p-i-s-s-e-d

i don't want to explain. but im just so pissed right now. and i have deleted my facebook account.

soooooooooo...

the good news is, im not deleting my new blogs. then i can concentrate on studying more now! :)

*study study study***

Even High Achievers Are Affected by the Classroom Structure

Reference: Ames, C. & Archer, J. (1988) Achievement goals in the classroom: Students' learning strategies and motivation processes. Journal of Educational Psychology, 80(3), 260-267.

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What is the article about? The article studied how student's learning strategies and motivational processes are affected by how they perceive the goal structure of the classroom is.

All students in the study were high achievers and the following information was gathered:

*students identified goal orientation of a classroom on a specific subject matter whether Mastery or Performance goal is salient.

The following summary of Master vs Performance taken from Table 1 of the said article (page 261)

	MASTERY GOAL	PERFORMANCE GOAL
Success defined as...	Improvement, progress	High grades, high normative performance
Value placed on...	Effort/learning	Normatively high ability
Reasons for satisfaction.. .	Working hard, challenge	Doing better than others
Teacher oriented toward...	How students are learning	How students are performing
View of errors/mistakes...	Part of learning	Anxiety eliciting
Focus of attention...	Process of learning	Own performance relative to others'
Reasons for effort...	Learning something new	High grades, performing better than others
Evaluation criteria...	Absolute, progress	Normative

*students reported on their use of learning strategies in the subject for:

1. info processing
2. self planning
3. self monitoring

*students chose on task preference whether a) learning more and being challenged or b) giving little effort and sure to do well

*student's attitude was done by asking the student about their likeness for the class

*students were assessed where they attributed success and failure

*students identified their perceived ability for the subject

Results: Students varied on their reports for goal orientation classroom structure, learning strategies, attitude, task preference and perceived ability, showing that high achievers vary in their causes of their achievement and even high achievers, have wide range of learning strategies used.

GOAL ORIENTATION versus LEARNING STRATEGIES. - in classrooms perceived to be mastery goal oriented, students were more likely to use effective learning strategies

GOAL ORIENTATION versus ATTITUDE - in classrooms perceived to be mastery goal oriented, students liked the class more

GOAL ORIENTATION versus TASK CHOICES - in classrooms perceived to be mastery goal oriented, students were more likely to prefer challenging tasks

GOAL ORIENTATION versus CAUSAL ATTRIBUTIONS. - in classrooms perceived to be mastery goal oriented, students believe that success and effort are connected

Further analysis of the factors by dividing the goal orientation to 4 groups.

High Mastery - High Performance
High Mastery - Low Performance
Low Mastery - High Performance
Low Mastery - Low Performance

A pattern revealed that there was a significant difference between the high and low mastery goal orientation regardless of the level for perfomance goal. In other words, there were no difference within high mastery or within low mastery groups.

What are the implications for practice? The study shows that although high achievers are already expected to practice effective learning strategies and motivational practices which are assumed to influence their achievement, these factors are still dependent on how the students percieve the goal structure of the classroom may be.

More specifically, these learning strategies and motivational processes are dependent on the degree of the saliency of mastery goal orientation regardless of the presence of performance goals. It means that decreasing the presence of performance goals in our classrooms is not the solution for better classroom learning but rather we should emphasize more on making our classrooms percieved by students to be Mastery Goal Oriented.

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*A reminder for students who come across my post, I am flattered for whatever purpose my reviews might help you in your research or studies, but please always keep in mind to observe Anti-Plagiarism.
*This review was intended for my personal benefit to keep track of the new information I gather from an article I have read. As I am open to some queries about the research (as much as my capacity can offer), reading the original article is highly recommended. Open discussions about the topic is also encouraged from others who can contribute to the ideas.

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Question of the day: What Goal Orientation Do You Possess?

Lesson of the day: Make your learning environment, away from distractions. i.e. "DELETE ZE FACEBOOK ACCOUNT!" haha

UNHEALTHY HABIT >(

I haven't been blogging about school for quite awhile
which is vvveeeerrryy verrryyy BA-DDDDD

(the new room for our son)

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this yoville thing has got me hooked almost 24/7, if it weren't for work and classes i'd be online all day. luckily i come from a psychological perspective with a background on metacognition (thinking about thinking) and I am aware about my addiction which is not very healthy anymore LOL. that's why i have to control and stop myself

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BUT. the good news is. I ALREADY BOUGHT A HOUSE! WORTH 15K! *phew* ...

there was a 5k and 10k house but too small for me. lol.

where did i get the money? - my real world FRIENDS. hahahaha...

if i had to earn it it will take a month of addiction. ..

thank goodness for great friends in facebook. (since ofcourse i cannot ask anyone in yoville world to give me money because apparently the fact that they are there means they are addicted too)

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OLIVER ON THE OTHER HAND. wants to stop playing because he is envious of my house. and sweet of me, i will buy him his own house. lol... not as big as mine though, no money anymore. but atleast it will highten up the motivation to keep him playing yoville.

