Teaching Dilemmas and Student Motivation in Project-based Learning in Secondary Education (original) (raw)

Investigation of students' intrinsic motivation in project based learning

International Journal of Human Sciences, 2010

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.

Analysis of Student Learning Motivation using Project-Based Learning Method

AL-ISHLAH: Jurnal Pendidikan

This study aims to ascertain student motivation for learning in the Elementary Mathematics Education Research Course by utilizing the Project-Based Learning (PjBL) method. The sample for this study is made up of 37 PGSD students at Yogyakarta State University. The data collection methods used were observation, a questionnaire focused on student motivation to learn, and student-led project evaluation. The data analysis technique employed is descriptive statistical analysis. The findings indicated that students' motivation for learning elementary mathematics research subjects was high, and their projects were excellent.

Project-based learning and students’ motivation: The Singapore context

2004

The Project work (PW) initiative was introduced by the Ministry of Education, Singapore, to provide students with the opportunities to foster collaborative learning skills, to improve both oral and written communication, to practise creative and critical thinking skills, and to develop self-directed inquiry and life-long learning skills (Ministry of Education, 1999). Although PW has been introduced for a few years, there has not been much research done in the Singapore context, especially in terms of its effect on students’ motivation. To fill the empirical gap, this study examined the extent in which PW promoted students’ intrinsic motivation, as well as satisfied students’ needs for competence, choice and relatedness. Specifically, data was collected from 7 classes of Secondary 2 students with the use of a modified version of the Intrinsic Motivation Inventory (IMI, McAuley, Duncan, & Tammen, 1989) to assess students’ intrinsic motivation and their perceived choice, competence and...

Investigation of college students’ intrinsic motivation in project based learning

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 th...

Significance of Project-based Learning in Education

2021

Experiential learning is the main element in experience acquisition by witnessing items. It discusses different forms of teaching which are assumed to yield a positive result to students’ learning abilities. Project-based learning is the new form of instruction. Project Based Learning’s central concept is to associate the perspectives of students with the school life and provoke critical thought as learners acquire new skills. Although there are several adverse PBL-related consequences, the approach will maximize the strengths of current teaching techniques. Eventually, interaction with real life issues is accomplished by Experiential Training, and in particular by PBL. Students must assume accountability for the learning cycle in order to be effective in task or PBL by establishing targets, tracking, evaluating, and maintaining their encouragement from project start to finish. Nevertheless, such pathways do not exist spontaneously or readily for certain people. The learning atmosph...

AUTONOMY, COMPETENCE, AND SOCIAL RELATEDNESS IN TASK INTEREST WITHIN PROJECT-BASED EDUCATION

Psychological Reports, 2007

Szimmury.-To prepare students for instructive collaboration, it is necessary to have insight into students' psychological needs and interest development. The framework of self-determination theory was used to conduct a field experiment involving 114 students in vocational education. These students followed a practical business course which required they work in small learning groups. During the course, students uere asked to complete the Quality of 'Working in Groups Instrument, an online measure of how strong autonomy, competence, social relatedness, and task interest are fulfilled. SEM showed that students' psychological needs were jointly and uniquely related to task interest over time. The significance of this on-line test for the assessment of interest within project-based education is discussed.

The Role of Project-Based Work in Enhancing Students' Autonomous Learning

This study investigates the overall use of project-based work in enhancing Moroccan high school students' autonomous learning and attenuating their being over-reliant on teachers. It was observed, in two Moroccan high schools,-where the study was carried out-, as is the case in many other English foreign language contexts, that students were generally unable to learn by themselves, and that teachers were the solemn imparters of knowledge and learners were merely passive receivers of that knowledge. The study involved a sample of 30 students from science stream belonging to two adjacent high schools, which are located in a big city in Morocco. In the absence of a standard framework on how to implement project-based work properly, effective ways on how project work can improve independent learning proved useful in this study. In order to collect data for the study, three major instruments were employed, involving students and teachers, namely observation, interviews, and survey questionnaires. The data analysis highlighted the importance of project-based strategy in boosting students' autonomous learning, through analyzing interview excerpts of teachers' and students' experience with the concept The research findings revealed that teachers assigned projects for students but did not identify each student's role within a group, which deepened students' disorientation, and reinforced sheer dependence on the teachers. The interviews showed as well the difficulties teachers encountered when assigning projects. This study is but a roadmap to teachers who are willing to increase students' autonomy and improve the quality of the teaching-learning situation. The study also identifies the role of the teacher and the stages that should be followed to a better achievement of results.

Students' Discourse and Motivation in Project Work

This study, undertaken in Singapore, investigates aspects of students" motivation in undertaking Project Work (PW), and explores the link between motivation and the quality of students" discourse during group discussions. It uses a Self-Determination framework to answer questions on students" perceived satisfaction of basic psychological needs, motivation and performance outcomes. Analysis of students" discourse during PW helped to substantiate survey findings, which showed that the participating students perceived satisfaction in the need for competence and relatedness, but less in autonomy support. Furthermore, many students were extrinsically motivated in PW, appreciating its value but not necessarily finding enjoyment in the process. Students" talk during PW group discussions tended to be of the practical (problem-solving) mode and cumulative (collaborative, non-critical) type. The findings suggest that, in order to enhance motivation and task engagement...