Module 8 Application- Tolman's Purposive Behaviorism
Key Concept of Tolman's
Theory on Purposive
Behaviorism
1. Learning is always purposive
and goal-directed
2. Cognitive maps help students
perform well. Organisms select
the shortest or easiest path to
achieve a goal.
3. Latent Learning stays with the
individual until needed.
4. Learning is influenced by
expectations, perceptions,
representations, needs, and
other internal variables like
hunger.
MODULE 8. Application- Bandura's Social Learning Theory
3 Key Concepts of Albert Bandura
1. People can learn by observing.
2. Cognition plays a role in learning.
3. Reinforcement and Punishment
influence the extent to which an
individual exhibits a behavior that
has been learned.
Personal Message
1.1 To make my students do what I require them to
do, I should state the goal clearly and specifically.
1.2 To make my students to have a motivation in
learning, I should encourage them to set a
purpose in learning.
1.3 I should taught them the essence of having a
purpose in learning and the benefits it will bear in
their learning process
2.1 I should incorporate cognitive maps on my
teaching instruction.
2.2 Introduce and teach my students about
cognitive maps, for them to use in their learning
process.
3.1 Apply Latent learning in the classroom
instruction.
3.2 Apply meaningful ways for Latent Learning to
be integrated in every learner's learning.
4.1 To achieve effective learning of students, I
should consider their expectations,
representations, mood, and other internal
variables.
4.2 Utilize these internal variables in the classroom
discussions.
4.3 I should be careful in analyzing every student's
internal variables that influences their learning.
How I apply it in my Teaching
1.1 It is applicable on peer learning and
teaching through observation.
1.2 I can also apply this concept in my
discussions with demonstrations.
2.1 It is generally applicable on any
type of discussion.
2.2 I can also integrate these in
developing HOTS of my students.
3.1 Make use of reinforcement to
motivate my students to learn
3.2 I will impose reasonable
punishments in order for my students to
know the consequences of their
actions.
 MOD. 8 Research Connection

Problem Research Methodology

This study explores the competency The researcher carefully designed the
based education as an effective and unit quizzes based on the best practices
efficient method to facilitate student in the competency-based pedagogy.
Competent or not?learning.
: Exploring adaptations to the Neo-BehavioristThis studyinused
paradigm paired sample t-test to
a sport
It further seeks to synthesize the
marketing course. compare results on quizzes vs. the final
David Tyler and Laura E. Cruz
progress made by the cognitive exam (N= students com
josotl.indiana. edu
revolution in order to address the
known pitfalls of previous behaviorist
approaches to teaching and learning.

Findings
This study reinforces the value of
data-based analysis in the
scholarship of teaching and learning.
The affirmation that the hybrid course
design described here can be a
potentially effective means to develop
students' higher-order thinking.
Conclusions/Recommendations
It was concluded that the blended
approach resulted in complementary
strategies which partially addressed the
conventional criticisms of both cognitive
and competency-based pedagogical
approaches.

Assessment Tasks
1. In your own words and in not more than 5 sentences each, explain:
A.) Tolmans Purposive Behaviorism
- Tolmans Purposive behaviorism is the combination of Gestalt Psychology and
Behaviorism. It claims that learning is influenced both by the environmental
context and cognitive process. It also asserts the role of mind maps in facilitating
effective learning. Furthermore Tolman believed that learning needs a purpose.
Learning is more effective if the learner has the goal and motivation.

.) Bandura's Social Learning Theory

- As the theory suggests, Bandura's social learning theory posits that learning
happens within a social context. Wherein individuals learn through observing
other people's behaviors. Together with observation is the important role of
modelling (the person or thing in which the individual follows). Bandura's Social
Learning Theory also considers the influence of cognition in learning. Just like
Tolman, Badura's ideas are also a combination of behaviorism and cognitive
process.

2. Give at least one teaching application of each theory.

- Tolman: the Purposive Behaviorism Theory is applicable in making teaching

instructions.
- Bandura: The Social Learning Theory is very helpful to be integrated 8
discussions that requires demonstrations.
Evaluating the effectiveness of the Gestalt Principles of Perceptual observation for
Virtual Reality User Interface Design.
William MacNamara (2016)
Tecnological University Dublin
5 Minute Non-Stop Writing.
From the module Neo-Behaviorism: Tolman and Bandura, I realized that
both theories are the combination of Behaviorism and Cognitivism. These
theories suggest that learning is greatly influenced by both social and cognitive
factors. Tolman and Bandura's theories served as the bridge between two
contradicting ideas in the process of learning.
So, I personally agree these two theories. Learning is indeed a process that
occurs as a product of the contextual and cognitive aspects that surrounds the
learner.

MOD.9 Research Connection

Problem Research Methodology

This study presents an analysis on Descriptive statistics had been generated

the effects that the employment of
Gestalt principles has on the usability
and mental workloads of Virtual
Reality applications.
This paper aims to discern if the
Gestalt Principles of Perceptual
observation are viable as guidelines
for developing applications for VR.
through the project experiment which
involves user-based evaluation. A
quantitative analysis of this statistics did
provide the foundation of this thesis.
Mean and standard deviations as well as
t-test and Pearson's Correlation
Coefficients were the basis of the
statistical methods implemented to
achieve the research objective.

Findings Conclusions/Recommendations

Evidences were supplied to support Objective performance statistics and the

the hypothesis that the Gestalt
Principles of Perceptual Observation
are beneficial for virtual reality
designing.
subjective performance analyses of the
participants, all the data gathered from
the experiment indicate that the Gestalt
Principles significantly improved the
usability of virtual reality applications.

