Journal articles on the topic 'Mastery learning strategies'
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Guskey, Thomas R. "Cooperative Mastery Learning Strategies." Elementary School Journal 91, no. 1 (September 1990): 33–42. http://dx.doi.org/10.1086/461636.
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Mahyudin, Erta, and Dewi Afifah Alihsan. "Penerapan Strategi Pembelajaran Elaborasi untuk Peningkatan Penguasaan Mufradat di Madrasah Tsanawiyah." Kalamuna: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban 4, no. 1 (January 31, 2023): 59–77. http://dx.doi.org/10.52593/klm.04.1.04.
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Abstract This research is motivated by the problems faced by students in learning Arabic vocabulary with a distance learning system, namely the lack of students' ability to master vocabulary and the lack of application of appropriate learning strategies in distance learning. This study aims to reveal students' vocabulary mastery skills after using the elaboration strategy. Researchers used experimental research methods with a quantitative approach. Researchers used pre-test and post-test to collect data. The evidence found in this study indicates that the alternative hypothesis (Ha) is accepted, and the null hypothesis (Ho) is rejected. This means that the use of elaboration strategies in the teaching and learning process of vocabulary has a strong influence. The process of teaching and learning vocabulary using elaboration strategies among students has a strong impact on their vocabulary mastery. Keywords: Elaboration strategy, vocabulary mastery
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Wallace, Ann H., and Susan P. Gurganus. "Teaching for Mastery of Multiplication." Teaching Children Mathematics 12, no. 1 (August 2005): 26–33. http://dx.doi.org/10.5951/tcm.12.1.0026.
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Why students may fail to master multiplication facts, as well as how multiplication concepts can be introduced to help with mastery. The authors also make recommendations for effective learning and teaching strategies to be used in the classroom, including those for students with special needs, to help improve mastery.
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Vlădescu, Irina. "An Experiment on Teaching English as a Foreign Language in Romanian Schools Using Mastery Learning Strategies." Journal of Education in Black Sea Region 6, no. 1 (December 4, 2020): 79–96. http://dx.doi.org/10.31578/jebs.v6i1.221.
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The last 29 years of education in the democratic system in Romania have shown that the use of mastery learning strategies is not present in our nowadays teaching-learning process. Even though studies were carried out to show the effectiveness of these strategies teachers still feel reluctant whether to implement a mastery learning model or not. The subject emphasized in this paper is related to the implementation of a mastery learning strategy during the teaching of English as a second language in a public school in Bucharest, Romania.
Keywords: education, mastery learning, Romanian schools, knowledge, learning strategies
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Fu’adah, Shofwatul. "Tathbîq Tiknûlûjiyâ (Istirâtîjiyah al-Kharîthah al-Dzihniyah) li Hilli Musykilah Ta'lîm Mufradât al-Lughah al-'Arabiyah Lada Thullâb al-Fashl al-Sâbi' fî al-Madrasah al-Tsânawiyah "Nurul Jadid Banyuputih - Situbondo"." Alibbaa': Jurnal Pendidikan Bahasa Arab 1, no. 2 (August 25, 2020): 197–209. http://dx.doi.org/10.19105/alb.v1i2.3572.
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The inhibiting factor for students having difficulty in learning Arabic is that vocabulary mastery is still very limited, even though the vocabulary is an elementary language that must be mastered by foreign language learners including the Arabic Language. Therefore learning methods and strategies are very influential in the learning process and student's motivation to study. Learning strategies included in the design of domain learning technology. So the teacher in this school uses mind mapping strategies to solve the student's problem in mastering Arabic vocabulary. In this study, the researcher used a qualitative method. While the process, the researcher has a source of data from the mufradat/vocabulary learning process as well as the students involved in it. This paper discusses the implementation of learning technology (mind mapping strategy) to solve the problem of learning mufradat. And The results of this study prove that the mind mapping strategy help to improve mufradat mastery of the students and them following the learning process with pleasure.
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Fu’adah, Shofwatul. "Tathbîq Tiknûlûjiyâ (Istirâtîjiyah al-Kharîthah al-Dzihniyah) li Hilli Musykilah Ta'lîm Mufradât al-Lughah al-'Arabiyah Lada Thullâb al-Fashl al-Sâbi' fî al-Madrasah al-Tsânawiyah "Nurul Jadid Banyuputih - Situbondo"." Alibbaa': Jurnal Pendidikan Bahasa Arab 1, no. 2 (August 25, 2020): 197–209. http://dx.doi.org/10.19105/ajpba.v1i2.3572.
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The inhibiting factor for students having difficulty in learning Arabic is that vocabulary mastery is still very limited, even though the vocabulary is an elementary language that must be mastered by foreign language learners including the Arabic Language. Therefore learning methods and strategies are very influential in the learning process and student's motivation to study. Learning strategies included in the design of domain learning technology. So the teacher in this school uses mind mapping strategies to solve the student's problem in mastering Arabic vocabulary. In this study, the researcher used a qualitative method. While the process, the researcher has a source of data from the mufradat/vocabulary learning process as well as the students involved in it. This paper discusses the implementation of learning technology (mind mapping strategy) to solve the problem of learning mufradat. And The results of this study prove that the mind mapping strategy help to improve mufradat mastery of the students and them following the learning process with pleasure.
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Ong, Choon Hee. "Goal Orientation of Adult Students Towards Learning Strategies: The Malaysian Context." Psychological Thought 7, no. 2 (October 22, 2014): 156–67. http://dx.doi.org/10.5964/psyct.v7i2.114.
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The purpose of this study is to identify the goal orientation of adult students in the Malaysian context. The finding of this study shows that mastery goal orientation registered the highest mean among the adult students. Therefore, the adult students were found to have adopted mastery goal orientation in their learning process. The analysis oft-Test and One-Way ANOVA indicates that there were no significant group differences in the mean scores of mastery goal orientation among gender, age group and years of experience of the respondents. In addition, this study also attempts to offer the higher education institutions to understand the students’ learning strategies by knowing their goal orientation. It provides information on how deep learning strategies can be integrated with mastery goal orientation so that they are in line to produce better learning outcomes. It is recommended in this study that deep learning methods such as flexible learning and problem-based learning can be used to encourage students to take greater responsibilities for their learning outcomes. In this respect, they will be able to interact with the facilitator on the course material in a more practical and analytical manner. In terms of future research, this study provides validated measures of goal orientation which can be used by future researchers in the similar research setting.
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Lan, Shi, and Eric C. K. Cheng. "Students’ Metacognitive Competencies: Effect on Mastery of Learning Strategies and Outcomes." Curriculum and Teaching 36, no. 2 (December 1, 2021): 25–40. http://dx.doi.org/10.7459/ct/36.2.03.
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This paper discusses the constructs of students’ metacognitive competencies and its effect on mastery of learning strategies and enhancing learning outcomes in the context of high school in Shanghai, China, where Learning to Learn curriculum has been implemented for years. 780 students from three types of typical high schools in Shanghai participated in a questionnaire survey. Result of a structural equation model shows that metacognitive knowledge, planning, monitoring, and evaluation constitute students’ metacognitive competencies which effectively predict mastery of learning strategies and their student learning outcomes. Pedagogies for metacognitive teaching for effectively implementing the Learning to learn curriculum are proposed.
