Affective Factors and Student Achievement: A Study

1. Affective Factors and Student Achievement: A Quantitative and Qualitative Study Leo F. Denton and Dawn McKinney http://www.cis.usouthal.edu/~mckinney/FIE2004.ppt School of Computer and Information Sciences, University of South Alabama, Mobile, AL 36688

2. University of South Alabama • State university • 13,000 students • Computer and Information Sciences • 500 students • Undergraduate and Masters Program • Three specializations School of Computer and Information Sciences University of South Alabama, Mobile, Alabama USA

3. NACE Top-10 characteristics most wanted in college graduates • Communication skills • Honesty/integrity • Teamwork skills • Interpersonal skills • Motivation/initiative • Strong work ethic • Analytical skills • Flexibility/adaptability • Computer skills • Organizational skills School of Computer and Information Sciences University of South Alabama, Mobile, Alabama USA

4. Obstacles to student achievement • Non-sustained student interest • Attraction of other disciplines • Difficulty of discipline • Inadequate prior knowledge • Intimidating atmosphere • Inadequate faculty and peer support • Class sizes • Personal problems School of Computer and Information Sciences University of South Alabama, Mobile, Alabama USA

5. Curriculum Framework • Bloom’s cognitive taxonomy • Krathwohl’s affective taxonomy • Integrated objectives School of Computer and Information Sciences University of South Alabama, Mobile, Alabama USA

6. Bloom’s cognitive taxonomy Evaluate solutions to complex problems that involve class hierarchies and the use of polymorphism. Develop software that involves the use of new classes based on refining existing classes. Perform arithmetic operations on various data types. Explain source code and how it is produced. Define three kinds of program errors. School of Computer and Information Sciences University of South Alabama, Mobile, Alabama USA

7. Krathwohl’s affective taxonomy Discuss specific personal initiatives which demonstrate a commitment to life-long learning. Show strong work ethic and initiative while working in groups. Use coding standards as taught in the lectures. Become aware that testing is a part of the software development life cycle. School of Computer and Information Sciences University of South Alabama, Mobile, Alabama USA

8. AAHE’s Support For Affective Assessment Learning “involves not only knowledge and abilities but values, attitudes, and habits of mind that affect both academic success and performance beyond the classroom.” Nine Principles of Good Practice for Assessing Student Learning (2003) School of Computer and Information Sciences University of South Alabama, Mobile, Alabama USA

9. Research Questions Which of a variety of affective factors significantly correlates with course grade? Do these correlations show gender effects? Do the levels of these affective factors increase or decrease during the semester? Why? Do these affective factors act as independent factors or can some be grouped together? Are there any practical suggestions that can be made in terms of instruction and the learning environment? School of Computer and Information Sciences University of South Alabama, Mobile, Alabama USA

10. Current study • Fall 2003 • Introductory programming sequence • five sections of CIS 120 • three sections of CIS 121 • Quantitative and qualitative assessment of affective objectives School of Computer and Information Sciences University of South Alabama, Mobile, Alabama USA

11. Assessment instruments • Pretests and posttests • Intrinsic Motivation Inventory (IMI) • Anderson-Butcher’s Belonging Scale • Midterm instrument • Determine increase/decrease in affective factors • Qualitative data School of Computer and Information Sciences University of South Alabama, Mobile, Alabama USA

12. Results • All posttest scores showed a significant correlation with course grade • Factor analysis identifies 5 factors: • (1) competence and lack of pressure • (2) value and interest • (3) effort • (4) peer belonging • (5) faculty belonging • Reasons students provided for factors increasing or decreasing School of Computer and Information Sciences University of South Alabama, Mobile, Alabama USA

13. Perceived Competence and Lack of Pressure School of Computer and Information Sciences University of South Alabama, Mobile, Alabama USA

14. Reasons for Increases in Interest and Value School of Computer and Information Sciences University of South Alabama, Mobile, Alabama USA

15. Increases in Effort School of Computer and Information Sciences University of South Alabama, Mobile, Alabama USA

16. Belonging School of Computer and Information Sciences University of South Alabama, Mobile, Alabama USA

17. High intensity instrument items School of Computer and Information Sciences University of South Alabama, Mobile, Alabama USA

18. Practical Solutions • Integrating affective objectives • Reciprocal relationship • Motivation and higher performance • Fostering a sense of belonging • Peer support and mentoring • Active and collaborative learning • Promoting self-regulated learning • Vision of success • Specific plan for achievement • Reaching/encouraging all students School of Computer and Information Sciences University of South Alabama, Mobile, Alabama USA

19. Leo F. Denton ldenton@usouthal.edu Dawn McKinney dmckinney@usouthal.edu http://www.cis.usouthal.edu/~mckinney/FIE2004.ppt