Self-Efficacy of Students with Visual Impairments Before and After Participation in an Inquiry-Based Camp

Farrand, Kathleen M.; Wild, Tiffany; Hilson, Margilee

doi:10.14448/jsesd.06.00018

Cited by 6 publications

(4 citation statements)

References 11 publications

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“…This reseach findings are parallel with the findings of a study by Dogan (2016); Peng and Hamad (2018);Mat Norwani, Yusof, Yahya and Ismail (2019); Shukla and Dungsungnoen (2016); Arshad and Yasin (2015) who stated that the students' level of self-efficacy and HOTS is at a moderate level. However, the findings of the study are different from the findings of Farrand, Wild and Hilson (2016); Ichsan, Sigit, Miarsyah, Ali, Arif and Prayitno (2019); Saido, Siraj, Nordin and Al_Amedy (2015) who found that the students' level of self-efficacy and HOTS is at a high and weak level.…”

Section: Discussioncontrasting

confidence: 89%

“…Many research related to the level of students self-efficacy as well as their relationship with student performance and achievement are conducted done in Malaysia and abroad. Farrand, Wild and Hilson (2016) have conducted a study to look at the level of self-efficacy of visually impaired students. The results of the study found that the level of self-efficacy of junior students is at a high level.…”

Section: Self-efficacy and Its Relation To Student Achievementmentioning

confidence: 99%

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The Relationship between Self Efficacy with Higher Order Thinking Skills (HOTS) among Accounting Students

Leng¹,

Kadir²,

Jusoh³

2020

IJARBSS

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Higher order thinking skills (HOTS) are one of the skills that is emphasized in the 21st century learning environment. Students with high ability in thinking skills will be able to compete and gain a place in the global market. Self-efficacy is one of the elements that can be a catalyst for the achievement of HOTS among students. Therefore, this study was conducted with the main purpose to examine the relationship between students' self-efficacy and HOTS. In addition, this study was also conducted to identify the level of HOTS and self-efficacy among Accounting students. This study uses questionnaires and achievement tests as instruments to collect data. A total of 467 Form Four Accounting students were selected as the study sample using proportional stratified random sampling techniques. The Generalized Self-Efficacy Scale (GSES) instrument is used to measure students' self-efficacy. Meanwhile, the students' HOTS achievement is measured based on the total score obtained in the administered achievement test. Data were analyzed by descriptive and inferential using correlation analysis using IBM SPSS version 23. The findings of the study indicated that there is a significant positive relationship between students' self-efficacy and HOTS. The findings also show that the level of students' self-efficacy and HOTS is at a moderate level. Hence, when the level of selfefficacy of students increases, then the level of HOTS also will increase. The implication, teachers need to give emphasis to increase students' self-efficacy and thus increase HOTS in the teaching and learning process.

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Section: Discussioncontrasting

confidence: 89%

Section: Self-efficacy and Its Relation To Student Achievementmentioning

confidence: 99%

The Relationship between Self Efficacy with Higher Order Thinking Skills (HOTS) among Accounting Students

Leng¹,

Kadir²,

Jusoh³

2020

IJARBSS

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“…Theoretical Framework and Discussion Questions The barriers that hinder science learning success for SEN students have been addressed by increasing amounts of research and intervention studies across student needs such as learning disabilities (LD;Mastropieri et al, 2006), emotional and behavioral disorders (EBD;Bowman-Perrott et al, 2007), autism spectrum disorder (ASD; Knight et al, 2012), visual impairments (VI;Farrand et al, 2016), intellectual and developmental disabilities (IDD;Heinrich et al, 2016), and hearing impairments (HI; Kurz et al, 2015). While the past decade has seen an increase in attention to science teaching and learning for SEN students, most of those studies have had a language component that was considered part of the study.…”

Section: 2mentioning

confidence: 99%

Reducing Language Barriers in Science for Students with Special Educational Needs

Boyle

Rizzo

Taylor

2020

Asia-Pac. Sci. Educ.