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Mevarech, Zemira R. "The Effects of Cooperative Mastery Learning Strategies on Mathematics Achievement." Journal of Educational Research 78, no. 6 (July 1985): 372–77. http://dx.doi.org/10.1080/00220671.1985.10885633.
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Mevarech, Zemira R., and Shulamit Werner. "Are mastery learning strategies beneficial for developing problem solving skills?" Higher Education 14, no. 4 (August 1985): 425–32. http://dx.doi.org/10.1007/bf00136514.
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Khansa, Jihan, and Dyah Mukaromah. "Writing assessment strategies for online learning during pandemic era." Journal of Applied Studies in Language 6, no. 1 (June 28, 2022): 8–14. http://dx.doi.org/10.31940/jasl.v6i1.350.
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Online learning is a new challenge for educators who must master the use of digital media to support learning to run smoothly. Similar to offline learning, online learning still requires various assessment activities to evaluates students' mastery of English subject. Therefore, the English teachers at SMK Bhakti Husada PGRI Blora uses various assessment models in online learning, especially in students' writing skills. This is done for the reason that the teacher wants to improve students' writing skills, especially in English. Teachers use several assessment models during online learning, including handwriting, completing blank space, picture description, grammatical tasks, scrambled words, and short answer question tasks. Teachers use various models of writing assessment so that the assessment given to students will have more variety. The purpose of this study was to describe the assessment strategy used by the English teacher at SMK Bhakti Husada PGRI Blora for online learning during pandemic era, especially in writing skills. This study also indicates the appropriateness of those assessment strategies with four principles of language assessment.
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Shi, Hong. "English Language Learner’s Learning in a U.S. University Setting." International Research in Higher Education 2, no. 1 (November 2, 2016): 44. http://dx.doi.org/10.5430/irhe.v2n1p44.
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The purpose of this study is to examine English Language Learners’ (ELLs) self-efficacy belief, language learning strategies and goal orientations in university settings. It also explored the relationships among self-efficacy, learning strategies and goal orientation of ELLs. A survey was used to collect data. The participants were 77 ELLs in a southeastern university in America. It was found that ELLs in this study had positive self-efficacy beliefs. ELLs often use language learning strategies in their learning process. There were significant positive relationships between self-efficacy and language learning strategies, between language learning strategies and mastery goal orientations. Mastery goals mostly predicted strategy use for ELLs. Implications were provided for language educators to assess ELLs’ self-efficacy and goal orientations. This study identified instructional suggestions for language educators as well as provided useful information for related discussions from an ELL perspective in university classrooms.
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Ning, Hoi Kwan. "Singapore Primary Students’ Pursuit of Multiple Achievement Goals: A Latent Profile Analysis." Journal of Early Adolescence 38, no. 2 (August 18, 2016): 220–37. http://dx.doi.org/10.1177/0272431616665214.
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Based on measures of approach and avoidance mastery and performance goals delineated in the 2 × 2 achievement goal framework, this study utilized a person-centered approach to examine Singapore primary students’ ( N = 819) multiple goals pursuit in the general school context. Latent profile analysis identified six types of students with distinct patterns of achievement goal motivation: high goal-oriented (strong multiple goals), average goal-oriented (moderate multiple goals), low goal-oriented (weak multiple goals), performance and approach-oriented (high mastery- and performance-approach, high performance-avoidance, low mastery-avoidance), approach-oriented (high mastery- and performance-approach, low mastery- and performance-avoidance), and mastery-oriented (moderate mastery-approach and mastery-avoidance, low performance-approach and performance-avoidance). Significant profile differences were detected in various measures of deep and surface learning strategies, metacognitive strategies, and mathematics test performance. The high goal-oriented profile appeared to be the most adaptive in relation to these learning outcomes, followed by the performance and approach-oriented, the mastery-oriented, and the approach-oriented profiles.
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Zhou, Ying, and Jianhua Wang. "Goal orientation, learning strategies, and academic performance in adult distance learning." Social Behavior and Personality: an international journal 47, no. 7 (July 18, 2019): 1–20. http://dx.doi.org/10.2224/sbp.8195.
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We explored the predictive effect of goal-oriented learning strategies on Chinese adult students' academic performance in distance learning, using self-regulated learning as the underpinning theory. The relationship was analyzed using structural equation modeling, and the results indicated that self-regulation strategies and goal orientation were positively related to academic achievement. We also found a significant and positive indirect relationship of mastery goal orientation and academic performance through self-regulated learning strategies. Further, the performance-approach goal orientation had a positive indirect influence on academic performance, with the effort-regulation strategy fully mediating this relationship. The theoretical and practical implications of these findings are discussed.
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Emelia Agustianti, Syofia Delfi, and Dahnilsyah Dahnilsyah. "The Correlation between University Students’ Vocabulary Learning Strategies and The Vocabulary Mastery Level." J-SHMIC : Journal of English for Academic 8, no. 2 (August 31, 2021): 153–67. http://dx.doi.org/10.25299/jshmic.2021.vol8(2).7392.
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This research was intended to find the correlation between the students’ vocabulary learning strategies and the vocabulary mastery level. The research design of this study was a quantitative research and the study population was the second year students of English study program FKIP Universitas Riau. 41 participants were selected from the second year students of English Study Program FKIP Universitas Riau using the cluster random sampling technique. The instruments of this study were vocabulary learning strategy questionnaire and vocabulary level test. The data showed that 53.7% of students was used the vocabulary learning strategy in learning new vocabularies and 31.7% students were high vocabulary level. Moreover, the result of the study indicated that there was a negative correlation between two variables. The value of correlation coefficient was 0.813. It was on scale 0.00 – 1.00. It meant that the correlation between the students’ vocabulary learning strategies and the vocabulary mastery level of the second year students were categorized as high correlation. This research would assist students to understand the correlation between used the strategy in learning new vocabularies in order to increase the level of vocabulary mastery.
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Castellano-Risco, Irene. "Vocabulary learning estrategies: their relation to learning success." Lenguaje y Textos, no. 48 (December 27, 2018): 11–20. http://dx.doi.org/10.4995/lyt.2018.10029.
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In the fields of Second Language Acquisition, there is a recent trend towards the identification of vocabulary learning strategies. However, the majority of this work has focused on the identification of strategies itself, rather than relating it to vocabulary mastery. This article presents a study on the use of vocabulary learning strategies and their relation to receptive vocabulary size. To do so, seventy secondary-school learners took part in the study. They were asked to respond the 2K version of the Vocabulary Levels Test (Schmitt, Schmitt & Clapham, 2001) and a vocabulary learning strategies questionnaire, adapted from Schmitt’s taxonomy (1997). The data were examined looking into how the use of vocabulary learning strategies related to larger or smaller receptive vocabulary size. Results will have practical implications in language teaching, as, with the identification of those most useful strategies, teachers will be able to foster their use, turning learners’ efforts into a more successful experience.
