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

Creative Commons License

Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.

Share

COinS
 

Rights Statement

In Copyright