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An increased focus on science instruction and science learning for students with special education needs has been growing over the past decade. Research studies, particularly meta-analyses focused on science for students with disabilities, show investigators are interested in what science strategies and approaches (e.g., graphic organizers, inquiry-based instruction,) work for students regardless of identified need (e.g., learning disabilities). However, researchers have noted that science instruction can often rely heavily on text and have burdensome reading demands that may cause students with disabilities to struggle. Research suggests that incorporating Universal Design for Learning (UDL), multimodal representation, the arts, and communicative technologies can reduce the language load for learning science content and phenomena for students with special education needs. The purpose of this paper is to provide resources and suggestions for reducing the language barriers in science for students with special education needs through the use of multimodal representation and communication technologies.

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“…yapılması öğrencilerin fen dersine yönelik başarıları ile motivasyonlarının arttırılmasını sağlayacaktır (Brozo ve Flynt, 2008;Şahin ve Yorek, 2009). Gerekli uyarlamalar öğrencilerin öğrenmede istekli olmasını sağlayarak bilgiyi kendisinin yapılandırmasına yardımcı olacaktır (Farrand, Wild ve Hilson, 2016).…”

Section: Introductionunclassified

Görme Yetersizliği Olan Öğrencilerin Fen Öğrenimi Motivasyonlarındaki Değişimlerin Analizi

Kizilaslan

Zorluoğlu

Sözbilir

2021

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi

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Görme yetersizliğinin öğrenme üzerindeki etkisi, görme kaybının doğasına ve derecesine göre önemli ölçüde değişmektedir. Görme yetersizliği olan öğrenciler fen müfredatına tam olarak erişebilmek için bazı uyarlamalara ihtiyaç duymaktadır. Bu uyarlamalar öğrencilerin fen dersine karşı motivasyonları üzerinde olumlu etkileri beraberinde getirmektedir. Motivasyonun öğrenmeyi hızlandırdığı bilinen bir gerçektir. İhtiyaca yönelik motivasyonun sağlanması ve çaba yönetiminin devreye girmesi öğrencilerde öğrenme için gerekli farkındalığı arttırır. Çünkü insan davranışlarının temelinde ihtiyaçlar yer almaktadır. Motivasyon ise öğrenme için gerekli en önemli ihtiyaçlardandır. Bu çalışmada görme yetersizliği olan öğrencilere yönelik hazırlanan öğretim etkinlikleri ve etkinlik materyallerinin öğrencilerin fen öğrenimine yönelik motivasyonlarına nasıl bir katkı sağladığık ortaya konulmaya çalışılmıştır. Bu nedenle fen öğrenimine yönelik motivasyonu oluşturan öz yeterlik, aktif öğrenme stratejileri, fen öğrenmenin değeri, performans amacı, başarı amacı ve öğrenme ortamındaki özendiricilik alt başlıkları dikkate alınarak inceleme yapılmıştır. Çalışmada araçsal durum çalışması kullanılmıştır. Araçsal durum çalışmaları bir konuyu anlamak ya da genelleme yapmak için yapılır. Çalışma grubu görme yetersizliği olan 6 öğrenciden (3 az gören, 3 hiç görmeyen) oluşmaktadır.. Sonuç olarak belirlenen motivasyon alt başlıklarının bazılarında artma gözlenirken bazı alt başlıklarda ise değişim gözlenememiştir.

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Self-Efficacy of Students with Visual Impairments Before and After Participation in an Inquiry-Based Camp

Cited by 6 publications

References 11 publications

The Relationship between Self Efficacy with Higher Order Thinking Skills (HOTS) among Accounting Students

The Relationship between Self Efficacy with Higher Order Thinking Skills (HOTS) among Accounting Students

Reducing Language Barriers in Science for Students with Special Educational Needs

Görme Yetersizliği Olan Öğrencilerin Fen Öğrenimi Motivasyonlarındaki Değişimlerin Analizi

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