Does student enthusiasm equal learning? The mismatch between observed and self-reported student engagement and environmental literacy outcomes in a residential setting

Frensley, B. Troy; Stern, Marc J.; Powell, Robert B.

doi:10.1080/00958964.2020.1727404

Cited by 27 publications

(15 citation statements)

References 44 publications

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“…Lastly, it shows that students are enthusiastic in the lesson setting up and in their learning process where it explores the student engagement and influences in the outcome and literacy of their learning process. It also provides a positive output on the performance of students in the achievement of their indication to the desired outcome and learning (Troy Frensley, Stern, & Powell, 2020). Lastly, the approach of teaching strategies as to the academic performance of the respondents shows that students are focused on their lessons and provide output in the learning process, and students pay close attention to the direction in their lesson set up by where it increases the student support on the learning skills of students that may experience the real learning process.…”

Section: Discussionmentioning

confidence: 99%

Structural Domain of Learning and Teaching Strategies in the Academic Performance of Students

Mallillin¹,

Cabaluna

Laurel

et al. 2021

EJES

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The study aims to describe the profile of the respondents in terms of age, gender, educational attainment, and number of years in teaching and to understand the structural domain of learning among the students in their academic performance in the area of cognitive domain of learning, affective domain of learning, and psychomotor domain of learning to include the approach on the teaching strategies of the students in their school achievement along the area of analysis and comprehension level, attitude towards the lesson, and academic performance. The quantitative research design is utilized in the study because it attempts to quantify and collect the statistical analysis on the various measures set in the research questions in the study. The purposive sampling technique is utilized in the study. This type of sampling is non-probability which is very effective in the domain of learning and expert knowledge on the needs of the study. The study comprised thirty (30) respondents only. Results show that structural cognitive domain of learning reveals the ability to construct meaning from their lesson as to function and activities in their module, structural affective domain of learning reveals that students have the active attention and proper motivation to learn, willingness to respond, and feeling of satisfaction, and students have the attitude of worth, beliefs, acceptance, preference, and commitment to values, and structural psychomotor domain of learning reveals that students can express their learning through gestures, posture, facial expression, and/or creative movement. On the other hand, approach to teaching strategies as to comprehension and analysis levels shows innovation, creativity, competition, and have the ability to present concepts in their outline lesson, approach to teaching strategies as to the attitude of students toward the lesson shows that students display strict compliance toward their lessons and activities, and approach to teaching strategies as to academic performance shows that students focus on their lessons and provides output in the learning process, and students pay close attention to the direction in their lesson set up by. Findings of the study show that there is no significant agreement between the structural domain of learning among the students in their academic performance and the approach on the teaching strategies of the students in their school achievement among the respondents. Article visualizations:<img src="/-counters-/edu_01/0855/a.php" alt="Hit counter" />

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Section: Discussionmentioning

confidence: 99%

Structural Domain of Learning and Teaching Strategies in the Academic Performance of Students

Mallillin¹,

Cabaluna

Laurel

et al. 2021

EJES

View full text Add to dashboard Cite

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“…Demikian juga halnya dengan seorang pendidik yang berlaku sebagai pembakar semangat pada peserta didiknya. Apabila semangat mereka sudah menyala untuk belajar (Troy et al, 2020), tinggal memacu mereka melakukan kegiatan pembelajaran yang tinggi (Kaso et al, 2021).…”

Section: Pendahuluanunclassified

Sikap Kepribadian Guru PAUD yang Menarik dan Disukai Peserta Didik

Lase¹,

Zega²

2021

J. Obs. J. Pendidik. Anak Usia Dini

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Penelitian ini bertujuan untuk mengungkap, mengkaji lebih dalam apa adanya, secara spesifik dan urut mengenai kualitas sikap kepribadian guru dalam mendidik peserta didik. menggunakan metode deskriptif bersifat kuantitatif-kualitatif. Pengumpulan data dengan teknik skala likert menggunakan kuesioner, dan instrumen berupa angket tertutup yang dikembangkan berdasarkan pokok-pokok penelitian. Instrumen ini disebar secara acak dari populasi guru-guru PAUD di kota Gunungsitoli sebagai responden dan sumber data penelitian. Data dianalisis secara kuantitatif, dan selanjutnya hasilnya akan dideskripsikan secara kualitatif. Hasil penelitian mengungkap bahwa kualitas sikap kepribadian guru berada pada kategori kurang dan sikap kepribadin ini berdampak besar terhadap motivasi belajar peserta didik, baik secara positif maupun negatif. Direkomendasikan kepada para pendidik agar mengembangkan kualitas sikap kepribadian yang baik

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“…Ashwin and McVitty ( 2015 ) note “Student engagement has come to be seen as a ‘good thing’ in higher education for researchers and policy makers alike.” However, the definition of what engagement is and what it does has grown more expansive, but less clear (Ashwin and McVitty 2015 ; Reschly and Christenson 2012 ). It can refer to participation in activities in which the student is “psychologically invested” and takes “pride” in their work (Newman et al 1992 ), activities in which they are “focused” and “invested” (Schlechty 2011 ), or activities which arouse “enthusiasm” in students (Frensley et al 2020 ) and a variety of “kinds” of engagement (Park et al 2012 ). As a research and program team, we aimed to offer engaging programming, but at every point realized the need to study not only engagement, but also participation.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Using data to make the case for program resources and sustainability: the BEST action inventory case study

et al. 2021

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Career development programs are a valuable part of any student’s experience, and increasingly is an expected part of graduate school training. While such programs are commonly available to undergraduates, there is a growing need for career support to be offered to graduate students. Making the case for resources can be a challenge in this domain, however. Research on the impact of career services for graduate students and post-doctoral scholars is a growing scholarly concern. However, there remains a need to better understand what level of intervention is most appropriate: What kind of activities, how much time, and what resources would best serve the professional development needs of graduate students and post-doctoral scholars? And to answer these questions, a more foundational one: what activities are drawing the attention of graduate students and post doctoral trainees, and in what activities are they spending their time? In this manuscript, we describe how Our University approached this research question by developing an online data tracking system to capture graduate and post-doctoral trainee participation in one co-curricular professional development program. We demonstrate how this data tracking system can be used to advocate for institutional resources in career development programming, for research, and for practical purposes such as advocating for institutional support and for program design and assessment.

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Does student enthusiasm equal learning? The mismatch between observed and self-reported student engagement and environmental literacy outcomes in a residential setting

Cited by 27 publications

References 44 publications

Structural Domain of Learning and Teaching Strategies in the Academic Performance of Students

Structural Domain of Learning and Teaching Strategies in the Academic Performance of Students

Sikap Kepribadian Guru PAUD yang Menarik dan Disukai Peserta Didik

Using data to make the case for program resources and sustainability: the BEST action inventory case study

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