david mcconnell, north carolina state university with contributions from: david budd, university of...

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David MCCONNELL, North Carolina State David MCCONNELL, North Carolina State University University With contributions from: David Budd, University of Colorado With contributions from: David Budd, University of Colorado at Boulder; Ann Bykerk-Kauffman, California State at Boulder; Ann Bykerk-Kauffman, California State University, Chico; Lisa Gilbert, Williams College; Megan University, Chico; Lisa Gilbert, Williams College; Megan Jones, North Hennepin Community College; Catharine Knight, Jones, North Hennepin Community College; Catharine Knight, University of Akron; Katrien Kraft, Mesa Community College; University of Akron; Katrien Kraft, Mesa Community College; Matthew Nyman, University of New Mexico; Dexter Perkins, Matthew Nyman, University of New Mexico; Dexter Perkins, Jaakko Putkonen, and Ronald Matheney, University of North Jaakko Putkonen, and Ronald Matheney, University of North Dakota; Jennifer Stempien, Washington and Lee University; Dakota; Jennifer Stempien, Washington and Lee University; Tatiana Vislova, SUNY Oneonta; Karl Wirth, Macalester Tatiana Vislova, SUNY Oneonta; Karl Wirth, Macalester College College Designing your course and assignments to drive student motivation and learning This material is based upon work supported by the National Science Foundation under grants 0914404 and 1022917.

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Page 1: David MCCONNELL, North Carolina State University With contributions from: David Budd, University of Colorado at Boulder; Ann Bykerk-Kauffman, California

David MCCONNELL, North Carolina State UniversityDavid MCCONNELL, North Carolina State UniversityWith contributions from: David Budd, University of Colorado at Boulder; Ann With contributions from: David Budd, University of Colorado at Boulder; Ann Bykerk-Kauffman, California State University, Chico; Lisa Gilbert, Williams Bykerk-Kauffman, California State University, Chico; Lisa Gilbert, Williams

College; Megan Jones, North Hennepin Community College; Catharine Knight, College; Megan Jones, North Hennepin Community College; Catharine Knight, University of Akron; Katrien Kraft, Mesa Community College; Matthew Nyman, University of Akron; Katrien Kraft, Mesa Community College; Matthew Nyman,

University of New Mexico; Dexter Perkins, Jaakko Putkonen, and Ronald University of New Mexico; Dexter Perkins, Jaakko Putkonen, and Ronald Matheney, University of North Dakota; Jennifer Stempien, Washington and Lee Matheney, University of North Dakota; Jennifer Stempien, Washington and Lee

University; Tatiana Vislova, SUNY Oneonta; Karl Wirth, Macalester CollegeUniversity; Tatiana Vislova, SUNY Oneonta; Karl Wirth, Macalester College

Designing your course and assignments to drive student

motivation and learning

This material is based upon work supported by the National Science Foundation under grants 0914404 and 1022917.

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Educational psychology research reveals that student adoption of cognitive strategies may be influenced by affective factors such as motivation, attitudes, feelings and emotions.

Students leaving STEM fields often cite affective factors such as loss of motivation or interest in topic or development of interest in another field2.

1 Ormond, J., 2006, Essentials of Educational Psychology; 2 Seymour & Hewitt, 1997, Talking about leaving: Why undergraduates leave the sciences.

Cognitive Domain

Addresses inaccurate student conceptions and learning skills.

Typically addressed through a variety of pedagogical interventions.

Affective Domain

The feelings, emotions, and general moods a learner brings to a task or that are generated in response to a task1.

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Principal reason students leave STEM disciplines1: Students became unmotivated as they lost the

feeling that STEM disciplines were interesting or enticing;

Students became more interested in other majors.

Student Affect

Student Performance and the Affective Domain2,3: Student adoption of effective cognitive strategies

is either limited or promoted by affective factors Student performance in introductory science

courses was strongly correlated to self-efficacy

1Seymour and Hewitt (1997); 2Vanderstoep et al. (1996); 3Zusho et al. (2003)

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Hypotheses: The affective domain is a major control on student

learning. What we do in our classrooms can significantly change

students’ affective behavior.

GARNET Project

First data of its kind to compare a diverse array of student values, beliefs, and learning strategies across multiple general

education geoscience courses.

Goals: To use a common instrument (MSLQ) to investigate how

aspects of the affective domain vary for students in physical geology courses at multiple institutions.

