The Effects of Student Reflection on Academic Performance and Motivation

Cavilla, Derek

doi:10.1177/2158244017733790

Cited by 59 publications

(45 citation statements)

References 21 publications

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“…Student's academic performance relies on their socio-economic status (Okioga, 2013). Enhancing academic performance or motivation to comply complete assignments had no significant effect (Cavilla, 2017). Socialization goals mediate between broader socio-cultural orientations (families) and parenting ethno theories concerning beliefs about good parenting (Kelter et al, 2006).…”

Section: Review Of Related Literaturementioning

confidence: 98%

Performance Tasks and Socialization of Students with Broken Family

Moneva¹,

Bantasan²,

Vertulfo³

2020

IJSSR

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Broken family leads to children being raised by single parents, stepparents or others not related to the biological parents. The study used a univariate likert scale among senior high school students in Jagobiao National High School. There are questions to gather the data. Firstly, students with broken family reported that they perform differently compared to the students with complete family. They do not have the confidence to stand out in class and even socializing the people around them. The findings of the study is statistically not significant between performance task and socialization of the students with broken family because the Cross tabulation presented that performance task does not affect the students socialization. Majority of the students perform well with a complete family rather than the broken ones. A number of students have fair confidence to socialize with other people. Other students with incomplete family poorly perform their task and their socialization skills rated poor as well. Hence, most of the students with incomplete family satisfactory perform their task and their socialization skill rated as satisfactory also. The study accentuates that the two variables performance task and socialization of the students with broken family does not have a significant correlation.

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Section: Review Of Related Literaturementioning

confidence: 98%

Performance Tasks and Socialization of Students with Broken Family

Moneva¹,

Bantasan²,

Vertulfo³

2020

IJSSR

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“…It has been noticed that, even though reflection occurs as a natural phenomenon, it is rarely brought up for critical discussions with learners (Cavilla, 2017). Therefore, lecturers might need to review their teaching practice and improve the reflection activities they use in their classes.…”

Section: Reflection In Experiential Learningmentioning

confidence: 99%

Academic Staff Induction and Assessment on Implementing Experiential Learning and Reflective Practice

Nistor¹,

Samarasinghe²

2019

ije

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Experiential learning and reflective practice are two effective key learning and teaching strategies that many successful teachers employ as learner-centred education practices. It has been proven that many students appreciate the meaningful learning received through a learnercentred classroom environment.The aim of this paper is to share the findings of an induction programme focussing on experiential learning and reflective practice, which was designed to enhance the importance of transforming teacher-centred practice into learner-centred practice, with the teacher taking on the role of facilitator. The objectives of this induction programme were to help staff in understanding and incorporating experiential learning models in their teaching practice at a New Zealand tertiary institution.The paper contains a qualitative analysis of staff perspectives on experiential learning practice taken from their answers to a questionnaire, which followed an online Moodle course. It also contains a quantitative analysis of the data gathered from classroom observations using a digital classroom observation tool for assessment.The results showed that, although theoretical awareness about experiential learning was not a problem for new academic staff, its practical application was not always fully achieved. Even when lecturers were successfully implementing experiential learning activities in their classes, they were not incorporating reflective practice as part of a complete process. A more conscious incorporation of reflective practice by the academic staff in their classes, will ultimately help students to continue learning through experiences and reflection in their self-directed learning journeys.

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“…Utjecaj samovrednovanja na učenička postignuća je u tome što samovrednovanje omogućava učenicima kontrolu vlastitog učenja i usvajanje kriterija vrednovanja (McMillan i Hearn, 2008). Također pozitivno utječe na afektivnu domenu učenja (Cavilla, 2017). Razina postignuća i praksa samovrednovanja razlikuju se između učenika i učenica u korist učenica (Duckworth i Seligman, 2006;Kuhl i Hannover, 2012).…”

Section: Sažetakunclassified

Navike učenika u samovrednovanju postignuća učenja

Labak

Kligl

2019

EdBi

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Istraživanje je provedeno s ciljem utvrđivanja navika samovrednovanja postignuća kod učenika srednje škole i uočavanja razlika učenika u navikama samovrednovanja s obzirom na spol i školski uspjeh. Istraživanje se provelo školske godine 2018./2019. na uzorku od 61 učenika trećih razreda jedne osječke gimnazije. Provedena je pisana provjera znanja i anketa. U pisanoj provjeri znanja usporedio se očekivan i ostvaren broj bodova radi objektivne prosudbe učeničke sposobnosti samoprocjene postignuća. Subjektivan doživljaj sposobnosti točne samoprocjene postignuća kao i ostale navike samovrednovanja utvrđene su anketom. Provedenim istraživanjem je utvrđen nesklad između ostvarenog i očekivanog uspjeha, kao i nesklad između percipirane i stvarne sposobnosti točne samoprocjene vlastitog uspjeha. Učenici precjenjuju svoj uspjeh i vlastite mogućosti samoprocjene znanja. Također je utvrđeno da postoji svijest o važnosti samovredovanja, ali im nedostaju navike i iskustvo u toj vještini.

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The Effects of Student Reflection on Academic Performance and Motivation

Cited by 59 publications

References 21 publications

Performance Tasks and Socialization of Students with Broken Family

Performance Tasks and Socialization of Students with Broken Family

Academic Staff Induction and Assessment on Implementing Experiential Learning and Reflective Practice

Navike učenika u samovrednovanju postignuća učenja

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