Fostering Pupils’ Deep Learning and Motivation in the Norwegian Context: A Study of Pupils’ Perceptions of Mathematics Instruction and the Link to Their Learning Outcomes
Abstract:Recent international research has highlighted deep learning as an essential prerequisite for pupils to meet the global challenges of the future. This focus has drawn attention to Norwegian challenges, indicating that instruction leaves little room for pupils to engage intensively in tasks over time and to foster deep-learning processes. Thus, a new curriculum was implemented in the Norwegian educational system in the autumn of 2020 to emphasize deep learning throughout all content areas.This study investigates… Show more
“…Motivated learners exhibit higher performance and life-satisfaction levels and show higher levels of perseverance (OECD, 2017). Several studies have investigated what teachers should do (Ahn et al, 2021;Dalehefte & Canrinus, 2023;Domen et al, 2020) and how classrooms should be organized (Fokkens-Bruinsma et al, 2020;Jong, 2020) to optimize learners' motivation (Bec´irovic´et al, 2022;Owen & Thomas, 2021). Adaptive teaching and differentiated instruction have been shown to play a role in motivating pupils (Guay et al, 2017;Sapan & Mede, 2022).…”
This article examines secondary school learners’ motivation to learn English as a foreign language (EFL) in relation to two contextual factors: school type and school location. Data were collected from 352 Polish learners who attended English instruction in general and technical secondary schools in a large city and a small town in western Poland. Learners’ motivation, conceptualized as a continuum from fully autonomous to fully controlled, was measured through a survey at two time points, 2 years apart, which provided an assessment of motivational change. The second measurement was followed by interviews with selected learners. Our results show that learners from general secondary schools in the two locations exhibited different motivational patterns, while those from technical schools were similarly motivated regardless of their schools’ locations. A decrease in extrinsic motivation over time was observed in both types of small-town schools. Based on these results, we discuss the implications for EFL pedagogy.
“…Motivated learners exhibit higher performance and life-satisfaction levels and show higher levels of perseverance (OECD, 2017). Several studies have investigated what teachers should do (Ahn et al, 2021;Dalehefte & Canrinus, 2023;Domen et al, 2020) and how classrooms should be organized (Fokkens-Bruinsma et al, 2020;Jong, 2020) to optimize learners' motivation (Bec´irovic´et al, 2022;Owen & Thomas, 2021). Adaptive teaching and differentiated instruction have been shown to play a role in motivating pupils (Guay et al, 2017;Sapan & Mede, 2022).…”
This article examines secondary school learners’ motivation to learn English as a foreign language (EFL) in relation to two contextual factors: school type and school location. Data were collected from 352 Polish learners who attended English instruction in general and technical secondary schools in a large city and a small town in western Poland. Learners’ motivation, conceptualized as a continuum from fully autonomous to fully controlled, was measured through a survey at two time points, 2 years apart, which provided an assessment of motivational change. The second measurement was followed by interviews with selected learners. Our results show that learners from general secondary schools in the two locations exhibited different motivational patterns, while those from technical schools were similarly motivated regardless of their schools’ locations. A decrease in extrinsic motivation over time was observed in both types of small-town schools. Based on these results, we discuss the implications for EFL pedagogy.
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