Caroline Koh

Recent advances in technology have introduced new tools to enhance learning. In the context of polytechnic education, simulation based learning (SBL) has been used to improve learning and motivation of engineering students studying Machining Techchnology in the Mechatronics course. This study investigates the effect of SBL on students’ learning and motivation in a practice-oriented topic. In the study, students in the control group received conventional instructions and workshop practices while students in the experimental group had an additional component on SBL in the laboratory. Both groups, however, received an equal amount of time on the subject. A post intervention test followed by a survey was administered at the end of the study. This paper highlights the findings from both instruments, showing that SBL can improve student learning outcomes as well as the motivation to learn.

Major global crises such as the surge of terrorism and the repercussions of the economic downturn have rekindled an interest in the development of morality and the nurturing of universal values. To date, research on moral functioning has originated predominantly from Western contexts. This study aims to provide an Asian perspective to the existing models. It combines a Kohlbergian approach for the assessment of moral judgment, with a framework based on the Self-Determination Theory to assess the motivational regulations of Singaporean students. The presentation outlines the methodology used and the interim results obtained in the pilot study. The preliminary data indicate that, generally, the development of moral reasoning of the Singaporean students matches the level prescribed for their age group in Kohlberg’s theory. There is however, a need to review the way in which Moral Education is conducted in schools in order to improve students’ motivation in the subject.

High levels of academic achievement in Asian educational systems have generated interest in the study of motivational patterns of students in these contexts. The objectives of this paper are firstly, to identify the occurrence of the different motivational styles amongst students in Singapore and secondly, to provide a critique of the assessment technique used and its application in professional practice. The method of identifying the different motivational styles was adapted from a procedure first developed by Craske (1988). The findings of this study indicate that although the distribution of motivational styles amongst the Singaporean students was consistent with that obtained by Craske, there was a higher tendency for maladaptive motivation amongst the males than amongst the females. In contrast, Craske found no gender differentiation, though earlier researchers had found that maladaptive motivation was more common among the females. Although Craske’s technique has the advantage of providing a convenient and easily adaptable tool for assessing motivational outcome, it can only provide partial information on the motivational disposition of an individual, and hence it can be used in conjunction with conventional methods such as self-reporting instruments.

The present study examined the psychometric properties of the Life Effectiveness Questionnaire - Version H (LEQ-H), an instrument for the assessment of life skills in project work (PW) context with Singaporean students. Specifically, we examined the internal consistency, as well as discriminant and convergent validity of the subscales in LEQ-H. Second, I've tested the proposed measurement model against four other alternative models and confirmed with a second sample. In addition, I've examined the invariance of the measurement tool across gender. A total of 1,264 secondary school students were recruited from nine typical government funded co-educational secondary schools in Singapore. All the subscales had adequate internal consistency but two subscales lacked convergent validity. Five competing models were compared using confirmatory factor analyses. The results provide evidence of a seven first-order measurement model of the LEQ-H. Multi-group analysis demonstrated invariance of the factor forms, factor loadings, factor variances, and factor covariances, error variances and disturbances across gender. In summa!)', the findings affirm that the LEQ-H, with the seven first-order measurement model, can be an appropriate measurement tool to assess the effects of PW on students' life skills such as time management, social competence, achievement motivation, task leadership, emotional control, active initiative and self-confidence.

This study, undertaken in Singapore, investigates aspects of students' motivation in undertaking Project Work (PW), and explores the link between motivation and the quality of students' discourse during group discussions. It uses a Self-Determination framework to answer questions on students' perceived satisfaction ofbasic psychological needs, motivation and performance outcomes. Analysis of students' discourse during PW helped to substantiate survey findings, which showed that the participating students perceived satisfaction in the need for competence and relatedness, but less in autonomy support. Furthermore, many students were extrinsically motivated in PW, appreciating its value but not necessarily finding enjoyment in the process. Students' talk during PW group discussions tended to be of the practical (problem-solving) mode and cumulative (collaborative, non-critical) type. The findings suggest that, in order to enhance motivation and task engagement, students should be encouraged to share knowledge explicitly and to make their thinking visible through discourse.

