Influence on student academic behaviour through motivation selfefficacy

Influence on student academic behaviour through motivation, self-efficacy and valueexpectation: An action research project to improve learning Hallgeir Nilsen University of Agder

In. Site 2009, Macon, June 12 -15 2

University since first of September 2007 2000 km Agder In. Site 2009, Macon, June 12 -15 3

Background • Drop-out rate up to 60% during bachelor study in IT and Information systems • Actions needed • 2008: 20 students graduating • 2009: 35 students graduating • 2010: Expects > 45 student to graduate In. Site 2009, Macon, June 12 -15 4

Student behaviour In. Site 2009, Macon, June 12 -15 5

Self-efficacy Student behaviour Motivation Expected-value In. Site 2009, Macon, June 12 -15 6

Self-efficacy Experience Success Confidence and Well-being Perceived value Student behaviour Motivation Learning by doing Lecturer’s motivation and enthusiasm Expected-value In. Site 2009, Macon, June 12 -15 7

Experience success and learning by doing I • Experiencing success is very important • Self-selected assignments that counts 50 to 100% of final grade • • lecturer and assistants on PC-lab • proximal goals, give assistance if needed Challenge: • • Success will influence motivation and self-efficacy if experienced on a real challenge Grading In. Site 2009, Macon, June 12 -15 8

Experience success and learning by doing II • • Dilemma: • Mid term: Majority of students have problems • What do we do? Two choices, both of which have both positive and negative effects: 1. Reduce syllabus • 2. • Use more time on basic themes and recap Follow the plan We chose 1: Because more students will learn more. And even more importantly, avoid reduced motivation and self-efficacy in the long run In. Site 2009, Macon, June 12 -15 9

Confidence and well being • Start-up weeks, groups meet instructors almost every day • (fall 2009: groups meet older students as advisors often) • Eight compulsory assignments as part of solving a task given first week, group work. • Pizza, swimming, lecturing outdoors • Open door, open mind, willingness to be with students • “Interviewing”, informal talk with most students August 2008 In. Site 2009, Macon, June 12 -15 10

Student responses on confidence and well being • “Close contact with lecturer is very important. This is the first time I have possibility to email and meet my lecturer” “Confidence is important, then I maybe dare to ask”. • “I feel welcome at the university, all lecturers treat us students with respect. I have studied at other universities, but I have never experienced the close contact with lecturers as here, ” • “I very much like that we are almost forced to get known to other students and that we are introduced to local IT companies”, • “The best with the studies so far is that we have close contact with lecturers, we can ask stupid’ questions without being embarrassed. Also group work is very positive, we have to become known to several other students which is good for feeling of being in a group”, • (first year students, November 2008). In. Site 2009, Macon, June 12 -15 11

“Practifice” • Practical assignments are important, both for learning, motivation; see value. • More focus on doing, making • Course structure is changed a lot, syllabus is not • ”The most motivating for me is to succeed with challenging tasks and hard work”, (first year student, November 2008). • “Fun to create something, to struggle and finally succeed, I learn from it and it gives me motivation. I easily get bored during lectures and reading. ” (Nilsen, 2007) ” In. Site 2009, Macon, June 12 -15 12

Perceived Value • Mix of perceived importance, usefulness, and interest • Perceived value is influenced by: • Strong positive correlation with self-efficacy and motivation. • Seeing purpose through practical use • Having contact with companies, practice In. Site 2009, Macon, June 12 -15 13

New introductory course: Creative Problem Solving • • Purpose of the course: • Learn to handle things you are not competent to do • Learn about the study programme • Learn about own learning strategies • Learn to work in groups “This course is just perfect! We were thrown in the deep end. Through hard work with the project several things happened: - we got to know one another; - we understood we have to learn analysis, design, programming, database…; and we learned how to work efficiently in a group”, (first year student, November 2008). In. Site 2009, Macon, June 12 -15 14

Changes fall 2009 • Students as advisors instead of faculty • More integrated courses first semester: • Creative problem solving • Information systems • User interface design • Learn how to work in groups • Check out Service Learning (University of Omaha) In. Site 2009, Macon, June 12 -15 15

Lecturer’s motivation and enthusiasm • Students report that lecturer’s enthusiasm and motivation influence own motivation. • • In our department • • Lecturer will communicate enthusiasm, interest (high or low) Teaching forum (just as Research forum) University: • University have a price for good pedagogic work In. Site 2009, Macon, June 12 -15 16

Think about me as teacher: Self-efficacy Experience Success Teachers behaviour Confidence and Well-being Perceived value Motivation …………. Expected-value In. Site 2009, Macon, June 12 -15 17

Employ according to tasks and purpose • Universities in Norway are there for three equal reasons • Research • Teaching • Service to the community • When we employ people, research is emphasized • OPPORTUNITY: EMPLOY MORE PEOPLE WHO WANT TO TEACH AND WORK WITH STUDENTS (AND THEY ALSO HAVE TO DO SOME RESEARCH) In. Site 2009, Macon, June 12 -15 18

Thank you! Kjerag, June 3, 2009 In. Site 2009, Macon, June 12 -15 19