Factors for Increasing Motivation to Theory Class Attendance among Students of Technology Studies
Introduction. The article examines factors for a potential increase in student motivation to theory class attendance. Scientific research presents various factors for students’ non-attendance, beginning with personal reasons and nuances of study organization and ending with the teacher approach to t...
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| Autores principales: | , |
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| Formato: | article |
| Lenguaje: | RU |
| Publicado: |
National Research Mordova State University
2020
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| Materias: | |
| Acceso en línea: | https://doaj.org/article/fb081983e7dd4a8d8c162a2676a558d8 |
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| Sumario: | Introduction. The article examines factors for a potential increase in student motivation to theory class attendance. Scientific research presents various factors for students’ non-attendance, beginning with personal reasons and nuances of study organization and ending with the teacher approach to their work. This article looks specifically into the factors controlled by the teacher , more precisely, their competences.
Materials and Methods. The qualitative study was conducted in the academic year 2018–2019, through the analysis of study motivation opinions of Vilnius Gediminas Technical University students majoring in technology studies. The article presents the analysis of one aspect of the conducted survey, i.e., what teachers could or should do to motivate students to attend theory classes.
Results. The processed data indicated that students link motivation to study to three primary teaching competences: the didactic, communicative and personal ones. According to students, the teaching staff’s didactic competence should include the ability to create a reasonable balance between theory and practical application, the capability to visually present and impart focal points of the study material, the capacity to plan out lectures, the skill to apply interactive studying methods, and the potential to motivate students by introducing accumulative bonus grades.
Discussion and Conclusion. While there was a clear differentiation between three teacher competences, the weight placed on each one differs. The didactic competence carries the most weight, and teachers should, therefore, reflect on whether they establish an optimal state of balance between theory and praxis; prepare visually appealing lectures, and consistently and structurally convey the study material, etc. |
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