Learning Motivation Research Papers - Academia.edu (original) (raw)

Successful learners always apply learning strategies. However, despite ample research and textbooks on this topic, learners and teacher trainees are not explicitly taught the strategic content. Thus, realising the importance of learner strategy training, “English Learning Strategies” had been introduced as one compulsory subject in the Bachelor of English education program of an advanced college in Indonesia. The research was joined by two lecturers and two classes with a total number of 40 students, focusing on the subject teaching implementation and the students’ reflective questions covering problems and strategies in learning English at school (year 7 to 12), and the strategies learnt from the subject that would be useful for learning in the future. The research applied a reflective method involving lecturers and students. The data were collected through the lecturers’ documentation and reflection, as well as the students’ end-of-semester reflective exam results. The data analysis was qualitative, that is by sorting out, categorising and interpreting the lecturers’ reflection and the students’ answers. The findings show that the majority of the students neither applied any strategy nor did they take any step to cope with their low achievement in the subject during their schooling. This is despite their reportedly high motivation and dream to succeed. The other finding is that more than half of the students were able to explain the strategies they had learnt from the subject that would be useful for them to overcome their expected difficulties.

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- TESOL, Learning Strategies, Learning Motivation, Curriculum Renewal
- by Bert Kohlmann
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- Management, Engineering, Ecological Engineering, Bioinformatics

Teachers in their practical activity face with their pupils’ unwillingness to study. This results in the low pupils’ advancement. The greatest reason of all this is different pupils’ motivation and learning motives.
Different authors think that motivation gives energy and makes activity purposefulness. They say motivation is also needed because behaviour is orientated to the purpose. It is the means of striving for advancement and is the final result of the teaching process.
Pupil’s motivation is an important thing for a teacher, because it can be both the aim and the means in striving for the teaching purpose. Some of the motivation types are one of the school’s aims.
Pupils of the same education and capability to do the same task differently. It depends on the motivation and the motives.
Learning is the main pupil’s activity, helping to develop the personality of full value.

- by Vincentas Lamanauskas
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- Science Education, Learning Motivation
- by Bernard Montoneri
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- Higher Education, Social Media, LinkedIn, Learning Motivation

With the explosion of mobile technologies, mobile teaching and learning became an important educational challenge. Since both teachers and students are increasingly using mobile devices in their everyday life, the question is why so little progress has been made in this direction. Clearly, the initiative of introducing mobile technology in class should come from teachers. Existing research shows a large diversity of factors that are influencing their perception as regards the usefulness and opportunity of mobile teaching and learning. This research aims to understand the extent to which the expectancy of increased students' motivation and better understanding are influencing the perception of mobile teaching usefulness. A structural model has been developed and tested on two samples of science education teachers, one from Romania and the other from Lithuania. The results show that the expectancy of a better understanding of lessons by students has an important effect on the teachers' perception of mobile teaching and learning.

- by Vincentas Lamanauskas and +1
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- Mobile Technology, MOBILE TEACHING AND LEARNING TECHNOLOGY, Learning Motivation, educational usefulness
- by Ralph Miller
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- Psychology, Pavlovian conditioning, Learning Motivation
- by Michael Domjan
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- Psychology, Learning Motivation
- by Raymond Job
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- Psychology, Learned Helplessness, Learning Motivation
- by Frances McSweeney
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- Psychology, Learning, Learning Motivation
- by Gregory Fahy
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- Management, Ecological Engineering, Optical Engineering, Biochemistry
- by Gerard M Martin
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- Psychology, Place-based Learning Theory, Spatial Learning, Learning Motivation
- by Hana Huang
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- Marketing, Chemical Engineering, Optical Engineering, Bioinformatics
- by Krista Macpherson
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- Psychology, Counting, Learning Motivation
- by Ottmar Lipp
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- Psychology, Learning Theory, relational Learning, Learning Motivation

This is the qualitative study discusses the use of Google Classroom as a learning medium to increase learning motivation. The problem is that face-to-face or offline learning is less effective so the student learning motivation is not increased optimally. The purpose of this study is to determine the increase in learning motivation. All data were collected through observation, interviews, and documentation techniques. The results show that using Google Classroom is very helpful in increasing students' learning motivation. It makes the students more enthusiastic and active in attending lectures and discussions, they are also free to express their opinions and improve their thinking skills to solve some problems related to the material being studied.

- by Cecilia Heyes
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- Psychology, Sensory properties, Learning Motivation, Social Facilitation
- by Kerstin Schmidt
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- Costs, Learning Motivation

The goal of the present study was to develop a cost-effective, man–machine digital interface, to improve students' real-world firing range training, results, and achievement scores. A serious game-based learning environment was developed, integrating invisible laser infrared technology, 1:1 real-scale rifle guns with recoil effects, as well as 3D interactive virtual reality (VR) military training digital information content, to train students in military live firing. To evaluate the effectiveness of the proposed design, students' performance, in terms of their learning achievement and learning motivation, was examined. One hundred and sixty high school students from Taiwan were divided into four individual groups of 40 students each, with one control group and three experimental groups (EG1, EG2, and EG3). The data were analyzed by one-way analysis of variance. The results of this cost-effective 3D VR showed significantly better learning motivation, learning outcomes, and positive impacts on users' actual live firing achievement scores.

