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A study of community college learner...

Rossi, Cindy M.

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A study of community college learner-centered teaching styles and students' motivation to learn.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	A study of community college learner-centered teaching styles and students' motivation to learn./
作者:	Rossi, Cindy M.
面頁冊數:	95 p.
附註:	Source: Dissertation Abstracts International, Volume: 71-04, Section: A, page: 1213.
Contained By:	Dissertation Abstracts International71-04A.
標題:	Education, Community College. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3405442
ISBN:	9781109709896

A study of community college learner-centered teaching styles and students' motivation to learn.
Rossi, Cindy M.

A study of community college learner-centered teaching styles and students' motivation to learn. - 95 p.

Source: Dissertation Abstracts International, Volume: 71-04, Section: A, page: 1213.

Thesis (Ph.D.)--Saint Louis University, 2010.

The purpose of this study was to investigate the relationship between community college business faculty members' perceptions of their use of learner-centered teaching practices and their students' perceptions of their motivation to learn. Learner-centered teaching practices have been linked to students' motivation.

ISBN: 9781109709896Subjects--Topical Terms:

1018008
Education, Community College.

A study of community college learner-centered teaching styles and students' motivation to learn.
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500 $a Adviser: Gerard A. Fowler.
502 $a Thesis (Ph.D.)--Saint Louis University, 2010.
520 $a The purpose of this study was to investigate the relationship between community college business faculty members' perceptions of their use of learner-centered teaching practices and their students' perceptions of their motivation to learn. Learner-centered teaching practices have been linked to students' motivation.
520 $a This study used on-line survey instruments to collect data from two groups, faculty and students from four midwest metropolitan community colleges' Introduction to Business classes. The surveys were taken by community colleges' business faculty and their students.
520 $a The results indicated that there was a significant and positive relationship between students' motivation and students' perception of learner-centered teaching practices in their Introduction to Business classes. Actively engaged learners and students that valued task mastery were most motivated by learner-centered teaching. The results of the survey also showed that students that valued task mastery in combination with actively engaged while learning explained an increased degree of motivation in regard to the five learner-centered teaching practices.
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