Motivation in Project-Based Classrooms: New Measures Better Coupled to Students' Experiences (original) (raw)
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The purpose of this research is to examine the impact of project-based learning on the students' intrinsic motivation in a college level course. Research using qualitative and quantitative techniques together was conducted within a period of 14 weeks. As a means of data collection, Kempler (2006)'s adaptation of the Internal Motivation Measurement Survey was used for the quantitative research. Besides, a questionnaire consisting of open-ended questions related to intrinsic motivation components were conducted for the qualitative part. Research results revealed that there was a positive and significant relationship between components of the learning environment and interest. Also, a moderate and significant relationship was found between components of the learning environment and cognitive engagement. Findings indicated that there was no meaningful relationship between components of the learning environment and academic efficacy. The important results from the study showed that courses will be treated as project-based learning needs careful design and good way of planning. Prepared learning environment was seen as a social learning environment by the students. Academic pressure on students occurred very often and development of information exchange was observed more frequently.
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Project-based learning is an approach that is able to facilitate authentic learning. Authentic learning as an experiential process that prepares future educators can help the development of necessary teaching skills. Assessment of project-based learning is required to evaluate how it successfully promotes students’ learning. A survey was conducted to assess students’ perspectives on the implementation of project-based learning. Undergraduate students who enrolled in a mathematics learning strategy course at a faculty of teaching training at a university participated in the survey. Student samples responded to the questionnaire based on their video production assignment project experiences. The collected research data were then analyzed descriptively. Data analysis results suggested that project-based learning positively impacted students’ learning, motivation, and performance. As a result, future research and learning can investigate and implement project-based learning in greater d...
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Students' attitudes and motivations affect their learning process and their academic success. The purpose of the present study is to examine the influence of the use of Project-Based Learning (PBL) on Arab sector middle-school students' attitudes and motivation towards biology. The study was conducted using a mixed design, quantitative as well as qualitative. The quantitative part took the form of questionnaires and the qualitative part consisted of a semi-structured interview with students. In this quasi experimental study, the research population consisted of 178 7th grade students of the Arab sector in northern Israel. The study's findings indicate that an intervention program consisting mainly of combining the teaching of biology with PBL resulted in both increased motivation among students and more positive attitudes towards biology. Students reported greater pleasure, curiosity, interest and cooperation as a result of using PBL in learning about the cell in biology...