@article {855, title = {EXAMINING THE EFFECT OF AN ONLINE FORMATIVE ASSESSMENT TOOL (OFAT) OF STUDENTS{\textquoteright} MOTIVATION AND ACHIEVEMENT FOR A UNIVERSITY SCIENCE EDUCATION}, journal = {Journal of Baltic Science Education}, volume = {19}, year = {2020}, month = {June/2020}, pages = {Continuous}, type = {Original article}, chapter = {401-414}, abstract = {Online formative assessment is still challenging although it is getting an increased attention as a significant tool for diagnosing and analysing students{\textquoteright} motivation and achievement in various education domains. This research examines the effects of an online formative assessment tool (OFAT) about science motivation and achievement in second-year students{\textquoteright} university education during four consecutive academic years, 2014 to 2018. A research on the basis of a randomized experimental design was conducted that assigned groups used an OFAT along with various assessments that students participated. A total of 311 students enrolled in the subject take part in the research, respectively 94, 89, 59 and 71 students. Particularly, the OFAT is offering feedback from students, feedback from lecturers and adaptive assignments. Here, data contained student motivation survey data, standardized achievement pre- and post-test data and students{\textquoteright} log records. The results of multiple tier analyses exposed positive effects about students{\textquoteright} motivation and achievement. Based on usage measurements, students{\textquoteright} intensity offers the positive effects about students{\textquoteright} motivation and achievement. Furthermore, along with overall students{\textquoteright} improved performance, the effects of high-performing students{\textquoteright} achievement were higher. Therefore, the results acquired meaningfully contribute to recover main drawbacks and difficulties of traditional science learning programs.}, keywords = {adaptive assignment, formative assessment, teaching/learning methodologies, university science education}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/20.19.401}, url = {http://oaji.net/articles/2020/987-1591087751.pdf}, author = {David Gonz{\'a}lez-G{\'o}mez and Jin Su Jeong and Florentina Ca{\~n}ada-Ca{\~n}ada} } @article {811, title = {EXAMINATION OF STUDENTS{\textquoteright} ENGAGEMENT WITH R-SPQ-2F OF LEARNING APPROACH IN FLIPPED SUSTAINABLE SCIENCE COURSE}, journal = {Journal of Baltic Science Education}, volume = {18}, year = {2019}, month = {December/2019}, pages = {Continuous}, type = {Original article}, chapter = {880-891}, abstract = {The students{\textquoteright} engagement was deemed significant to research due to the changing study structures from course-based to student-centered and competence-based in sustainable science higher education. Still, its change and coping strategies is considered as somewhat unfamiliar learning environment. Research examined students{\textquoteright} engagement to the learning approach of a flipped-classroom model for sustainable science course with the Revised Two-Factor Study Process Questionnaire (R-SPQ-2F). It assesses research proposals, which students are utilizing to learning, and engagement and individual abilities as well. The research was conducted with the students enrolled in the {\textquotedblleft}Atmospheric Pollution{\textquotedblright} course of the Environmental Science undergraduate program (n=64). The results obtained through the R-SPQ-2F showed the students{\textquoteright} number reaching higher {\textquotedblleft}deep approach{\textquotedblright} in their learning increased at the course end, while it can be observed that the students{\textquoteright} number marking {\textquotedblleft}surface approach{\textquotedblright} below the mean value was slightly lower (pre- and post-test comparison). It can be concluded that students are employing more engagement in their works and enhancing their personal skills as well with the teaching methodology. Results obviously specified that the study structure change was a phase into correct emphasis to improve students{\textquoteright} engagement in the flipped sustainable science education. }, keywords = {engagement, flipped-classroom, R-SPQ-2F, science learning, study approach, sustainable education}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/19.18.880}, url = {http://oaji.net/articles/2019/987-1576226058.pdf}, author = {Jin Su Jeong and David Gonz{\'a}lez-G{\'o}mez and M. Carmen Conde-N{\'u}{\~n}ez} }