ZIN EDDINE DADACH Chemical Engineering Department Higher Colleges of Technology

1. Using Students Performance to Measure the Effects of an Active Learning Strategy on the Their Motivation ZIN EDDINE DADACH Chemical Engineering Department Higher Colleges of Technology UNITED ARAB EMIRATES

2. CONTENT I Effective Learning II Motivation (Intrinsic vs. Extrinsic) III. Active Learning IV. Teaching strategies V. Measuring Performance VI. Expectancy theory of motivation VII. First quantitative method for motivation VIII. Comparing results to student’s survey IX. Conclusion

3. I. EFFECTIVE LEARNING • Literature has shown that effective teachers succeed in making students feel good about school and learning (LEARNING IS FUN), thus increasing student achievement. • According to Michel et al., students in an actively taught class learn (memorize) the material to which they are exposed better than those taught passively. • Olson also stated: ‘Motivation is probably the most important factor that educators can target in order to improve learning.

4. TEACHING PRINCIPLES THAT PROMOTE EFFECTIVE LEARNING • Space learning over time. Shorter study sessions, interspersed with other activities(Active Learning). • Alternate between solved examples and problem sets. Teachers can provide students with step-by-step solutions to sample problems, but they should also have the opportunity to solve similar problems by themselves. • Combine words and graphics. Anything you can do to make study material richer will also make it more memorable. Pictures really are worth a thousand words. • Integrate the concrete with the abstract. Illustrate abstract concepts with many and varied concrete examples. Use of analogies could help. • Testing promotes learning. Not just midterms and finals, but also quizzes. • Help students allocate their time effectively. A structured course, with deadlines and focused activities, will help a lot. • Ask deep explanatory questions. Teachers should ask deep questions, encourage students to "think aloud" about the answers, and - -again -- provide feedback.

5. II. MOTIVATION • Definition: Motivation is the force that drives one to act. It involves biological, cognitive, emotional, and/or social factors within a human being or animal that arouse and direct goal-oriented behavior.

6. INTRINSIC VS. EXTRINSIC MOTIVATION INTRINSIC MOTIVATION EXTRINSIC MOTIVATION Desire for Reward (Grade) Assumes that an extrinsic motivator is necessary Primarily product-focused Implies the learning/task is a means to an end (the reward) Short term benefit Information stored in Short term memory: Information lost after exams. • Love of Learning • Assumes the learning activity itself is satisfying • Primarily process-focused • Implies that the learning/task itself has value and meaning • Long-term benefits • Information stored in Long term memory : Information becomes knowledge

7. WAYS TO IMPROVE INTRINSIC MOTIVATION • Studentsmust have access, ability, and interest, and must value education. • Teachersmust be well-trained, must focus and monitor the educational process, be dedicated and responsive to their students, and be inspirational. • Contentmust be accurate, timely, stimulating, and pertinent to the students’ current and future needs. • Method must be inventive, encouraging, interesting, and beneficial, and provide tools that can be applied to the student’s real life. • Environmentneeds to be accessible, safe, positive, personalized as much as possible, and empowering.

8. III. ACTIVE LEARNING? Learning is a relatively permanent change in knowledge that occurs as a result of experience. Active learning is described as a process in which students engage in doing things (involvements) and thinking about what they are doing in the classroom.

9. WHY ACTIVE LEARNING? • Engineering students work with real process applications, charts, diagrams, hands-on practices, and demonstrations. • They need to have critical and creative thinking to solve technical problems or design new processes. • Teaching thinking skills is therefore more important than giving information.

10. LEARNING AND MEMORY Psychologists distinguish among a number of different kinds of memory, including "short term" or "working" memory and "long-term" memory. When we talk about student learning, we're mostly talking about "long-term" memory -- though “working memory” is not by any means irrelevant. Distractions, like music or checking your cell phone for texts, can consume some of the capacity of “working memory.”

11. DALE’S CONE : LEARNING AND MEMORY

12. OBJECTIVE AND BENEFITS OF ACTIVE LEARNING • Change the type of motivation of students : Extrinsic (Grades) → Intrinsic (Curiosity and hunger to learn) • Most students tend to prefer activities that allow active participation or response. Activities that allow students to interact with you or one another, or allow them to manipulate materials are usually more intrinsically motivating to students. • Students are more involved than in passive listening; • Students may engage in higher order thinking, such as analysis, synthesis, and evaluation;

13. IV. TEACHING STRATEGIES USED IN THE PROCESS CONTROL COURSE

14. COOPERATIVE LEARNING Class activities of two hours were usually organized after three or four lectures. Class activities were based on Pair Problem Solving (PPS). Three or four students had opportunities to explore and solve together problem situations.

