Econometric Evidence on Self-Determination Theory in Learning Calculus Among Agribusiness Students
DOI:
https://doi.org/10.26740/ijss.v3n1.p1-12Keywords:
self-determination theory, econometric models, productive performanceAbstract
Self-determination theory is a study of individual interest and motivation which plays a vital role in good and productive performance in learning. This study focus on the agribusiness students motivation in learning Calculus as part of their curriculum. Using econometric models, this study identified some statistically significant factors of motivation. The study employed 121 agribusiness students as respondents using stratified random sampling in the first semester of SY 2019-2020. Results revealed that most of the agribusiness students are motivated in learning calculus. Female student is more likely motivated compared to male students. Females are more focusing on their studies while males are affected by online games. The study revealed that learning attitude and health are significant factors of motivation in learning. Also, students experience in calculus makes them creative in the classroom which positively contributes to their interest. Perhaps, this students makes or invents new ideas in the learning environment. Results documented that problems encountered in the classroom does not affects their interest in learning. Furthermore, results showed that their perception to their calculus teacher is relatively high which is a significant factor to their motivation. In fact, their teachers are the most important factor that contributes to their level of achievement in Calculus, more important than any other school resources.
References
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Ryan, R. M. & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Press. Retrieved from https://psycnet.apa.org/record/2017-04680-000
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Sarmiento, D. H., & Orale, R. L. (2016). Senior high school curriculum in the Philippines, USA and Japan. Journal of Academic Research, 1(3), 12-23.
Schiffrin, H. H., & Nelson, S. K. (2010). Stressed and happy? Investigating the relationship between happiness and perceived stress. Journal of Happiness Studies, 11(1), 33-39.
Williams, R. (2006). Generalized ordered logit/partial proportional odds models for ordinal dependent variables. The Stata Journal, 6(1), 58-82.
Williams, R. (2016). Understanding and interpreting generalized ordered logit models. The Journal of Mathematical Sociology, 40(1), 7-20. doi:10.1080/0022250X.2015.1112384.
Williams, G. C., Halvari, H., Niemiec, C. P., Sørebø, Ø., Olafsen, A. H., & Westbye, C. (2014). Managerial support for basic psychological needs, somatic symptom burden and work-related correlates: A self-determination theory perspective. Work & Stress, 28, 404419.
doi:10.1080/02678373.2014.971920
Awang, M., Ahmad, A., Yunus A., & Ghani, S. (2013). Students Attitude and Their Academic Performance in Nationhood Education. Canadian and International Education, 6(11), 21-30.
Babatunde, E. (2017). Influence of Health Education and Healthy Lifestyle on Students' Academic Achievement in Biology in Nigeria. Universal Journal of Educational Research, 5(9), 1600-1605.
Berggren, J. L. (2018). The Calculus. Retrieved from Encyclopedia Britannica: https://www.britannica.com/science/calculus-mathematics
Brown, P. L., Concannon, J. P., Marx, D., Donaldson, C. W., & Black, A. (2016). An examination of middle school students' STEM self-efficacy with relation to interest and perceptions of STEM. Journal of STEM Education: Innovations and Research, 17(3), 27-38.
Casinillo, L. F. & Aure, M. R. K. L. (2018). Econometric Evidence on Academic Performance in Basic Calculus of Science, Technology, Engineering and Mathematics (STEM) Senior High Students. Journal of Educational and Human Resource Development, 6, 238-249.
Casinillo, L. F. & Guarte, J. M. (2018). Evaluating the Effectiveness of Teaching Strategies: The Case of a National Vocational School in Hilongos, Leyte. Review of Socio-Economic Research and Development Studies, 2(1), 64-79.
Chien, C.W. (2017). Elementary school English teachers professional learning from teaching demonstrations as professional development. Cogent Education, 4(1), 120.
Cochran, W. G. (1953). Sampling Techniques. John Wiley and Sons, Inc. New York.
Conchie, S. M. (2013). Transformational leadership, intrinsic motivation, and trust: amoderated-mediated model of workplace safety. Journal of Occupational Health Psychology, 18(2), 198-210.
Davies, T. (2006). Creative teaching and learning in Europe: Promoting a new Paradigm. The Curriculum Journal, 17(1), 37-57.
Deci, E. L., Anja H. Olafsen, A. H., & Ryan, R. M., (2017). Self-determination theory in work organizations: The state of a science. Annual Review of Organizational Psychology and
Organizational Behavior, 4, 19-43.
