Browsing by Subject "Student perceptions"
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Item Are undergraduates' perceptions of choice and structure within a course related to sense of autonomy, academic emotions, and self-regulated learning strategies?(2010-05) Kim, Hyunjin, 1971-; Svinicki, Marilla D., 1946-; Schallert, Diane L.; Weinstein, Claire Ellen; Whittaker, Tiffany A.; Keating, Xiaofen D.This study investigated how students’ perceptions of course choice and structure are related directly or indirectly to their sense of autonomy, academic emotions, and use of self-regulated learning strategies with the hypothesis of significant relationship of these two areas of instructional practice to those outcome variables. In this study, a total of 601 undergraduate students were asked to respond to surveys on perceived choice, perceived structure, perceived autonomy, academic emotions, and self-regulated learning strategies as well as basic course characteristic information measure with regard to a specific course in which they were enrolled. Structural Equation Modeling suggested both students’ perceived choice and perceived structure in the classroom had small but positive relationships to their perceived autonomy. Regarding the relationships between these two teaching strategies and academic emotions, the level of students’ perceived choice was directly associated only with higher feeling of enjoyment, but indirectly related to all four academic emotions with mediation of the level of perceived autonomy in the direction that one would predict (i.e, higher enjoyment and pride, lower anger and anxiety). On the other hand, perceived structure predicted those four academic emotions not only directly but also indirectly via sense of autonomy in predicted direction. Regarding their relationships with self-regulated learning strategies, neither perceived choice nor perceived structure directly predicted use of self-regulated learning strategies. However, their relationships were supported through the mediation of academic emotions, sense of autonomy, or both. This research helps to provide a clearer picture of autonomy supportive teaching. In particular, this study might help to understand how provisions of choice and structure, which are controversial instructional methods about autonomy supportive teaching, influence the entire process of learning including academic emotions and self-regulation of learning as well as sense of autonomy.Item Examining student experience, perceptions, and quality of reading instruction for secondary students with significant reading disabilities : a case study(2016-05) Walker, Melodee Anne; Vaughn, Sharon, 1952-; Barnes, Marcia; Powell, Sarah; Reddick, Richard; Swanson, ElizabethObservation studies afford an opportunity to examine the extent to which prevailing practices in reading instruction for older students with reading difficulties and disabilities align with research-based recommendations from practice guides (e.g., Kamil et al., 2008), reports (e.g., Carnegie Council on Advancing Adolescent Literacy, 2010), and syntheses of research on interventions for older struggling readers, including students with learning disabilities (e.g., Edmonds et al., 2009; Faggella-Luby & Deshler, 2008; Scammacca, Roberts, Vaughn, & Stuebing, 2013; Swanson & Hoskyn, 1998). However, a recent systematic review of the literature from 2005 to 2014 revealed only four observation studies of reading instruction for students with learning disabilities (Walker & Stevens, 2016). Only one of the identified studies examined reading instruction for secondary students. This study had two central purposes: (1) observe and describe reading instruction for 6th grade students identified with significant reading disabilities, and (2) describe student perceptions and motivations related to reading and reading instruction. Eight teacher and ten student participants were observed across two school sites in English language arts (ELA), reading intervention, and social studies classes. Observational data were collected related to instructional events in reading, opportunities for text reading, instructional groupings, global instructional quality, student engagement, and classroom management. Interview and self-report data were collected from students with regard to reading perceptions and motivation. Teacher self-report data with regard to reading instruction facilitated the interpretation of the findings. Results indicated that student participants received instruction that was largely undifferentiated from their typically performing peers, with the exception of explicit, systematic instruction in word reading instruction and fluency practice. Connected text reading was predominantly in the form of grade-level trade books or standardized reading passages. Whole class instruction was the most prevalent grouping structure across class sizes ranging from 5 to 33. Vocabulary instruction was limited to 10% of all reading instruction, whereas comprehension instruction was 39% of all reading instruction. Comprehension instruction was primarily reading comprehension monitoring. Student self-report responses on a motivational survey were in strongest agreement on items related to students indicating motivation to read because of its utility, social responsibility, and social approval goals.Item Perceptions and Effects of Classroom Capture Software on Course Performance Among Selected Online Mathematics Community College Students(2017-06-23) Smith, Rachel Naomi; Onwuegbuzie, Anthony J.The purpose of this mixed methods research study was two-fold. First, I compared the findings of the success rates of online mathematics students with the perceived effects of classroom capture software in hopes to find convergence. Second, I used multiple methods in different phases of the study to expand the breadth and range of the effects of using classroom capture software in the online environment. I conducted this study using Collins, Onwuegbuzie, and Sutton’s (2006) 13-step methodological framework for mixed methods research. In the quantitative research phase, I analyzed the grades of 1,476 students in 79 online mathematics classes during the 2012-2013 academic year. In the qualitative research phase, I conducted interviews with 6 instructors and 10 students. The analysis in the quantitative research phase reveled a statistically significant difference between the mean scores of overall numeric course grades between the students who were enrolled in an instructor’s class where the instructor used classroom capture software (CCS) and students who were enrolled in an instructor’s class where the instructor did