The Effect of Teacher Charisma on Student Attitude Towards Calculus Learning

Lin, Shu-Hui

doi:10.11648/j.ijsts.20170502.12

Cited by 6 publications

(7 citation statements)

References 23 publications

(38 reference statements)

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“…Concerning these four characteristics, they find that they are positively related to interest in a subject. In a follow-up study, Lin and Huang (2017) find that the same features also influence students' attitude to calculus learning. Towler et al (2014) study the effects of what they consider charismatic content on the evaluation of the trainer and on recall and transfer immediately after the presentation and a week later.…”

Section: Teacher Characteristics and Charismatic Speechmentioning

confidence: 92%

“…Research on teaching has long noted that individual teacher characteristics may play a role in pedagogy, and scholars have tried to identify what aspects of teacher personalities may have an effect on the learning process. Suspected factors include teacher's empathy, organization, adaptability, fostering of community, autonomy and enthusiasm (Klassen et al, 2018), and occasionally also charisma is noted as a potential factor (Towler et al, 2014;Lin and Huang 2017). That the way of speaking can have an effect has been suspected especially by experts on charismatic speech (e.g., Rosenberg and Hirschberg 2009).…”

Section: Introductionmentioning

confidence: 99%

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Robots for Foreign Language Learning: Speaking Style Influences Student Performance

2021

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Much previous research suggests that teachers’ individual characteristics may affect students’ performance; however, which factors are particularly helpful is as yet unclear and methodologically very difficult to assess. In this paper, we study the effects of robots’ speaking styles when instructing students on a task. 40 participants saw a brief video in which a robot presented its instructions either in a charismatic or a not so charismatic speaking style. Participants’ task was then to produce foreign language sentences on the basis of visualizations of the prosodic properties of these sentences. A subsequent analysis of participants’ productions shows that language learners’ performance was significantly better when the robot had delivered its instructions in a charismatic voice. The results suggest not only that a charismatic speaking style may be crucial for teachers in general and hence one of the factors causing the interpersonal variation between teachers, but also that students can benefit from instructions by robots delivered in a charismatic speaking style.

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Section: Teacher Characteristics and Charismatic Speechmentioning

confidence: 92%

Section: Introductionmentioning

confidence: 99%

Robots for Foreign Language Learning: Speaking Style Influences Student Performance

2021

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“…In the same way, linear regression has been a good statistical tool to identify predictor variables based on students' perceptions related to students' experience in their use of online tools, such as videos [10]. In the field of attitude analysis towards learning contents with a higher numerical component, regression analysis has been shown as a useful tool [76], and regression has also been applied to measure the effect of accounting undergraduates' attitudes related to ethical commitment [77]. In educational studies, regression analysis is used to explore the relationship between students' behaviors and achievements in online settings [78].…”

Section: Statistical Hypotheses Fitmentioning

confidence: 99%

Online Learning Tools in the Era of m-Learning: Utility and Attitudes in Accounting College Students

2020

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Learning in the Era of Mobile means an expansion in the range of learning tools, which are much more accessible thanks to the use of mobile devices. The greater possibilities of applying online tools for learning do not eliminate problems related to distance learning, such as personal factors related to attitude and student’s perception in virtual learning environments. It is necessary to consider whether the mere application of online tools in m-learning is enough or whether the context and the way in which online learning tools are applied are what is really important, even more so when the program is directed towards students using a distance learning system. Seen from this point of view, the utility of online tools is a key factor for successful learning. Furthermore, it is known that the personal attitude can affect the student’s perception about different aspects of learning, such as the perceived utility of the tools online. Considering the above arguments, the objective of this research is to measure the perceived utility of online learning tools by university students in a teaching environment accessible by mobile devices. Likewise, as a complementary objective to the measurement of perceived utility, the explanatory variables that could cause some effect on the perceived utility were analyzed. The analysis of explanatory variables is focused on personal attitudes, such as attitude towards accounting or the perceived role of the teacher. The data were collected through a questionnaire. Scoring indicators were applied to quantify the scores of university students for each variable. The analysis showed that mature students in a distance education program in Accounting assign high value to online tools and give a high score to their own attitude towards Accounting and the teacher’s role in virtual learning. Regression analysis indicates that about 34% of the perceived utility of online tools could be explained by their positive attitude towards Accounting and by the role of the teacher in m-learning. The identification of explanatory variables of perceived utility of online tools could improve the design and adaptation of the virtual environment, according to personal needs of college students.

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“…Analizde yetkin olduğunu düşünen, hayatında yararlı olduğuna inanan, bu alandaki konularla ilgili etkinlikleri yapmaktan hoşlanan ve çalışma isteği olan bireyin matematikte olumlu tutuma sahip olduğu kabul edilmektedir (Lin & Huang, 2017 (Hacıömeroğlu, 2019;Kiwanuka ve diğerleri, 2017;Ma & Kishor, 1997). Ancak analiz söz konusu olduğunda bu derse yönelik öğrencilerin tutumlarını inceleyen çalışmaların az olduğu dikkat çekmektedir (Lin & Huang, 2017;Pyzdrowski, Sun, Curtis, Miller, Winn & Hensel, 2013;Sonnert, Sadler, Sadler & Bressoud, 2015). Bu durum öğrencilerin analize yönelik tutumlarını incelemeye yönelik yapılacak çalışmalara olan ihtiyacı ortaya koymuştur.…”

Section: Analize Yönelik Tutumunclassified

University Students’ Attitude Towards Calculus and Perceptions of the Learning Environment

Hacıömeroğlu

2020

International Journal of Educational Studies in Mathematics

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This study intends to examine the university students' attitude towards calculus and their perceptions of the learning environment. The study consists of two phases. First phase of this study focused on Turkish adaptation of the Attitude Towards Calculus Inventory developed by Huang and Lin (2015). All factors, self-confidence, value, enjoyment and motivation were identical to the original instrument. Cronbach's alpha for the whole instrument was calculated as .88. Results of the study revealed that Attitude Towards Calculus Inventory was valid and reliable to use in Turkish culture. This research study revealed that students had a moderate level of attitude and perceptions of the learning environment in calculus courses. They hold a moderate view regarding their perceptions of the learning environment in calculus courses. There was a significant but weak relationship between students' attitude toward calculus and their perceptions of the learning environment.

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The Effect of Teacher Charisma on Student Attitude Towards Calculus Learning

Cited by 6 publications

References 23 publications

Robots for Foreign Language Learning: Speaking Style Influences Student Performance

Robots for Foreign Language Learning: Speaking Style Influences Student Performance

Online Learning Tools in the Era of m-Learning: Utility and Attitudes in Accounting College Students

University Students’ Attitude Towards Calculus and Perceptions of the Learning Environment

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