Influence on student academic behaviour through motivation, self-efficacy and value- expectation: An...

Influence on student academic behaviour through motivation, self-efficacy and value-expectation: An action research project to improve learning

Hallgeir Nilsen

University of Agder

InSite 2009, Macon, June 12-15 2


Agder

University since first of September 2007

2000 km


Background

• Drop-out rate up to 60% during bachelor study in IT and Information systems

• Actions needed

• 2008: 20 students graduating

• 2009: 35 students graduating

• 2010: Expects > 45 student to graduate


Student behaviour


Self-efficacy

Student behaviour

Motivation

Expected-value


Self-efficacy

Student behaviour

Motivation

Expected-value

Experience Success

Confidence andWell-being

Perceived value

Learning by doing

Lecturer’s motivationand enthusiasm


Experience success and learning by doing I

• Experiencing success is very important

• Self-selected assignments that counts 50 to 100% of final grade

• lecturer and assistants on PC-lab

• proximal goals, give assistance if needed

• Challenge:

• Success will influence motivation and self-efficacy if experienced on a real challenge

• Grading


Experience success and learning by doing II

• Dilemma:

• Mid term: Majority of students have problems

• What do we do?

• Two choices, both of which have both positive and negative effects:

1. Reduce syllabus

• Use more time on basic themes and recap

2. Follow the plan

• We chose 1: Because more students will learn more. And even more importantly, avoid reduced motivation and self-efficacy in the long run


Confidence and well being

• Start-up weeks, groups meet instructors almost every day

• (fall 2009: groups meet older students as advisors often)

• Eight compulsory assignments as part of solving a task given first week, group work.

• Pizza, swimming, lecturing outdoors

• Open door, open mind, willingness to be with students

• “Interviewing”, informal talk with most students

August 2008


Student responses on confidence and well being

• “Close contact with lecturer is very important. This is the first time I have possibility to email and meet my lecturer” “Confidence is important, then I maybe dare to ask”.

• “I feel welcome at the university, all lecturers treat us students with respect. I have studied at other universities, but I have never experienced the close contact with lecturers as here,”

• “I very much like that we are almost forced to get known to other students and that we are introduced to local IT companies”,

• “The best with the studies so far is that we have close contact with lecturers, we can ask stupid’ questions without being embarrassed. Also group work is very positive, we have to become known to several other students which is good for feeling of being in a group”,

• (first year students, November 2008).


“Practifice”

• Practical assignments are important, both for learning, motivation; see value.

• More focus on doing, making

• Course structure is changed a lot, syllabus is not

• ”The most motivating for me is to succeed with challenging tasks and hard work”, (first year student, November 2008).

• “Fun to create something, to struggle and finally succeed, I learn from it and it gives me motivation. I easily get bored during lectures and reading.” (Nilsen, 2007) ”


Perceived Value

• Mix of perceived importance, usefulness, and interest

• Perceived value is influenced by:

• Strong positive correlation with self-efficacy and motivation.

• Seeing purpose through practical use

• Having contact with companies, practice


New introductory course: Creative Problem Solving

• Purpose of the course:

• Learn to handle things you are not competent to do

• Learn about the study programme

• Learn about own learning strategies

• Learn to work in groups

• “This course is just perfect! We were thrown in the deep end. Through hard work with the project several things happened: - we got to know one another; - we understood we have to learn analysis, design, programming, database…; - and we learned how to work efficiently in a group”, (first year student, November 2008).


Changes fall 2009

• Students as advisors instead of faculty

• More integrated courses first semester:

• Creative problem solving

• Information systems

• User interface design

• Learn how to work in groups

• Check out Service Learning (University of Omaha)


Lecturer’s motivation and enthusiasm

• Students report that lecturer’s enthusiasm and motivation influence own motivation.

• Lecturer will communicate enthusiasm, interest (high or low)

• In our department

• Teaching forum (just as Research forum)

• University:

• University have a price for good pedagogic work


Self-efficacy

Teachers behaviour

Motivation

Expected-value

Experience Success

Confidence andWell-being

Perceived value

…………………….

Think about me as teacher:


Employ according to tasks and purpose

• Universities in Norway are there for three equal reasons

• Research

• Teaching

• Service to the community

• When we employ people, research is emphasized

• OPPORTUNITY: EMPLOY MORE PEOPLE WHO WANT TO TEACH AND WORK WITH STUDENTS (AND THEY ALSO HAVE TO DO SOME RESEARCH)


Kjerag, June 3, 2009

Thank you!

Influence on student academic behaviour through motivation, self-efficacy and value- expectation: An...

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