Student Commitment to Do Lecture Task Observed from Motivation to Achievement

Fitriani, Fitriani

doi:10.2991/yicemap-17.2017.30

Cited by 3 publications

(3 citation statements)

References 5 publications

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“…In terms of students' commitment, before the treatment, the overall weighted mean for commitment was 1.89, indicating a "slightly agree -slightly motivated" stance. This corresponds with Fitriani's [65] study which underscores the significance of student dedication in effective goal setting and the significant role of positive attitudes and commitment in achieving success in language learning [66]. However, after teaching using popular English songs, there was a notable enhancement in students' commitment levels, with an average increase of 3.52, indicating strong agreement and motivation.…”

Section: Students' Level Of Motivation Before and After The Use Of Po...supporting

confidence: 80%

Popular English Songs as Motivational Resources and Instructional Aids for Grammar Education

V. De Roxas,

O. Casipit,

M. Reyes

et al. 2024

QAJ

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Objectives: The study aimed to investigate the efficacy of incorporating popular English songs as motivational tools in English grammar instruction among 44 Grade 7 Junior High School students. It focused on students' performance in modals, prepositions, and WH-questions, assessing changes in their motivation for language learning based on the Affective Filter Hypothesis Theory and John Eric Adair’s seven key dimensions of motivation. Method: A quantitative research approach was employed, utilizing a quasi-experimental single-group pretest-posttest design. Participants included 44 Grade 7 students. The study, grounded in the Affective Filter Hypothesis Theory, used Adair’s seven key dimensions of motivation as a framework. Students were tested on modals, prepositions, and WH-questions before and after integrating popular English songs into instruction. Statistical analysis of pretest and posttest results focused on t-values and significance levels (2-tailed, p<0.05) to evaluate the intervention's effectiveness. Results: The study found statistically significant improvements in students' motivation and performance following the use of popular English songs in grammar instruction, with a t-value of -14.766 (2-tailed, p<0.05). The intervention enhanced student engagement and motivation across all seven key dimensions: energy, commitment, perseverance, skill, focus, enjoyment, and responsibility. Students' test performance on modals, WH-questions, and prepositions significantly improved post-intervention. Conclusion: In conclusion, incorporating popular English songs into grammar instruction significantly boosts student motivation and performance in English language learning. This approach not only enhances the understanding of specific grammatical concepts but also creates a more engaging and motivating classroom environment. The findings suggest that using music as a pedagogical tool can effectively advance English language education, particularly in similar educational contexts.

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Section: Students' Level Of Motivation Before and After The Use Of Po...supporting

confidence: 80%

Popular English Songs as Motivational Resources and Instructional Aids for Grammar Education

V. De Roxas,

O. Casipit,

M. Reyes

et al. 2024

QAJ

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“…Applying the tenets of ELT and SDT to the present study, WPL (independent variable) is regarded as an intrinsic motivator that enhances student satisfaction, commitment and achievement (mediating variables) which, in turn, improve student employability (dependent variable). This implies that the knowledge and skills acquired through WPL could intrinsically motivate students to be satisfied with their programme, to be committed to it and to achieve their educational goals, and that their satisfaction, commitment and achievement would, in turn, improve their employability (Fitriani, 2017; Gavin and Coleman, 2016).…”

Section: Underpinning Theoriesmentioning

confidence: 99%

Work placement learning and student employability: Do student satisfaction, commitment and achievement matter?

Otache

Edopkolor

2022

Industry and Higher Education

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While the extant literature generally suggests a positive relationship between work placement learning (WPL) and student employability, the mechanisms underlying this relationship remain unclear and under-researched. Against this background, this study draws on insights from experiential learning and self-determination theories to explore the mediating effects of student satisfaction, commitment and achievement on the relationship between WPL and student employability. The study adopted a quantitative approach, gathering data from 294 students in two public higher education institutions (HEIs) in Nigeria using a structured questionnaire. A serial mediation analysis was performed to test the study hypotheses. The results show that WPL is positively associated with student satisfaction, commitment, achievement and employability. The results also indicate that student satisfaction, commitment and achievement have strong positive impacts on student employability. Further analysis reveals that student satisfaction, commitment and achievement individually and sequentially mediate the relationship between WPL and student employability. This research demonstrates that student satisfaction, commitment and achievement help to maximize the positive impact of WPL on employability. The findings offer policy and practical implications for HEIs, policymakers, students and industry.

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“…They are able to take students into learning material by linking it to past learning or knowledge that children already have. In Fitriani's study, it was conveyed that one way to find out students' commitments was to measure their motivation (Fitriani, 2017). Apperception is needed by students to connect the knowledge they have and what will be taught.…”

Section: % 4%mentioning

confidence: 99%

The Analysis of Self-Efficacy and Classroom Management as Contributors to Teacher Personality of Madrasah Ibtidaiyah

Fidrayani¹,

Hadiati²

2020

al.ibtida.snj

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A teacher's low self-efficacy causes a weak support of personality competencies for success in learning. This study aims to analyze self-efficacy and classroom management on the personality of Madrasah Ibtidaiyah teachers. The subjects of this study were 25 Madrasah Ibtidaiyah teachers in South Tangerang City, Banten Province who already have teaching certificates. Data collection techniques used questionnaires and interviews. Meanwhile the research data were analyzed using descriptive analysis, starting from data reduction, data presentation, and data conclusion. The results showed that Madrasah Ibitidaiyah teachers in South Tangerang have a good competencies, i.e the percentage of good pedagogical competencies was in the range 50%-100%, 80%-100% for good personality competence, 68%-100 % for good social competence, and 96% -100% for good professional competence. Internal locus of control Madrasah Ibtidaiyah teachers in the city of South Tangerang are in the very high, high and medium categories. While external locus of control is in the low category. This shows that the Madrasah Ibtidaiyah teachers had the belief that they are able to face challenges and threats that come from the environment and the ability to solve problems with high confidence so that all problems can be overcome properly. Therefore, the development of teacher's self-efficacy should get more attention, because it is a factor that can support successful learning

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Student Commitment to Do Lecture Task Observed from Motivation to Achievement

Cited by 3 publications

References 5 publications

Popular English Songs as Motivational Resources and Instructional Aids for Grammar Education

Popular English Songs as Motivational Resources and Instructional Aids for Grammar Education

Work placement learning and student employability: Do student satisfaction, commitment and achievement matter?

The Analysis of Self-Efficacy and Classroom Management as Contributors to Teacher Personality of Madrasah Ibtidaiyah

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