The subject of this study is the influence of multimedia on the development of motivation for learning among schoolchildren. A study was conducted on the basis of MBOU Lyceum No. 8 in Krasnoyarsk among students of two ninth grades. In the course of the study, the following methods were used: studying the motivation of M.I. Lukyanova's teaching; determining the level of motivation of N.G. Luskanova's teaching, interviewing teachers and students. Prior to the experiment, the level of motivation among the students of the control and experimental groups was measured, which corresponded to the level of "low" and "medium" for 46 and 52% of respondents, respectively. After the experiment, when more than 100 chemistry and biology lessons were conducted for two quarters, the level of motivation in the experimental group increased according to the indicators "high" and "very high" according to the results of two methods. thus, after conducting an experiment with the use of multimedia technologies in the classroom in the experimental group, there is a decrease in the number of students with low and very low levels of educational motives. The main conclusions of this study are related to the fact that as a result of the study, it was proved that the level of motivation for learning among schoolchildren increases when using multimedia technologies in the classroom, such as multimedia presentations, audio and video clips, electronic textbooks, interactive whiteboards and online testing. The study revealed an increase in academic performance in the experimental group. Academic performance in this group has increased due to an increase in the level of motivation for learning among schoolchildren. According to the results of the study, it can be concluded that the use of multimedia technologies contributes to an increase in the level of motivation for learning and, therefore, directly affects the academic performance of students.
The article shows that among the factors of the effectiveness of pedagogical work, the personal characteristics of the teacher are important. This is due to the fact that personal qualities, such as sociability, organization, emotionality, perseverance, discipline and others, encourage the teacher to work on himself, to self-improvement. In addition, the effectiveness of the educational process depends on personal characteristics, whether the teacher will be able to find an approach to students, build trusting relationships, motivate them to acquire knowledge, create a favorable psychological climate in the classroom. A study was conducted to study the influence of characterological features on the effectiveness of the professional activity of teachers of correctional schools. In the course of diagnostics of personal qualities of teachers and comparison with the level of efficiency of professional activity, the presence of the character traits declared by us, such as organization, emotional stability, attachment and extroversion in teachers with medium and high levels of efficiency and the absence or weak expression of these character traits of teachers with a low level of efficiency of activity, was revealed. A complete analysis of the previously identified groups of effectiveness of professional activity of teachers shows that the declared qualities of character are particularly pronounced in representatives with a high level of efficiency of professional activity in 100%, and are also traced in more than half of the teachers from the group with an average level of efficiency of professional activity of 85%. In connection with the data obtained, we can talk about the influence of such character traits as: extroversion (sociability), organization, attachment, emotional stability on the effectiveness of professional activity.
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