Motivations of Students in a Freshman Computations and Communications Course
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Motivations of Students in a Freshman Computations and Communications Course Jennifer Kruse, Dr. Dennis Buckmaster , Dr . Natalie Carroll, Dr. Neil Knobloch Department of Youth Development and Agricultural Education, Purdue University, West Lafayette , IN 47907. INTRODUCTION.

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Motivations of Students in a Freshman Computations and Communications Course

Jennifer Kruse, Dr. Dennis Buckmaster, Dr. Natalie Carroll, Dr. Neil Knobloch

Department of Youth Development and Agricultural Education, Purdue University, West Lafayette , IN 47907

INTRODUCTION

METHODS CONTINUED

CONCLUSIONS

  • High level of motivation

  • The most frequently reported general motivation was “good job or career” followed by “potential for higher income.” The most frequent course motivation was “obtaining a degree” and then “grades.” When asked to select a greatest overall motivation, “good job or career” was most frequently selected followed by “obtaining a degree” and “having knowledge.”

  • Low level of motivation

  • The least frequently reported general motivation was “inadequate current knowledge” followed by “practical topics.” In the course category, “potential for higher income” and “a challenge” were the least frequent. In the greatest overall motivation five motivations were never selected: grades, potential for higher income, inadequate current knowledge, self satisfaction of accomplishment, and a challenge.

  • Orientation

    • Highest motivations tended to be extrinsic (good job or career, potential for higher income , etc.)

    • Lowest motivations tended to be intrinsic (a challenge, practical topics, etc.)

  • Future Directions

    • Statistical differences between intrinsic and extrinsic motivations

    • How ASM 105 motivations compare to similar classes at Purdue and other universities

Survey Questions Given to Students in ASM 105

  • Finding out what motivates people has long been a topic of study. Motivation can be categorized by levels such as high or low and into orientation of motivation such as intrinsic or extrinsic (Ryan & Deci, 2000). Intrinsic motivation is when a student does something for personal enjoyment or interest. Extrinsic motivation is when the activity is done for a specific goal or accomplishment (Nilsen, 2007).

  • Students were asked to indicate what motivated them in general and with regard to the course. The students also circled what was their greatest overall motivation. The survey questions are shown to the right.

  • Research Question: What motivated the students in a freshman computations and communications course to learn?

  • Why? To improve teaching methodology to more fully engage the students.

  • Motivation Research Topics:

    • Levels of motivation (high or low)

    • Orientation of motivation (intrinsic and extrinsic)

RESULTS

Frequencies of Students’ Motivation to Learn

DEMOGRAPHICS & METHODS

  • Demographics:

    • Thirty-two Purdue students enrolled in Computations and Communications (ASM 105), a required Ag Systems Management course

    • Five students were female and all were Caucasian

  • Methods:

    • Students were surveyed during the first three weeks of the course (before the first exam)

REFERENCES

  • 1. Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54-67

  • 2. Nilsen, H. (2007). Motivation and learning strategies of IS students: From theory to practice. Computer Science and IT Education Conference, 521-535


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