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Use and Comparison of Selected Activating Teaching Methods by Attitude Questionnaire at the High School
Chvojová, Valerie
The central theme of the thesis is activating teaching methods, of which eleven were selected and used for its research. Specifically, these were the following ones: brainstorming, guided discussion, snowball method, inquiry-based learning, I.N.S.E.R.T. method, work with text, concept map, mind map, critical thinking method, rounds and CLIL (Content and Language Integrated Learning). These selected activating teaching methods were compared according to how the students evaluated them through attitude questionnaires, which is determined as the main aim of the work. Attitude questionnaires were created from the IMI (Intrinsic Motivation Inventory) tool. In the attitude questionnaire, the students evaluated the individual teaching methods in scales of interest/pleasure, perceived competence, effort/importance, pressure/tension and value/usefulness. In the scale of interest/pleasure, the snowball method was the best evaluated by the pupils, in the perspective of perceived competence also the snowball method, in the effort/importance scale the CLIL method, in the scale of pressure/tension inquiry-based learning and in the scale of value/usefulness again the snowball method. For further evaluation of the results, an index of subjective evaluation of teaching methods was created. It showed that the best...
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Motivation and Rewarding of Employees in the Selected Company
Luzarová, Aneta ; Pavláková Dočekalová, Marie (referee) ; Konečný, Štěpán (advisor)
motivation, external motivation, internal motivation, reward system, employees, salary, reward, benefit, bonus
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Motivational structure of selected population groups for combat sports
Sýkora, Jan ; Dlouhý, Martin (advisor) ; Kašpar, Ladislav (referee)
This master's thesis primarily focuses on the investigation and analysis of motivational structures among selected population groups in relation to combat sports. The theoretical part of the thesis delves into a more detailed examination of the nature and classification of motivation. It also provides an analysis of personality in sports and performance motivation, contributing to the understanding of internal factors influencing individual motivation. Within the theoretical overview, a brief history of karate, judo, aikido, wrestling, and mixed martial arts (MMA) is presented. Additionally, readers are introduced to combat sports, martial arts, and the categorization of combat disciplines. This introductory perspective is crucial for better contextualization of motivation within these specific domains. In the practical part, a quantitative research approach was employed, utilizing the multidimensional questionnaire Sport Motivation Scale (SMS-28). This questionnaire is widely recognized as one of the most extensively used diagnostic tools in the field of sports. With the assistance of the SMS-28 questionnaire and my own custom questionnaire, responses from participants were collected, subsequently analyzed, and served as a source of information for the research questions of this thesis. KEYWORDS...
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Use and Comparison of Selected Activating Teaching Methods by Attitude Questionnaire at the High School
Chvojová, Valerie ; Ehler, Edvard (advisor) ; Vojíř, Karel (referee)
The central theme of the thesis is activating teaching methods, of which eleven were selected and used for its research. Specifically, these were the following ones: brainstorming, guided discussion, snowball method, inquiry-based learning, I.N.S.E.R.T. method, work with text, concept map, mind map, critical thinking method, rounds and CLIL (Content and Language Integrated Learning). These selected activating teaching methods were compared according to how the students evaluated them through attitude questionnaires, which is determined as the main aim of the work. Attitude questionnaires were created from the IMI (Intrinsic Motivation Inventory) tool. In the attitude questionnaire, the students evaluated the individual teaching methods in scales of interest/pleasure, perceived competence, effort/importance, pressure/tension and value/usefulness. In the scale of interest/pleasure, the snowball method was the best evaluated by the pupils, in the perspective of perceived competence also the snowball method, in the effort/importance scale the CLIL method, in the scale of pressure/tension inquiry-based learning and in the scale of value/usefulness again the snowball method. For further evaluation of the results, an index of subjective evaluation of teaching methods was created. It showed that the best...
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Motivation of combat sports
Šimáček, Pavel ; Pavelka, Radim (advisor) ; Zdobinský, Adam (referee)
Titleofwork: Combat sports motivation. Workobjective: The aim of this diploma thesis is to determine motives for participating in certain combat sports and to examine if the individual combat sports vary from each other or whether there is a common motive. The further objective is to examine a motive for combat sports in general. Usedmethods: The diploma thesis is designed as a quantitative research using a questionnaire survey. To compile the anonymous questionnaire, the international multidimensional standardized questionnaire The Sport Motivation Scale "SMS-28" was used. The standardized questionnaire was supplemented by questions to determine the sex, age and type of combat sport. The data acquired were then statistically evaluated using pivot tables and research questions were acquired by Pareto analysis. Results: It was discovered that the most important component of motivation for combat sports in general is the inner motivation to experience, on the contrary, the least important for the respondents was the external regulation. The individual combat sports differentiated then by a different spectrum of motivation. However, there were three combat sports, in particular, karate, MMA and judo, which had common type of motivation, particularly to experience the inner motivation. Regarding...
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Learner Autonomy in English classes at a Czech Secondary Technical School
Minakova, Irina ; Jettmarová, Zuzana (advisor) ; Hanušová, Světlana (referee) ; Bilanová, Markéta (referee)
This dissertation explores the efficacy of the learner autonomy (LA) principles implemented in secondary technical school EFL classes through project-based units incorporated into the conventional four-year language curriculum (2011-2015). This integrated approach remains uncommon in a Czech secondary technical school, even though it suggests a teaching model that enhances ELA and increases communicative competence and motivation among learners. A mixed-method design based on longitudinal four-cycle action research and quasi-experiment approaches was selected (1) to examine the changes in self-regulation and academic achievement development over time; (2) to investigate the efficacy of autonomous projects systematically applied within the assigned treatment group (TG), and (3) to compare the results of the treatment and control groups as to their self-regulation and academic achievement development. For the quantitative strand, a structured Self-Regulation Questionnaire (SRQ-A) and a series of academic tests were administered which were consequently analysed through null hypothesis statistical testing (NHST). The instruments employed within the quasi-experiment were focused on the following two major questions: (1) whether there was correlation between self- regulation and academic achievement...
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How to keep and develop the children's inner motivation at the beginning of the school attendance
Vaculíková, Vaishali ; Krčmářová, Tereza (advisor) ; Kargerová, Jana (referee)
This thesis focuses on keeping and developing the inner motivation for learning in the first class of the primary waldorf school, where the author works as a class teacher. The theoretical part of the thesis contains the characterization of the term inner motivation, its sorts and describes which methods are helping to its keeping. Further there is a description of specific ways of teaching at waldorf school. For the practical part of the thesis author of this dissertation uses method action teacher's research. She observes four selected pupils from her class. During one school year she determines the most suitable strategies of teaching lessons so the inner motivation for learning is supported. Results of research confirm when pupils are motivated, they are active and they cooperate more.
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