scholarly journals EFFECTIVE TEACHING STRATEGIES AND MOTIVATED LEARNERS CREATE AN AUTONOMOUS CLASSROOM

2021 ◽  
Vol 8 (2) ◽  
pp. 1-9
Author(s):  
Pooja Chhabra
Keyword(s):  
Extrinsic Motivation ◽  
Arcs Model ◽  
Effective Teaching Strategies ◽  
Self Confidence ◽  
Engineering And Technology ◽  
Foundation Program ◽  
Model Foundation ◽  
Scope Of Application ◽  
College Of Engineering

This paper addresses the issue of how to enhance motivation in tertiary level EFL learners to lead them towards achieving independence in learning. Based on a case study at the Global College of Engineering and Technology, Muscat, Oman, it critically examines the scope of application of John Keller’s ARCS model that exhibits four steps for enhancing learners’ motivation - Attention, Relevance, Confidence, and Satisfaction. It recounts how these motivational techniques have been used in classrooms and how each of these steps has enhanced the learners’ self-confidence and their interest in learning the language. The paper argues that efficient use of ARCS model can transform extrinsic motivation into intrinsic one. It recommends that educators should adopt the ARCS model to sustain learners’ interests and accomplishments of the set learning objectives. It makes students reach a level where they begin to take charge of their learning, resulting in strong learner-teacher autonomy in language acquisition. Key Words:  Keller's ARCS model, Foundation program students, Index Terms-motivation

Use of Library Resources and Services at Stanley College of Engineering and Technology for Women, Hyderabad: A Case Study

2018 ◽  
Vol 8 (1) ◽  
pp. 46-53
Author(s):  
N. C. H. Varadaraju .
Keyword(s):  
Response Rate ◽  
Information Services ◽  
Quality Education ◽  
Postgraduate Students ◽  
Level Of Satisfaction ◽  
Engineering And Technology ◽  
Library Resources ◽  
College Of Engineering ◽  
College Library

Engineering college libraries play an important role in imparting quality education to the undergraduate and postgraduate students and researchers of engineering. This study aimed at frequency of library usage, the extent of use of library resources and services by the students and faculty. The level of satisfaction against library resources and service, the problems faced while using the library resources and services. A questionnaire was randomly given to 100 students and faculty of the college. A total of 92 filled in questionnaires returned to researcher. i.e. the response rate is 92%. It is suggested that college library should take initiative to counter problems expressed by users to provide effective and efficient library and information services to the clientele and it would in turn help faculty, students.

scholarly journals Analisis Keterlaksanaan Model Attention, Relevance, Confidence, and Satisfaction pada Pembelajaran Hidrokarbon dan Pengaruhnya Terhadap Kepercayaan Diri Siswa

2017 ◽  
Vol 9 (2) ◽  
pp. 1-10
Author(s):  
Abu Bakar ◽  
Fatria Dewi ◽  
Syafira Syafira
Keyword(s):  
Experimental Design ◽  
Random Sampling ◽  
Quantitative Data ◽  
Homogeneous Distribution ◽  
Science Study ◽  
Arcs Model ◽  
Self Confidence ◽  
Teachers And Students ◽  
The Moment

This study aims to determine the implementation of ARCS model and to know the influence between the implementation of ARCS model to students' self confidence in SMAN 2 Jambi City on hydrocarbonlearning. The design of this research is pre-experimental design with type of research one shot case study using random sampling. The sample is selected only one class that is eleventh grade science study. The research instrument in the form of observation sheet of the implementation of ARCS model of both teachers and students, as well as student confidence observation sheet. The quantitative data is tested for normality and homogeneity and then sought the correlation between the ARCS model and the students' confidence with the moment product correlation. Then t-test is done to see the significance of the effect of ARCS model with student's self confidence. Implementation of ARCS model by teachers and students included in very good category with percentage 90,77% and 91%. For students' self confidence in good category that is with percentage 82,25%. Data of teacher and student is normal and homogeneous distribution, correlation coefficient obtained that is equal to 0,525, mean relation between implementation of ARCS model with student self confidence have medium relation level.

scholarly journals Information Seeking Behaviour of Engineering College Students: A Case Study

2018 ◽  
Vol 38 (2) ◽  
pp. 110
Author(s):  
Chennupati K Ramaiah ◽  
Simipam R Shimray
Keyword(s):  
College Students ◽  
Data Collection ◽  
Information Seeking ◽  
Working Hours ◽  
Title Page ◽  
Survey Method ◽  
Print Form ◽  
Engineering And Technology ◽  
College Of Engineering