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Şen, Şenol. "THE RELATIONSHIP BETWEEN SECONDARY SCHOOL STUDENTS’ SELF-REGULATED LEARNING SKILLS AND CHEMISTRY ACHIEVEMENT." Journal of Baltic Science Education 15, no. 3 (June 25, 2016): 312–24. http://dx.doi.org/10.33225/jbse/16.15.312.
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Self-regulated learning skills (such as goal setting, organizing environment and time, seeking help and self-evaluation) are critical for students to be able to successfully and meaningful learn abstract concepts such as reduction, oxidation and electrolysis. The purpose of this research was to examine the relationships between self-regulated learning skills and chemistry achievement in Turkish secondary school students. Therefore, a structural equation model was developed and tested to model the relationships among task value, control of learning beliefs, performance-approach goals, mastery-approach goals, self-efficacy for learning and performance, metacognitive learning strategies, time and study environment management, effort regulation, and achievement in electrochemistry. Data was collected from 481 secondary school students through administration of the Achievement Goal Questionnaire, the Motivated Strategies for Learning Questionnaire and the Electrochemistry Concept Test. The results showed that students’ task value, performance-approach goals, and time and study environment management significantly positively correlated with achievement. Path analysis demonstrated that metacognitive learning strategies, mastery-approach goals, and effort regulation were predictors of students’ time and study environment management. Moreover, effort regulation, metacognitive learning strategies, and mastery-approach goals were found to have indirect effects, which were mediated by time and study environment management. Key words: chemistry achievement, direct and indirect effects, self-regulated learning skills, secondary school students, path model.
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Riwanda, Agus, Muhammad Ridha, and M. Irfan Islamy. "Increasing Arabic Vocabulary Mastery Through Gamification; is Kahoot! Effective?" LISANIA: Journal of Arabic Education and Literature 5, no. 1 (June 29, 2021): 19–35. http://dx.doi.org/10.18326/lisania.v5i1.19-35.
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Vocabulary (mufradat) mastery is decisive in the success of foreign language learning. Mastering many vocabularies can improve students’ listening, speaking, reading, and writing skill. Various strategies have been applied to improve vocabulary mastery, but the results are not satisfactory. They were only able to achieve an average score of 42, far below the minimum criteria of mastery leaning, which is 75. It was because the students are less motivated to master it. Quantitative research with experimental design was carried out to test Kahoot! media, one of the game-based learning methods to improve students’ vocabulary learning outcomes in class X MAN 4 HST. The results showed that students' learning outcomes in the experimental class which used Kahoot! Gamification method is significantly higher than the control class, which used reading aloud and guessing the meaning method. The average learning outcomes in the experimental class were 28,269 points higher than that of the control class. The average value of the control class N-Gain is 25.95, which is categorized as ineffective. While the average N-Gain value of the experimental class is 74.31, categorized as quite effective category. The results indicated that Kahoot! implementation can increase the average score of students in learning mufradat to 85.
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Mhlongo, PraysGod, Colleen Du Plessis, and Albert Weideman. "Investigating education students’ language learning beliefs and motivation for learning English." Journal for Language Teaching 54, no. 1 (March 3, 2021): 95–121. http://dx.doi.org/10.4314/jlt.v54i1.1.
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Institutions responsible for the training of educators have a duty to ensure that students develop adequate mastery of subject content and pedagogy. This paper investigates the language learning beliefs (LLBs) of pre-service Foundation and Intermediate Phase educators and their alignment with language learning principles from applied linguistics research on second language acquisition (SLA). The study also examines the students’ motives for learning English since motivation plays a part in sustaining language learning. Gardner’s socio-educational model and Dörnyei’s L2 motivational self system are used as theoretical frameworks in addition to the work of scholars such as Horwitz, Griffiths, and Weideman and Lepota on language learning strategies and beliefs. The results of a cross-sectional survey using the Beliefs About Language Learning and Motivation Inventory Modified (BALLMI-M) are analysed. The findings show that students are highly motivated to master English but do not wish to integrate with the English speech community. Furthermore, they lack understanding about the nature of language skills and have conflicting LLBs that should be addressed in futureamendments to the language curriculum.
Keywords: language learning motivation, additional language teaching, literacy levels of Education students, language learning beliefs, language learning strategies
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Kurniawati, Atin. "Teachers’ Reflections on Teaching Mathematics in English: A Consideration for Developing ESP Course." ELE Reviews: English Language Education Reviews 1, no. 2 (November 30, 2021): 72–87. http://dx.doi.org/10.22515/ele-reviews.v1i2.4300.
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This study aims at investigating the difficulties faced by mathematics teachers in delivering learning materials in English, the strategies carried out by the teachers to overcome their problems, and its implication for ESP design. Conducted in a private school in Surakarta, which uses the Cambridge curriculum, this study involved five mathematics teachers. The data were collected by interview to elicit detailed information. Then, the data were analyzed using the interactive analysis method. Based on the study, the teachers faced several difficulties, namely vocabulary mastery, pronunciation, grammar mastery, and speaking fluency. The teachers’ strategies to cope with the difficulties were improving English skills by learning from reference books and other sources, printed or online, and collaborating with peer teachers. They also used an online platform to assist their learning as well as prepare the learning media. It implied that ESP design for mathematics teachers needed to cover four aspects: vocabulary mastery, pronunciation, grammar mastery, and speaking fluency. Several platforms could be utilized to design the ESP course, including the platforms that supported the linguistic aspects and mathematical knowledge.
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Mawang, Lucy L., Edward M. Kigen, and Samuel M. Mutweleli. "Achievement goal motivation and cognitive strategies as predictors of musical creativity among secondary school music students." Psychology of Music 48, no. 3 (October 19, 2018): 421–33. http://dx.doi.org/10.1177/0305735618805837.
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The purpose of this study was to (a) establish the relationships among achievement goal motivation, cognitive learning strategies, and musical creativity; (b) determine the best predictors of musical creativity among the study variables. Participants ( N = 201) were secondary school music students in Kenya. Two self-report measures, the Achievement Goal Questionnaire-Revised (AGQ-R) and Motivated Strategies for Learning Questionnaire (MSLQ) were used in data collection for the independent variables. Musical creativity was measured by a creative composition task and evaluated according to four dimensions of musical craftsmanship, syntax, originality and aesthetic sensitivity. The results showed that musical creativity was positively correlated with mastery-approach goal and deep processing learning strategy but negatively correlated with surface processing strategy, performance-approach and performance-avoidance goals. The best predictor of musical creativity was deep processing strategy, β = .45, p < .01, which accounted for approximately 26% of the variance in participants’ musical creativity, followed by mastery-approach goal, β = .27, p < .01, R2 =.09. The implication for music education is that music teachers should create conducive environments and adopt teaching strategies that nurture mastery-approach goal orientation and deep processing learning strategies to enhance musical creativity
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Tucker, Olivia. "Mastery Goals and Intrinsic Motivation in Instrumental Ensembles." Music Educators Journal 106, no. 4 (June 2020): 30–35. http://dx.doi.org/10.1177/0027432120901767.
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How do we motivate students to practice and persist when facing challenges inherent in learning to play an instrument? In this article, I synthesize research findings into strategies to encourage students’ mastery goal orientations and intrinsic motivation. Educators can use these strategies in the classroom or as inspiration to create innovative ways of supporting student motivation in instrumental music.