Identify if and how those aspects vary with instructor, learning

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Participating Institutions

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Motivated Strategies for Learning Questionnaire

Categories Subcategories Subscales (# of questions)

Motivation Scales

Value

Intrinsic goal orientation (4)

Extrinsic goal orientation (4)

Task value (6)

ExpectancyControl of learning beliefs (4)

Self-efficacy (8)

Affect Test anxiety (5)

Cognitive Scales

Cognitive strategies

Rehearsal (4)

Elaboration (6)

Organization (4)

Critical thinking (5)

Metacognitive strategies Metacognition (12)

Resource Management

Time/study management (8)

Effort regulation (4)

Peer learning (3)

Help seeking (4)

3 Pintrich, P.R., Smith, D.A.F., Garcia, T., and McKeachie, W.J., 1991, NCRIPTL Report 91-B-004

Motivated Strategies for Learning Questionnaire3 (MSLQ) used to investigate how aspects of the affective domain varied for students.

MSLQ Instrument

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For each subscale, students are asked to rate the subscale statements on a 7-point scale where 1 = Not at all true of me to 7 = Very true of me.

The example below is the Intrinsic Goal Orientation subscale (= student’s perception of why he/she is engaging in a task). Higher scores indicate an approach to learning with emphasis on challenge, curiosity, and mastery.

MSLQ Instrument

In a class like this, I prefer course material that really challenges me so I can learn new things.

1 2 3 4 5 6 7

In a class like this, I prefer course material that arouses my curiosity, even if it is difficult to learn.

1 2 3 4 5 6 7

The most satisfying thing for me in this course is trying to understand the content as thoroughly as possible.

1 2 3 4 5 6 7

When I have the opportunity in this class, I choose course assignments that I can learn from even if the don’t guarantee a good grade.

1 2 3 4 5 6 7

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Key Finding 1Overall trends are similar across institutions, especially institutions of similar type

Shift in student motivations and learning strategies over a single semester.

Determined by paired t-test for each institution. Black arrow indicate significant with alpha of 0.05, red arrows indicate strongly significant with alpha of 0.01.

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Key Finding 1Overall trends are similar across institutions, especially institutions of similar type

Shift in student motivations and learning strategies over a single semester.

Determined by paired t-test for each institution. Black arrow indicate significant with alpha of 0.05, red arrows indicate strongly significant with alpha of 0.01.

• No change or decline in eleven subscales, including all motivation scales.

• Consistent increases in only two subscales (rehearsal, peer learning).

• Results consistent with previous research on science courses.

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Key Finding 2Differences occur between different instructors at the same institution

Summary of the shift in student scores over a single semester, for individual instructors at research institutions.

Black arrow indicate significant with alpha of 0.05, red arrows indicate strongly significant with alpha of 0.01. Direction of arrow indicate direction of shift in MSLQ score (down= decrease in score; up=increase in score)

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Key Finding 2Differences occur between different instructors at the same institution

Summary of the shift in student scores over a single semester, for individual instructors at research institutions.

Black arrow indicate significant with alpha of 0.05, red arrows indicate strongly significant with alpha of 0.01. Direction of arrow indicate direction of shift in MSLQ score (down= decrease in score; up=increase in score)

• More student-centered classes have fewer declines

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Key Finding 3Self-efficacy is the most important affective factor in determining grade

Student performance is most strongly correlated with score on the self-efficacy for learning and performance subscale.

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Key Finding 3Self-efficacy is the most important affective factor in determining grade

• Self-efficacy is a better predictor of performance than SAT, GPA, or GCI scores

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Post-Course Correlations for

MSLQ

High >0.5High >0.5

Medium 0.3-0.5

Medium 0.3-0.5

Strong Correlation

Weak Correlation

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Self-Efficacy correlates strongly with• Intrinsic Goal Orientation• Task Value• Control of Learning Beliefs

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• Performance expectations on assigned tasks• Judgment about ability & confidence to perform tasks

Self-efficacy for Learning and Performance

I believe I will receive an excellent grade in this class. 1 2 3 4 5 6 7

I am confident I can understand basic concepts taught in this course. 1 2 3 4 5 6 7

Considering the difficulty of this course, the teacher, and my skills, I think I will do well in this class.

1 2 3 4 5 6 7

I’m confident I can do an excellent job on the assignments and tests in this course.

1 2 3 4 5 6 7

Examples

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• Performance expectations on assigned tasks• Judgment about ability & confidence to perform tasks

Self-efficacy for Learning and Performance

I believe I will receive an excellent grade in this class. 1 2 3 4 5 6 7

I am confident I can understand basic concepts taught in this course. 1 2 3 4 5 6 7

Considering the difficulty of this course, the teacher, and my skills, I think I will do well in this class.

1 2 3 4 5 6 7

I’m confident I can do an excellent job on the assignments and tests in this course.

