Volume 7, Issue 11 (November 2020), Pages: 97-101

----------------------------------------------

 Original Research Paper

 Title: Effects of transition technique on motivation of the students at secondary level

 Author(s): Adnan Shahzad *, Amjad Reba, Uzma Rehman Khattak

 Affiliation(s):

 Institute of Education and Research, University of Peshawar, Peshawar, Pakistan

  Full Text - PDF          XML

 * Corresponding Author. 

  Corresponding author's ORCID profile: https://orcid.org/0000-0002-8349-9665

 Digital Object Identifier: 

 https://doi.org/10.21833/ijaas.2020.11.010

 Abstract:

The paper was designed to investigate the effects of classroom transition techniques on the student’s motivation. Students observe relevance to their learning when they have ownership of the process, and when they feel it is appropriate to meet their needs, they are more motivated. These are important factors to believe both in the planning of daily lessons and in the introduction of transition techniques in the class. Connecting students to the actions of classroom management created a change in the behavioral model so that everyone in the classroom worked together. In order to motivate students to participate in appropriate behavior, they needed to know that their efforts and actions were important. The study was based on the quantitative approach. The Population of the study was all Government Secondary school students in district Peshawar. A stratified sampling technique was used for the collection of sample size. The Sample size of the study was 400 students from 20 schools. The instrument used for data collection was a questionnaire. The data found that almost 92.8 % of respondent students reported that transition help to motivate the slow learner to work hard and perform well.  Almost 90 % of respondent students agreed, to the fact that transition gives pleasure when it is completed along with friends, It is recommended that the instruction during the transition must be clear so it will prove more effective. 

 © 2020 The Authors. Published by IASE.

 This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).

 Keywords: Transition technique, Motivation, Secondary level

 Article History: Received 30 March 2020, Received in revised form 1 July 2020, Accepted 7 July 2020

 Acknowledgment:

No Acknowledgment.

 Compliance with ethical standards

 Conflict of interest: The authors declare that they have no conflict of interest.

 Citation:

 Shahzad A, Reba A, and Khattak UR (2020). Effects of transition technique on motivation of the students at secondary level. International Journal of Advanced and Applied Sciences, 7(11): 97-101

 Permanent Link to this page

 Figures

 No Figure 

 Tables

 Table 1

----------------------------------------------

 References (16)

1. Becker K (2011). Transition: A teacher's journey to calm the chaos. M.Sc. Thesis. San Jose State University, San Jose, USA.   [Google Scholar]
2. Codding RS and Smyth CA (2008). Using performance feedback to decrease classroom transition time and examine collateral effects on academic engagement. Journal of Educational and Psychological Consultation, 18(4): 325-345. https://doi.org/10.1080/10474410802463312   [Google Scholar]
3. Dawson-Rodriques K, Lavay B, Butt K, and Lacourse M (1997). A plan to reduce transition time in physical education. Journal of Physical Education, Recreation and Dance, 68(9): 30-33. https://doi.org/10.1080/07303084.1997.10605025   [Google Scholar]
4. Disanti A (2010). What's your position on transitions? Moving students to the carpet more efficiently. Working Paper, Gray’s Woods Elementary School, Pennsylvania, USA.   [Google Scholar]
5. Fox TJ (2009). Effective transition techniques. Ph.D. Dissertation, Concordia University, Montreal, Canada.   [Google Scholar]
6. Hemmeter ML, Santos RM, and Ostrosky MM (2008). Preparing early childhood educators to address young children's social-emotional development and challenging behavior: A survey of higher education programs in nine states. Journal of Early Intervention, 30(4): 321-340. https://doi.org/10.1177/1053815108320900   [Google Scholar]
7. Kariuki P and Davis R (2000). The effects of positive discipline techniques as they relate to transition times in the middle school classroom. In the Annual Meeting of the Mid-South Educational Research Association, Bowling Green, Kentucky: 1-22.   [Google Scholar]
8. Kaser CH (2013). Successfully managing student transitions. Available online at: https://bit.ly/31X4nSt
9. Lepper MR and Chabay RW (1985). Intrinsic motivation and instruction: Conflicting views on the role of motivational processes in computer-based education. Educational Psychologist, 20(4): 217-230. https://doi.org/10.1207/s15326985ep2004_6   [Google Scholar]
10. Lu L (2011). Making transitions: A multiple case study of mathematics classroom teaching reform in China. Ph.D. Dissertation, University of Oklahoma, Norman, USA.   [Google Scholar]
11. Ostrosky MM, Jung EY, and Hemmeter ML (2002). Helping children make transitions between activities: What works briefs? Report Number 4, Administration for Children, Youth, and Families (DHHS), Washington, USA.   [Google Scholar]
12. Panico A (1998). Classroom community model helps disadvantaged kids. The Education Digest, 63(6): 28-33.   [Google Scholar]
13. Schexnaildre EP (2012). The effect of classroom structure and practice on transition to middle school. Ph.D. Dissertation, Georgia Southern University, Statesboro, USA.   [Google Scholar]
14. Schunk DH (2012). Learning theories an educational perspective. 6^th Edition, Pearson, New York, USA.   [Google Scholar]
15. Shahzad A (2015). Transition techniques and its effects on student’s behavior at secondary school level in district Peshawar. Ph.D. Dissertation, University of Peshawar, Peshawar, Pakistan. 
16. Sowell HK (2013). Classroom management strategies: The impact on student achievement. Ph.D. Dissertation, Liberty University, Lynchburg, USA.   [Google Scholar]