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marginal average score (estimated marginal means) in understanding entrepreneurship course based on achievement motivation (high and low)
Source publication
Purpose Students' passive activities, such as reading and watching activity make learning process can't run well. Only active communication with their colleagues, facilitators, and other learning resources make process run well. In this case, we use gamification to improve student's learning motivation. This study used four scales to obtain consist...
Citations
... University teachers who were younger and had less experience teaching were found to have inadequate knowledge of brain-based learning. Teachers may not be aware of the educational aspects of the brainbased learning strategy, but they may have the 23 instructional belief that is brought into play. As a result, lower age and teaching experience groups also had higher mean differences than higher age and teaching experience groups. ...
Objective: This study looks at how instructors feel about brain-based learning and analyses the impact of demographics on those feelings.
Study Design: A standardized questionnaire was used to conduct a descriptive design using the survey approach.
Place and Duration of Study: This study was conducted from 2016 to 2018 at different universities of Islamabad, Pakistan.
Materials and Methods: Through a multilevel mixed sampling procedure, 311 university instructors were selected as a sample. This survey only included faculty members at universities in Islamabad who are majoring in the social sciences, management sciences, or arts and humanities.
Results: The mean value of teachers' attitudes toward brain-based learning was 136.12. The male mean, which is 126.24, is higher than the female mean, which is 121.06, and the difference in means was sizable. Similarly, academic qualification (p=.024), disciplines (p=.000), age (p=.001), Teaching experiences (p=.006), and
universities (p=.006) have a significant effect on teachers' attitudes toward brain-based learning.
Conclusion: Teachers at the university level were not fully confident in the use of brain-based learning principles because they were implementing them haphazardly and could not clearly explain why their actions were beneficial to the teaching-learning process. The attitudes of teachers regarding brain-based learning were
significantly influenced by their gender, age, teaching experiences, universities, teachers' employment in the public or private sector, their academic specializations, or their qualification.
... University teachers who were younger and had less experience teaching were found to have inadequate knowledge of brain-based learning. Teachers may not be aware of the educational aspects of the brainbased learning strategy, but they may have the 23 instructional belief that is brought into play. As a result, lower age and teaching experience groups also had higher mean differences than higher age and teaching experience groups. ...
Objective: This study looks at how instructors feel about brain-based learning and analyses the impact ofdemographics on those feelings.Study Design: A standardized questionnaire was used to conduct a descriptive design using the surveyapproach.Place and Duration of Study: This study was conducted from 2016 to 2018 at different universities at Islamabad, Pakistan.Materials and Methods: Through a multilevel mixed sampling procedure, 311 university instructors wereselected as a sample. This survey only included faculty members at universities in Islamabad who are majoringin the social sciences, management sciences, or arts and humanities.Results: The mean value of teachers' attitudes toward brain-based learning was 136.12. The male mean, whichis 126.24, is higher than the female mean, which is 121.06, and the difference in means was sizable. Similarly,academic qualification (p=.024), disciplines (p=.000), age (p=.001), Teaching experiences (p=.006), anduniversities (p=.006) have a significant effect on teachers' attitudes toward brain-based learning.Conclusion: Teachers at the university level were not fully confident in the use of brain-based learningprinciples because they were implementing them haphazardly and could not clearly explain why their actionswere beneficial to the teaching-learning process. The attitudes of teachers regarding brain-based learning weresignificantly influenced by their gender, age, teaching experiences, universities, teachers' employment in thepublic or private sector, their academic specializations, or their educational background.
