Improving students' performance, motivation, and learning attitude through influence-embedded physics instruction

Persuasion has always been a part of human daily interaction. This study sought to improve students motivation and learning attitudes through Influence-embedded physics instruction. Influence-embedded instruction in physics was given to underperforming Grade 9 students of a public school in Cavite....

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Main Author: Duque, Domarth Ace G.
Format: text
Language:English
Published: Animo Repository 2018
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Online Access:https://animorepository.dlsu.edu.ph/etd_masteral/5452
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Institution: De La Salle University
Language: English
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spelling oai:animorepository.dlsu.edu.ph:etd_masteral-122902021-03-03T01:36:30Z Improving students' performance, motivation, and learning attitude through influence-embedded physics instruction Duque, Domarth Ace G. Persuasion has always been a part of human daily interaction. This study sought to improve students motivation and learning attitudes through Influence-embedded physics instruction. Influence-embedded instruction in physics was given to underperforming Grade 9 students of a public school in Cavite. These were intact classes which belonged to the bottom population of their batch. Influence-embedded instruction involves teaching while integrating Ciladinis best practices for persuasion and Fogg Behavior Model (FBM). After the Influence-embedded physics instruction, there was a significant increase in the scores of the students with Cohens d values dexam1=0.60, dexam2=0.96, and dexam3=0.76. In addition, the self-efficacy and self-determination of the students improved with Cohens d values of 1.00 and 0.97, respectively. Not surprisingly, the students intrinsic motivation and grade motivation did not increase as much: dint=0.79 and dgra=0.52. Lastly, all dimensions of the learning attitudes did not have significant change except for personal interest. Among the best practices for persuasion used, the study revealed reciprocation, liking, social proof, and scarcity to be effective in improving student motivation and academic performance. As for FBM core factors, students were motivated by simple treats and the fun and playful atmosphere of the class. Likewise, evidences revealed that simplifiers (ability) in the form of printed materials and the proactive use of Filipino helped students learn better. 2018-01-01T08:00:00Z text https://animorepository.dlsu.edu.ph/etd_masteral/5452 Master's Theses English Animo Repository Physics--Study and Teaching Effective teaching Motivation in education
institution De La Salle University
building De La Salle University Library
continent Asia
country Philippines
Philippines
content_provider De La Salle University Library
collection DLSU Institutional Repository
language English
topic Physics--Study and Teaching
Effective teaching
Motivation in education
spellingShingle Physics--Study and Teaching
Effective teaching
Motivation in education
Duque, Domarth Ace G.
Improving students' performance, motivation, and learning attitude through influence-embedded physics instruction
description Persuasion has always been a part of human daily interaction. This study sought to improve students motivation and learning attitudes through Influence-embedded physics instruction. Influence-embedded instruction in physics was given to underperforming Grade 9 students of a public school in Cavite. These were intact classes which belonged to the bottom population of their batch. Influence-embedded instruction involves teaching while integrating Ciladinis best practices for persuasion and Fogg Behavior Model (FBM). After the Influence-embedded physics instruction, there was a significant increase in the scores of the students with Cohens d values dexam1=0.60, dexam2=0.96, and dexam3=0.76. In addition, the self-efficacy and self-determination of the students improved with Cohens d values of 1.00 and 0.97, respectively. Not surprisingly, the students intrinsic motivation and grade motivation did not increase as much: dint=0.79 and dgra=0.52. Lastly, all dimensions of the learning attitudes did not have significant change except for personal interest. Among the best practices for persuasion used, the study revealed reciprocation, liking, social proof, and scarcity to be effective in improving student motivation and academic performance. As for FBM core factors, students were motivated by simple treats and the fun and playful atmosphere of the class. Likewise, evidences revealed that simplifiers (ability) in the form of printed materials and the proactive use of Filipino helped students learn better.
format text
author Duque, Domarth Ace G.
author_facet Duque, Domarth Ace G.
author_sort Duque, Domarth Ace G.
title Improving students' performance, motivation, and learning attitude through influence-embedded physics instruction
title_short Improving students' performance, motivation, and learning attitude through influence-embedded physics instruction
title_full Improving students' performance, motivation, and learning attitude through influence-embedded physics instruction
title_fullStr Improving students' performance, motivation, and learning attitude through influence-embedded physics instruction
title_full_unstemmed Improving students' performance, motivation, and learning attitude through influence-embedded physics instruction
title_sort improving students' performance, motivation, and learning attitude through influence-embedded physics instruction
publisher Animo Repository
publishDate 2018
url https://animorepository.dlsu.edu.ph/etd_masteral/5452
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