- by Chun-Yen Chang and +2
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- Serious Games, Military Training, Learning Motivation, Learning Outcome
- by Pål Kolstø
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- Management, Ecological Engineering, Optical Engineering, Biochemistry
- by Hengki Fitroni
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- Algebra, Chemistry, Instructional Design, Architecture

Motivation is an internal state that causes us to direct attention or engage in or maintain a behavior. So, how do we motivate students to learn? This is the crux of it all. This chapter excerpt describes several theories of... more

- by Ido Dubrawsky
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- Management, Engineering, Bioinformatics, Program Evaluation

This study sought to compare and assess students’ experiences and perceptions in a blended and a traditional course, as well as their level of learning motivation, level of learning outcomes and skills, and learning achievement. Two instructors who were teaching one section of an undergraduate English Literacy course using the face-to-face format while, in the same semester, teaching another section of the same class in a hybrid/blended format were willing to invite students (Blended: n = 26; Traditional: n = 26) to participate in this study. Students in the blended course reported significantly higher overall learning motivation (p = .045) than students in the traditional course. They also reported higher levels of learning outcomes (p = .45) and final grades (p = .192) with no significant difference. Moreover, blended learners indicated that they would like to take more blended classes and would recommend them to their friends.

Đánh giá được coi là một trong những yếu tố trung tâm và quan trọng trong giáo dục , vì vậy cần có sự nhìn nhận nghiêm túc về vai trò của đánh giá trong công cuộc đổi mới dạy và học. Trong khuôn khổ bài viết này, chúng tôi giới thiệu về phương pháp đánh giá quá trình(Formative Assessment) và các biện pháp để áp dụng hiệu quả. Đây là một phương thức đánh giá đang được các nhà giáo dục quan tâm về tầm quan trọng và sự chiếm lĩnh “thị phần” của nó trong công cuộc nâng cao chất lượng của quá trình dạy và học. Đánh giá quá trình được xem là một phương thức tạo động lực học tập cho người học hiệu quả và có tác động ngay tức thì đến quá trình học.

- by Luong Phan
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- Assessment, Learning and Teaching, Formative Assessment, 360 Feedback assessment

English has become one of the global languages which is used in many fields, including in the field of education. In Indonesia, especially, English is considered as a foreign language which means that this language is not always used in daily lives, only in certain conditions or situations. Considering the issue, the rate of English language learning and practice is still low. In order to learn English, learners require motivation so that they can be successful in learning the language. Therefore, the roles of motivation is very crucial during the teaching and learning process. Previously, some of the researches stated that external or instrumental motivation was the one which drove learners to learn English in countries where this language was considered as a foreign language. The result implicated that motivation which dominated the English language learning process was instrumental motivation. It means that such a motivation was the foundation which encouraged learners to learn English in order to get good scores in schools, get jobs, pass examination, and pursue careers. On the other hand, in countries where English is used as a second language, learners learn English are directly motivated because of the inner needs to learn and develop their English skills. In addition, external factors, like environment and media, also play important roles in motivating learners to learn English. Keywords: English as a Foreign Language (EFL), learning, motivation

- by Danin Christianto and +1
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- Psychology, Teaching English as a Second Language, Motivation (Psychology), Qualitative Methods
- by Norberto Casabal
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- Management, Engineering, Bioinformatics, Program Evaluation
- by Norberto Casabal
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- Management, Engineering, Bioinformatics, Program Evaluation
- by Mengthy Benu
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- Learning Motivation
- by Edwin Pace
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- Management, Ecological Engineering, Optical Engineering, Biochemistry
- by Zainal Sanusi
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- Management, Ecological Engineering, Optical Engineering, Biochemistry
- by Elcy Corrales
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- Management, Engineering, Bioinformatics, Program Evaluation

This research has determined the relationship between the learner’s level of motivation and access to learning materials during distance learning. This study have sought learner’s personal data, learning materials used during distance learning, their learning motivation and the relationship between access in learning materials and level of motivation during distance learning approach. Theory-based design as well as a descriptive research design were employed to describe and interpret the data being studied. Primary information were gathered through distributing survey questionnaires to selected respondents which was an adopted and modified instrument on learning motivation. Frequency, Percentage, Mean, Standard Deviation and Correlation statistics were used for analyzing the data collected. It was found out that modules were the most commonly used method of accessing learning materials. Results have also shown that learners' motivation to access learning materials does not negatively correlate; rather, were both intrinsically and extrinsically motivated during distance learning.

