Abstract
Science, Technology, Engineering, and Mathematics (STEM) education is vital to all students. Student motivation, both intrinsic and extrinsic, have been found to be very influential in how successful a student is in a STEM classroom (Krapp, 2007; Lamb, Annetta, Meldrum, & Vallett, 2012; Schoon, Ross, & Martin, 2007; Skinner, Saxton, Currie, & Shuststerman, 2017). The current study examined what correlations, if any, we present between teaching approaches, intrinsic motivation, and extrinsic motivation of students in an undergraduate, non-major, introductory chemistry course at a mid-sized, four-year university in the Midwestern United States. In the focus groups, students were highly motivated by grades and program requirements. However, students who enjoyed guided learning had significant differences between intrinsic value, self-determination, and self-regulation. Though students found the course challenging and uninteresting, the external motivation of grades increased their intrinsic motivation, which is reported to be associated with high levels of effort and task performance (Froiland et al., 2012). This correlation seems to suggest guided learning can have an impact on student motivation in an introductory STEM course.
Advisor
Ginger L Zierdt
Committee Member
Julie A Carlson
Committee Member
Jason A Kaufman
Committee Member
Jeffrey R Pribyl
Date of Degree
2020
Language
english
Document Type
Dissertation
Degree
Doctor of Education (EdD)
Department
Educational Leadership
College
Education
Recommended Citation
Wang, L. (2020). Student retention in an introductory stem course: A mixed methods study of student motivation and teaching approaches [Doctoral dissertation, Minnesota State University, Mankato]. Cornerstone: A Collection of Scholarly and Creative Works for Minnesota State University, Mankato. https://cornerstone.lib.mnsu.edu/etds/1055
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Rights Statement