1 2 3 4 5 6 7

Examples

Teaching Strategies:• Use formative assessments to confirm student understanding. • Promote mastery of challenging tasks through small-group activities. • Use rubrics to define the quality of work expected from students.• Provide feedback and multiple opportunities to complete assignments. • Show students examples of successful peer models (e.g., as class tutors). • Rewards should be greater for more challenging tasks, few penalties for errors.

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• Outcomes are contingent on student effort• Time and study strategies control performance

Control of Learning Beliefs

If I study in appropriate ways, then I will be able to learn the material for this course.

1 2 3 4 5 6 7

It is my own fault if I don’t learn the material for this course. 1 2 3 4 5 6 7

If I try hard enough, then I will understand the course material. 1 2 3 4 5 6 7

If I don’t understand the course material, it is because I didn’t try hard enough.

1 2 3 4 5 6 7

Examples

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• Outcomes are contingent on student effort• Time and study strategies control performance

Control of Learning Beliefs

If I study in appropriate ways, then I will be able to learn the material for this course.

1 2 3 4 5 6 7

It is my own fault if I don’t learn the material for this course. 1 2 3 4 5 6 7

If I try hard enough, then I will understand the course material. 1 2 3 4 5 6 7

If I don’t understand the course material, it is because I didn’t try hard enough.

1 2 3 4 5 6 7

Examples

Teaching Strategies:• Model effective learning strategies in class. • Explain that effort often has greater impact on performance than prior ability. • Solicit feedback on course practices (GIFT technique) and adjust accordingly.• Provide students with opportunities to make choices about nature of assignments,

classroom rules, due dates, character of grading rubric, etc.• Show students examples of papers or projects earning high and low grades so that

they can see what is valued.

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• Student beliefs about usefulness and/or importance of course material

Task Value

I think I will be able to use what I learn in this course in other courses. 1 2 3 4 5 6 7

I am very interested in the content area of this course. 1 2 3 4 5 6 7

I think the course material in this class is useful for me to learn. 1 2 3 4 5 6 7

Understanding the subject matter of this course is important to me. 1 2 3 4 5 6 7

Examples

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• Student beliefs about usefulness and/or importance of course material

Task Value

I think I will be able to use what I learn in this course in other courses. 1 2 3 4 5 6 7

I am very interested in the content area of this course. 1 2 3 4 5 6 7

I think the course material in this class is useful for me to learn. 1 2 3 4 5 6 7

Understanding the subject matter of this course is important to me. 1 2 3 4 5 6 7

Examples

Teaching Strategies:• Collect information on student interests and design activities related to those topics.

• Create assignments based around current events or emotionally charged events. • Make explicit reference to relevance of learning tasks and skills for future

professional or personal goals.• Vary the character of tasks to match different student learning styles and sustain

student interest.• Provide sufficient and support to ensure students have a chance to complete the

task successfully.

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• Student’s perception of why she is engaging in a task.• Learning driven by need for challenge, mastery.

Intrinsic Goal Orientation

Examples

In a class like this, I prefer course material that really challenges me so I can learn new things.

1 2 3 4 5 6 7

In a class like this, I prefer course material that arouses my curiosity, even if it is difficult to learn.

1 2 3 4 5 6 7

The most satisfying thing for me in this course is trying to understand the content as thoroughly as possible.

1 2 3 4 5 6 7

When I have the opportunity in this class, I choose course assignments that I can learn from even if the don’t guarantee a good grade.

1 2 3 4 5 6 7

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• Student’s perception of why she is engaging in a task.• Learning driven by need for challenge, mastery.

Intrinsic Goal Orientation

Examples

Teaching Strategies:• Encourage students to set their own learning goals and rank your course goals. • Emphasize understanding rather than memorization of material.• Highlight situational interest by demonstrating enthusiasm, featuring novelty,

variety, creativity, or controversy in lessons.• Have students role play in context of a lesson.• Assign grades on basis of clear criteria, not norm-referenced grading.

In a class like this, I prefer course material that really challenges me so I can learn new things.

1 2 3 4 5 6 7

In a class like this, I prefer course material that arouses my curiosity, even if it is difficult to learn.

1 2 3 4 5 6 7

The most satisfying thing for me in this course is trying to understand the content as thoroughly as possible.

1 2 3 4 5 6 7

When I have the opportunity in this class, I choose course assignments that I can learn from even if the don’t guarantee a good grade.

1 2 3 4 5 6 7

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Summary• Improving student motivation can enhance

student performance

• Focus on adopting strategies that will increase student – Self-Efficacy for Learning and Performance– Task Value– Intrinsic Goal Orientation– Control of Learning Beliefs

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