Students Who Orient towards Studying vs. Learning: Teachers’ Perceptions
Abstract
:1. Introduction
1.1. Current State of the Issue
1.2. Literature Review and Justification of Study Validity
2. Materials and Method
2.1. Research Objetives
- Identify teacher perceptions of the need for secondary school students to orient towards studying;
- Examine teacher dispositions towards teaching their students to study;
- Evaluate teacher opinions of their students’ perceptions of their own study-based orientations.
2.2. Population and Research Sample
2.3. Data Collection Instrument
3. Methodology
3.1. Exploratory Factor Analysis
Scale Construct Validity
3.2. Confirmatory Factor Analysis
- Phase 1
- Determination of the estimation model, operationalised through a Likert-type scale. The model was previously defined through exploratory factor analysis, with rotation adhering to principal components. This defined sixteen observed variables which were integrated according to 3 latent factors.
- Phase 2
- Identification, implementation of structural equation procedures in order to permit the determination of whether the model had been identified. This required the calculation of the degrees of freedom (df). In the present study, df = 101 < 0, suggesting an over-indication.
- Phase 3
- Parameter estimation, which responded to a graphical representation of the theoretical and conceptual structure of the instrument under analysis. This provided the basis for the formulation of the reproduced matrix, which would be compared with the derived matrix. Parameters of unknown values were determined. This process was carried out using the software Lisrel 8.80.
- −
- Latent variable F-1 (need to be oriented towards studying). The latent variable most strongly influenced tem17 (0.47). Student motivation increased with prior experience of achievement (tem22 = 0.45). A positive work climate favoured the definition of objectives by students (tem14 = 0.43/tem21 = 0.43). The above means that organising daily work promotes a learning orientation, and the generation of an appropriate work climate favours task performance.
- −
- Latent variable F-2 (teacher engagement to achieve effective studying). The latent variable most strongly influenced tem-13 (0.51). Orientation towards better time organisation facilitated meaningful learning (tem-18 = 0.46). A fluid relationship with teachers increased study motivation (tem-10 = 0.45). Subject material was tackled through learning based on reasoning.
- −
- Latent variable F-3 (knowledge of students about their own disposition towards studying). The latent variable most strongly influenced tem-6 (0.58). Students considered learning to be the most important aspect of studying. This variable also had a notable impact on tem-1 (0.53). Students tended to be imaginative and creative.
3.3. Scale Reliability
3.4. Statistical Analysis
3.4.1. Descriptive Analysis
3.4.2. Inferential Study
- −
- Mean differences between teachers’ academic level and the three factors of the dependent variable.
- −
- Mean differences between school location (capital city or other schools in the province) and the three factors formed by the dependent variable.
- −
- Mean differences between teacher employment status and the factors comprised by the dependent variable.
- −
- Mean differences between hours of teacher training and the three factors that make up the dependent variable.
3.4.3. Regression Analysis
4. Discussion
5. Conclusions
Study Limitations
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
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Kaiser–Meyer–Olkin measure of sampling adequacy | 0.773 | |
Bartlett sphericity test | Approx. Chi-squared | 1938.019 |
df | 351 | |
Sig. | 0.000 |
Variable Name | Items Comprised |
---|---|
F-1: Need for students to orient towards studying. | 7, 11, 14, 17, 21, 22, 24, 25 |
F-2: Lack of teacher engagement with regards to students studying effectively. | 8, 10, 12, 13, 16, 18 |
F-3: Self-knowledge of students about their disposition towards studying. | 1, 6 |
Explained Variance | Percentage of Explained Variance |
---|---|
F-1: Need for students to orient towards studying. | 21.621% |
F-2: Lack of teacher engagement with regards to students studying effectively. | 9.265% |
F-3: Self-knowledge of students about their disposition towards studying. | 7.577% |
Variance explained by the overall set of items. Rotation performed according to principal components. | 38.463% |
