English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

It is well known affective, cognitive and psychomotor factors have positive effects on science learning process. All these factors have interaction between themselves. So it is important to research what is the size and direction of these interactions. The aim of this research is to analyze the effects of value, attitude and self-efficacy on active learning strategies and classroom activities using Structural Equation Model. The research was conducted by the analysis of students’ answers to questionnaires data using Structural Equation Modelling. Initially KMO and Bartlett’s tests were done to test appropriateness of scale to factor analysis. Then theoretical structural model was tested using LISREL.  At the end of the SEM test, it was found that there are positive effects of selected affective factors on learning strategies and classroom activities. Keywords: science learning value, attitude towards science, self-efficacy, learning strategies, classroom activities, structural equation model (SEM).

MODELLING THE EFFECTS OF SELECTED AFFECTIVE FACTORS ON LEARNING STRATEGIES AND CLASSROOM ACTIVITIES IN SCIENCE EDUCATION