Motivational Impact towards Differentiated Instruction in the Teaching of Biology among Gifted Students (original) (raw)
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Gifted Education International, 2018
The aim of the study was to determine the effects of biology project studies on gifted and talented students’ motivation toward learning biology. In the study, one group pretest– posttest design is conducted. Study group consisted of 46 gifted and talented students participating in biology projects at two science and art centers (SACs) located at Marmara region in Turkey in the fall term of 2012–2013 academic year. The study group was selected through purposive sampling method. Biology projects were carried out by the students under the guidance of biology teachers in SACs. Qualitative and quantitative research methods were employed. Data were collected through Motivation towards Learning Biology Questionnaire as pre- and posttests and through semi-structured interview form after the biology projects were completed. While quantitative data were analyzed using descriptive statistics and paired sample t tests with SPSS 20, qualitative data were analyzed using content analysis method w...
Investigating Correlates of Gifted Students’ Motivation towards Science Learning
The purpose of this study is to investigate possible higher-order correlates (IQ, logical thinking and critical thinking) of gifted students’ motivation towards science learning. The study was designed as a correlational study and it focused on 65 gifted students at the level of sixth, seventh and eighth grades. The data was collected by applying Motivation towards Science Learning Questionnaire, Wechsler Intelligence Scale (WISC-R), Group Assessment of Logical Thinking Test, Critical Thinking Test. The data was analyzed by applying Spearman correlation analysis. The findings represented that motivation towards science learning of gifted elementary level students were not significantly correlated by logical thinking, IQ performance , IQ verbal, IQ total and critical thinking scores. The findings refer to gap between motivation and cognitive learning in gifted students.
In this study, comparison of academically advanced science students and gifted students in terms of attitude toward science and motivation toward science learning is aimed. The survey method was used for the data collection by the help of two different instruments: “Attitude Toward Science” scale and “motivation toward science learning”. Examination of reliability and validity of the scores on the instruments was conducted by using the “principle component analysis” with “varimax rotation” due to existence of a new group for validation of the instruments. The study involved 93 advanced science students and 12 gifted students who had higher IQ scores than 130 on WISC-R. The results of the study showed that the adapted instrument was valid and reliable to use for the measurements of motivation toward science learning in the context of advanced science classrooms. The comparisons of the groups in terms of the variables of the study showed that there is no statistically significant difference between the groups whereas there is significant difference between the groups in terms of the scores on the national examination.
Factors Affecting Biology Lesson Motivation in Secondary School Students
The Educator Journal
Motivation is a theoretical construct used to explain the initiations, direction, intensity, persistence and quantity of behaviour. It is an important determinant of learning and its outcomes, as expressed in academic performances. The proper study of motivational factors is a prerequisite for students’ effective motivation toward learning. So, a teacher should accept the effect of motivation in the instructional process and should keep knowledge of factors influencing motivation during the learning process. Hence, this study evaluates the factors affecting biology lesson motivation in secondary level students under quantitative research design. The sample of the study was randomly selected 200 students (51.5% girls and 48.5% boys) from grades nine and ten from five government-managed secondary schools. The research data was collected using a questionnaire developed by Glynn and Koballa (2006) as a science lesson motivation questionnaire and adapted by Ekici (2009) as a biology less...
Learning style and motivation: gifted young students in meaningful learning
2021
This study aims to look at how the learning styles of young gifted students in Islamic education which is meaningful learning, then also see how the learning motivation, and how the influence of learning styles of learning motivation of the young gifted students. This research is a mixed study using a sequential explanatory approach. The sample of this study is the children of the young gifted students at Elementary education level, which focuses on Islamic learning. This research was conducted in two different places, namely in urban areas and in rural school areas. Researchers used a purposive sampling technique to get a number of samples, based on the technique were used, obtained by 108 students participating, with 57 students from urban school areas and 51 students from rural school areas based on the grades given by the teacher. Two types of instruments have been used in this study, namely questionnaires relating to learning styles and student motivation, as well as in-depth interview guides. The questionnaire uses a Likert scale of 5 with a Cronbach alpha value of 0.81 for the learning style questionnaire and 0.79 for the student learning motivation questionnaire. Data analysis in the form of descriptive statistics such as mean, frequency, percentage, standard deviation, min and max, and inferential statistics such as simple regression and independent sample t-test was used to answer the question of the study. The results show that the learning styles of the young gifted students in Islamic learning are very varied and good, both urban and rural school areas. Motivational results also show very good results where students feel motivated by meaningful learning both in urban school areas and rural school areas. Furthermore, further analysis shows the significant influence of student learning styles on student motivation. Independent sample t-test also shows that there are differences in the mean of students' learning styles and motivation among students who study in urban areas and students who study in rural areas, which have higher motivation and learning styles in urban students compared to students who study in rural areas. Lastly, researchers hope that further research will examine the Indonesian young gifted students, especially research, such as learning styles with student learning outcomes, or motivation towards learning outcomes, which focus on Islamic learning with the implementation of meaningful learning.
2021
Accepted: 29.10.2020 This study was designed to delve into the impact of differentiated science education for gifted students on prospective classroom teachers in terms of some variables. A concurrent embedded research design from mixed research methodologies was employed in this study. The participants were 69 sophomore students studying in the Department of Primary Education in the Faculty of Education in Amasya University during 2018-2019 academic year. The data collection instruments were the Science Teaching Efficacy Belief Scale, the Academic Self-Efficacy Scale, the Competence Scale for Science Teaching, the Outdoor Science Activities Performing Scale, and a structured interview form. For the qualitative data, a deductive approach was employed, and themes and codes were used to show the findings. Based on the results, there is evidence to suggest that differentiated science education applications develop prospective teachers’ science teaching efficacy beliefs, their competenc...