YOVILLE JUST MAKES ME NOT TO DWELL ON TIME SO MUCH THAT THE NEXT THING I'D REALIZE IS THAT IT IS ALREADY MID AUGUST - then my sweetheart's back in manila! *weeee*

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i redecorated my apartment by the way... it welcomes visitors and customers, and for the parteehhh... :P

*** okay reality check now... gotta read those articles! *** =)

ADDICTED TO YOVILLE =P

my sweetie and i have been so hooked recently with Zynga's Yoville through Facebook.
we even get into fights because my place is better than his because i have more money. haha

this is my place (redecorating)

but it makes time fly fast, the faster my hub-hubby gets home

he's been in california since MAY.

this is our son's room

i feel like we're just together ... feeling the virtual world much LOL

this is hubby's room (improved already, i gave him the gym equip.)

bikini party at my place... and he's hitting other girls! *RAR*
lol, look for bey :)

LOVING YOVILLE...

research proposal

Last Thursday (July 9, 2009). I posted a note on my Facebook account to my college blockmates and friends who were taking up graduate school too. I informed them that I need to create a research proposal already within the span of a week for my research class.

Talk about the pressure.

BUT!

Just for the record, 5 days after (which is today) I AM ALMOST FINISHED WITH MY RESEARCH PROPOSALLLLL!!!
I'm just going to need to polish it tomorrow with some citing, and proof reading. WHOOOHOoOOOOO

Talk about inspired.

Workaholic life, here I gooooo again!!!

Research is .

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Mood: ecstatic
Thought for the day: I wrote this post on July 14 but I'm publishing it dating July 15. Talk about insomia! GO TO SLEEP TONI!

all the things i had in my undergrad has retired!

got me self a handy dandy laptop i can now bring to school without the lower batches asking

"Toni, that's still your laptop?"

sponsored by my dad.

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All the things I had in my undergrad has retired! EXCEPT MY CAR

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faded sticker of the Philippine Flag


*broken backlight when I hit a stupid tree with weird branches sticking out at the bottom* * it was at night and i was on my way to a friend's house birthday party*


*and the many times i don't remember* (*cough* *cough* daddy do you hear me?)

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Mood: Engrossed with my new toy

Question for the Day: Shouldn't I start writing my paper at this hour?

Observing Improvements

Amike (math)
What happened today? I was surprised with Amike today, compared with my last Math hours with him. His previous hours I found him to be quite slow in addition and subtraction that it sounded to me he needed to go back to training in basic addition. However today, when I saw he already had answered a few excercises I made him continue on parts 2 of the worksheets and I can already leave him doing it on his own.

What did I learn? I think I shouldn't underestimate him so much. Maybe just like Jessie he has learned her own way of computing and making them unlearn these things will be much harder for them. Just give the worksheet and let them do their work, observe and check on them once in a while, then guide them if they get stuck somewhere while answering it.

What improvements do I need to make? Try to give what the assigned worksheets regardless if he has a hard time doing the math facts (basic addition excercise like 1+1, 2+2, 3+3, usually to serve as a warm up for the student). Let him answer the worksheet/lesson, and just guide him on recalling the procedures to answer the math problems. Leave the basic computations to him. Just check on him once in a while if he is already taking too much time on the worksheet.

What outcomes do I expect to happen? I expect that Amike will gain much more improvements and learn more quickly about higher addition. Maybe in order for him to master the basic addition faster and more accurately he will need to do more higher additions exercises since if he finally masters the higher additions, the basics will already become easy for him.

Amike (reading)
What happened today? The first task Amike did was on vocabulary, since there were already boxes which indicated the number of letters and all he had to do left was read the story and identify which word fits the description. He had a lot of mistakes which I then discovered he didn't had an idea on what "Ballet" was in the first place, nor the word "Pretty". Then for the following directions part he found that easy, he was good with directions. Lastly, we turn to reading comprehension. I wanted to test and try just giving him the booklet without assistance. I asked him what the book was about he was able to give a little feedback but not good enough. When he answered the questions, there were only 2 choices per number and surprisingly he got them all incorrect. But I didn't tell him that, I just erased everything and then we tried reading the book together. When he answered the excercise he got them ALL correct. How weird is that?

What I learned today? I realized that to students, most especially those with low reading comprehension, guiding them to read is of big help for them to understand the material. I try not to give help at first to test their ability of self-reading and then the difference when I start reading for them or helping. Reading Comprehension will be the focus of my research study for my Action Research.

What improvements do I need to make? I will continue to monitor Amike's reading progress and will start on my Action Research once I have finalized my Instrument with my professor.

What outcomes do I expect to happen? I still expect to see the explicit differences of the effects on students whether with or without the reading intervention.

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*Tutoring Club is a tutorial center which offers a program to students wherein worksheets and activities are already provided according to which is appropriate for the student's current cognitive level. Subjects available for enhancements are: Beginning Reading, Reading, Writing, Math. For more details visit Tutoring Club
*Tutor Up is the traditional tutoring, helping students with their current lesson in school.
*Student names in this blog are not the real names of the students for confidential purposes

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Mood: I'm loving that it's the weekend again!