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Wilson, Andrew, and Wonsun Kim. "The Effects of Concept Mapping and Academic Self-Efficacy on Mastery Goals and Reading Comprehension Achievement." International Education Studies 9, no. 3 (February 21, 2016): 12. http://dx.doi.org/10.5539/ies.v9n3p12.
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<p class="apa">The purpose of the study is to investigate the effects of concept mapping on mastery goal orientation and academic self-efficacy in a collaborative learning environment. The current study employed a randomized controlled pretest-posttest group design to examine if learning strategies such as concept mapping can help students with both reading comprehension achievement and intrinsic motivation of wanting to master a task at a high level. A total of 42 5th grade students at Ilshin Elementary School in South Korea participated in this study. The experiment group (<em>n</em>=22) has undergone concept mapping training while the control group (<em>n</em>=20) has not. All students were required to fill out questionnaires based on mastery goals, performance goals and academic self-efficacy. The results indicated that concept-mapping did not increase mastery goals and mastery goals had no effect on test scores. In addition, the interaction effect between academic self-efficacy and condition did not increase mastery goals and had no effect on test scores. In conclusion, the reduced number of samples may have caused a potential source of instability considering the statistical procedure chosen.</p>
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Retnawati, Heri, Janu Arlinwibowo, Nidya F. Wulandari, and Rian G. Pradani. "TEACHERS’ DIFFICULTIES AND STRATEGIES IN PHYSICS TEACHING AND LEARNING THAT APPLYING MATHEMATICS." Journal of Baltic Science Education 17, no. 1 (February 20, 2018): 120–35. http://dx.doi.org/10.33225/jbse/18.17.120.
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In a teaching and learning process, the mastery of mathematics would support students in learning physics. The aim of the research is to analyse the difficulties of physics teachers’ in conducting teaching and learning process that demands the requirements of mathematical concepts in senior high schools. The research was a qualitative research using phenomenological approach. The data were collected through focus group discussion (FGD) that involved 15 teachers from public and private senior high schools in the Kudus Regency, the Province of Central Java, Indonesia. The analysis was conducted by applying the Bogdan & Biklen model. The results of the research showed several findings if there had been problems of un-synchronism in the material orders of mathematics and physics that hindered the teaching and learning process. The strategies that physics teachers had applied individually are teaching mathematics materials as prerequisite first and making module collaboratively. The new arrangement of teaching and learning materials in mathematics and physics are needed to cover the problems. Keywords: mathematics mastery, physics teaching, learning process, difficulties and strategies.
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Liu, Jiling, Ping Xiang, Ron E. McBride, and Han Chen. "Self-regulated learning strategies and achievement goals among preservice physical education teachers." European Physical Education Review 26, no. 2 (July 1, 2019): 375–91. http://dx.doi.org/10.1177/1356336x19859602.
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Self-regulated learning is critical to student academic success as well as healthy lifestyles. Although widely conducted among students from various disciplines, self-regulated learning research seems not to have paid much attention to preservice physical education teachers. Attempting to amend this literature gap as well as inform the current status of self-regulated learning among preservice physical education (PE) teachers, this study focused on two essential components: learning strategies and motivation. Participants included 419 preservice PE teachers from five teacher preparation programmes in the USA. They responded to two questionnaires that assessed self-regulated learning strategies use and achievement goals. Each item on the questionnaires was on a seven-point Likert scale. Results showed that this group of preservice teachers’ use of cognitive and metacognitive strategies was at a medium level. Their mastery-approach goals demonstrated a predominant effect on general cognitive strategies and elaboration. Performance-approach and performance-avoidance goals also had a positive association with general cognitive strategies and critical thinking. Based on these results, we recommend PE teacher educators integrate self-regulated learning into instructions and focus preservice teachers on endorsing mastery-oriented goals for their learning.
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Kampylafka, Christina, Fotini Polychroni, and Alexandros-Stamatios Antoniou. "Primary School Students with Reading Comprehension Difficulties and Students with Learning Disabilities: Exploring Their Goal Orientations, Classroom Goal Structures, and Self-Regulated Learning Strategies." Behavioral Sciences 13, no. 2 (January 17, 2023): 78. http://dx.doi.org/10.3390/bs13020078.
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The aim of the present study was to investigate goal orientations and classroom goals structures and their relationship with strategies of self-regulated learning (SRL) in students with and without learning disabilities (LD) and reading comprehension difficulties (RCD). The sample consisted of 537 students attending the two last grades of primary school, fifth and sixth grade (Mage = 11.28 years, SD = ±0.59). Of these, 58 students were diagnosed with LD, and 70 students, after individually administered assessments in reading accuracy and reading comprehension, were assigned to the RCD group. Self-reported questionnaires were administered, assessing students’ personal goal orientations, classroom goal structures, and strategies of SRL. The results showed that students with LD and students with RCD scored lower in mastery orientation and higher in performance avoidance compared to their peers without difficulties (ND). LD students reported lower scores of adaptive strategies than their peers. In addition, the results confirmed the adaptive character of mastery-approach goals and mastery goal structures and the negative effects of performance-avoidance goals and performance goal structures on the adaptive strategies of SRL. Performance-approach goals predicted adaptive behaviors for all students, confirming the argument of an adaptive type of motivation. The findings of the current study highlight the importance of goal orientations and classroom goal structures for students’ SRL. Implications of the findings for enhancing motivation for students with LD and students with RCD are discussed.
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Montenery, Susan. "Problem-Based Learning for Didactic Presentation to Baccalaureate Nursing Students." Creative Nursing 23, no. 2 (2017): 102–11. http://dx.doi.org/10.1891/1078-4535.23.2.102.
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Nursing judgment is an essential component in the delivery of safe, quality patient care. Nurses must have the knowledge and skills to question authority, make judgments, substantiate evidence, and advocate for the patient. Traditional pedagogy in content-laden courses remains primarily lecture based. Incorporating active strategies to strengthen professional practice is essential. A pilot study assessed senior baccalaureate nursing students’ perceptions of problem-based learning (PBL) and their readiness for self-directed learning. In addition, the authors analyzed the relationship between readiness for self-directed learning and course content mastery using PBL. Students completed the Self-directed Learning Readiness Scale, the Problem-Based Learning Environment Inventory, and course content mastery exams. Students reported positive experiences with PBL and readiness for self-directed learning. Readiness for self-directed learning and 2 of 5 exam scores were inversely, significantly related. Students’ perceptions of their readiness for self-directed learning did not always correspond with course content mastery. Specifically, some students who perceived themselves as ready for self-directed learning did not perform well on course content exams. This inverse relationship has not been reported by other researchers and brings an interesting perspective to student perceptions and actual performance. Four themes emerged from students’ narrative responses: Prepared Me for Real Life Professional Situations, Stimulated My Critical Thinking, Promoted Independent Problem Solving, and Supported Learning Retention. PBL as a pedagogical approach provides opportunities for nursing students to explore their professional independence while attempting to master content.