<div class="page" title="Page 1"><div class="layoutArea"><div class="column"><p><span>The purpose of this study is to evaluate the use of various services and facilities provided by Muffakham Jah College of Engineering and Technology Library, Hyderabad, India. This study used survey method and questionnaire tool for data collection. The majorities of the respondents in this study choose print form of textbooks (78 %) and </span><span>printed reference books (80.33 %). Of the total, 80 per cent of them stated that they did not find any gaps in library collections. It was found that most of them (93.33 %) do not find any problems and issues in accessing information </span><span>from the available resources. The majority (89 %) of them agreed with the working hours and 81.67 per cent of </span><span>the respondents are satisfied with the services offered by the library staff. Over three fourths (78.67 %) of them are satisfied with the existing facilities provided by the library. The majority (89 %) of the respondents indicated that </span><span>the library should have a separate website in addition to the college website. </span></p></div></div></div><p> </p><p> </p>

Gifted Students' Motivation and its Impact on the Development of their Giftedness

2018 ◽  
Vol 3 (1) ◽  
Author(s):  
Hussein SALEM MUBARAK BARABWD ◽  
Mohammad YUSOFF BIN MOHD NOR ◽  
Noriah Mohd Ishak
Keyword(s):  
Extrinsic Motivation ◽  
Gifted Students ◽  
Qualitative Approach ◽  
The Other ◽  
Phenomenological Method ◽  
Self Confidence ◽  
Verbal Praise ◽  
Intrinsic Motivations ◽  
The Impact ◽  
Intrinsic And Extrinsic Motivations

The aim of the current study is to examine the intrinsic and extrinsic motivations of the gifted students from Hadhramout Gifted Center HGC in Yemen, and to investigate the impact of these intrinsic and extrinsic motivations on their giftedness development. A qualitative approach was adopted; data has been collected through an open- ended questionnaire that was prepared by the researcher and distributed among a sample of gifted students who were chosen purposively from HGC. The interpretative phenomenological method has been used to analyze the data using, Atlas ti. The results indicate that the majority of the participants consider it interesting to explore new things, and experience curiosity and desire to achieve their goals as their intrinsic motivations. Whereas, the minority consider preference to serve the community, competition preference and self-confidence as their intrinsic motivations. On the other hand, half of the participants consider rewards as their extrinsic motivation, whereas 40 % of them consider exams scores, verbal praise, parents and environment as their extrinsic motivations. Regarding the impact of intrinsic and extrinsic motivations on the development of giftedness, the majority of the participants believe that intrinsic and extrinsic motivations affect positively the development of their giftedness development. Finally, based on the findings, some recommendations were provided. 

The Effects of Teaching Reflection Diaries on In-Service High School Teachers in Japan

Relay Journal ◽  
2020 ◽  
pp. 80-99
Author(s):  
Naoya Shibata
Keyword(s):  
High School ◽  
High School Teachers ◽  
Illustrative Case ◽  
Teaching Beliefs ◽  
Experienced Teacher ◽  
Female Teachers ◽  
Self Confidence ◽  
Research Findings ◽  
Illustrative Case Study

Although teaching reflection diaries (TRDs) are prevalent tools for teacher training, TRDs are rarely used in Japanese secondary educational settings. In order to delve into the effects of TRDs on teaching development, this illustrative case study was conducted with two female teachers (one novice, and one experienced) at a Japanese private senior high school. The research findings demonstrated that both in-service teachers perceived TRDs as beneficial tools for understanding their strengths and weaknesses. TRDs and class observations illustrated that the novice teacher raised their self-confidence in teaching and gradually changed their teaching activities. On the other hand, the experienced teacher held firm teaching beliefs based on their successful teaching experiences and were sometimes less willing to experiment with different approaches. However, they changed their teaching approaches when they lost balance between their class preparation and other duties. Accordingly, although teachers’ firm beliefs and successful experiences may sometimes become possible hindrances from using TRDs effectively, TRDs can be useful tools to train and help teachers realise their strengths and weaknesses.

scholarly journals Knowledge Growth, Academic Beliefs and Motivation of Students in Business and Economics - A longitudinal German Case Study

2018 ◽  
Vol 8 (2) ◽  
pp. 9 ◽  
Author(s):  
Martin Biewen ◽  
Roland Happ ◽  
Susanne Schmidt ◽  
Olga Zlatkin-Troitschanskaia
Keyword(s):  
Intrinsic Motivation ◽  
Epistemological Beliefs ◽  
Extrinsic Motivation ◽  
Economic Knowledge ◽  
Economic Literacy ◽  
Knowledge Growth ◽  
Academic Beliefs ◽  
Test Of Economic Literacy ◽  
The Relationship

In this study we examine the determinants of and the relationship among economic knowledge, epistemological beliefs, and extrinsic and intrinsic motivation over the course of undergraduate studies in a sample of students of business and economics at a university in Germany. We found economic knowledge increased over the course of studies, extrinsic and intrinsic motivation declined, and students became more skeptical in their epistemological beliefs about the objectivity of economic content being taught in their courses. The students’ level of economic knowledge was related to intrinsic motivation but unrelated to extrinsic motivation and epistemological beliefs. Furthermore, the students’ tendency to become more skeptical over the course of their studies was mitigated by high levels of extrinsic motivation. The use of internationally established assessments such as the Test of Economic Literacy, developed by the Council of Economics Education, enables implications for higher education business and economics programs at the international level to be drawn from our findings. 

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