The influence of students’ interest, ability and personal situation on students’ perception of a problem-based learning environment

Jaeger, Martin; Adair, Desmond

doi:10.1080/03043797.2013.833172

Cited by 18 publications

(13 citation statements)

References 22 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Martin Jaeger (2014) says that there are three factors that influence the success of learning which are support learning facilities, the responsibility of the students, and the quality of learning, with strong influences from the student's personal situation. [7] Personal situation of students might be a different one to another. Some students live with their own parents, but some of them live in the boarding accommodation.…”

Section: Resultsmentioning

confidence: 99%

Relevance of Admission System on Students' Grade Point Average: A Case Study

Napitupulu¹,

Walanda²

2018

Proceedings of the First Indonesian Communication Forum of Teacher Training and Education Faculty Leaders International Confere

View full text Add to dashboard Cite

The admission system through Public Universities in Indonesia has been carried out in three phases namely: National Selection of Public Universities (SNMPTN) carried by each Public University based on the prospective student academic achievement while they are in High School; Joint Selection of State University (SBMPTN) undertaken by Public Universities together with a selection set based on the results of the written examination or a combination of the results of the written exam and skills test prospective students; and Admissions Independently conducted by the State Universities (SMMPTN) that the selection is set and determined by each Public University. Acceptance through each phase is 50%, 30%, and 20% in each study program received through every pathway respectively. As a Public University, Tadulako University obliged to follow those three phases. After accepted through one lane selection, all students who pass through three pathways will be mixed together regardless of admission track. After they finished one semester in their study, it is necessary to see whether there is any relevance between the lines passing on the student 's GPA? A study conducted on chemistry education students shows there is no relevance between admission system on students' GPA in average which is 2.8118, 2.9349, 2.8858 for SNMPTN, SBMPTN, and SMMPTN respectively, however the highest GPA obtained by students who admitted on SNMPTN which is 3.93, and 3.89 for student who admitted through SBMPTN, and 3.70 for students admitted through SMMPTN. The study showed that there was no relevance between admission system on students' GPA in the chemistry education study program.

show abstract

Section: Resultsmentioning

confidence: 99%

Relevance of Admission System on Students' Grade Point Average: A Case Study

Napitupulu¹,

Walanda²

2018

Proceedings of the First Indonesian Communication Forum of Teacher Training and Education Faculty Leaders International Confere

View full text Add to dashboard Cite

show abstract

“…Specifically, problem-based learning promotes critical thinking, communication skills, student motivation, and a lifelong desire to learn (Guerra & Kolmos, 2011;Jeager & Adair, 2013;Kong et al, 2014). For problem-based learning classrooms to be most effective, the problem situations must allow for student collaboration, while remaining adaptable to students' existing knowledge, and applicable to real-world problems (Jaeger & Adair, 2013;Savery, 2006;Schmidt, Rotgans, & Yew, 2011).…”

Section: Pedagogical Trainingmentioning

confidence: 99%

Good Teaching Starts Here: Applied Learning at the Graduate Teaching Assistant Institute

Parker

Ashe

Boersma

et al. 2015

CJHE

View full text Add to dashboard Cite

Increasingly, graduate teaching assistants serve as the primary instructors in undergraduate courses, yet research has shown that training and development for these teaching assistants is often lacking in programs throughout the United States and Canada. Providing mentoring and skill development opportunities for graduate teaching assistants is vital, as many will become the next generation of faculty. This paper discusses the literature on effective training programs, which underscores the importance of consistent feedback from mentors, intrinsic motivation, and practical applications. Afterwards, we examine an existing training program at the University of North Carolina Wilmington. Specifically, we focus on an institute for teaching assistants that helps graduate students understand applied learning as an effective pedagogical modality and helps them implement applied learning lesson plans tailored to their disciplines. Suggestions for strengthening training programs are discussed.

show abstract

“…Students' perception of the learning environment affects their learning outcomes and their approaches to learning in a way that outweighs their personal characteristics [5,6]. It also affects their learning across subjects in problem-based courses [7]. In addition, while positive perception improves learning, negative perception can hinder students from achieving the desired learning competencies [8].…”

Section: Introductionmentioning

confidence: 99%

Using the Course Experience Questionnaire to Assess UAE Students’ Perceptions of their Learning Environment

2021

JEPR

View full text Add to dashboard Cite

The quality of the learning environment has a significant impact on students’ ability to achieve their learning goals. Therefore, this paper aims to examine students’ perceptions of their learning environment in an Arab learning context. The Course Experience Questionnaire (CEQ), as an international benchmark, was used with a random sample of students at a public university in the United Arab Emirates. Participants were 623 students (505 females and 118 males) aged between 20 and 28 years. They were asked to complete the CEQ during their professional development seminars immediately before graduation. The results show strong reliability for the CEQ (Cronbach’s alpha = .90). The students had positive perceptions on the six CEQ subscales, with Good Teaching scoring the highest and Appropriate Workload the lowest. The findings support the use of the CEQ as a benchmark of teaching effectiveness outside the Western World. Despite the widespread use of the CEQ around the world, it is not commonly used in the Arab learning context. Therefore, this paper makes a valuable contribution towards further validating the CEQ as a benchmark of quality in higher education in the Arab world.

show abstract

The influence of students’ interest, ability and personal situation on students’ perception of a problem-based learning environment

Cited by 18 publications

References 22 publications

Relevance of Admission System on Students' Grade Point Average: A Case Study

Relevance of Admission System on Students' Grade Point Average: A Case Study

Good Teaching Starts Here: Applied Learning at the Graduate Teaching Assistant Institute

Using the Course Experience Questionnaire to Assess UAE Students’ Perceptions of their Learning Environment

Contact Info

Product

Resources

About