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Haryanto, Jessica Febrina, and Agustinus Ngadiman. "The English Teachers’ Instructional Strategies to Assist Students to Meet the Minimum Criterion of Mastery Learning." JET ADI BUANA 3, no. 2 (December 21, 2018): 175–96. http://dx.doi.org/10.36456/jet.v3.n2.2018.1727.
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This article uncovered the instructional strategies used by Junior High English teacher to assist students to achieve the determined Minimum Criterion of Mastery Learning (MCML) or KKM (Kriteria Kompetensi Minimal). The subjects of the study were 4 English Teachers of Junior High Schools and Senior High Schools in Surabaya. They were assumed to have had enough experiences in teaching EFL to the students. The main instrument of the study was a semi structured questionnaire. There were ten strategies used by English Teachers of Junior High Schools and Senior High Schools to assist their students to meet the Minimum Criterion of Mastery Learning. They are (1) Conducting short review, (2) Teaching step-by-step, (3) Giving a large number of questions, (4) Giving a large number of questions, (5) Guiding the students’ practices, (6) Checking the students’ understanding, (7) Obtaining high success rate. (8) Providing scaffolds for difficult tasks, (9) Assessing independent practices, and (10) Conducting weekly and monthly review.
Keywords: Minimum Criterion of Mastery Learning (MCML), strategies
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Imawan, Yuli, Madah Rahmatan, Irfan Hania, and Alimudin Alimudin. "Ashwat's Teaching Strategies and Their Implications In The Learning of Maharah Istima'." International Journal of Education and Teaching Zone 2, no. 1 (January 7, 2023): 13–24. http://dx.doi.org/10.57092/ijetz.v2i1.55.
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One component of the language that Arabic learners first face is ashwat or sound. with sound teaching strategies that the teacher does correctly and precisely, will help students overcome difficulties in learning ashwat arabiyah. mastery of language sounds becomes important, because sounds are the basic thing for mastering listening skills. Therefore, the purpose of this study is to describe the strategies and steps of teaching ashwat arabiyah and their influence on the mastery of maharah istima'. Using a descriptive-qualitative design, this study reveals three basic steps in ashwat teaching, namely: presentation of pronunciation models, giving exercises/drills, and practicing language use. as for The teaching of language sounds is the most basic activity to develop listening skills. there are five phases of listening learning, including; Phase recognition, initial comprehension, mid-comprehension, advanced comprehension and Assessment/taqwim. there are 13 steps of listening learning related to ashwat teaching, including hearing and saying, listening-writing (dictation), listening-doing, hearing-guessing, expanding sentences, finding objects, whispering chains, completing stories, identifying keywords, identifying topic sentences, abbreviating/summarizing, paraphrases, and answering questions.
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Widiartanto, Widiartanto. "Analysis of Quality of Knowledge Transformation Path to Learning Organization at Copper Carving Cluster in Central Java." Information Management and Business Review 6, no. 3 (June 30, 2014): 128–34. http://dx.doi.org/10.22610/imbr.v6i3.1108.
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The purpose of this study was to determine the effect among variables of disciplinary learning organization (personal mastery, mental models, shared vision, thinking systemic, and team learning). The benefit of this research is to develop a model of knowledge transformation path quality as one of the strategies to manage environment change around Copper Craft Cluster. Samples of 90 workers were chosen by Slovin at 10% critical value of 716 populations as workers at the Copper Carving Cluster Tumang Boyolali, Central Java as a chosen research location. The technique sampling was proportional random sampling. The validity and reliability were tested. The data analysis method has been used descriptive analysis and inferential statistics (used path analysis). The benefit of this research was to develop a model of quality of knowledge transformation path as one of the strategies to manage environment’s change at the Copper Craft Cluster. The results showed that there were a positive and significant influences among variables as follow: personal mastery discipline on mental models discipline ; personal mastery discipline on shared vision discipline; personal mastery discipline on systemic thinking discipline; mental models discipline on shared vision discipline; mental models discipline on systemic thinking discipline; systemic thinking discipline on shared vision discipline; mental models discipline on team learning discipline; systemic thinking discipline on team learning discipline; and shared vision discipline on team learning discipline.
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Purnomo, Eko, Firunika Intan Cahyani, Nina Jermaina, Donie Donie, Eddy Marheni, Martio Mairifendi, and Rizki Fitri Rahima Uulaa. "Strategies for Self-Mastery and Physical Education Learning During the COVID-19 Pandemic." IJORER : International Journal of Recent Educational Research 3, no. 4 (July 30, 2022): 500–511. http://dx.doi.org/10.46245/ijorer.v3i4.234.
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Self-control strategy is a way for a person to determine how to control himself. The purpose of this study was to examine how much influence online learning has on students' self-control in physical education subjects. Researchers used a Likert scale questionnaire as the medium to get data from respondents . The results showed that the self-mastery strategy for online learning resulted in students who tended to be passive but had good self-control. Then, we found that the self-control strategy needed by students is the enthusiasm and motivation of physical education teachers. So that students are not bored during the process of making assignments. Then the results of this study indicate that when online learning takes place, students tend to be passive and bored.However, we also found that students had good self-control even though the results of their assignments did not meet the learning modules, such as being respectful to the teacher and to their groupmates.
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Cahyani, Berliana Henu, Asmadi Alsa, Neila Ramdhani, and Fakher Nabeel Khalili. "The role of classroom management and mastery goal orientation towards student’s self-regulation in learning Mathematics." Psikohumaniora: Jurnal Penelitian Psikologi 4, no. 2 (October 21, 2019): 117. http://dx.doi.org/10.21580/pjpp.v4i2.3576.
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Mathematics until today is still considered a difficult subject so that it needs to think about appropriate strategies to encourage students to be able to regulate themselves in learning this subject. This study aimed to test empirically the role of classroom management and mastery goal orientation towards self-regulated learning. The participants of the study were 177 students of state high schools in Sleman, who were selected using a purposive sampling technique. The scales used were self-regulation of mathematics learning scale, classroom management scale, and mastery goal orientation scale. The data analysis using two-predictor regression analysis showed that classroom management and mastery goal simultaneously played a significant role by 68.7% (R2=0.687, F (2.177) =191.243, p<0.01). Classroom management predicted self-regulation (β= -0.130, p < 0.01), and so did mastery goal (β= 0.878, p < 0.01). Based on the results of this study, it could be concluded that self-regulation in learning Mathematics can be determined through classroom management and mastery goals concurrently.
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Kamulyan, Mulyadi Sri, and Santi Ermawati. "PENINGKATAN HASIL BELAJAR MATEMATIKA PADA SOAL CERITA MELALUI STRATEGI THINK TALK WRITE (TTW) SISWA KELAS V SD NEGERI 02 GEMANTAR." Profesi Pendidikan Dasar 1, no. 2 (December 12, 2016): 162–74. http://dx.doi.org/10.23917/ppd.v1i2.1005.
