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新西兰奥克兰论文代写:样本人口

如饼图所示,样本人口中只有36%的学生支持竞争。根据他们的观点,竞争起到了建设性的作用,鼓励他们学习如何成为最好的bests,从而提高学习过程。学生们声称,由于“每个人都不能在学年结束时获得奖学金或奖学金”,竞争是一个强大的激励因素,它促进了巨大的努力并保持了“高标准”。在焦点小组访谈中,有人说,竞争的目的是创造赢家和输家,这是教育系统旨在奖励成就、诱导努力和评价学生进步的方式。这些发现符合劳伦斯(2004)的观点,即竞争鼓励主动学习,提高学生的学习动机。学生们争辩说他们做作业,努力学习考试和考试,在项目上工作几个星期,不是因为他们喜欢学习,而是因为竞争的氛围激励他们这样做。当被要求指出保持他们积极发展的确切因素时,他们提到了获得奖学金,在国家层面上排名,获得老师的赞赏和奖励。值得注意的是,许多学生都在争取同样的奖励,这是值得期待的。

新西兰奥克兰论文代写:样本人口

As depicted in the pie chart, only 36% of the students in the sample population supported competition. According to them, competition plays a constructive role by encouraging them to learn how to be the best of the bests, thus enhancing learning process. It is claimed by the learners that since ‘everyone cannot win a prize or a scholarship at the end of the academic year’, competition acts as a powerful stimulating factor which promotes enormous efforts and maintains ‘high standards’. In the focus group interview, it was said that the purpose of competition is to create winners and losers and this is how the education system aims to reward achievement, induce effort and evaluate students’ progress. These findings comply with Lawrence’s (2004) arguments that competition encourages active learning and boost students’ motivation.Students argue that they do their homework, study hard for exams and tests, and work for weeks on projects not because they love to learn but because the competitive atmosphere motivates them to do so. When asked to indicate the precise factor that keeps them motivated to thrive, they mentioned about winning scholarships, being ranked at national level, gaining teacher’s appreciation and prizes. It is noteworthy that what makes the reward desirable is the fact that many students are vying for the same rewards.

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