15. LEARNING BY TEACHING Every student has a chance to teach his friends and explain the solutions during class activities.

16. INDUCTIVE LEARNING Lab experiments help students to work in teams and teach them how to carry out experiments in a safe manner, collect data, using an investigative strategy, analyze experimental values and compare them with theory, present results in a professional manner

17. PROBLEM BASED LEARNING The objective of the project was to encourage curiosity and hunger for exploration in students by using all the library resources to search for the latest technologies and applications of process control for a specific application.

18. ASSESSMENT STRATEGY OF THE COURSE

19. INTERACTIVE CLASSROOM DISCUSSION: During the first half hour of the first class of each week, students were asked to answer questions related to the previous lecture. A discussion between the students was encouraged. VIDEOS: To grasp the concepts better, five videos (20 minutes each) were used whenever students lost some focus and it was needed to recreate images in their mind that could help them follow the difficult theory of process control. OPEN ENDED QUESTIONS : In order to encourage curiosity to discover the unknown, all the questions about the new lectures were open-ended questions. I this perspective, the question ‘Why?’ was very often used. What happens if. . .?’ was used instead of the question ‘Do you have any questions?’.

20. ANALOGY USED : BRAIN-BODY INTERACTIONS Brain-Body Interactions Controller-Plant interactions

21. V. MEASURING PERFORMANCE OF STUDENTS

22. DIRECT METHOD USED

23. RELATIVE PERFORMANCE OF EACH STUDENT

24. GRADING SYSTEM OF THE COLLEGE

25. THE RESULTS INDICATE THAT THE ACTIVE LEARNING STRATEGY ENHANCED THE PERFORMANCE OF 38 (69%) STUDENTS.

26. VI. EXPECTANCY THEORY OF MOTIVATION

27. METHODS FOR MEASURING MOTIVATION OF STUDENTS Theorists have developed several approaches to motivation which fall in four broad categories: • Behavioral view: (based on reward) • Humanistic view: (Basic Human needs) • Achievement motivation theory: (Need for achievement is increased when students experience success) • Cognitive view:(based on intrinsic motivation)

28. BASIC HUMAN NEEDS • Studentsneed to feel that they are loved and they want to be part of a group. • Students need to feel that they have some control over their learning. • Students need to feel that they are capable and have something valuable to contribute. • Students need to feel that they are autonomous and have freedom of choice. • Students need to have fun and experience wonder and joy.

29. THE EXPENTANCY THEORY OF MOTIVATION

30. MOTIVATIONAL FORCE= E.I.V

31. SCALES BASED ON SURVEYS

32. VII. FIRST QUANTITATIVE METHOD TO MEASURE THE EFFECTS OF MOTIVATION USING THE PERFORMANCE OF STUDENTS TO QUANTIFY THE EFFECTS OF AN ACTIVE LEARNING STRATEGY ON THEIR MOTIVATION

33. LIMITATION OF THE PREVIOUS METHODS • All previous methods are based on surveys and feelings of students : “Qualitative”. • This new method is based on performance of students. • This new method is an attempt to answer the following question: What is the impact of motivation of students on their performance ?

34. OHM’S LAW

35. ANALOGY USED Resistances in parallel Students in classroom

36. FUNNY OHM’S LAW

37. SIMILARITIES RESISTANCES STUDENTS Amp= Flow of information Ohm= Resistance to receive information (diameter= CGPA) Volt= Driving force= Active learning strategy Amp = Flow of electrons Ohm= Electrical resistance Volt= Driving force= Voltage

38. IN CLASSROOM

39. ASUMPTIONS

40. DIFFERENCES

41. THE MOTIVATION FACTOR BASED ON OHM’S LAW

42. LIMITATION OF THE MOTIVATION FACTOR

43. GRADING SYSTEM OF THE COLLEGE

44. Values of the Correction Factor α

45. DADACH MOTIVATION FACTOR (DMF)

46. THE ACTIVE LEARNING STRATEGY ENHANCED THE PERFORMANCE OF 38 (69%) STUDENTS.

47. HOWEVER, ONLY TWENTY TWO STUDENTS (40%) HAD A DADACH MOTIVATION FACTOR HIGHER THAN UNITY. 1.2 1.0 0.8 0.6

48. ANALYSIS OF THE RESULTS

49. VIII. INDIRECT METHOD : STUDENTS SURVEY

50. LOWEST PERCENTAGE IN THE STUDENTS SURVEY