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Classroom action research is one of the efforts of teachers in teaching skills upgradingand simultaneously improve the ability to manage learning in the classroom. In mathematicslearning has become one of the subject is regarded as the benchmark performanceof other maple, require attention before another subject. Therefore, this research isalso about “the increase in the Mathematics learning outcomes through the story aboutlearning strategies Think Talk Write (TTW). This type of research is the PTK (ClassroomAction Research. Subject receiver is action Elementary School fifth grade students 02Gemantar totaling 22 students. Data were collected using observations at the beginningof the study remedy find problems in class, documentation to record the traces of mathematicslearning outcome , a test to determine the achievement of learning outcomesafter a given action . Data analysis was performed with data reduction step, the presentationof the data, drawing conclusions and verification. This study was conducted in severalcycles, the final study showed an increase in learning outcomes in mathematics storyproblems with strategies Think Talk Write. It can be seen from the results obtained studyingpre cycle 7 students reach KKM with an average 52.727, and 31.819 % mastery learning.In the first cycle obtained by 12 students who achieve KKM with the average value of71.59%, and mastery learning 54.55 %. In the second cycle obtained by 19 students reachKKM with an average value of 81.25%, and 86.364 % mastery learning. The results ofthis study can be concluded that the implementation of strategies Think Talk Write (TTW)can improve learning outcomes in math word problems .
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Nanquil, Luisito Manalansan. "BOOK REVIEW: DEVELOPING COLLABORATIVE LEARNING ENVIRONMENT USING LEARNER-CENTERED STRATEGIES." LLT Journal: A Journal on Language and Language Teaching 24, no. 2 (November 30, 2021): 669–73. http://dx.doi.org/10.24071/llt.v24i2.3382.
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To be a competent, dynamic, and effective teacher needs a lot of evaluation and reflection. A product of this thought should be learning outcomes that demonstrate mastery, fluency, and achievement of the learners, who are the main focus of teaching and learning. This paper aims to examine the book authored by Rollins by connecting the observations and experiences of the reviewer to the points, theories, and practices tackled by the author in her book. It is the hope of teachers around the globe to offer collaborative learning environment that will cater to the needs and diversities of learners.
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Abu Bakar, Mohamad Ariffin, and Norulhuda Ismail. "EXPLORING METACOGNITIVE REGULATION AND STUDENTS’ INTERACTION IN MATHEMATICS LEARNING: AN ANALYSIS OF NEEDS TO ENHANCE STUDENTS’ MASTERY." Humanities & Social Sciences Reviews 8, no. 2 (April 17, 2020): 67–74. http://dx.doi.org/10.18510/hssr.2020.82e07.
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Purpose of the study: This study is a survey of teachers’ and students' perceptions of mathematics teaching and learning practices. The purpose of this study was to determine the level of learning practice based on metacognitive regulation strategies and student interactions to increase student achievement.
Methodology: A quantitative survey of 45 mathematics teachers and 52 Form 2 students using questionnaires was conducted to look at the level of mathematics teaching and learning practices and to obtain agreement on the need for learning metacognitive regulation strategies and student interactions.
Findings: The findings show that teachers' level of knowledge about metacognitive regulation strategies, level of teaching and learning based on metacognitive regulation and student interaction strategies, and level of mastery and application of student mathematics skills are moderate.
Implications: Furthermore, teachers and students agree that teaching and learning practices based on metacognitive regulation strategies and student interaction need to be implemented as a mathematics learning intervention to enhance students’ mastery in mathematics. Implications of this study led to the suggestion that metacognitive regulation strategies be used as a best practice and guide to transform teaching and learning methods.
Novelty/Originality of this study: This study is an extension of the study of aspects of metacognitive skills by looking at both the view of the teacher and the student. Results show that students' metacognitive skills and interactions are related to and influence learning.
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Triani, Nani, Uman Suherman, and Juntika Nurihsan. "COMPETENCY OF CLASS TEACHERS IN THE IMPLEMENTATION OF GUIDELINES DEMANDS IN EXTRAORDINARY ELEMENTARY SCHOOLS." PrimaryEdu - Journal of Primary Education 4, no. 2 (September 30, 2020): 114. http://dx.doi.org/10.22460/pej.v4i2.1814.
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This research departs from the fact that learning with nuances of guidance in extraordinary elementary schools has not been done much so that the purpose of this study is to find out data about these matters. This study uses a quantitative approach with descriptive methods with 34 teachers as respondents. Areas that become indicators are mastery of identification and assessment of students, the ability of teaching theories & principles of educational learning, and the development of learning tools with instructional learning principles. The results showed that in the mastery of identification and assessment, most of the students were in the less competent category, a few were competent, and the rest were less skilled. The ability to master learning theory and educational learning principles shows that most of them are in the competent category and the rest are in the weak and incompetent category, while the ability to develop learning tools following nuanced learning guidance is mostly in the category of resting competent very competent, incompetent and less competent. Based on the data obtained in the research results, it shows that the competence of elementary school class teachers is extraordinary in carrying out guided learning and shows excellent competence so that it still requires development assistance using various techniques, methods, strategies, and appropriate approaches.
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Palanac, Aleks. "Positive Psychology and Mastery of the L2 Academic Self." Journal of Language and Education 5, no. 2 (June 30, 2019): 86–94. http://dx.doi.org/10.17323/jle.2019.8569.
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In order to determine how best to prepare students for university and to participate meaningfully in the activities of their intended academic discourse community (ADC), the influential model proposed by Anne Beaufort in 2007 suggests that this can only occur once a learner has mastered the domains of knowledge pertaining to the target ADC, including those of subject matter, genre, rhetorical techniques and the writing process. However, this article will argue that mastery of a domain and entry into an ADC involves more than this; both of these things can occur only once a student has been able to ‘master’ him/herself. In order to address the question of the nature of ‘self-mastery’ and how to guide students towards achieving it, this article draws upon theories from the emerging field of positive psychology, showing how notions such as self-efficacy, mindfulness and flow can be interwoven with concepts more commonly associated with English for Academic Purposes or ‘EAP’ (e.g. learner autonomy, motivation and noticing) to provide insights into how mastery of the second/additional language learning (L2) academic self can be facilitated. The application of these proposed strategies in the classroom is intended to give students the tools to not only to enter their chosen ADC but also to leave their mark on it.
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Bizimana, Emmanuel, Dieudonné Mutangana, and Adrian Mwesigye. "Effects of Concept Mapping and Cooperative Mastery Learning Strategies on Students’ Achievement in Photosynthesis and Attitudes towards Instructional Strategies." International Journal of Learning, Teaching and Educational Research 21, no. 2 (February 28, 2022): 107–32. http://dx.doi.org/10.26803/ijlter.21.2.7.