Assessment Tasks.
1. In your own words, describe the different Gestalt Principles.

The six Gestalt principles namely: Law of Proximity, Law of Closure, Law
of Good Continuation, Law of Pragnanz and Law of Figure/Ground guides a
person as he/she makes a perception. Every Law or Principle signifies every kind
of perceptions that a person draws based on a certain situation. Simply this six
Gestalt principles are the ways on how a person collect , process and restructure
information.

2. List at least five ways to apply gestalt psychology in the teaching and
learning process.

- Gestalt psychology gives importance to visual perception, so visual aids must

be integrated in the teaching- learning process.

- It can aid students to develop their cognitive abilities.

- Teachers should organize topics according to their relevance to come up with

organized flow of learning.

- Principles of Gestalt Psychology can be applied in classroom discussion.

- Teaching should engage students' senses.

5 Minute Non-stop writing.

is an active process the involves perception. Learners do not just collect

information; they actively restructure information to gain comprehension. The
way how a learner perceived information is guided by different cognitive
principles. Gestalt psychology's on teaching and learning process is that:
experience is the source of learning. So this idea asserts that learners should be
engaged in his own learning process. There should be a Give and Take of ideas
between the teachers and student. Learning is a continuous process, and
everyone can learn from each other.

Module 10 .
Research Connection.
A STUDY ON IMPROVING INFORMATION PROCESSING ABILITIES BASED ON PBL.
Du Gyu KIM and JaeMu LEE
Dept. of Computer Education,
Busan National University of Education
24 Gyodaero, Yeonjegu, Busan 611736, REPUBLIC OF KOREA
Problem
Current elementary students are
required to develop information
processing abilities to create new
knowledge for this digital age. There
is, however, a shortage of instruction
strategies for these information
processing abilities.
The purpose of this study is to
improve information processing
abilities through the solving of
problems concerned with students’
situations using the computer. To
improve information processing
abilities, the PBL model is applied
and combined tasks are presented.
Findings
These are the results of this study.
First, there were very significant
improvements in the students’
abilities.
Second, the number of students who
inserted photos, pictures, tables, and
graphs in their reports to help in its
understanding increased from 9
percent to 86 percent.
Third, their information processing
abilities improved because this was
not cramming method of teaching;
but, instead, the process of solving a
problem and making a ‘task plan’
based PBL.
MODULE 10. Assessment Tasks
Research Methodology
This study performed with twenty-three
fifth grade elementary students over the
course of eight months from March 2012
to October 2012, and presented PBL
problems eleven times. In addition, an ‘e-
PBL board’ was created and used for this
study.
The prototype for an assessment method
to measure ‘information processing
abilities’ based on the ‘Standard ICT
skills of elementary and middle school
students’ was made by the Korea
Education & Research Information
Service (Korea Education & Research
Information Service, 2004)
Conclusions/Recommendations
There are some implications from this
study. First, it is helpful to apply the PBL
model to improve information processing
abilities; therefore, program research and
development to improve information
processing abilities using various
teaching-learning models (Goal Base
Scenarios, Action Learning, etc.) based
on learning by doing in addition to PBL
should be continued. Second, ICT
literacy training should precede PBL work
if information processing abilities is to
improve. Each school, therefore, should
provide ICT literacy training time as part
of the national curriculum in order to
improve the students’ information
processing abilities and make them
suitable for the information age.
1. Describe the processes involved in acquiring, storing, and retrieving
knowledge.

- Acquiring, storing, and retrieving knowledge is all about the Information

processing theory. Simply, it is about how information is encoded first through the
senses, it passes through the short term memory where it is mentally processed,
and lastly the information will be permanently stored in the long term memory.
Retrieval of information will occur if that certain knowledge is needed.

2. Cite educational implications of the implications of the theory on

Information processing.

- IPT informs students about the mental processes that occur during learning. It
also gives an important input for students on the proper strategies to effectively
master a concept. As for teachers, they should find meaningful ways in teaching
that that would facilitate effective acquisition, storage, and retrieval of
information.

5 Minute Non-stop Writing

From this module about Information Processing Theory (IPT) I realized

that in learning there are mental processes that are involved in acquiring, storing,
and retrieving of information. The success of learning a piece of information is
based upon the proper integration of every stage on the information. Information
should be properly encoded through the use of the senses and giving enough
attention to process the information. The information is permanently stored, and
retrieval will follow if the information is needed.

As a future educator, IPT is very essential in the teaching and learning

process. I can integrate this theory in my instruction. It will ensure the effective
acquisition, storage, and retrieval of knowledge.

Module 11.
Application
Topic: " Baking a Cake"
Objective: To be able to bake a cake.
Grade/Year Level: 10

Event of Instruction Lesson Example/Conditions of Learning

1. Gaining Attention Teacher tells learners about his/her experience
in baking a cake. Ask learners about any idea or
experience in baking a cake.
2. Informing the Learner of Teacher says "Today we are going to discuss
the Objective and demonstrate on how to bake a cake."
3. Stimulating Recall of Some learners may have some experience at
Prior Learning home on baking bread products and pastries.
The teacher can associate this knowledge to the
task at hand.
4. Presenting the Stimulus Teacher gives students to demonstrate on how
to prepare and bake a cake.
5.Providing Learner Teacher demonstrate on how to make a cake.
Guidance Teacher moves around and show students on
how to prepare materials and ingredients
needed , how to prepare and mix the ingredients
, and the proper way to put the mixture into the
oven.
6. Eliciting Performance Teacher asks students to demonstrate on how
prepare and bake a cake.
7. Giving Feedback Teacher gives immediate feedback to learners
after eliciting responses.
8. Assessing Performance Design an actual demonstration- students
should make their own cake. Teacher assess
the demonstration.
9. Enhancing Retention and Encourage students to apply their knowledge
Transfer and skills in baking a cake at home.

