Quantifying the effects of an active learning strategy on the motivation of students

• Autores: Zin Eddine Dadach
• Localización: The International journal of engineering education, ISSN-e 0949-149X, Vol. 29, no. Extra 4, 2013, págs. 904-913
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • The main objective of this paper is to quantify the effects of an active learning strategy on the motivation of students in a processcontrol course. In the first part of the investigation, the relative performance of students was used as a tool to gauge the effects ofthe active learning strategy on the motivation of students. The results indicate that the active learning strategy enhanced theperformance of 38 (69%) students. For the second part of this quantitative method, the Dadach Motivation Factor ‘DMF’ wasintroduced in order to measure the effects of the active learning strategy on the motivation of students. Based on the requirementof the analysis (DMF > 1), the final results suggest that the active learning strategy has enhanced the motivation and increased theperformance of twenty-two (40%) students. On the other hand, motivation did not have a significant role for the other sixteen(29%) students whose performance in the process control course (FGP) was higher than their average performance in thedepartment (CGPA). The results of the quantitative approach were compared with the student survey.