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Reading and writing motivation are the processes to put more effort on reading and writing activities. [1] [2] Different strategies can be followed to develop a student's motivation to read. Integrating sensory organs with text materials. For example, when reading the word "apple", read it loudly, visualize, feel the texture, taste, and odor.
Developed within a social-cognitive framework, the orientation goal theory proposes that students' motivation and achievement-related behaviors can be understood by considering the reasons or purposes they adopt while engaged in academic work. [4] The focus is on how students think about themselves, their tasks, and their performance. [5]
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Students can feel accomplished when they receive a better grade on the test than everyone else, but that can simply be linked to memorization and not full comprehension. [6] There comes a conflict when the student attempts to fully comprehend new information on top of trying to focus on doing better than those around them.
Formative vs summative assessments. Formative assessment, formative evaluation, formative feedback, or assessment for learning, [1] including diagnostic testing, is a range of formal and informal assessment procedures conducted by teachers during the learning process in order to modify teaching and learning activities to improve student attainment.
Motivation affects students' participation in classroom activities and academic success. Motivation plays a key role in education since it affects the students' engagement with the studied topic and shapes their learning experience and academic success. Motivated students are more likely to participate in classroom activities and persevere ...
Academic achievement or academic performance is the extent to which a student, teacher or institution has attained their short or long-term educational goals. Completion of educational benchmarks such as secondary school diplomas and bachelor's degrees represent academic achievement.
The motivation for mastery learning comes from trying to reduce achievement gaps for students in average school classrooms. During the 1960s John B. Carroll and Benjamin S. Bloom pointed out that, if students are normally distributed with respect to aptitude for a subject and if they are provided uniform instruction (in terms of quality and learning time), then achievement level at completion ...