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Students' low performance in biology perturbs many teachers and other stakeholders. This has sparked research into learning strategies that might be utilized to improve students’ performance in the subject. This study investigated the effects of Concept Mapping (CM) and Cooperative Mastery Learning (CML) on students' achievement in photosynthesis. A pre-test, post-test, non-equivalent control group, quasi-experimental design was used. A sample of 449 students was drawn from the population of 6,708 senior two secondary students (SS2) in Nyamagabe district, Rwanda. Photosynthesis Achievement Test (PAT) (KR-21 = .82), Attitude Towards Concept Mapping Questionnaire (ATCMQ), and Attitude Towards Cooperative Mastery Learning Questionnaire (ATCMLQ) were used for data collection. Data were analyzed mainly using mean and standard deviation, Analysis of covariance (ANCOVA), and t-test. Findings revealed that the students who were exposed to the CM and CML attained significantly higher mean achievement scores in the PAT than those exposed to Conventional Teaching Methods (CTM) (F (2, 445) = 385.242, p<0.05). The CM group students achieved significantly better than the CML group. Moreover, there was no significant interaction effect between instructional strategies and gender in achievement (F (2, 442) =. 344, p > .05). The students showed a significant and positive attitudes towards the use of CM over the use of CM (t=5.8, p<.05). Thus, the CM and CML are effective strategies for successful and meaningful photosynthesis learning. It was recommended among other things that the biology teachers should use the CM and CML to enhance students’ achievement in biology especially in difficult and abstract concepts like photosynthesis.
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Aharony, Noa, and Hadas Gur. "The relationships between personality, perceptual, cognitive and technological variables and students’ level of information literacy." Journal of Librarianship and Information Science 51, no. 2 (November 29, 2017): 527–44. http://dx.doi.org/10.1177/0961000617742450.
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The Internet is students’ primary source of information, and the question that arises is whether students know how to evaluate the information they find on the Web. The present research aimed to explore whether openness to experience, curiosity, learning strategies, technological skills, and self-efficacy in computer use are associated with undergraduate students’ information literacy level. The research was conducted in Israel during the first semester of the 2014 academic year and included 180 first-year university students. Seven questionnaires were used to gather data on personal details, information literacy, computer mastery, curiosity, and openness to experience, self-efficacy in computer use, and learning strategies. Results confirm that the personality characteristics of openness to experience and curiosity, as well as cognitive variables such as deep learning strategies, the perceptual variable of self-efficacy in computer use, and computer mastery affect students’ level of information literacy.
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Astor, Angelica M., and Martha A. Astor. "Democracy in Higher Education Courses: Transformative Strategies." Journal of Education and Culture Studies 2, no. 1 (February 28, 2018): 65. http://dx.doi.org/10.22158/jecs.v2n1p65.
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<p><em>Teaching/Learning can be a mutual journey in higher education. It requires more than wanting to approach teaching and learning differently. Our schema about power and teaching must be addressed. It is not a simple thing to tease out what part of submission in learning is vital to gaining mastery and learning to think deeply and critically, and what part is inhumane. It also requires a complex skill set for ourselves and for students that must be experienced and embraced by us, then taught and practiced. It is a complex change full of excitement and cognitive as well as personal challenges. Can we allow teaching and learning to become inseparable parts of a greater whole? Constructive teaching in higher education is not just about our ability to transcend the moment but the mutual journey, all participants teaching and learning that is the miracle.</em></p>
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Handayani, Sri. "LISTENING TEAMS: STRATEGI PEMAHAMAN ISI TEKS PADA SISWA SMPN 1 KARANGPLOSO." CENDEKIA: Journal of Education and Teaching 11, no. 2 (April 21, 2017): 129. http://dx.doi.org/10.30957/cendekia.v11i2.290.
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This study aims to improve the ability to understand the content of the text using listening strategy teams for seventh grade students of SMP Negeri 1 Karangploso. The design of this study was a two-cycle classroom action research assigning 34 students as research subject. The study revealed that the mastery learning to understand the text content increases in each cycle. Mastery learning was achieved by 17,86% of 34 students in the pre-cycle, 42.86% students in the cycle I, and 85.72% students in the cycle II. In the precycle, insufficient of the mastery learning achieved 82.14%, 57.14% in the cycle I, and 14.28% in the cycle II. This proves that the use of listening teams strategies successfully improved to understand the text coontents.
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Han, Sunhee, and Donggun An. "Effects of Early Childhood Teachers’ Goal Orientation on Teaching Creativity Through Intrinsic Motivation and Informal Learning Experience." Korean Society for Creativity Education 22, no. 4 (December 31, 2022): 87–107. http://dx.doi.org/10.36358/jce.2022.22.4.87.
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This study examined the effects of early childhood teachers’ goal orientation on teaching creativity through intrinsic motivation and informal learning experience to investigate the roles of goal-related, motivational, and experiential factors that explain their teaching creativity. Participants were 257 early childhood teachers in early childhood education centers located in Incheon and Gyeonggi-do. This study measured the teachers’ goal orientation (mastery goal orientation, performance goal orientation), intrinsic motivation, informal learning experience, and teaching creativity. Collected data were analyzed using the structural equation modeling. Results showed that early childhood teachers’ mastery goal orientation, intrinsic motivation, and informal learning experience significantly influenced teaching creativity. However, the effects of performance goal orientation on teaching creativity were not significant. Mastery goal orientation significantly influenced intrinsic motivation and informal learning experience, and performance goal orientation significantly influenced informal learning experience. The effects of intrinsic motivation on informal learning experience were significant. Regarding indirect effects, mastery goal orientation significantly influenced teaching creativity through intrinsic motivation and informal learning experience. Also, mastery goal orientation significantly influenced teaching creativity sequentially mediated by intrinsic motivation and informal learning. The results provide academic implications for examining the goal-related, motivational, and experiential factors that affect early childhood teachers’ teaching creativity. They have practical implications for suggesting specific strategies for the teaching creativity of early childhood teachers.
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Heslinga, Virginia R. "Balance Toward Language Mastery." Journal of Arts and Humanities 6, no. 01 (January 11, 2017): 32. http://dx.doi.org/10.18533/journal.v6i01.1077.
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<p style="direction: ltr;" align="center">Problems in attaining language mastery with students from diverse language backgrounds and levels of ability confront educators around the world. Experiments, research, and experience see positive effects of adding sign language in communication methods to pre-school and K-12 education. Augmentative, alternative, interactive, accommodating, and enriching strategies using sign language aid learners in balancing the skills needed to mastery of one language or multiple languages. Theories of learning that embrace play, drama, motion, repetition, socializing, and self-efficacy connect to the options for using sign language with learners in inclusive and mainstream classes. The methodical use of sign language by this researcher-educator over two and a half decades showed signing does build thinking skills, add enjoyment, stimulate communication, expand comprehension, increase vocabulary acquisition, encourage collaboration, and helps build appreciation for cultural diversity.</p>
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Yuan, Jiefei. "A Novel Model of Network Ideological Education in Universities Based on Learning Analysis for the Era of 5G Mobile Computing." Wireless Communications and Mobile Computing 2022 (April 1, 2022): 1–9. http://dx.doi.org/10.1155/2022/8757198.
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Internet 5G introduces new methods and carriers for NIE (network ideology education) and marks a new milestone in multicarrier linkage and multichannel university NIE education, combining the benefits of emerging and traditional media. The specific intervention strategies for college students’ online learning procrastination are calculated in this paper, and a learning analysis-based implementation framework for college students’ online learning procrastination intervention is built. The K -means algorithm is used to analyze learning style; additional contextual information, such as student-knowledge point mastery and lesson-knowledge point, is added using the CF (collaborative filtering) algorithm, and students’ mastery is predicted using the excavated learning path. Experiments show that adding more data improves the prediction effect, especially in terms of operation efficiency. At the same time, the proposed framework can not only dynamically assess students’ knowledge mastery but also facilitate systematic review feedback and learning order adjustment, as well as provide personalized learning services.