MODULE. 11 Research Connection

Problem Research Methodology

 Effects of Using Gagne's Learning Hierarchy on Chemistry Students' Academic
Achievement and Anxiety Level in Balancing Chemical Equations in Secondary Schools
in Katsina, Metropolis, Nigeria.
Sabiru Dahira Yusuf
School of Science Federal College of Education
Academic achievement of students in This study used quasi-experimental-
Chemistry at Senior School control groups design, involving pre and
Certificate Examinations (SSSCE) posttests. It also involves control and
has consistently been very poor and experimental groups consisting of both
unimpressive. In this study the effect male and female study subjects.
of using Gagne's hierarchy of learning
on anxiety level were investigated.

Findings Conclusions/Recommendation

There is statistically significant Gagne's learning hierarchy has helped in

difference in the academic improving the academic achievement of
achievement of SSS Chemistry senior secondary school chemistry
Students exposed to Gagne's students as well as their anxiety level.
learning hierarchy in balancing Therefore Gagne's learning hierarchy is
chemical equation and those exposed viable and has potential of enhancing
to lecture method. SSS chemistry students' academic
achievement in balancing chemical
The anxiety level of SSS students are
equations.
affected (lowering) by the influence of
induced activity based.

Assessment Tasks.

1. Explain Gagne's conditions of learning.

- Gagne's conditions of learning suggests that there are different learning styles
that learners have, which calls for different instruction. Different conditions needs
to be meet through the use of different approaches in teaching.

2. Make a simple outline (teaching sequence) using Gagne's instruction

events.

3. Discuss how Gagne's events of learning can help one to be an effective

teacher.

- Events of learning serves as a guide for teachers in their classroom instruction.

Teachers can follow Gagne's events of learning which is a concrete sequence of
the learning process.

5 Minute Non-Stop Writing

From this module about Gagne's Conditions of Learning I realized that

successful learning only occurs if certain conditions of learning is meet through
the integration of varied approaches in learning. Gagne also introduced the nine
events of learning. It is basically a sequence of learning events that if followed,
will result to the success of learning outcomes.

As future educator Gagne's Conditions and nine Events of Learning is

very useful. Instruction should really needs to differ to cater the different learning
conditions of students.

MODULE. 12.
Research Connection

Problem Research Methodology

Do Advance Organizers Facilitate Learning?
A review of Subsumption Theory
John Mc Eneany
ThereIndiana
is a University
reason to at South
doubtBend
that The researchers used recent research
advance organizers can promote studies about how subsumption theory
learning and further, suggest that a and the use of advance organizers affect
reappraisal of Ausubel's Subsumption learning.
Theory is needed.

Findings Conclusions/Recommendations

It was found out that in later studies There is no consistent evidence across
not only is the assumption of the four studies in support of the efficacy
unfamiliarity apparently taken for of advance organizers. There is no
granted, but further, that there is no evidence that a sound operational
specification of methods to ensure definition of an advance organizer eludes
that this assumption does in fact hold even Ausubel himself.
true for the sample data.

Application.
Collect different examples of graphic organizer. Indicate how each one is
used.

•Five-Paragraph Essay
Help students write five-paragraph essays with a graphic organizer. This
printable is customizable. Use for standard essay types including narrative,
descriptive, and persuasive.
•Analogy Organizer
Use this analogy organizer when teaching new concepts to your class. Your
students will find it easier to understand new ideas if you compare them to
concepts they are already familiar with.
•Steps in a Process
Use this graphic organizer to describe and order the steps in a process. This
printable is customizable.
•Triple Venn Diagram
Use this three-part Venn diagram to identify differences and similarities.
•KWL Chart (Version 3)
This simple KWL chart can be used in all curriculum areas and all grade levels.
The activity will keep your students organized with new information they learn as
well as key aspects of the topic that they want to learn more about.
 •Cause and Effect
Students are asked to identify cause and effect of a story with this graphic
organizer.
•Five Elements of a Plot
Five elements of a story's plot (introduction, rising action, climax, falling action,
and resolution) provide the structure for this graphic organizer.

Assessment Tasks.
1. In your own words, explain Ausubel's subsumption theory.
-For me Subsumption is how connected or related a new information is to the
prior or accumulated knowledge of a student. The degree in which the new
information to be learned is related to the existing knowledge determines the
success of the learning process
2. Obtain a material such as a book chapter about this topic and prepare an
advance organizer about it.

Freuds 3 Compenents of Erickson's 8 Psycho-social Piaget's 4 Stages of

Personality Stages of Development Cognitive
5 Psychosexual Stages of Development
Development.

Theories related
to the Learner's
Development
3. Give at least 4 advance organizers and state their use.
Kohlberg's 3 Levels and
Vygotsky's On Language Bronfrebrener's Bio-
•Analogy
6 substages Organizer
of Moral
Development and Zone of Proximal Ecological Systems
Development
Use this analogy organizer when teaching new concepts to your class. Your
students will find it easier to understand new ideas if you compare them to
concepts they are already familiar with.