Denson, C. D., Hailey, C., Stallworth, C. A., & Householder, D. L. (2015). Benefits of informal learning environments: a focused examination of STEM-based program environments. Journal of STEM Education: Innovations and Research, 16(1), 11-15.
Gillet, N., Lafrenière, M. A. K., Vallerand, R. J., Huart, I., & Fouquereau, E. (2014). The effects of autonomous and controlled regulation of performance-approach goals on well-being: A process model. British Journalof Social Psychology, 53, 154174. doi:10.1111/bjso.12018
Greene, W. H. (2008). Econometric Analysis. 6th edition. Prentice Hall, Upper Saddle River, New Jersey.
Kettler, T., Lamb, K. N., Willerson, A. & Mullet, D. R. (2018). Teachers perceptions of creativity in the classroom. Creativity Research Journal, 30(2), 164-171.
Kitchen, J. A., Sonnert, G., & Sadler, P. M. (2018). The impact of college-and university-run high school summer programs on students end of high school STEM career aspirations. Science Education, 102(3), 529547.
Khaleel, M. (2017). Female students are more likely to get higher grades than male students. International Journal of Scientific and Research Publications, 7(3), 378-386.
Millman, J. (1981). Handbook of Teacher Evaluation. Sage Publications, Beverly Hills.
Mushtaq, I. & Khan, S. N. (2012). Factors Affecting Students Academic Performance. Global Journal of Management and Business Research, 9(12), 16-22.
O'Connell, K. B., Keys, B., & Storksdieck, M. (2017). Taking Stock of Oregon STEM Hubs: accomplishments and challenges. Corvallis: Oregon State University.
Olafsen, A. H., Niemiec, C. P., Halvari, H., Deci, E. L. & Williams, G. C. (2017). On the dark side of work: a longitudinal analysis using self-determination theory. European Journal of Work and Organizational Psychology, 26(2), 275285.
Popovic, G., & Lederman, J. S. (2015). Implications of informal education experiences for mathematics teachers ability to make Connections beyond the formal classroom. School Science and Mathematics, 115(3), 129140. Retrieved from https://doi.org/10.1111/ssm.12114
Petrie, K., & McGee, C. (2012). Teacher professional development: Who is the learner? Australian Journal of Teacher Education, 37(2), 59-72.
Ryan R. M., Bernstein, J. H., & Brown, K. W. (2010). Weekends, work, and well-being: psychological need satisfactions and day of the week effects on mood, vitality, and physical symptoms. Journal of Social Clinic Psychology, 29(1), 95122.
Ryan, R. M. & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Press. Retrieved from https://psycnet.apa.org/record/2017-04680-000
Sahatsathatsana, T., Jongrak , B., & Phimphasalee, W. (2014). The Study of Problems in Learning the Calculus and Geometry 1. Innovations and Good Practices in Education: Global Perspectives (pp. 146-149). Thailand: 7th International Conference on Educational Reform.
Sarmiento, D. H., & Orale, R. L. (2016). Senior high school curriculum in the Philippines, USA and Japan. Journal of Academic Research, 1(3), 12-23.
Schiffrin, H. H., & Nelson, S. K. (2010). Stressed and happy? Investigating the relationship between happiness and perceived stress. Journal of Happiness Studies, 11(1), 33-39.
Williams, R. (2006). Generalized ordered logit/partial proportional odds models for ordinal dependent variables. The Stata Journal, 6(1), 58-82.
Williams, R. (2016). Understanding and interpreting generalized ordered logit models. The Journal of Mathematical Sociology, 40(1), 7-20. doi:10.1080/0022250X.2015.1112384.
Williams, G. C., Halvari, H., Niemiec, C. P., Sørebø, Ø., Olafsen, A. H., & Westbye, C. (2014). Managerial support for basic psychological needs, somatic symptom burden and work-related correlates: A self-determination theory perspective. Work & Stress, 28, 404419.
doi:10.1080/02678373.2014.971920
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Published
2020-07-15
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Casinillo, L. F., & Casinillo, E. L. (2020). Econometric Evidence on Self-Determination Theory in Learning Calculus Among Agribusiness Students. The Indonesian Journal of Social Studies, 3(1), 1–12. https://doi.org/10.26740/ijss.v3n1.p1-12
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