دانلود رایگان مقاله بهبود عملکرد دانش آموزان در دوره های کمی مورد انگیزه تحصیلی و تجزیه و تحلیل پیش بینی

abstract

This 5 years longitudinal study explores and tests the effect of the combined use of some principles from the motivation achievement theories of educational psychology and predictive analytics (pedagogical innovation) on enhancing students' academic selfmonitoring, engagement, and performance in a junior level quantitative business course. If and when unsatisfied with their class performance, or their predicted grade and likelihood of success of the pedagogical innovation, students in the post-innovation group were directed to either self-regulate their class engagement, and/or seek the intervention of the instructor for remedies to facilitate their success. Results show the post-innovation group outperforming the pre-innovation group with more As (þ43%), Bs (þ35%), with fewer Cs (20%) supporting the hypothesis that the suggested innovation significantly improved students' performance. However, no significant improvement in the failure rate of the atrisk students (DFWs) was observed. While most students with high predicted probability of passing were able to self-regulate their academic engagement, only few of the at-risk students sought the intervention of the instructor, with the majority eventually succeeding in passing the course (some after several trials) due to their improved class engagement, and their perceptions of the instructor's positive role in facilitating their success.

3. Results and conclusion

This study provides statistical evidence to support the hypothesis that combining motivation achievement theories of educational psychology and predictive analytics can positively influence the academic performance of students in quantitative business courses. Unlike existing research, this study required students to play an active role in the development of the predictive tools and the prediction process, and provided them the capability to capture real-time performance feedback enabling them to relate their current educational activities to future goals, hence providing them the opportunity to react and self-regulate their class engagement. This positive learning environment promoted self-efficacy and competence, improved students' self-confidence, and led to higher levels of class engagement, relatedness, and improved mastery skills, as illustrated in Fig. 3, making the course more enjoyable to both students and instructors.