•Steps in a Process
Use this graphic organizer to describe and order the steps in a process. This
printable is customizable.
•Triple Venn Diagram
Use this three-part Venn diagram to identify differences and similarities.
Constructivist Theory and a Teaching and Learning Cycle in English
Ratria Rintaningrum

•KWL Chart (Version 3)

This simple KWL chart can be used in all curriculum areas and all grade levels.
The activity will keep your students organized with new information they learn as
well as key aspects of the topic that they want to learn more about.

MODULE 13
Research Connection

Problem Research Methodology

Hence, English as one of the most
sought-after foreign languages to be
learned has experienced perpetual
development in its methodology and
curricula. In attempt to accommodating
such needs, language specialists and
educators in English as a Second
Language have been working seriously
in finding the most effective
methodology for implementing a text-
based syllabus. The paper explores
and discusses Hammond et al’s
proposed Systemic teaching and
learning, and how Constructivist theory
that is based upon Bruner’s and
Vygotsky’s views inform the systemic
teaching and learning, followed by the
example.
Methodology refers to “the underlying
approach which influences how
students work with syllabus content in
the classroom” (Feez & Joice, 2004 )
and genre approach is one of the
examples of the approach. The genre
approach has been developed as a
“visible pedagogy” which clearly
identifies “what is to be learned and
what is to be assessed” (Feez & Joice,
2004).

Findings
It was found out that there is a
significant positive effect of the
integration of Constructivism theory for
second language learner to acquire the
second language which is English.
Conclusions
It is therefore concluded that
Constructivism theory proposed by
Jerome is beneficial for second
language learners to acquire English.
It is therefore suggest that teacher of
second language must incorporate the
Constructivism theory in the process of
second language acquisition.

Application

1. Choose a topic related to your field of specialization.

2. Write a simple plan on how to teach this topic using Bruner's principles.

Topic: Strategies for Effective Reading

 Grade/Year Level of Learner: 8

How will you present the topic on the:

Enactive Level?

 I can let learners to read aloud an excerpt or selection.

Iconic Level?

 I can introduce a concrete model of the reading process.

Symbolic Level?

 I can now introduce comprehensive theories and concepts about the

effective ways or strategies in reading.

How will you apply the spiral curriculum approach in this topic?

 I can start introducing the topic on lower grades then will be revisited
again at every grade level but with an increasing level of complexity or
difficulty.

Describe how you can use discovery learning for this topic.

 I can introduce learners on different reading strategies. But every learner

has his/her own preference , and so they will be the one to discover what
is the best reading strategy that works effective for them.

MODULE 14
Research Connection

Problem Research Methodology

The concern for Memorial University’s The researchers drew on several data
faculty of education when introducing an sources: students’ comments in their
optional all-course master’s route was that ongoing electronic Site Scape Forum
students would complete a series of courses postings to each other, which we identify in
Knowledge Construction and Dissemination in Graduate Education
Roberta Hammet and Alice Collis

that, though valuable in themselves, could
result in a program that did not provide
opportunities for students to make
connections between the knowledge
explored in the discrete courses and that did
not enable graduate students to see
themselves as producers of knowledge. To
address this issue, the faculty required
students to complete a culminating
course,the Research and Development
Seminar.
The purpose of this study was to determine
if those outcomes were being met. The
research question we explored was: Does
our research and development seminar
facilitate knowledge construction and
dissemination by graduate student
this paper as “SSF posting”; students’
comments in a final course evaluation
teleconference session (fall 1999) and
written responses (winter 2002);
comments from second readers
(professors) of students’ research papers;
and students’ comments about
dissemination, including their descriptions
of the modes that they used to share their
knowledge with a wider audience. With the
students’ knowledge and consent, we
archived these data.

Findings Conclusions/Recommendations

The findings confirm that students
constructed knowledge through interaction
during web conferences. They created new
understandings while drawing on previous
and current personal and professional
experiences and knowledge, and engaged
in meaningful dissemination activities in their
schools and communities.
We have concluded that our curriculum,
which incorporated a social constructivist
approach and promoted critique, in turn
enabled graduate students to construct
and disseminate knowledge. It did help
them become directly involved in
knowledge construction and dissemination

MODULE 14 Application
1. Think of a topic related to your field of specialization.
2. Indicate how you can apply constructivism for students to construct
their own understanding of the topic.
Topic: " How to use Powerpoint Presentation"
Grade/Year level: 10

Constructivist Implications What I will do to teach the topic

• Have few key ideas I will emphasize the following ideas:
 Slides, Fonts, Content, Presentation.
• Give varied examples I will show some finished powerpoint
presentation to the students.
• Provide opportunities for I will consolidate ideas on how to
experimentation creatively make a powerpoint
presentation.
• Provide lots of opportunities for quality I will frequently ask questions while
interaction discussing and demonstrating the
topic.
• Have lots of hands-on activities I will task the students to create their
own powerpoint presentation.
• Relate your topic to real life situations Assign a report to students, presented
in a powerpoint.
• Do not depend on the explanation I should be observant to see what are
method all the time the best ways compared to the
explanation method.

Synapse Strengtheners
1. Give the characteristics of a constructivist teacher through poem or a
drawing or a clip art.
Poem:
Constructivism occurs in a external change of behavior
Emphasizes key ideas in an in-depth manner
Teacher should only be a facilitator
Students engage on hands on activities more

Teacher should provide opportunities for experimentation

As well as opportunities for quality interaction
Topics must relate with real world situation
Knowledge and skills comes to integration

Constructivist teacher should allow enough room for discovery

Allow students to express their creativity
Let them feel learning is their responsibility
To ensure that they can achieve their learning goals successfully.

