Observable and Unobservable Involvement Behaviours of a Climatology Courseâs Undergraduate Students
Journal Title: European Journal of Teaching and Education - Year 2020, Vol 2, Issue 1
Abstract
This study investigated studentsâ observable and unobservable involvement behaviours and their possible relation with academic achievement in a Climatology course at the Department of Physics and Astronomy of the Faculty of Sciences of the University of Porto, Portugal, in the Fall 2018/19. A structured online questionnaire titled âObservable and Unobservable Student Involvement Behaviours (OUSIB)â featuring a zero-centred 5-point Likert scale was used to collect the data. The OUSIB questionnaire comprised 20 multiple-choice questions, which were divided into two subscales: (1) Observable Involvement Behaviours; (2) Unobservable Involvement Behaviours; it was validated using Cronbach coefficient alpha. The collected data show that unobservable involvement behaviours are more frequent than the observable ones. This may reflect the difficulties that most students face in understanding the course contents, which likely triggers their introspective (unobservable) in detriment of their observable involvement behaviour. We notice that most of the Climatology syllabus consists of new subjects for which students generally have no prior knowledge or experience. It may constitute a great challenge for students being able to provide regular observable feedback during an entire problem-solving class. Moreover, there is a common tendency for high-grade students to prepare the classes in advance and involve less both observably and unobservably in classroom activities. We found no significant correlation between studentsâ final grades and their replies to the OUSIB questionnaire, which precludes any possible relationship between studentsâ academic achievement and their involvement behaviours in problem-solving classes.
Authors and Affiliations
T. M. Seixas,M. A. Salgueiro da silva,
Keywords
Related Articles
- EP ID EP743278
- DOI https://doi.org/10.33422/ejte.v2i1.175
- Views 32
- Downloads 0
Historical Memory for Education: A Combined Intergenerational Educational Experience
Bridging generations can be a powerful and meaningful two-way educational process. Intergenerational learning experiences have different positive impacts and outcomes in both the young and senior learners, through the ex...
Corpus-based Analysis of the Use of the Passive Voice by Armenian Learners
The concept that learners' first language (L1) influences their second language (L2) acquisition and production is employed in a variety of studies on English language learners.However, so far, no research has been carri...
Power and Privilege: Mapping Imagined Communities in Japan’s English Medium International Schools
This paper explores the commodification of education and the reinforcement of hegemony through international English Medium schools in Japan, positioning them as gatekeepers to imagined communities of global elitism. Ove...
Perception of Teacher Trainees at The Federal University Oye Ekti, Nigeria Towards Teaching Profession
The study investigated the perception of undergraduate education students at Federal University Oye Ekiti, Nigeria towards teaching profession. Descriptive research design of the survey type was adopted for the study. An...
Prospects for Adult Learning and Global Change: A Canadian Perspective with Recommendations for Professional Practice
This article examines how changes related to the processes of globalization are impacting teaching and learning practices and presents a vision for the future of adult education. By examining these changes, with the purp...