Variable | M. | D.T. |
---|---|---|
7. The consequences of poor results push students to study. | 3.37 | 0.840 |
11. Effort determines, to a large extent, student performance. | 2.81 | 0.828 |
14. Organising work increases motivation towards learning. | 4.40 | 0.690 |
17. Reinforcing achievement facilitates motivation towards learning. | 4.28 | 0.736 |
21. An appropriate work climate means that work is more likely to be performed correctly. | 4.36 | 0.769 |
22. An appropriate work climate enables students to be oriented towards specific goals. | 4.48 | 0.624 |
24. During study, new content is reviewed, organised, and integrated with knowledge that has already been acquired. | 3.38 | 0.840 |
25. Student interest motivates them towards new learning. | 3.99 | 0.835 |
F-1. Need for students to be oriented towards studying. | 4.02 | 0.464 |
8. Students are prepared to use intellectual work techniques. | 3.46 | 0.867 |
10. Lack of guidance to learn content through reasoning. | 3.66 | 0.850 |
12. There is a lack of activity monitoring for learning to be meaningful. | 3.95 | 0.797 |
13. There is a lack of guidance around organising study time. | 4,27 | 0.739 |
16. At their school or institute, teachers reinforce the achievements made by students. | 3.85 | 0.805 |
18. There is a fluid relationship between teachers and students that increases the motivation to study. | 4.32 | 0.713 |
F-2. Lack of teacher engagement to ensure that students study effectively. | 3.91 | 0.510 |
1. Baccalaureate students are aware of their limitations and opportunities. | 3.07 | 0.854 |
6. Students consider learning to be the most important aspect of studying. | 2.79 | 0.940 |
F-3. Student knowledge about their own disposition towards studying. | 2.93 | 0.759 |
Dimensions Pertaining to the Dependent Variable | University or Other Higher Studies M ± SD | Doctor M ± SD | t(df) | p |
---|---|---|---|---|
Need for students to orient towards studying. | 4.276 ± 0.461 | 4.229 ± 0.549 | t(238) = 0.758 | 0.465 |
Lack of teacher engagement to ensure that students study effectively. | 3.321 ± 0.565 | 3.565 ± 0.631 | t(238) = 0.758 | 0.449 |
Student knowledge about their own disposition towards studying. | 3.674 ± 0.642 | 3.543 ± 0.700 | t(238) = 0.783 | 0.434 |
Dimensions Pertaining to the Dependent Variable | Jaén-Capital M ± SD | Province M ± SD | t(df) | p |
---|---|---|---|---|
Need for student to orient towards studying. | 3.991 ± 0.456 | 4.047 ± 0.473 | t(245) = 0.952 | 0.342 |
Lack of teacher engagement to ensure that students study effectively. | 3.876 ± 0.536 | 3.957 ± 0.485 | t(245) = −1.246 | 0.214 |
Student knowledge about their own disposition towards studying. | 2.907 ± 0.770 | 2.965 ± 0.751 | t(245) = −0.592 | 0.555 |
DV | WHOLE | OFA | OPA | MFS | ICPS | (ST) | F(df) | p | (1 − β) |
---|---|---|---|---|---|---|---|---|---|
D-1 | 4.02 ± 0.466 | 3.99 ± 0.470 | 4.16 ± 0.356 | 423 ± 0.382 | 4.05 ± 0.490 | 4.04 ± 0.390 | F(5,223) = 1.809 | 0.076 | --- |
D-2 | 3.91 ± 0.505 | 3.84 ± 0.487 | 3,88 ± 0.491 | 4.39 ± 0.369 | 4.02 ± 0.522 | 4.19 ± 0.296 | F(5,223) = 1.822 | 0.000 | 0.106 |
D-3 | 2.90 ± 0.003 | 2.85 ± 0.739 | 2.57 ± 0.437 | 3.47 ± 0.790 | 3.58 ± 0.651 | 3.11 ± 0.650 | F(5,223) = 1.127 | 0.000 | 0.114 |
DV | OVERALL | TRAINING HOURS | F2 | p | (1 − β) | ||||
---|---|---|---|---|---|---|---|---|---|
<0 | >30 | 30 > 61 | 61 > 121 | <120 | |||||
D-1 | 4.02 ± 0.464 | 4.34 ± 0.365 | 4.10 ± 0.457 | 4.01 ± 0.441 | 3.97 ± 0.455 | 4.02 ± 0.490 | F(4,240) = 0.485 | 0.272 | --- |
D-2 | 3.92 ± 0.509 | 397 ± 0.301 | 3.90 ± 0.471 | 4.03 ± 0.506 | 3.79 ± 0.526 | 3.94 ± 0.505 | F(4.240) = 0.1.24 | 0.095 | --- |
D-3 | 2.93 ± 0.761 | 2.93 ± 0.776 | 3.32 ± 0.705 | 3.00 ± 0.772 | 2.92 ± 0.770 | 2.83 ± 0.745 | F(4,240) = 0.133 | 0.177 | --- |
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Quijano-López, R.; Pérez-Ferra, M. Students Who Orient towards Studying vs. Learning: Teachers’ Perceptions. Educ. Sci. 2021, 11, 732. https://doi.org/10.3390/educsci11110732
Quijano-López R, Pérez-Ferra M. Students Who Orient towards Studying vs. Learning: Teachers’ Perceptions. Education Sciences. 2021; 11(11):732. https://doi.org/10.3390/educsci11110732
Chicago/Turabian StyleQuijano-López, Rocío, and Miguel Pérez-Ferra. 2021. "Students Who Orient towards Studying vs. Learning: Teachers’ Perceptions" Education Sciences 11, no. 11: 732. https://doi.org/10.3390/educsci11110732