Using Differentiation Strategies for Gifted Pupils in Primary School Science Classes
Revija za elementarno izobraževanje, 2021
The aim of this study was to determine the extent to which gifted pupils receive differentiated instruction in primary school science classes, which of the differentiated instruction strategies are used by teachers and how often. The survey sample included 134 primary school teachers. The results show that teachers frequently use questioning and thinking activities but make only minor modifications in the regular curriculum to meet the needs of gifted pupils. Gifted pupils rarely engage in activities such as providing challenges and choices, differentiated reading and writing assignments, individually set work, activities involving curriculum modification, and enrichment centres.
INVESTIGATION OF HIGHER-ORDER CORRELATES OF GIFTED STUDENTS’ MOTIVATION TOWARDS SCIENCE LEARNING
The purpose in this study is to examine possible higher-order factors (logical thinking and critical thinking) associated with gifted students’ motivation towards science learning. Correlational research method was utilized and the study involved 70 gifted students (sixth, seventh and eighth grades). The data collection tools were Motivation towards Science Learning Questionnaire, Group Assessment of Logical Thinking Test and Critical Thinking Test. For the data analysis, Spearman correlation analysis was used. The results showed that motivation towards science learning of gifted students was significantly correlated by their critical thinking scores while there was no significant correlation between logical thinking and motivation towards science learning. However there was a significant correlation between logical thinking and critical thinking scores of gifted students. These findings show existence of a gap between motivation and logical thinking of gifted students in learning science.
International Journal of Academic Research in Progressive Education and Development
Nowadays, there are increasing calls for teaching and learning of STEM related field. However, learning of STEM subject, focusing on chemistry at younger age is found to be a challenge among the students. Thus, the purpose of this study is to investigate gifted and talented students' knowledge and motivation towards learning chemistry subject. A total of 71 gifted and talented students, taking chemistry at the age of 12 to 13 years old at Pusat GENIUS@pintar Negara, University Kebangsaan Malaysia were involved in this study. A survey questionnaire was utilized in this study and the instrument employed was Attitude toward Chemistry Lesson Scale and Glynn's motivation model. The collected data were analyzed using Statistical Package for Social Science (SPSS) version 21 involving descriptive and inferential statistics. The result revealed that the students perceived chemistry playing a vital role in many aspects of everyday life. There was no significant difference in the mean of student's knowledge and motivation towards chemistry learning scores for male and female students. The result of the study also indicates that students' knowledge and career motivation has a moderately positive correlation with the highest correlation value. This paper is instrumental in assisting educators to enhance students' knowledge and motivation towards chemistry learning. Therefore, the role of educators is important to bring about changes in terms of knowledge and motivation towards chemistry teaching and learning processes.
Problem-solving is an alternative learning strategy which is considered more effective and efficient for students engaged in the learning of Biology. This strategy has a couple of strengths in the teaching –learning process in which it makes the school learning more relevant to life and actively engages students in the learning process. This study aimed at testing the effects of the problem-solving strategy on students' learning outcome. It also aimed at testing if there was any effect of the achievement motivation on students' learning outcome. Furthermore, this study was intended to test if instructional strategy interacted with the achievement motivation on students' learning outcome. This study employed the factorial non-equivalent control group design in which109 ten grade students in the science program of Sekolah Menengah Atas Negeri 9 Malang were used as the subject of the study. Based on the data analysis, the conclusion of the study result was as follows: (1) there was discrepancy in the score acquired by the group receiving problem-solving (PS) and the other group instructed in direct instruction (DI). The use of problem-solving strategy was significantly better than direct instruction that yielded a significant value of (F=6.943; p=0.010); (2) the score discrepancy was noticeable between students with high achieving motivation and students with low achieving motivation. Students' motivation, either high or low impacted on the learning outcome indicated by the significant value of (F=10.999; p=0.001); (3) There was no difference in the score representing the interaction between students instructed in problem solving (PS) and students taught in direct instruction (DI) based on the high or low extent of motivation students had that was indicated by the significant value of (F= 0.010; p=0.922). Ho was then accepted and it was concluded that there was not a significant difference in the average score of the interaction between the instructional strategies and the extent of achievement. In other words, the effect of the interaction between the instructional strategies and the extent of the achievement on the average score of students' learning outcome was not evidently different. INTRODUCTION The advance of science and technology constantly demands human adjustment to the changes resulted by conducting a wide range of innovations in every aspect including the education. The developments are progressively made in terms of the theories and concepts that they are increasingly effective and appropriate to come up with a quality modern learning.Shambaugh & Magliaro (2006) argued that the current learning process consists of five elements, namely: (1) organizing knowledge in memory, (2) solving problems, (3) developing learners, (4) learning how to learn, dan (5) living and learning in the world. The concept implies that learning should by all means result in a capacity to resolve problems and be aimed at the interest of living in the future instead of meeting the school interest. One of the cases found by Malik (2010) concerning the learning of science is that many students taught in traditional manner acquired a science concept for mastery as it is rather than for knowing how to apply it in such a way that it might benefit them in a real life setting. As a result, the