The Influence of Online Project Collaborative Learning and Achievement Motivation on Problem-Solving Ability

Yunus, Muhammad; Setyosari, Punaji; Utaya, Sugeng; Kuswandi, Dedi

doi:10.12973/eu-jer.10.2.813

Cited by 24 publications

(21 citation statements)

References 48 publications

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“…This is clearly expressed in item 1 (M=63), 2 (M=60) and 3 (M=58),, which show that students have favorable attitudes towards the online experience as it helped them foster exchange of knowledge and information, facilitated problem-solving, and promoted their higher critical thinking skills. This is in line with a number of studies (Kalayci, 2014;Lee & Osman, 2021;Yunus et al, 2021). This is not surprising as they also highly agreed with items 12 (M= 4.47) and 23 (M= 4.42) and 6 (M= 4.33) where they clearly agreed that online collaborative writing enables them to spend more time checking spelling and punctuation.…”

Section: Research Question Two: What Is the Students' Attitude Toward...supporting

confidence: 88%

“…In a quasi-experimental, Yunus et al (2021) examined the influence of online project collaborative learning and achievement motivation on problem-solving ability. The study sample Arab World English Journal www.awej.org ISSN: 2229-9327 305 consisted of 71 students of higher education divided equally into two experimental and control groups.…”

Section: Introductionmentioning

confidence: 99%

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Attitudes of learners at the Arabic Language Institute at King Abdulaziz University towards Online Collaborative Writing during Covid-19 Pandemic

Alwaleedi¹

2022

AWEJ

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his study aims to examine learners’ attitudes at the Arabic Language Institute at King Abdulaziz University towards online collaborative writing during the Covid-19 Pandemic. The study was conducted in the first semester of the academic year 2021/2022. The study participants are students from the language Institute of King Abdul-Aziz University, Saudi Arabia. Forty-three students (19 males and 24 females) constituted the study population. The researcher administered a 30-item questionnaire. The results revealed that the participants held positive attitudes towards utilizing online collaborative writing activities. Moreover, they enjoyed the experience and considered online collaborative activities to be worthwhile experience. Additionally, they indicated that it improved their fluency and accuracy in writing and vocabulary use. However, they listed some challenges like lack of time and lack of equal participation from all participants. Finally, the researcher concluded with some recommendations.

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Section: Research Question Two: What Is the Students' Attitude Toward...supporting

confidence: 88%

Section: Introductionmentioning

confidence: 99%

Attitudes of learners at the Arabic Language Institute at King Abdulaziz University towards Online Collaborative Writing during Covid-19 Pandemic

Alwaleedi¹

2022

AWEJ

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“…This stage also provides opportunities for students to expand the knowledge that has been obtained by challenging wider problems. Yunus et al [43] stated that the provision of additional teaching materials and their variations in online learning is closely related to students' achievement motivation and can improve students' problem-solving abilities.…”

Section: Product Eligibilitymentioning

confidence: 99%

ICARE Approach for Designing Online Learning Module Based on LMS

Suartama¹,

Mahadewi²,

Divayana³

et al. 2022

IJIET

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Online learning started with the emergence of internet technology and has been increasingly used during the COVID-19 pandemic. However, it has raised many problems, such as limitations in presenting material (monotonous and uninteresting), building activeness and difficulty creating interaction between lecturers and students and between students. Moreover, online learning is more stressful than regular classroom sessions because students have to study alone. The absence of clearly structured learning steps also makes it difficult for them to focus. Therefore, this research aims to develop an independent online learning module with a structured and systematic flow called Introduce, Connect, Apply, Reflect and Extend (ICARE) based on the Learning Management System. Furthermore, it determines the eligibility of the module using a Research and Development (R&D) for Education design involving Analysis, Design, Development, Implementation and Evaluation. All stages resulted in an eligible online module with an LMS-based ICARE flow in the Learning Media course.

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“…It has also been proved that achievement motivation is relevant to problem-solving ability. In a quasi-experimental study (Yunus et al, 2021), researchers discussed the correlation between achievement motivation and the problem-solving ability of students in an online program. The results showed that the problem-solving ability was different between the students with high achievement motivation and those with low achievement motivation.…”

Section: Relations Between Variablesmentioning

confidence: 99%

The Influence of Smartphone Addiction, Personality Traits, Achievement Motivation on Problem-solving Ability of University Students

Ran

2022

jpbs

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This study aimed to analyze the relations between smartphone addiction, personality traits, achievement motivation and problem-solving ability and explore the influence of smartphone addiction, personality traits, achievement motivation on university students' problem-solving ability. 682 students (male = 227, female = 455) from a Chinese public university participated in the research voluntarily. Data were collected by the short-version of the smartphone addiction scale, the ten-item personality inventory, the achievement motives scale, and the social problem-solving inventory. The correlations and multiple hierarchical regression analysis were used to analyze the data. The results were as follows: Firstly, it was found that there was a significant negative correlation between smartphone addiction and achievement motivation and problem-solving ability, a significant positive correlation between achievement motivation and problem-solving ability, and a significant correlation between the factors of personality traits and smartphone addiction and problem-solving ability respectively. Secondly, it was found that emotional stability of personality traits, smartphone addiction and the "fear of failure" sub-dimensions of achievement motivation significantly explained problem-solving ability. Based on these research results, some suggestions were given for the improvement of the educational field.

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The Influence of Online Project Collaborative Learning and Achievement Motivation on Problem-Solving Ability

Cited by 24 publications

References 48 publications

Attitudes of learners at the Arabic Language Institute at King Abdulaziz University towards Online Collaborative Writing during Covid-19 Pandemic

Attitudes of learners at the Arabic Language Institute at King Abdulaziz University towards Online Collaborative Writing during Covid-19 Pandemic

ICARE Approach for Designing Online Learning Module Based on LMS

The Influence of Smartphone Addiction, Personality Traits, Achievement Motivation on Problem-solving Ability of University Students

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