MODULE 15. Application

Topic: Parts of Speech

Implication Specific Learning Activity/Strategy

Involve students in learning situations Use the eight parts of speech in

and tasks that are similar as possible constructing sentences.
to the situations where they would
apply the tasks.

Remember to provide opportunities for Ask questions about their prior

learners to link new material to what knowledge about the eight parts of
they learned in the past. speech taught on their past grades.

To ensure transfer, teach a few topics Ask first about which parts of speech
in depth rather than many topics they are very familiar and those that
tackled in a shallow manner. they do not know much about.

Illustrate new concepts and principles Conduct an oral recitation in which

with a variety of example. Plan students needs to construct sentences
activities that allow your students to using the eight parts of speech.
practice their newly learned skills

Relate a topic in one subject to topics I would give my students a task in

in other subjects or disciplines. Relate which they would write a paragraph
it also to real life situations about their most memorable
experience, then identify the parts of
speech by underlining it.

Zero in on principles related to each Discuss together the parts of speech

topic together with strategies based on that are closely related with each other.
those principles. Ex: Noun and Pronoun..... Verb and
Adverb.... etc.

Encourage students to take Students will write a two-paragraph

responsibility for their own learning and reflection about the eight parts of
to reflect on what they learned. speech.

MODULE. 16
Application
Topic: The Five Macro Skills
Year/Level: 12

1. Write at least 10 learning outcomes.

Learner Learning Outcomes
Outcome
Number
1 To know the Five Macro Skills
 2 To List all the Five Macro Skills
3 Explain the sequence of Five Macro Skills
4 Describe the interrelationship of Five Macro Skills
5 Construct their own understanding about the topic
6 Use the five macros kills in academic purposes
7 Compare and Contrast each macro skills
8 Assess each students macro skills
9 Propose a speech using one of the macros kills: speaking
10 Generate students' own written story.

2. Analyze the learning outcomes you formulated. Write numeral

corresponding to your
Learning outcomes in the appropriate blank space in the matrix below.
Knowledge Dimension
Cognitive Factual Conceptua Procedural Metacognitive
Dimension l
1. Remember 1,2
2. 3, 4
Understand
3. Apply 5, 6
4. Analyze 7
5. Evaluate 8
6. Create 9, 10

3. Up to what cognitive level were you able to formulate learning

outcomes?
- In the 'Create' level.
4. Which knowledge dimension were you able to include?
- Factual, Conceptual, Procedural, Metacognition
MODULE. 17
Application.
Topic: Subject Verb Agreement. Grade Level: 8
Subject: English.

WICS Model Tasks or Activities for your Learner's (at least 3 each)

Teaching •Analyze the different rules in Subject-Verb Agreement.

Analytically
•Evaluate the factors that influence the agreement of
 subject and verb.

•Analyze why there is a need to follow proper subject and

verb agreement.

Teaching •Apply subject and verb agreement in day to day

Practically communication.

•Use the acquired knowledge about subject-verb

agreement in writing essays, reaction paper, and any other
writing projects

•Put into practice what the student have learned about

subject and verb agreement by creating a scrapbook
relating to the topic.

Teaching for •Think of the benefits in mastering the rules in S&V

Wisdom agreement on one's linguistic competence

•Think of what is the essence of S&V agreement in

linguistic competence of students

•Students should know the importance of being

knowledgeable about S&V agreement.

Teaching •Create sentences that apply every roles in S&V

Creatively agreement.

•Discover what are the patterns of every roles in S&V

agreement.

•Create a short story where roles in subject and verb

agreement are applied.

MODULE 18
Research Connection

Problem Research Methodology

The purpose of the study is to identify Verbal data from five expert problem
and describe some elements of solvers were collected using protocol
creativity that may be used to construct analysis (Ericsson and Simon, 1993), a
a framework of creative problem technique developed to study cognitive
Creativity in Problem Solving: Uncovering the origin of new ideas. (2005).

Carol R. Aldous

School of Education, Flinders University

solving. By so doing a cognitive
explanation as to the origin of new
ideas may be found.
processes in human subjects. Three of
the experts were teachers of
secondary mathematics, one a
university lecturer in applied
mathematics and one a Grade 11
student who was a proficient problem
solver in mathematics. The verbal data
were recorded by audio, video or on-
line means.

Findings Conclusions/Recommendations

It was found out that Chelsea the
Grade 11 mathematics student
appeared to shut out associative
reasoning entirely, relying totally on an
analytical approach. Such an
observation, should it generalize to
other students, is cause for concern
and has implications for mathematics
and educational curricula.
The protocols reported above indicate
that the formation of a new idea has
three aspects. First, preverbal and non-
verbal processes (including spatial
thinking but not exclusively so) are
involved. Second, creativity may
incorporate pre-conscious or non-
conscious activity. Third, creativity
gives rise to a feeling or intuition.
Indeed the production of a new idea
would appear to entail moving between
thinking and feeling, and between
focused and defocused states of
attention.

Assessment Tasks
1. Explain Torrance's 4 criteria of creativity.
 Fluency for me is about coming up with different answer or alternatives to
solve a task or challenge at hand.
 Flexibility on my own understanding is about flexible diverse the
alternatives in order to answer also diverse problems or task.
 Elaboration is somewhat about adding more specific details on how to
specifically solve a problem. It is also about oneself to others shoe, to
 widen up the horizon and thinking to come up with the best solution
possible.
 Originality talks about the production of original ideas, in which the learner
derive it from a certain concept, then make his own original interpretation.
2. Practice creative thinking.
A. USES OF SPOONS
 Use in eating, use as a knife, use as a drum stick, use as a microphone,
use as a mirror, use to scope anything.
Fluency- how many uses did you come up

-I come up with six uses.

