Messenger There is a common perception that children are more likely to read if it is on a device such as an iPad or Kindles. But new research shows that this is not necessarily the case.
Motivation energizes the behavior of the individual. It also directs the behavior towards specific goals. It helps students acquire knowledge, develop social qualities, increase initiation, persist in activities, improve performance, and develop a sense of discipline.
This paper aims to compare the levels of motivation between students in the open education system OES and in the traditional education system TES in India. The study further investigates the motivation levels of male and female students in the two systems. The study concludes that it is the presence or absence of extrinsic motivation which is predominantly responsible for this difference.
Traditional education system; open education system; academic motivation; survey Introduction Motivation is typically defined as the force that accounts for the arousal, selection, direction, and continuation of behavior. Motivation means the desire and willingness to do something. It is a drive that compels an individual to act towards the attainment of some goal.
As defined by Daftp. It not only sets in motion the activity resulting in learning, but also sustains and directs it. Open learning has afforded opportunities for education outside the realm of the conventional system by providing flexibility in pursuing courses and taking examinations Gautam, ; Indradevi, Studies have further stated that the popularity and acceptance of open education systems is on the rise Bhattacharya, ; Khan, Freedom from constraint may also be seen as a defining feature of distance learning, for example freedom of content, space, medium, access Paulsen,and relationship development Anderson,as cited in Hartnett et al.
Other than flexibility, job-related goals Wanieweicz, and improvement of social status McIntosh, are the main motivation to join the open education system. Notwithstanding the advantages that distance education offer, retention of students has been a major area of concern in open education.
Dropout rates reported by open and distance learning ODL institutions are typically higher than those reported by conventional universities Pierrakeas et al. Against this backdrop of poor retention rates, the diverse characteristics of distance learners and the importance of motivation in the learning process prompted our study.
This study explores whether the level of motivation in OES students compared to TES students is low enough to raise apprehension among distance education administrators. Further, motivation has been explored from extrinsic and intrinsic points of view.
Objectives of this Study Though it may not seem logical to compare the pupils of the two types of education systems, which differ so widely in their characteristics and functioning, the researchers have undertaken this study to explore the reasons, if any, for the differences in motivation levels.
The study compares academic motivation between the two education systems. It also incorporates a comparison between male and female students studying under the two systems. The various dimensions that have influence on the motivation level of students are discussed.
The objective of this study is also to apply the theories of motivation to explore the reasons for any significant differences in the motivation levels of the two types of pupil. This study will present suggestions which may be beneficial for policy makers. It will also raise questions which may be the subject matter of future research.
To achieve the above stated objectives and after reviewing the related literature the following hypotheses have been framed and tested.
There is no significant difference in the academic motivation of students studying in the two systems of education. There is no significant difference in the academic motivation of male and female students studying in the two systems of education. Hypothesis 2 has further been subdivided into the following hypotheses.
There is no significant difference in the academic motivation of the male and female students studying in the traditional education system.
There is no significant difference in the academic motivation of the male and female students studying in the open education system. There is no significant difference in the academic motivation of the male students studying in the traditional education system and in the open education system.
There is no significant difference in the academic motivation of the female students studying in the traditional education system and in the open education system. Delimitations of this Study The present study has the following delimitations: It is confined to undergraduate students only.Automatic works cited and bibliography formatting for MLA, APA and Chicago/Turabian citation styles.
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