Literaturnachweis - Detailanzeige
| Autor/in | Moore, Randy |
|---|---|
| Titel | Who's Helped by Help-Sessions in Introductory Science Courses? |
| Quelle | In: American Biology Teacher, 70 (2008) 5, S.269-271 (4 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0002-7685 |
| Schlagwörter | Academic Achievement; Attendance; Motivation; Biology; Science Education; Introductory Courses; Correlation; Help Seeking; College Freshmen; Grades (Scholastic); Student Behavior; Minnesota |
| Abstract | The academic success of students in introductory science courses is influenced by a variety of factors, the most important of which is academic motivation. Students express their levels of academic motivation in many ways, including their class attendance, amount of studying, compliance with assignments, and participation in course-related activities. However, many of these motivation-related behaviors are difficult to study because they involve self-reported data that are highly unreliable. Class attendance is a clear expression of students' academic motivation because it requires a clear and ongoing effort that is directly related to academic success. This article presents a study that determines how attendance at optional help-sessions is associated with students' grades in an introductory biology course. (Contains 3 tables.) (ERIC). |
| Anmerkungen | National Association of Biology Teachers. 12030 Sunrise Valley Drive #110, Reston, VA 20191. Tel: 800-406-0775; Tel: 703-264-9696; Fax: 703-264-7778; e-mail: publication@nabt.org; Web site: http://www.nabt.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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