There has been extensive research on the use of the e-portfolio in a variety of contexts but few have focused on the application of the e-portfolio as a holistic pedagogical tool. The uniqueness of this study lies in its focus on the pedagogical and psychological implications of the e-portfolio in enabling learning through self-regulation and motivation. This research was timely since the use of the e-portfolio in initial teacher education programmes was one of the key recommendations of the TE21 model.

Recent advances in technology have introduced new tools to enhance learning, especially in the context of tertiary education. At the School of Engineering in Temasek Polytechnic, Singapore, simulation-based learning (SBL) has been used to improve the engagement and motivation of engineering students in Machining Technology, a sixty hour module for second year Mechatronics students. This study investigates the effect of SBL on learners' motivation in practice-based topics, such as turning, milling and sheet metal work, which have heavy reliance on technical protocols and manipulative skills. It is hypothesized that SBL, which provides learners with first-hand, interactive learning experiences, will enhance students' motivation in content-heavy subjects, such as those offered in Engineering. In our investigations, the students in the Control group received conventional instructions and workshop practice in Machining Technology, while the Experimental group had conventional instructions, workshop practice and the benefit of SBL sessions. Both groups were given an equal amount of time on the subject. We followed a framework based on the self-determination theory (SDT) in our assessment of students' motivation. A survey was ·thus conducted with both the Control and Experimental groups to explore the students' perceptions in domains such as their basic psychological needs satisfaction, motivational inclination, self-efficacy, self-regulation and outcomes of learning and involvement. This presentation will highlight interim findings from the survey procedure.

Eportfolios were introduced into teacher education in the 1980s. Since then, educational researchers and practitioners have increasingly cited the use of portfolios as an important assessment and learning tool in teacher education programs. In the domain of teacher education, the need to improve quality, attain established standards and to resolve accreditation issues have led to the increased use of ePortfolios in many European states and others around the world (Granberg, 2010). An electronic portfolio (ePortfolio) is often defined as “a digitized collection of artifacts, including demonstrations, resources and accomplishments that represent an individual, group, community, organization, or institution. This collection can comprise of text-based, graphic or multimedia elements archived on a Web site or on other electronic media (Lorenzo & Ittelson, 2005, p. 3).” In pre-service teachers’ ePortfolios, artifacts can be samples of work that include lesson plans, stimulus materials, videos, pictures and picture files, classroom assignments, classroom tests, newsletters, and inservice materials produced by the pre-service teacher (Bruneau & Bie, 2010). With the creation of ePortfolios, student teachers can document their journey in becoming a teacher by selecting, sharing, and reflecting on artifacts such as educational philosophies, classroom management plans, unit and lesson plans, plans to meet the needs of diverse and special needs pupils, and video clips of practice teaching (e.g., Strudler & Wetzel, 2005). They can not only showcase their best work as a professional, but also exhibit the knowledge and skills in using technology.

Our students today face a knowledge-based economy, which requires the ability to learn independently, to be innovative in using and synthesizing knowledge, and to adapt fast to the changing world. Project Work (PW) is introduced as one of the instructional models for a more student-centered approach of learning in Singapore. The purpose of this study was to examine the impact of project work (PW) and study the motivational processes of PW using a self-determination theory (SDT) framework. A total of 435 students from Normal Academic stream (NA) and Normal Technical stream (NT) were recruited from four secondary schools in Singapore. Students‟ perceptions of the values of PW, basic psychological needs, relative autonomy, enjoyment, and grades were measured across three time points. Results showed that students valued the PW experience. However, their enjoyment, needs, and relative autonomy decreased significantly in the 10 to 12 weeks of PW experience. Multiple regression analyses revealed that post-PW enjoyment negatively predicted PW grades, while psychological needs, relative autonomy and pre-PW enjoyment positively predicted post-PW enjoyment. After 6-month PW, post-PW enjoyment emerged as a stronger predictor than grades in predicting the perceived skills learned from PW. The study applies self-determination theory to the PW context and highlights the importance of facilitating the three psychological needs in the PW context to enhance students‟ motivation and achievement in PW.