Students’ perceptions of teaching factors that demotivate their learning in lectures and laboratory-based skills practice

Takase, Miyuki; Niitani, Mayumi; Imai, Toshio; Okada, Mari

doi:10.1016/j.ijnss.2019.08.001

Cited by 19 publications

(24 citation statements)

References 30 publications

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“…It is also supported by the study conducted by Ghadirzadeh et al (2013) revealed that teaching methods of the teacher contribute to demotivation among the Iranian university students. In addition, research done by Takase et al (2019) discovered when teachers gave unfavourable verbal and attitudinal messages to students or made a negative statement about them, their motivation to learn was compromised. The students were aware of what their lecturers said and what they meant.…”

Section: Past Studies On What Demotivates Learners To Learnmentioning

confidence: 99%

Investigating Motivation for Learning Via Vroom’s Theory

Lokman¹,

Hassan²,

Ustadi³

et al. 2022

IJARBSS

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The affective domain has been demonstrated to have a significant influence on student learning. This study examines the learning motivation of students within a higher education context. It introduces the definition of motivation and discusses the significance of motivation in learning. The existing research on motivation for learning is also discussed in light of Vroom's theory. The theory highlighting expectancy, instrumentality and valence is discussed in detail. Human motivation to learn outlines the underlying concepts of expectancy, affective and values are discussed. In doing so, this study explains that motivation for learning is influenced by students' low self-efficacy and control-belief that leads to them second guessing their true ability. Students too have lower affective response in learning motivation as they found taking tests is a daunting process. However, learning motivation is heightened when an extrinsic reward is targeted, and equally hard work is put on for the task that was assigned. The study adopted the quantitative approach where the survey is used as the research instrument. A questionnaire consisting of eight sections on demographic profile, motivation scale; values, expectancy and affective component were posed. The study found that students are highly motivated by extrinsic reward compared to intrinsic reward in their learning. Good grades are still the main attraction in the motivation to learn. However, students are found to be daunted by the thought and experience of going through learning sessions and sitting for assessments. This implies the need to embed more affective components into the curricula.

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Section: Past Studies On What Demotivates Learners To Learnmentioning

confidence: 99%

Investigating Motivation for Learning Via Vroom’s Theory

Lokman¹,

Hassan²,

Ustadi³

et al. 2022

IJARBSS

View full text Add to dashboard Cite

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“…Traditional science laboratories are built on a physical location, mostly within schools where teachers explain experiments and students do the practical work accordingly. These laboratories are effective in student learning, but they also hold some drawbacks which include the following [19]:…”

Section: Introductionmentioning

confidence: 99%

Measuring Learnability through Virtual Reality Laboratory Application: A User Study

et al. 2021

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The cutting-edge technology of virtual reality has changed almost every aspect of life in e-commerce, engineering, medicine, and entertainment. This technology has also made its way to the field of education in the form of virtual laboratories. A lack of student engagement and interest towards STEM subjects is reported in the literature. Several studies have been conducted to evaluate virtual reality in education, but these studies are limited in terms of participants and subject coverage. This study aimed to assess the effectiveness of virtual laboratories to develop student’s practical learning skills for secondary school physics. For this purpose, a desktop-based virtual laboratory application was developed based on the guidelines extracted from the literature. A user study was adopted as the main research method, and it was conducted with 184 students of 4 different schools. In each school, students were divided into two groups: experimental (used the virtual laboratory application) and control (used a physical laboratory). The data were collected through an academic quiz conducted at the end of the study. The mean score of the experimental group was 7.16, compared with 5.87 for the control group. The results revealed that the students’ learning using the virtual laboratory application was better compared with the control group. Interestingly, there was no significant difference in the performance of boys and girls in both groups. The usability questionnaire was also completed by 92 students of the experimental group to assess the application interface. The mean score was 73.5 (above average) with an internal consistency of 0.76. The participants found the virtual laboratory application to be user-friendly, easy to use, and supportive in learning.

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“…Um estudo realizado com 23 estudantes em três universidades japonesas verificou que a desmotivação estava associada ao ensino, sendo que o ambiente restritivo e abordagens de ensino desestimuladoras foram decisivos para a prevalência da desmotivação 14 . Desse modo, percebe-se a importância de se promover o ensino com utilização de estratégias diversificadas, favorecendo o envolvimento dos alunos, motivando-os a acompanhar as aulas e se sentirem também motivados a frequentá-las.…”

Section: Discussionunclassified

Desmotivação acadêmica: buscando compreender a realidade

Cassiano

Gonçalves

et al. 2021

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Trata-se de uma pesquisa qualitativa, com o objetivo de identificar e descrever os fatores que levam à desmotivação acadêmica em um grupo de estudantes em uma universidade pública, realizada em 2018, através de entrevista semiestruturada. As informações foram analisadas segundo o Discurso do Sujeito Coletivo. Participaram 11 estudantes de diversos cursos, das quais nove do sexo feminino. Construiu-se quatro categorias: Processo adaptativo, Contexto universitário, Aspectos socioeconômicos e Aspectos emocionais. Identificou-se que a desmotivação acadêmica se deu por: distanciamento da família e as especificidades da nova demanda estudantil; infraestrutura, sobrecarga de atividades e conduta docente; dependência financeira em relação aos pais; e, sentimentos de tristeza, nervosismo, estresse e irritabilidade. As instituições de ensino precisam de um olhar atento e acolhedor para com seus estudantes através de estratégias para promover saúde e prevenir agravos, além de considerar o indivíduo como um ser biopsicossocial e espiritual, possibilitando melhora no processo ensino-aprendizagem e a motivação.

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Students’ perceptions of teaching factors that demotivate their learning in lectures and laboratory-based skills practice

Cited by 19 publications

References 30 publications

Investigating Motivation for Learning Via Vroom’s Theory

Investigating Motivation for Learning Via Vroom’s Theory

Measuring Learnability through Virtual Reality Laboratory Application: A User Study

Desmotivação acadêmica: buscando compreender a realidade

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