Originality- How uncommon the uses are.

- Ex. Used as a: mirror, microphone, and drumstick.

Flexibility- How many areas that your answers cover.

- Categories includes: Tool, musical instrument, and beauty kit.

Elaboration- level of details in responses.

-Ex. spoon can use as a mirror while eating, in which one can see if there is
some left over on his/her mouth.

B. Incomplete Figures.

Complete the images below.

MODULE 19
Behavior 1 2 3 4 5

1. I study even when there is no quiz/test. ✓

2. I enjoy working on homework. ✓

3. I look forward to school days. ✓

4. I read for learning, not only for grades. ✓

5. In every school task I do, I always do my best. ✓

6. I give/do more than what is required. ✓

7. I listen intently to my teacher's lecture and ✓

instructions.

8. I participate actively in class ✓

9. I like homework. ✓

10. When something is not clear, I ask questions to ✓

clarify.

11. I do not allow myself to be discouraged by my ✓

classmates' unfavorable remarks.

12. My teacher's unfavorable remarks do not turned off, ✓

rather they challenge me to do my best.

13. I believe that success can be reached by anyone ✓

who works hard.

14. I always feel excited about learning. ✓

15. I submit course requirements not only for the sake ✓

of compliance.

16. I study not for grades but more for learning. ✓

17. I believed that nothing is difficult if we spend hours ✓

learning it.

18. I believed that how much I learn from class ✓

depends ultimately on me.

19. I believed I can cope with my teacher's ✓

expectations

20. I am always eager to learn new things. ✓

21. I am very much interested to improve myself. ✓

22. I read outside my assignments and lessons ✓

because it helps me improve myself.

23. I love to be in the company of people who inspire ✓

me to keep on growing.

24. I avoid people who have no desire to improve ✓

themselves.

25. I see the relevance of my lessons to the realization ✓

of my dream in life.

26. I am willing to give up the satisfaction of an ✓

immediate goal for the sake of a more important
remote goal.

Total per column 1 4 6 11 4

Grand TOTAL
Research Connection
Problem
The main objective of the present
study was to examine the relationship
between extrinsic and intrinsic
motivation on academic performance.
Furthermore, this study explores
gender difference on the variable of
extrinsic motivations, and intrinsic
motivation.
Research Methodology
A sample of 200 students (100 males
and 100 females) was selected from
different colleges of Karachi. The age
of the participants ranged from 18-21
years (with mean age of 18.56 years).
Their educational level was at least
intermediate and socioeconomic status
was middle and high class. The
Academic Motivation Scale (Vallerand,
1992) was administered to assess
academic intrinsic and extrinsic
 Effect of Intrinsic and Extrinsic Motivation on Academic Performance
Nadia Ayub
Education and Social Sciences Institute of Business Management
motivation and academic performance
was measured through last GPA. In
order to interpret the results Pearson
Product Moment Correlation
Coefficients was calculated to assess
relationship between academic
motivations.

Findings Conclusions/Recommendations

Results
Variables Affecting suggest
Student that intrinsic
Motivation Basedand
on AcademicTo conclude, findings of the study
Publications
Ercan YILMAZ1,extrinsic
Mehmetmotivation and academic
ŞAHİN2, Mehmet illustrates
TURGUT2 and Ahmet that motivation improves
Keleşoğlu
performance were positively academic performance of the students.
Faculty of Education, Necmettin Erbakan University, Turkey
correlated(r=.563; n=200; These findings suggests that when
sig=.000).Furthermore, gender teachers are caring and supportive and
difference was found (t=4.324, p <.05) emphasize the teaching learning
on motivation and academic process over the performance
performance. To conclude, findings of outcomes, and when they give
the results illustrates that motivation feedback, children tend to be motivated
improves academic performance of the to achieve and to expect success
students. In addition, there is gender (Daniels, Kalkman, & McCombs,
difference in motivation type and 2001). In addition, there is gender
academic performance. difference in motivation type and
academic performance.

MODULE 20
Research Connection

Problem Research Methodology

Motivation is a critical component of
learning and plays a very important
role in helping students become
involved in academic activities.
Motivation is defined as a situation that
gives energy to behavior, directs and
sustains it. In connection this study
aims to determine the variables that
This study examines and analyses the
studies that influence student
motivation. The studies consist of the
articles, conference papers, graduate
theses and doctoral dissertations
published in 2000-2017. A total of 165
publications were selected for content
analysis.
affect the student motivation and thus it
examines and analyses the studies
that influence student motivation. This
study will help to increase the
awareness about educational process.

Findings
The most important areas affecting
student motivation are the field of
teacher teaching methods (Teaching
methods and strategies, use of
instructional technologies, making
topics interesting, use of materials,
formation of student centered learning
environment, use of mobile
technologies in lessons, integration of
education and teaching with real life,
conformity of assignments to student
level, giving the course resources from
the students' own lists, providing
positive feedback), repeated 140
times, and the field of teacher
classroom management skills having
the frequency of repetition 167 in
researches.
5 Minute Non Stop Writing.
Conclusions/Recommendations
According to the research results, the
most important factors affecting
student motivation are the fields of
teacher, teachers’ classroom
management skills and their teaching
methods. In this research, factors
having less influence on the student
motivation are parental communication,
student characteristics and study fields.
In addition, relational search type was
used more than others, mostly
students were selected as the study
group and most researches were
conducted in USA and Turkey.

