The Effect of Pedagogical Enhancements on College Students' Motivation and Classroom Climate Beliefs in Biology

Autor/inn/en	Corkin, Danya Marie; Horn, Catherine L.; Pattison, Donna
Titel	The Effect of Pedagogical Enhancements on College Students' Motivation and Classroom Climate Beliefs in Biology
Quelle	(2016), (36 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Undergraduate Students; Learning Motivation; Biology; Classroom Environment; Active Learning; Self Efficacy; Student Attitudes; Experimental Groups; Control Groups; Introductory Courses; Conventional Instruction; Intervention; Learner Engagement; Technology Uses in Education; Audience Response Systems; Large Group Instruction; Teacher Expectations of Students; Teaching Methods + Suchen Sie Ihr Suchwort? Motivation for studies; Lernmotivation; Biologie; Klassenklima; Unterrichtsklima; Aktives Lernen; Self-efficacy; Selbstwirksamkeit; Schülerverhalten; Einführungskurs; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This study examined differences in classroom climate perceptions and motivational beliefs between students enrolled in undergraduate Biology courses that fostered an active learning environment through pedagogical enhancements (intervention group) and students enrolled in traditional, exposition-centered Biology courses (control group). Participants were 962 students who self-selected into one of the introductory biology courses randomly assigned to the intervention or control. Multiple regression analyses indicated that students in classrooms receiving the intervention held higher self-efficacy, personal value, and interest for the course at completion compared to their counterparts in traditional classrooms. Moreover, students receiving the intervention reported higher levels of instructor support, a perception of higher expectations for learning and understanding (academic press), and a greater feeling that the course was interesting and valuable (situational interest). Among students enrolled in the intervention, perceptions about the value of pedagogical enhancements (e.g., clicker technology) were associated with positive perceptions of the classroom climate and adaptive motivational beliefs. Results gained from this intervention may be broadly useful to other campuses interested in increasing student success even when faced with large enrollments and minimal faculty and staff support. (As Provided).
Anmerkungen	AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01