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Hanafie, St Wardah, Muhammad Siri Dangnga, Abdul Halik, and Jabal Rahmah. "Problems of Educators and Students in Learning Islamic Religious Education at MTs Pondok Darren Modern Darul Falah, Enrekang District." Al-Ulum 19, no. 2 (October 23, 2019): 360–86. http://dx.doi.org/10.30603/au.v19i2.848.
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This article suggests the problematic of educators and students as learning actors so it is important to interact educative, conductively, effectively, and efficiently. Students as the next generation, it is important to be equipped with religious education (PAI) in order to have personality integrity. The success of students in PAI learning is influenced by creativity, commitment, dedication, and competence of educators implementing learning. It is important to examine the problem of educators and students in learning, the problem of learning Islamic education, and the solution to that problem. This research is Research and Development (R&D). The research findings in the field show among others: the problem of educators is the complexity of the character of students; limited learning time; mastery of subject matter; availability of learning tools; limited learning infrastructure; mastery of learning strategies and methods; participation in scientific training and meetings; and the density of activities at the cottage. The problem of students is also monotonous learning strategies and methods; high teaching material; memorization strategy; motivation to compete; and lack of discipline.
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Ben-Eliyahu, Adar. "Individual Differences and Learning Contexts: A Self-Regulated Learning Perspective." Teachers College Record: The Voice of Scholarship in Education 119, no. 13 (April 2017): 1–20. http://dx.doi.org/10.1177/016146811711901307.
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This article examines how individual differences (giftedness) interact with learning contexts (favorite versus least favorite courses) to influence learning processes and outcomes. The findings show that gifted and typically developing students differ solely in their expectancies for success and grades among a large variety of measures, including motivation (goal orientations, expectancies, and values) and self-regulated learning (self-regulated emotions, behaviors, and cognitions). These results imply that the learning context can override individual differences. Through the lens of the integrated self-regulated learning model (iSRL; Ben-Eliyahu & Bernacki, 2015), the article discusses why there are contextual differences in learning. By bridging the literature on mastery goal structure and self-determination theory, it is proposed that learning contexts focused on development and self-progress (i.e., mastery goal structured contexts) lead to adaptive achievement outcomes because competing basic needs are satisfied, competition decreases, and resources for learning are freed. Given the importance of self-regulated learning, students should be encouraged to develop learning habits and strategies based on self-regulation, which should be considered a 21st-century skill that can be scaffolded by educators in formal and informal learning settings.
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Hasanah, Muniyatun, and Dwi Sulisworo. "Design TPACK Strategy with Modellus Software for Simulation Based on The Guided Inquiry on The Wave Concept." Jurnal Ilmiah Pendidikan Fisika 6, no. 1 (March 21, 2022): 99. http://dx.doi.org/10.20527/jipf.v6i1.4086.
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Technological Pedagogical and Content Knowledge (TPACK) is a teacher framework in integrating Information and Communication Technology (ICT) in learning. The purpose of the initial learning planning by implementing the guided inquiry-based TPACK strategy is to increase the mastery of concepts and student learning activities. This research uses the literature review method with qualitative predictive analysis. Object research is an information system with the reason that there is a change in the application of information systems that were once still conventional, now began to be computerized and the development of information systems can be on various platforms, Among others, the web, desktop, mobile, and the last reason being that the development of information system systems has a variety of methods. Initial planning of learning using TPACK-based guided inquiry effectively improves students' mastery of concepts. The subjects were transversal and longitudinal waves with Modellus software. In general, this initial design is that learning with guided inquiry-based TPACK strategies increases mastery of concepts and student learning activities.
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Takashiro, Naomi. "What are the relationships between college students’ goal orientations and learning strategies?" Psychological Thought 9, no. 2 (October 28, 2016): 169–83. http://dx.doi.org/10.5964/psyct.v9i2.169.
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Few studies have been done to examine the relationships between students’ goal orientations (or achievement motivation) and their learning strategies with case studies. This study examined how five educational psychology students’ goal orientations would influence their learning strategies with a semi-structured interview method. The results showed that all students who used complex, multidimensional goal orientations also used versatile learning strategies depending on their specific needs in class. The findings showed that some exhibited goal orientations (mastery/performance) and other unusual goal orientations, were inconsistent with the extant literature. These dimensions were not clear-cut as in other quantitative methods. With regards to learning strategies, the common learning strategies were seeking help and rehearsal learning strategies. Students altered their learning strategies to their perceived optimal learning strategies based on their learning experiences in the past. The implication for classroom practice was that instructors could incorporate different tasks and assignments in order to motivate, encourage students’ use of multiple learning strategies and goal orientations.
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Bakar, Mohamad Ariffin Abu. "IMPLEMENTION OF METACOGNITIVE REGULATION STRATEGIES AND ACTIVITY BASED LEARNING THROUGH BEST SELLER MATHEMATICS LEARNING ACTIVITY TO ENHANCE STUDENT’S MASTERY IN MATHEMATICS." Asia Proceedings of Social Sciences 4, no. 1 (April 18, 2019): 153–56. http://dx.doi.org/10.31580/apss.v4i1.674.
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Best Seller Mathematics Learning Activity (Apm-BS) is a learning strategies using principles and strategies from the Metacognitive Learning Strategy and Activity Based-Learning. This conceptional framework tries to describe the potential of using effective activities to promote the metacognitive regulation in order to enhance student's mastery in mathematics. The learning framework were designed and created based on the basic of the concept of entrepreneurship that involves buying and selling process among students during the learning mathematics. Students interact with peer and teacher to practice the metacognitive skills.
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Mapata, Dg. "PEMANFAATAN POWER POINT UNTUK MENINGKATKAN PENGUASAAN KONSEP INTERAKSI ANTAR NEGARA ASIA DAN NEGARA LAINNYA DI SMP NEGERI 9 BULUKUMBA." Jurnal Pendidikan Sang Surya 7, no. 1 (May 5, 2021): 15–21. http://dx.doi.org/10.56959/jpss.v7i1.34.
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The purpose of this class action research is to improve the quality of students learning processes and outcomes through the implementation of learning strategies that focus on student activities using power point-based media. This research was conducted at SMP Negeri 9 Bulukumba. The subject of the study was an IXa grade student. The research was conducted in the odd semester of the 2018/2019 school year for three months, namely August to October 2019. The problem discussed in this study is the application of learning strategies that use power point-based media to improve the mastery of the concept of Interaction Between Asian countries and Other Countries as a result of learning ips students in class IXa SMP Negeri 9 Bulukumba. The research data was netted using (1) observation sheets of teachers ability to implement learning strategies that focus on student activities by using power point-based media, and (2) test learning outcomes. This type of data is quantitative data so that the analysis is done using descriptive statistical analysis techniques. The results of the data analysis showed that the implementation of learning strategies that focus on student activities by using power point-based media can improve the mastery of the concept of Interaction Between Asian and Other Countries in students of grade IXa SMP Negeri 9 Bulukumba.