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dc.contributor.authorTendhar, Chosangen
dc.contributor.authorSingh, Kusumen
dc.contributor.authorJones, Brett D.en
dc.date.accessioned2019-07-24T17:19:12Zen
dc.date.available2019-07-24T17:19:12Zen
dc.date.issued2019-01-31en
dc.identifier.issn2324-805Xen
dc.identifier.urihttp://hdl.handle.net/10919/91970en
dc.description.abstractBecause there are many positive effects of active learning approaches on students’ motivation and achievement, some authors have recommended that these approaches be widely implemented. A research-intensive university located in the Mid-Atlantic US was interested in adopting this instructional technique, and therefore, experimented with it. The purpose of this quasi-experimental study was to compare and contrast the effects of an active learning approach on the motivation of students in a treatment and control group. The results of multiple independent sample t-tests showed that there were no statistically significant differences between the two groups on several motivation constructs. We provide explanations for the lack of significant differences, as well as discuss limitations and future research.en
dc.format.extent7 pagesen
dc.format.mimetypeapplication/pdfen
dc.language.isoenen
dc.publisherRedfameen
dc.rightsCreative Commons Attribution 4.0 Internationalen
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/en
dc.subjectmusic modelen
dc.subjectengineering identificationen
dc.subjectengineering career intentionen
dc.subjectengineering major intentionen
dc.subjectactive learning approachen
dc.titleEffects of an Active Learning Approach on Students’ Motivation in an Engineering Courseen
dc.typeArticle - Refereeden
dc.title.serialJournal of Education and Training Studiesen
dc.identifier.doihttps://doi.org/10.11114/jets.v7i3.3916en
dc.identifier.volume7en
dc.identifier.issue3en
dc.type.dcmitypeTexten


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