Utility value intervention fails to boost student motivation and performance in psychology courses.

2021 ◽  
Author(s):  
Ordene V. Edwards ◽  
Katherine R. White ◽  
Crystal Rainwater ◽  
Emily Simmons
Keyword(s):  
Student Motivation ◽  
Utility Value ◽  
Psychology Courses ◽  
And Performance

scholarly journals Information literacy supporting student motivation and performance: Course-level analyses

2018 ◽  
Vol 40 (1) ◽  
pp. 30-37 ◽  
Author(s):  
Michael Flierl ◽  
Emily Bonem ◽  
Clarence Maybee ◽  
Rachel Fundator
Keyword(s):  
Information Literacy ◽  
Student Motivation ◽  
And Performance

Correlating Student Motivation to Course Performance in Capstone Design

2014 ◽  
Author(s):  
Amanda Bessette ◽  
Vitalis Okafor ◽  
Beshoy Morkos
Keyword(s):  
Learning Strategies ◽  
Student Motivation ◽  
Quantitative Data ◽  
Intrinsic Value ◽  
Motivational Factors ◽  
Senior Year ◽  
Spring Semester ◽  
Institute Of Technology ◽  
And Performance ◽  
Capstone Design

This paper presents the preliminary results of a motivational study of students enrolled in their capstone design course during their senior year in mechanical engineering at the Florida Institute of Technology. Student teams are assigned a project and teams are tasked with completing a design project over a one-year (2 semesters) span. Data is collected during the beginning of the fall semester and during the end of the spring semester. Two methods were used to collect the data of the class. A live interview was conducted for each of the capstone teams. Within this interview, a range of questions are asked to facilitate an understanding of what motivates the student. An adaptation of the Motivated Learning Strategies Questionnaire (MSLQ) survey instrument was also administered to the students to collect quantitative data. The MSLQ framework divides the instruments into two sets of questions to address motivation and learning. Motivation is comprised of three factors: test anxiety, self-efficacy, and intrinsic value. Statistical analysis is performed on the quantitative data to determine significance or correlation between student motivation and performance. Performance is measured through the student’s grade (evaluated by instructor) and peer evaluation (evaluated by team). The analysis is performed through segmenting the sample into international versus domestic, and males versus females; to identify any differences in motivation between the groups. Results indicate there are differences between international and domestic students along all motivational factors. Further, differences are identified between males and females for intrinsic anxiety motivational factors.

scholarly journals The Effectiveness of Cooperative Learning in the Class of Inferential Statistics

2021 ◽  
Vol 2 (6) ◽  
pp. 614-622
Author(s):  
Suhaida Abdullah
Keyword(s):  
Cooperative Learning ◽  
Student Performance ◽  
Small Groups ◽  
Student Motivation ◽  
Student Understanding ◽  
Teaching Approaches ◽  
Inferential Statistics ◽  
Mathematical Anxiety ◽  
Student’S Performance ◽  
And Performance

The challenge in teaching statistics encompasses student motivation, mathematical anxiety, and student understanding. It needs an approach of education that encourages curiosity and leads to the engagement and comprehension of students. Cooperative learning is one of the teaching approaches that can be defined as learning with small groups of friends and implementing what they have learned in a lecture to achieve the same objective. Employing cooperative learning in the class of inferential statistics and assessing the efficacy of this approach is the aim of this study. The efficiency of the approach is determined based on the student's perception, the lecture’s observation, and the student's performance. The results showed that students more prefer to learn in a group during the course. While, based on the lecture’s observation, letting students sit in a group engages students positively during their lessons. After the implementation of cooperative learning, the student performance also exhibited improvement. Hence, it is tolerable to conclude that cooperative learning is efficient in increasing student engagement and performance.

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