 studies, only 13 articles fulfilled all the eligibility criteria and were consequently incorporated into this systematic review. The validated checklist of Downs and Black (1998) was employed for the assessment, and the included studies achieved quality scores ranging from 11 to 13. The ROBINS-I tool was utilized to evaluate the risk of bias in the literature, whereby only one paper exhibited a moderate risk of bias, while the remainder were deemed to have a high risk.ResultsThe findings unveiled significant disparities in cognitive aspects (n = 8) and affective components (n = 12) between the SEM intervention and the Traditional Teaching (TT) comparison. Existing evidence suggests that the majority of scholars concur that the SEM yields significantly superior effects in terms of students' affective and cognitive aspects compared to the TT.ConclusionsNonetheless, several issues persist, including a lack of data regarding junior high school students and gender differences, insufficient frequency of weekly interventions, inadequate control of inter-group atmosphere disparities resulting from the same teaching setting, lack of reasonable testing, model fidelity check and consideration for regulating variables, of course, learning content, and unsuitable tools for measuring learning attitudes. In contrast, the SEM proves more effective than the TT in enhancing students' attitudes toward physical learning.Systematic review registration(https://inplasy.com/) (INPLASY2022100040).

Differentiated instruction based on multiple intelligences as promising joyful and meaningful learning

Boredom has previously been linked to negative academic outcomes such as academic motivation, strategies, and achievement. The understanding of multiple intelligence approaches creates opportunities for all learners to develop their potential to optimize learning through differentiated instructions. This research aims: i) to design and to develop differentiated instruction based on learners’ multiple intelligences for elementary schools; and ii) to measure the effectivity of students’ learning attitude and mastery of concepts. Using design and development research (DDR) anchored on analysis, development, design, implementation, and evaluation (ADDIE) model and quasi-experimental research, the differentiated instruction based on multiple intelligence was conducted in a private Islamic Elementary School in collaboration with 3 class teachers. Based on the results of observations conducted at the school, the findings revealed that the learners can maximize their logical-mathematical, language, kinesthetic, interpersonal, and intrapersonal intelligences through a differentiated instruction based on multiple intelligence approach. Students experienced a joyful and meaningful learning atmosphere; hence it was expected that their intelligences can be developed naturally. In addition. this instruction was found to be effective to enhance science concept mastery especially in the aspects of remembering, understanding, and applying. The differentiated instruction based on multiple intelligences should be developed further to examine the effectiveness of the model in thematic learning for students both with low and high achievement.

SCIENCE TEACHER ABILITY TO DESIGN STUDENT SPIRITUAL ATTITUDE INSTRUMENTS

Each teacher must be able to harmonize the assessment of cognitive and psychomotor aspects with the assessment of students' affective aspects in learning. Most of the research conducted in Aceh is still limited to the development of spiritual attitude assessment instruments, while studies describing the ability of science teachers to design spiritual attitude assessment instruments are still very limited. This study aims to determine the ability of junior high school science teachers in the Pidie District to prepare questions to measure students' spiritual attitudes. The research uses the Mix method, with documentation and interview analysis techniques using the Miles and Huberman models, and the feasibility validity of the spiritual attitude assessment instrument uses a Likert scale and is then presented using percentage calculations. A purposive sampling technique is applied in determining the sample. The results showed that most of the teachers had less ability to design spiritual attitude assessment instruments. Few teachers could compile a comprehensive spiritual attitude assessment instrument per the attitude assessment technique in the 2013 curriculum. The first obstacle science teachers faced was formulating assessment indicators, where some teachers did not understand spiritual attitudes with social attitudes in learning. Secondly, assessment techniques with Rubik's or scoring guidelines were not in line with the demands of the 2013 curriculum.

Identical Instruction May Lead to Divergent Learning Outcomes: A Comparison of Changes in Learner Attitudes Towards Interprofessional Practice Following an Interprofessional Education Program

Identical Instruction May Lead to Divergent Learning Outcomes: A Comparison of Changes in Learner Attitudes Towards Interprofessional Practice Following an Interprofessional Education Program

Exploring benefits of applying Google Workspace for Education in English as a foreign language classroom

<span lang="EN-US">The application of technology in language classrooms is widely believed to benefit learners. In the context of teaching and learning English as a foreign language (EFL) for high school students in Vietnam, there are few studies on the benefits of applying Google Workspace for Education (GWE). This small-scale qualitative study seeks to explore the benefits of applying GWE as a technological solution in the EFL classroom with high school students. The participants were eight eleventh graders in the north of Vietnam learning English in evening classes at an English center. To collect data, the students were interviewed. The qualitative data was analyzed based on themes. The results indicated that the benefits of applying GWE were evident in enhanced attitude and motivation for learning and improved learning skills. Based on the results of this study, it is recommended that Google tools be utilized for English language learning and instruction.</span>

