Student attitudes in an innovative active learning approach in calculus

Castillo, Adam J.; Durán, Pablo Aparicio; Fuller, Edgar; Watson, Charity; Potvin, Geoff; Kramer, L. H.

doi:10.1080/0020739x.2021.2023771

Cited by 5 publications

(2 citation statements)

References 81 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Previous studies have indicated that the learners' attitude or intention toward a particular learning behavior is likely to be impacted by some external factors, such as learning facilities, the instructors' methods, and their learning contents, which they are required to finish before graduating [37]. Therefore, learners' sense of satisfaction with their major will play a big role in their learning process, especially during the current era, when the blended learning setting is increasingly dominating educational instruction, wherein SRL more often under plays an indispensable part in the learning process.…”

Section: Major Satisfaction (Ms)mentioning

confidence: 99%

Students’ Intention toward Self-Regulated Learning under Blended Learning Setting: PLS-SEM Approach

Jiang

Wang

et al. 2022

Sustainability

View full text Add to dashboard Cite

This research explores the influencing factors of students’ attitude toward self-regulated learning (SRL) within blended learning setting (BLS). The theoretical model is developed based on the Theory of Planned Behavior (TPB) and two dimensions are proposed: major satisfaction (MS) and perceived teacher support (PTS). It studies how these variables affect students’ attitude toward SRL within BLS, directly or indirectly. The proposed model is validated by employing a partial least squares structural equation modeling approach (PLS-SEM) based on the valid data collected from 604 students from three private universities in China. The results suggest that (a) the constructs, including the PTS and TPB (attitude, subjective norm and perceived behavior control), have a positive impact on student attitude toward SRL within BLS; (b) SRL attitude has a positive intermediary effect on the relationship between PTS and SRL intention, and between MS and SRL intention, respectively; (c) perceived behavior control (PBC) has a positive intermediary effect on the relationship between MS and SRL intention; (d) subjective norm (SN) has a positive intermediary effect on the relationship between PTS and SRL intention. The findings have useful implications for teachers, higher institution administrators, researchers, and higher education policy-makers in enhancing students’ learning within the blended learning context.

show abstract

Section: Major Satisfaction (Ms)mentioning

confidence: 99%

Students’ Intention toward Self-Regulated Learning under Blended Learning Setting: PLS-SEM Approach

Jiang

Wang

et al. 2022

Sustainability

View full text Add to dashboard Cite

show abstract

“…In the learning process, we already know that the teacher will be the center of attention while the students will only be the object of receiving knowledge. So, students become passive, and students do not have the opportunity to develop their own potential and expertise in critical thinking (Setyowati, Subali, & Mosik, 2011;Castillo et al, 2022;Wang et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

The Influence of Student Attitudes on Learning Achievement

Iqbal,

Farida,

Win

2023

Jur. Ilmh. Ilm. Ter. Un. Ja

View full text Add to dashboard Cite

This research is the first to examine the influence of attitude on learning outcomes among class X students of Senior high school 2 Jambi City. Attitude is one of the main indicators of current learning and learning outcomes are a benchmark for assessing student attitudes. The research aims to explore the relationship between student attitudes and their academic performance in various subjects. This research uses a quantitative research method by means of a survey with a purposive sampling technique. The analysis technique used is normality and linearity assumption testing and hypothesis testing using person correlation. The research subjects this time were 60 class X students of Senior high school 2 Jambi City. The results of this research show that the significance value is 0.042 which is smaller than 0.05, which shows that there is a sufficient relationship between student attitudes and student learning outcomes. The novelty of this research is that it introduces a new measure of student attitude based on a multidimensional scale that covers cognitive, affective, and behavioral aspects. The research also provides empirical evidence of the positive impact of student attitude on learning outcomes across different subjects, such as mathematics, science, and language. The research contributes to the literature on educational psychology and pedagogy by highlighting the role of student attitude in enhancing academic achievement and motivation.

show abstract