The effects of teaching practices on student's motivation in project learning

by Tso, Mei-kuen

Abstract (Summary)
(Uncorrected OCR) Running Head: TEACHING PRACTICES AND STUDENT MOTIVATION The Effects of Teaching Practices on Student? Motivation in Project Learning /I ^ XT 4X1 Lydia M. K. Tso The University of Hong Kong/* Acknowledgments I would like to express my heartfelt thanks to my supervisor, Dr. Lam Shui Fong, for her valuable advice and guidance in accomplishing this thesis. I also wish to thank the principals, teachers and students of various secondary schools who participated in the conduct of this study. I would like to thank my friends, brothers and sisters at my church for their supports, encouragement, love and prayers. Last but not the least, I wish to express my gratitude to God who prepared this course for me and helped me to go through the ups and downs during the whole process of doing this research. ^^ Keywords: Motivation, Project learning, Teaching practices The Effects of Teaching Practices on Student? Motivation in Project Learning Abstract Project learning helps students develop generic skills in independent learning. This research investigated what cognitive and affective components of instructional practices would enhance students?motivation and performance in project learning. Junior secondary students (N=1731) from 7 HK schools completed a questionnaire survey. Multiple regression analysis was used to examine their effects on students?motivation, skills acquisition and performance. Both components showed positive significant effect on students?motivation and skills acquisition. Cognitive components demonstrated more weights than affective ones. Besides, cognitive components also demonstrated positive significant effect on students?performance. The findings provide support for facilitating a learning environment for students. \ Introduction Hong Kong has launched her large-scale education reform since 2000. The reform has focused on 8 key learning areas, the related generic skills, and 4 key tasks. The generic skills are fundamental to help students learn how to learn. They are developed through the learning and teaching in the contexts of different key learning areas, and are transferable to different learning situations. Nine types of generic skills are identified as essential. They are collaboration skills, communication skills, creativity, critical thinking skills, information technology skills, numeracy skills, problem-solving skills, self-management skills and study skills (CDC, 2001). Project learning has been chosen as one of the key tasks in the curriculum reform. It helps foster students?generic skills in independent learning. Such a learning approach builds up students?capacity of ?earning to learn?through the process of identifying a topic or a problem, collecting and organizing relevant information, exploring and analyzing the problem from different perspectives, and finally drawing a conclusion and making a product in any forms of representation. Students are expected to be active learners or active problem-solvers. Teachers, on the other hand, are expected to be facilitators who step to the sideline. They give stimulation, guidance and support to students throughout the learning process.
Bibliographical Information:


School:The University of Hong Kong

School Location:China - Hong Kong SAR

Source Type:Master's Thesis

Keywords:project method in teaching motivation education


Date of Publication:01/01/2004

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