The Influence of Double Reduction Policy on Exam-oriented Education Model

China's "double reduction policy" aims to reduce the academic burden on students and promote educational reform. This policy has had a profound impact both inside and outside educational institutions. The purpose of this study is to explore the impact of the "double reduction policy" on the exam oriented education model. On campus, students' academic burden has been reduced, but educational resources are unevenly distributed between urban and rural areas, and the administrative management model of the school still needs to be adjusted accordingly. Outside of school, students' learning motivation and attitudes are developing in a positive direction, family education concepts have made progress, and the overall learning atmosphere in society has become more inclusive. The challenge faced by this policy is that the academic evaluation system is still not diversified enough, the teaching burden of teachers is further increased, and parents also face greater challenges in family education. This study contributes to a deeper understanding of the impact of the "double reduction policy" on exam oriented education, and provides useful insights for policy makers, educational institutions, and parents to improve the quality of education and cultivate competitive students. This helps to effectively implement policies and promote more comprehensive, balanced, and sustainable educational development.

Assessing students’ views about experimental physics in a German laboratory course

Physics laboratory courses (PLC) have been recently the topic of several research studies examining their effectiveness at reaching their goals. As a result, a discussion about the effectiveness of traditional PLC for students’ content knowledge, skills, and “expert-thinking” acquisition has developed. Critical for the investigation of students learning in those settings has been the development of research-based assessments tools. An example of those is the Colorado Learning Attitudes about Science Survey for Experimental Physics (E-CLASS). Recently, we translated the E-CLASS into German and set up a centralized survey administration system for instructors, allowing data acquisition and automated data analysis. Previously, we described this process and presented the preliminary results of the study of the introductory PLC at the University of Potsdam (UP). Here, we present an extended study that allows us to make stronger conclusions about students’ views about experimental physics at the UP. Overall, we find that students at US institutions have a higher level of “expert-like” views than students at the UP.

The Effect of Post-Shadowing on Listening Skills and Learner Attitudes

The Effect of Post-Shadowing on Listening Skills and Learner Attitudes

인공지능 기반 맞춤형 학습이 농촌지역 학생들의 수학학습에 미치는 효과

This study was conducted to propose customized learning methods based on artificial intelligence as an option to bridge the learning gap caused by COVID-19 and strengthen the learners' self-learning methods, as well as verify their effectiveness. In particular, the study was conducted with the aim of ensuring high-quality public education with AI technology in rural areas, where educational infrastructure is insufficient. The AI-based customized learning assistance consisted of an AI diagnostic assessment to examine the level of understanding of the prerequisite concepts before starting a study unit, AI-based problem recommendations on learning by the level, and AI assessment and supplementary learning aid at the end of the unit. Before and after conducting of the study, the math academic achievement, math learning attitude, and math self-directed learning ability were tested to examine the effectiveness of the program.The results of the data analysis showed that AI-customized math learning had a positive effect on improving the math academic achievement, learning attitude, and self-directed learning ability. However, it is still limited as to fragmented learning based on problem solving, and it is necessary to explore the AI education practices which would support continuous and integrated growth of math learners.

강의계획서에 기반한 의과대학 교육과정 분석

This study aims to analyze the syllabi of all courses in the A Medical School curriculum, including basic medicine, preclinical, clinical practice, medical humanities and social sciences, and student research programs. The purpose is to evaluate the appropriateness of each component and utilize the results as a basis for curriculum improvement. The main research findings are as follows. First, the curriculum objectives present clinical competence, competence as a medical scientist and educator, and competence as a professional and leader in order to achieve the graduation outcomes of the medical school. However, there are not many courses dealing with professional and leadership competencies in the basic medicine and preclinical education courses, so they need to be strengthened through curriculum improvement. Second, various teaching methods such as lectures, PBL, practice, discussion, and presentation are utilized. Appropriate teaching methods are used according to the characteristics of each course. Third, student assessment is conducted through written exams, assignments, practice, and learning attitude to evaluate knowledge, skills, and attitude. Written exams, learning attitude, and attendance are mostly included in all courses. Fourth, feedback is an essential element of competency-based education. A Medical School plans feedback for each course, and the feedback plan was more than 80%. When feedback was planned as a group, it mainly consisted of quizzes and problem solving, and the proportion of individual feedback was high in the clinical practice and student research courses. Although most courses have feedback plans, it is necessary to specify the timing and method of feedback. Through the results of the study, it was confirmed that the A Medical School curriculum has a foundation for competency-based education, but some courses need improvement. It is expected that the quality of medical education will be improved if the syllabi are appropriately established and implemented in the future.

Exploring the Attitudes of English Language Learners toward Online Learning in Indonesian Higher Education

Exploring the Attitudes of English Language Learners toward Online Learning in Indonesian Higher Education

The Effect of Educational Robots on Primary Schools' Mathematics Learning Achievement, Interest, and Attitude

The Effect of Educational Robots on Primary Schools' Mathematics Learning Achievement, Interest, and Attitude