Teacher assessment of students' motivation and learning potentials

Abstract

Perceiving students' ability to acquire and apply academic knowledge and skills is a prerequisite for individualizing instruction and predicting academic achievement. The main aim of this research was to determine the relation between teacher assessment of students' motivation and learning potentials, and student's academic achievement in Serbian language and mathematics. The sample consisted of 111 students attending the third and fourth grade of elementary school, of both genders, aged between 8 and 10.8. Intellectual abilities were assessed by Standard Progressive Matrices, while motivation for learning and learning difficulties were assessed by Teacher Assessment of Motivation and Learning Potentials rating scale. No significant correlation was determined between the scale results and the students' age and grade, while gender differences were significant in favor of the girls in motivation (p=0.014) and reading and writing (p=0.039). Students' intelligence was a significant factor in teacher assessment of motivation for learning (p=0.023) and learning difficulties (p=0.004). Distribution of mean values of grades in Serbian language and mathematics significantly correlated with the results of Teacher Assessment of Motivation and Learning Potentials (p≤0,000). Systematization of data on students' abilities and limitations, based on teacher assessment, can significantly contribute to the application of ecological model of abilities and skills assessment.

Sagledavanje mogućnosti učenika za usvajanje i primenu akademskih znanja i veština je preduslov za individualizaciju nastave i predikciju školskog postignuća. Glavni cilj istraživanja je utvrđivanje povezanosti nastavničke procene učeničke motivacije i potencijala za učenje sa školskim postignućem učenika iz srpskog jezika i matematike. Uzorak je činilo sto jedanaest učenika III i IV razreda osnovne škole, oba pola, uzrasta od osam godina do deset godina i osam meseci. Intelektualne sposobnosti procenjene su primenom Standardnih progresivnih matrica, a za procenu motivacije za učenje i teškoća u učenju korišćena je rejting skala Nastavnička procena motivacije i potencijala za učenje. Nije utvrđena značajna povezanost rezultata skale sa uzrastom učenika i razredom koji pohađaju, dok su se polne razlike pokazale kao značajne u korist devojčica u oblasti motivacije (p=0,014) i čitanja ipisanja (p=0,039). Inteligencija učenika se ispoljila kao značajan činilac nastavničke procene motivacije za učenje (p=0,023) i teškoća u učenju (p=0,004). Distribucija srednjih vednosti ocena iz srpskog jezika i matematike značajno korespondira sa rezultatima Nastavničke procene motivacije i potencijala za učenje (p≤0,000). Sistematizacija podataka o mogućnostima i ograničenjima učenika, zasnovana na nastavničkoj proceni, može značajno da doprinese primeni ekološkog modela procene sposobnosti i veština.