From the module on Theories on Factors Affecting Motivation, I realized

that motivation is influenced by the internal and external factors that learners

have. Internal factors refer to the learners' internal processes that happen inside

him/her. On the other hand, external factors refer to the environmental factors

that influence the learners.

These factors determines how motivated or not a learner is to study.

Positive effects from this factors can result to students' motivation, while negative

outcomes from this factors results from discouragement of learning.

MODULE 21
Research Connection.

Problem Research Methodology

This study aims to look at the In this study, the effect of motivation on
relationship between these two student achievement was tested with a
variables (intrinsic and extrinsic
meta-analysis design. To have the
motivation) and their effect on student
achievement which are investigated in statistical information necessary for
this study. Additionally, the factors that correlational meta-analysis (n and r, or
are thought to affect the average effect
R2 values). To be a study measuring
size generated by the study were set
as moderators. These are (i) the the correlation motivation and student
publication year of the research, (ii) the achievement.
publication type of the research, (iii)
the country (culture) where the
research was carried out, (iv) the
school subject in which the
achievement was measured, and (v)
the sample group or level of education.

Findings
The findings supported the hypothesis
H1 which stated that there is a positive
relationship between motivation and
student achievement.
The results of moderator analysis
supported the
The Effect of hypothesis
Motivation H2 which
on Student Achievement.
stated that the Sevil publication
Orhan-Özen year of the
research plays a moderator
Usak University, role in the
Usak, Turkey
effect of motivation on student
achievement. The findings of the
research supported the hypothesis H3
which stated that the publication type
of the research plays a moderator role
in the effect of motivation on student
achievement. The results of moderator
analysis supported the hypothesis H4
which formulated that the country
(culture) where the research was
carried out plays a moderator role in
the effect of motivation on student
achievement. Finally, the findings of
the moderator analysis supported the
hypothesis H6 which formulated that
the sample group plays a moderator
role in the effect of motivation on
student achievement.
Synapse Strengtheners
Conclusions/Recommendations
The results about the effect of
motivation on student achievement can
be summarized as below:
• Motivation has a positive low level
effect on student achievement [r = .27].
• Regarding moderator variables, the
publication year, publication type, the
country (culture) where the research
was carried out, the school subject and
sample group play a moderator role in
the effect size of motivation on student
achievement. This meta-analysis study
is therefore important in that it
suggests that the studies which focus
on the relationship between motivation
and student achievement should
investigate more deeply the changes
according to the sample group. Finally,
this research suggests that there is a
need to conduct further qualitative
studies and comparative meta-
analyses including motivation types as
another moderator variable.

Compare these research findings in activity B above. Do they jibe or do

they contradict each other? What is your stand?
 The research findings contradict to the Survival Kit from the Guidance
office of St. Louis University. The research findings in Activity B states that
students attribute success or failure to an ability that is stable and
uncontrollable, and effort becomes a sign of low ability, whereas the
Survival Kit shows that in College Industry, Effort and Effective study
Methods have the biggest percentage that attributes to the success and
failure in learning.
 As for my stand, I agree more on the Survival Kit from the Guidance office
of St. Louis University. Based on my own experience as a college student,
Abilities such as intelligence or being smart is not enough to be
successful in learning. In order for effective learning to happen, one must
 exert hard work and effective strategies. Courage is still the trait that
students should attribute their learning success and progress.

MODULE 22
Synapse Strengtheners.
1. Rev. Father Joseph V. Landy, SJ, in his book "Letter to a Young Teacher:
The art of Being Interesting", cites 5 elements that are especially useful for
gaining attention in the classroom, to wit: 1) The activity, 2) The reality, 3)
The Vital, 4) The Humor, and 5) The Novelty. Are these elements found in
the affective traits of the facilitating teacher given by Stronge in this
Module?
 Yes, all the 5 elements are found, even though there are some elements
differ with their term but their over all idea is similar to the affective traits of
a facilitative teacher introduce by Stronge in this module.
2. Make clippings of articles on school bullying. React to one article of your
choice.
 A reaction on the article about school bullying from the Children's
Hospital of Philadelphia Research Institute.
Bullying is a very prevalent problem that children experience usually in their
schools. There are three types of Bullying:
First is the Physical Bullying- the physical abuses, more common on boys.
Second is the Relational Bullying- manipulation of social standing or reputations,
which is more common on girls.
Lastly is the Cyber bullying- bullying happens in the cyberspace.
Regardless of the types bullying has universal bad effects to victims. The usual
negative effects are Depression which is one of the best motivations for one to
commit suicide. Bullying is a societal problem that can be best solved by the
members of the society. Parents, peers, Teachers among others should take
important actions to help lessen or for the best vanish any bullying cases.
As a future educator I have the responsibility to maintain a friendly ambience in
my classroom. I should model to my students that bullying is unrightfully and
should strongly be discouraged. I should make sure that if there is any bullying
case; it should be immediately addressed and taken to action to prevent further
catastrophic scenarios.

MODULE 23
Assessment Tasks
1. Describe an ideal classroom atmosphere by means of simile and
metaphor.

MODULE 24
Assessment Tasks
Design a classroom that is conductive for learning. Indicate the color of
paint, arrangement of desks, teacher's table, and other fixtures.

