Effective Participation and Motivation: An Investigation on Secondary School Students

Abstract

The aim of this study is to examine the relationship between the secondary school students’ level of effectiveparticipation and their motivation. This study employs a survey consisting of 251 secondary school students from theschools located in Iğdır and Erzurum, in East of Turkey. The data of the study were gathered through "EffectiveParticipation Scale" and "Intrinsic-Extrinsic Motivation Scale". The analysis of the obtained data showed that femalesecondary school students are academically more engaged than the male students and male secondary schoolstudents are more disaffected than the female students. It has been found that students engage in English and Turkishlessons more than Mathematics and they are disaffected with Mathematics at most. It has been determined thatacademically engaged students’ intrinsic motivations increase in the positive direction while that of the disaffectedstudents’ decrease as the class levels increase.

Komunikasi Matematis Tulis Siswa melalui Penerapan Pendekatan Student Center Learning

“…Pemberian motivasi dapat berbentuk pemberian contoh penerapan materi sistem persamaan linier tiga variabel dalam kehidupan sehari-hari yang dialami siswa. (Tasgin & Tunc, 2018) menyatakan bahwa pemberian motivasi pada pembelajaran diperlukan untuk mendorong partisipasi siswa dalam pembelajaran. Selain itu, siswa diberikan kesempatan untuk mencari informasi tentang masalah sistem persamaan linier tiga variabel yang ada dalam kehidupan sehari-hari siswa.…”

Students’ Perceptions Toward Quizizz as an Online Learning Media

“…Students' participation in class is influenced by motivation. The more positive motivation causes the higher effective participation (Tasgin & Tunc, 2018). Hence, if the lessons are designed by considering students' motivation, they will be less disaffected in the lesson.…”

Parámetros que influyen en la conciencia lingüística de jóvenes aprendices de lengua española. Estudio de caso en España con un taller de escritura

“…Esto no es privativo de España, sino que, en muchos países, los nuevos alumnos de secundaria son plurilingües. Dicho conocimiento es consecuencia de su periplo vital, ya que muchos de ellos, con frecuencia, están integrados en la enseñanza bilingüe, y acreditan un nivel avanzado en distintos idiomas (Oliveira y Ançã, 2009;Le Pichon, De Swart, Vorstman y Van Den Bergh, 2013;Busse, 2017;Garzón-Díaz, 2018;Tasgin y Tunc, 2018). Ante este nuevo estudiante políglota del siglo XXI, los docentes-investigadores se preguntan, con Oliveira y Ançã (2009, p. 405) y Muñoz (2014, p. 24), ¿cuál es el papel de la conciencia lingüística (CL) en este nuevo aprendiz?…”