The Investigation Of The Effectiveness Of Participatory Learning Education On Students Motivation And Academic Achievement
Volume 3 - Issue 8, August 2019 Edition
[Download Full Paper]
Author(s)
Shahla Dastyar
Keywords
Education, Participatory Learning, Academic Motivation, Academic Achievement
Abstract
The purpose of this study was to investigate the effectiveness of teaching in the way of participatory learning on the motivation and academic achievement of students. The research method was quasi-experimental with pretest-posttest design with the control group. The statistical population of this study included all 9th-grade female students of Kabul private schools. The sample consisted of 60 people who were selected by random cluster sampling method. In this research, 30 participants received participatory learning and 30 were in the control group. Data were collected using a questionnaire of academic motivation and academic achievement test. For data analysis, covariance analysis was used. Findings showed that participation in learning is effective in improving academic motivation and academic achievement (p <0.001). Application of the results of the research for teachers is that in order to increase the motivation and academic achievement of students, the role of motivational factors of learning in participatory learning should be considered.
References
[1]. Boling, G. (1999). The effect on students cognitive achievement when using the cooperative learning method in earth science classroom s school science mathematics, chunyenchang: ling mou.
[2]. Chapman, MT. C. (2004). Group reward contingencies and cooperative learning immediate and delayed effects on academic performance, self esteem, and sociometric.
[3]. Chen, N.S., Shuk, K., Wei, C.W., & Chen, H. J. (2006). Mining e-learning Domain Concept Map from Academic Articles. Computers & Education, Article in Press. Available free
[4]. Chiung, H. C. Chun, CH.. Wen, T. Ch. )2000). The evaluation and influence of interaction in wor supported collaborative concept mapping. Computer education volume, 34, page17-25.
[5]. Chularut, P & De Backer, T, K, (2003). The influence of concept mapping on achievement, self-regulation, and self-efficacy in students of English as a second language, Contemporary Educational Psychology, 29, 248-26.
[6]. Cikgoz, K. (2007). The effects of cooperative learning and concept mapping on learning strategy use. Educational Science, Theory & Practice, 7(1), 117- 127.
[7]. Dale, H. & Schunk, D,H. (2005). Commentary on Self-regulation in School Context Learning and Instruction, 15, 173-177.
[8]. David W. Johnson & Roger T. Johnson & Smith, K. (2007). The State of Cooperative Learnin in Post secondary Settings. Education Psycho Rev 19: 15-29.
[9]. DeVelis, R.F. (2003). Scale development: Teory and applications (2ndedn). Thousand Oaks, California: Sage. confidence in teaching it,journal of education for teaching1,57-67.
[10]. Fajonyomi M.G. (2002). Concept mapping student 'slocusofcontrolasgenderasdetermination Nigerians high school student's achievement in biology,Africanjournals online,Vol.2,No.10,pp.423-431.
[11]. Fetsco, TA. & mcclur, J. (2005). educatio mal psychology newYorkally hand bcomwolfulk, ional psychology bostom, allyn. bacomh.
[12]. Fishar,S. (2004). Cooperative learning and the achievement of motivation and perceptions of students in 11 the grade chemistry grale chemesty classas learning and instarac.12,90 -100.
[13]. Gillies, R. M. (2004). The effects of cooperative learning on junior Highschool students during small group learning. Learning and instruction 14:.availablefrom.www.elsevier.com/locate/learninstruc.
[14]. Gillies, Robyn M., Ashman, Adrian, Terwel, Jan. (2008). The Teacher’s Role in Implementing Cooperative Learning in the Classroom, Australia, Springer Science+Business Media, LLC.
[15]. Gokal, A. (1995). Cooperativ elearning coll adorative learninge ducation,vol1.7.
[16]. Guvence, H. & A-Johnson, D.W & Johnson, R.T. and Smith K. (2007). The State of Cooperative Learning in Postsecondary Settings. Education Psycho Rev 19: 15-29.
[17]. Johnson, & Johnson, R. (1989). Cooperative and Cmpetition: Teory and Rsearch Dina, N Nteraction Book Company Kim, E.
[18]. Johnson, D.W & Johnson, R.T. and Smith K. (2007). The State of Cooperative Learning in Postsecondary Settings. Education Psycho Rev 19: 15-29 A cooperative Journal,12pp30-45.
[19]. Kinchin, I. p. (1999). Computer assisted behaviarl counsclig for high school students journal of statistceedacatin 50,67-73.
[20]. Novak, J. D. (1990). Concept maps: a useful tool for science education, Journal o f Research in Science teaching, 27,937–949.
[21]. Paivio, A. (1991). Dual coding theory: retrospect and current status. Canadian Journal Psychology, 45(3), 255-28.
[22]. Ramires.MS. (2006). Concept maps an essentiall tool for teaching and learn. sciene focus on learning problems in mathomatce vol28no3-4pp32-57.
[23]. Rice, D.C, Ryan, J.M & Samson, S.M. (1998). Using concept mapping to assess student learning the science classroom: Must different methods compet?,Journal of Research in Science Teaching, 35(10), 1103-1127.
[24]. Robert L. W. (2004). Cooperative Learning Groups at the College Level: Differential Effects on High, Average, and Low Exam Performers Journal of Behavioral Education, Vol. 13, No. 1, pp. 37–50.
[25]. S Nesbitjo(2010). Cognitive ability and the instructional efficacy of collaborative cncept mapping a Research Group and Graduate School Teaching and Learning of Science, Department of Biology Education, University of Duisburg-5, 45117.
[26]. Sun, Y. (2004). Methods for auto mated concept mapping between medical data base, Journal of Biomedical Informatics, 37, 162-17.
[27]. Tarım, k. (2009). The effects of the cooperative learning method supported by multiple intelligence theory on Turkish elementary students mathematics achievement Asia Pacific Educ. Rev. 10:465–474.
[28]. Trochim,W.M. K. (1989). An introduction to concpt mapping for planning and evaluation. evaluation and program planning volume12.,pp10-16.
[29]. Unesco. (1987). Regional office for Education in Asia and pacific†coping with Dropout †B angkok. 1-10.
[30]. Whittaker, L. (2004) Developing essential study skills. Harlow: Financial Times Prentice Hall. England.
[31]. Yamada, M. (2005). Task Proficiency and L1 Private Speech. International Review o Applied Linguistics in Language Teaching (IRAL), 43 (2), 81-108.