A classroom should be painted with light, relaxing and minimalistic colors,

such as sky blue, yellow and light green. Desks are properly arranged with

enough spaces for students to work comfortably. The room is properly ventilated
and with proper lighting. The teacher's table is situated where the he/she can see
the whole classroom. Over all a classroom conductive for learning is equipped
with enough utilities and teaching equipment that would encourage students to
learn.

MODULE 25 Assessment Tasks

1. List 3 things I should do to make assessment increase student's
motivation.
  Make clear the learners' objective every time. Student should be able
clarified on the objectives they are working on and the criteria that will be
used to evaluate their learning.

 Make students own the lesson objective. Allow them to set their own
personal learning targets based on the lesson objective.

 Engage students in self-assessment. When learners are given to evaluate

their own performance, they bring to mind the personal task and strategy
variables applicable to them.

2. List 3 things I should never do to make assessments non-threatening.

 Make assessment as a punishment for students' bad behavior.

 Create an assessment that is not reachable and time-bounded.

 Include concepts that are part of the discussion.

3. Sharing of Realizations.

- From this module I realized that teachers should strive to make assessments

non-threatening to students. How the teacher integrate assessments affects how

students perceive assessments whether it is a good way of measuring

knowledge or a nightmare. As a future educator, I should keep in mind that

assessments are for measuring the learners' knowledge, not a form of

punishment. I should find ways in which students will not discriminate

assessments as threatening, instead I must let them realize that assessments is

an indication of their progress in their learning process.

MODULE 26
Assessment Tasks
Fill out the matrix below to summarize and synthesize your learnings and
insights.
The 14 Principles
Cognitive and Metacognitive Factors
1. Nature of the learning
process. The learning of
complex subject matter is most
effective when it is an
intentional process of
constructing meaning from
information and experience.
2. Goals of the learning
process. The successful
learner, over time and with
support and instructional
guidance, can create
meaningful coherent
representations of knowledge.
3. Construction of knowledge.
The successful learner can link
new information with existing
knowledge in meaningful ways.
4. Strategic Thinking.
The successful learner can
create and use a repertoire of
thinking and reasoning
strategies to achieve complex
learning goals.
5. Thinking about thinking.
Higher-order strategies for
selecting and monitoring mental
Topics/specific My learnings /insights on
concepts from how I will apply what I learned
modules 1-25
Modules: Learning should be
intentional. As future educator
I should encourage my
students to take responsibility
with their own learning.
Teachers should facilitate
Modules: learning effectively. As a
future educator I should
ensure that students will learn
holistically.
Learning occurs through the
integration of new information
Modules:
to the prior knowledge. As a
future educator, I must find
the interconnection of the
accumulated and information
that will be taught.
Modules: Learners must use varied
strategies in learning. As a
future educator I should be
the one to introduce learning
strategies.
Metacognition is the key to
learn. As future educator I
Modules:
should teach my students to
practice metacognition.
operations facilitate creative
and critical thinking.
Learning occurs in a social
context. As a future educator I
6. Context of learning.
Modules:
should be knowledgeable
Learning is influenced by
about the different social
environmental factors, including
context that surrounds a
culture, technology, and
learner.
instructional practices

Motivational and Affective Factors

7. Motivational and emotional Modules: Motivation and other internal
influences learning. states of a student all
What and how much is learned, influence learning. As a future
in turn, is influenced by the educator I should facilitate
individual's emotional states, learning instruction that is
beliefs, interests, goals, and motivating for the students.
habits of thinking.
Intrinsic is the best
8. Intrinsic motivation to learn. motivation in learning. As a
The learner's creativity, higher Modules: future educator I must employ
order thinking, and natural activities that would
curiosity al contribute to encourage students' internal
motivation to learn. Intrinsic intention to learn.
motivation is stimulated by tasks
of optimal novelty and difficulty,
relevant to personal interests,
and providing for personal
choice and control.
Intelligence and abilities are
9. Effects of motivation on effort. Modules: not enough, students should
Acquisition of complex also incorporate hard work
knowledge and skills requires and courage in studying.
extended learners' effort and
guided practice. Without
learners' motivation to learn, the
willingness to exert this effort is
unlikely without coercion.

Developmental and Social Factors

10. Developmental influences Modules: Learners learn effectively if
on learning. the curriculum is compatible
As individuals develop, there with their cognitive
are different opportunities and development. As a future I
constraints for learning. should consider the
Learning is most effective when developmental stages of
differential development within students in order to integrate
and across physical, intellectual, an approach that would fit to
emotional, and social domains learners' capabilities.
is taken into account

11. Social Influences on Modules: Learning is a product of the

learning. Learning is social variables surrounding
influenced by social interactions, a learner. I can apply this
interpersonal relations, and knowledge by integrating
communication with others. interactive teaching
approach, which would
actively involve a learner in
the discussion.
Individual Differences Factors

12. Individual differences in Modules: Learners have unique and

learning. Learners have different distinct ways to learn. As
strategies, approaches, and future educator I must widen
capabilities for learning that are the approaches in teaching in
a function of prior experience order to meet the varied
and heredity. learning needs of the
students.

13. Learning and Diversity. Learners are not just Diverse

Modules:
Learning is most effective when in terms of their Learning
differences in learners' linguistic, styles, in the first place they
cultural, and social backgrounds are diverse also in terms of
are taken into account. background, behaviors,
ethnicity, etc

14. Standards and Modules:

Assessments. Setting To indicate how far learners'
appropriately high and progress in their learning
challenging standards and process, challenging and
assessing the learner as well as standard assessment must be
learning progress-including employed.
diagnostic, process, and
outcome assessment- are
integral parts of the learning
process.