not use CCS. In the qualitative research phase, the students’ perceptions were similar to instructor perceptions in that both sets of participants found only positive value in using CCS in the online mathematics courses. Six themes emerged from the 10 interviews conducted with student participants concerning their perceptions of classroom capture software on their performance in their online mathematics course: inclusiveness, flexibility, future outlook, guidance, elimination of isolation, and challenges. Five themes emerged from the 6 interviews conducted with instructor participants concerning their perceptions of classroom capture software on their students’ performance in their online mathematics course: benefits to students, challenges, benefits to instructors, online teaching, and future students. It was hoped that findings from this study would help administrators of community college systems to decide whether to invest both time and money in order to incorporate classroom capture software in online mathematics courses. Additionally, it was hoped that findings would strengthen the knowledge base of the effectiveness of classroom capture software in online mathematics environments.Item The relationship between student perceptions of teachers and classrooms, teacher goal orientation toward teaching, and student ratings of teacher effectiveness(2010-05) Riekenberg, Janet Jester; Svinicki, Marilla D., 1946-; Dodd, Barbara G.; Eaton, Lynn J.; Moore, Leslie A.; Schallert, Diane L.The concept of teaching effectiveness is challenging for researchers to define. Hypothesized as a multidimensional construct, it encompasses content knowledge, pedagogical knowledge, personality characteristics of the teacher, and classroom dynamics. No single dimension, trait, or behavior, however, fully captures what it means to be an effective teacher. Measures, such as peer observation, self-report surveys, and student evaluations, assess teacher effectiveness in higher education. Student evaluations of teachers (SETs) assess multiple areas, including: course content, objectives, organization, and the nature, difficulty, and value of a course; teacher preparation, enthusiasm, and subject knowledge; teacher goals for structuring classroom activities and engaging students in academic pursuits (Cashin, 1995; Feldman, 1996; Marsh, 1984; Midgley, 1998). SETs can be seen as expressions of students’ perceptions about an instructor, a course, and a class, but what influences those perceptions? One concept, classroom community, hypothesizes that students’ sense of community is influenced by the quality of interaction with their instructors, fellow students, and course content. Investigations of classroom community associate higher sense of community with more positive academic outcomes. Teachers’ goals for structuring class activities and engaging students is another concept hypothesized to influence students’ perceptions. Teachers’ goal orientation towards their own teaching is also a factor that appears to influence academic outcomes. Using goal orientation theory, Kucsera, Roberts, Walls, Walker & Svinicki (2009) identified three orientations that influence how teachers approach teaching. To date little research has explored how teacher goal orientation might influence students’ perceptions. This study examined whether there is a relationship between teachers’ goal orientation towards their teaching, students’ perceptions of teacher goals for classroom structure and student engagement, sense of community, and student ratings of teacher effectiveness. Undergraduate business communications faculty completed a survey about their goals for their own teaching while their students took a survey about their sense of community in the classroom, their perceptions of their teachers’ goals for engaging them in academic work and an end-of-semester course instructor survey. Hierarchical linear modeling was used to analyze the data. Results generally indicated that students’ perceptions are associated with SETs outcomes while teachers’ goal orientations are not.Item Web-based instruction : the effect of design considerations on learner perceptions and achievement(2000-08) Jones, Colleen McBride; Liu, Min, Ed. D.Web-based instruction provides a new medium for the presentation of instructional activities. In the development of web-based instruction, the designer must realize that the instructional media are merely vehicles for the exchange of ideas. The medium has the capability of addressing individual preferences and styles of learning through its structure and the use of multiple forms of media. Through careful design and adherence to the objectives of instruction and to learners' needs, web-based instruction can provide a successful environment for a variety of learners. In web-based instruction, the design should not be transferred just from one medium to another, but the experience should be redefined with the capabilities of the new medium utilized. Instructional designers must capitalize on the new opportunities that the web provides to learners--to access information from remote locations, to interact with the instruction, to access the instruction at their own pace, to visualize the instruction, and to see the complex relationships in the instruction (Alexander, 1995). Factors in the hypermedia environment, such as visualization, as well as individual student characteristics, such as goal orientation, achievement, and perception, must be taken into account, so the design of web-based instruction enhances the educational opportunities of the learners. ThermoNet was envisioned as a comprehensive supplement for introductory mechanical engineering students. Utilizing many forms of visual media, such as animations, graphics, and video, students would have unlimited access to an interactive web-based environment. This study had four objectives: (1) to determine what students’ characteristics predicted achievement in thermodynamics, (2) to determine what student characteristics predicted the amount of time students spent engaged in ThermoNet, (3) to determine what characteristics impacted students' perceptions of ThermoNet, and (4) to explain the benefits of a web-based instructional environment. The results of this study reveal that web-based instruction may not have a direct impact on students, but the students' goal orientation and preferred mode of learning may impact their achievement. Also, these student characteristics may impact the learner's perception of web-based instruction. More importantly, the results divulge important insights into how web-based instruction can be designed to be a successful learning environment.