- by Norberto Casabal
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- Management, Engineering, Bioinformatics, Program Evaluation

In a laboratory activity students study the behaviour of a bouncing ball. With the help of a high-speed camera they can study the motion in detail. Computer modelling enables them to relate the measurement results to the theory. They... more

- by E. Kędzierska
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- Modelling and simulation, High Speed, Learning Motivation, Computer Modelling

This study aims to improve students’ motivation to learn about the dynamics of democracy in Indonesia in class XI MIA 7 SMA Negeri 1 Yogyakarta. In improving students’ motivation, it is necessary to apply an appropriate learning approach model. Class room Action Research as an approach of this research study. Data were collected through four techniques. They are: In-depth interviews (in-depth interviews), Participant observation (participant observation), a questionnaire or questionnaires, study the documentation that comes from non-human. Analysis of data uses multiple correlation to measure the relationship between one variable with another vareiabel.
Results of action research shows that there is a positive influence and significant correlation between students’ motivation and approach model Team Games Tournament. Class XI IPA 7 SMA Negeri 1 Yogyakarta either partially or entirely good all ready of competens. Testing the hypothesis by using data analysis, the results of the study are: Under these conditions, the researchers compared results with collaborator votes civic education on the dynamics of matter Demokrasi in Indonesia in the first and second cycles. In the first cycle of 32 students there are 20 students who have completed, after being treated in the second cycle from the 32 students known to be obtained 30 students all thoroughly so that said completed 91.15%.
Of the two explanations of activities each cycle yatiu cycle I and II, show that the results of observations, questionnaires and student learning outcomes in Education learning citizenship is always a good improvement, besides the encouragement of teachers to students in participating in learning activities given by the method or approach new learning. Ie the percentage of increase in the first meeting before the given action to cycle 1 increased 26.93%, an increase from the first cycle to the second cycle of 10.65%, and an increase from the beginning to the second cycle of 40.45%. This is proven by the results of the average (mean) iebefore using Team Games Tournament learning model gained an average of 56.94 in the first cycle was obtained 70.32 and the second cycle was obtained 82.98.

- by Laura Stovel
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- Marketing, Chemical Engineering, Optical Engineering, Bioinformatics
- by Béatrice Caseau
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- Management, Engineering, Bioinformatics, Program Evaluation

Massive Open Online Courses (MOOCs) have recently experienced rapid development and garnered significant attention from various populations. Despite the wide recognition of MOOCs as an important opportunity within educational practices, there are still many questions as to how we might satisfy students' needs, as evidenced by very high dropout rates. Researchers lack a solid understanding of what student needs are being addressed by MOOCs, and how well MOOCs now address (or fail to address) these needs. To help in building such an understanding, we conducted in-depth interviews probing student motivations, learning perceptions and experiences towards MOOCs, paying special attention to the MOOC affordances and experiences that might lead to high drop rates. Our study identified learning motivations, learning patterns, and a number of factors that appear to influence student retention. We proposed that the issue of retention should be addressed from two perspectives: retention as a problem but also retention as an opportunity.

- by Saijing Zheng and +2
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- Online Learning, Student retention, Massive Open Online Courses (MOOCs), Learning Motivation
- by Renu Dalai
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- Management, Ecological Engineering, Optical Engineering, Biochemistry

This study aimed at examining the relationships of self-regulated learning strategies with students’ learning motivation and academic achievement in mathematics. The study employed a descriptive research design. The participants were 238 ninth grade students in the Sultanate of Oman. The Motivated Strategies for Learning Questionnaire was used to assess the participants’ use of self-regulated learning strategies and motivation. Academic achievement was reflected by the total score obtained in mathematics. Results revealed statistically positive relationships of self-regulated learning with intrinsic motivation, extrinsic motivation, task value, control of learning beliefs, self-efficacy and academic achievement. Test anxiety was found to be negatively related to self-regulated learning. The study offers insights on how to develop effective instructional strategies to enhance students' self-regulated learning skills. Keywords: Self-regulation, learning motivation, learning beli...

- by HUSSAIN ALKHARUSI
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- Self Regulation, Learning, Academic achievement, Learning Motivation
- by Saravanan Pichiah
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- Management, Engineering, Bioinformatics, Program Evaluation

This research reports on students’ learning motivation mediated by teaching method. Researcher used qualitative approach of exploratory type in order to solve the intended problems. The research subjects consist of 10 males determined by purposive sampling technique. Data were collected by observation participation, close interview, and documentation study. The result indicates that students’ learning motivation becomes positive through the learning behaviour denoted by: 1) Students’ attention is higher because they were assigned to do personal presentation. The focus is leaded more on techniques and strategies to present the material well. 2) Students spent more time to explore talents through their thinking ability and to overcome anxiousness during the presentation. 3) Learning process in classroom was begun on time and preparation time was set earlier starting at dormitory. Thus, to have a maximal performance, the process of enrichment was done by preparing some supporting stuffs. 4) Students felt enjoyment when they were successful in overcoming the obstacles. They felt very satisfied after completing the presentation successfully. 5) Personal presentation method was able to explore the talents of the students through their performance. There is an awareness of that students have the skills if teachers explore those well through the feasible teaching method.

- by Virginia Butler
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- Engineering, Optical Engineering, Biochemistry, Bioinformatics
- by Ayan Ganguly
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- Management, Engineering, Bioinformatics, Program Evaluation
- by Fabio Samuel Esquenazi
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- Management, Engineering, Bioinformatics, Program Evaluation
- by Hendra Nelva Saputra
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- Learning Motivation