Affective Factors and Student Achievement: A Quantitative and Qualitative Study

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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

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University of South Alabama

• State university
• 13,000 students
• Computer and Information Sciences
• 500 students
• Undergraduate and Masters Program
• Three specializations

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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

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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

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Curriculum Framework

• Blooms cognitive taxonomy
• Krathwohls affective taxonomy
• Integrated objectives

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Blooms 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.
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Krathwohls 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.
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AAHEs 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)
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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?

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Current study

• Fall 2003
• Introductory programming sequence
• five sections of CIS 120
• three sections of CIS 121
• Quantitative and qualitative assessment of
  affective objectives

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Assessment instruments

• Pretests and posttests
• Intrinsic Motivation Inventory (IMI)
• Anderson-Butchers Belonging Scale
• Midterm instrument
• Determine increase/decrease in affective factors
• Qualitative data

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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

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Perceived Competence and Lack of Pressure
Factor Reasons for decreases Reasons for increases
Perceived competence r(88) .446 p lt .0005 Lack of pressure r(88) .298 p .004 overly difficult assignments inadequate assistance information overload course more difficult than other courses effective instruction meeting the challenge usefulness of skills friendly environment increase in problem-solving skills
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Reasons for Increases in Interest and Value
Factor Men Women Both
Interest r(88) .217 p .040 Value r(88) .350 p .001 challenge and coolness of discipline programming and control over machines societal importance of discipline teamwork effective instruction desire to learn more career opportunities
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Increases in Effort
Factor Reasons
Effort r(88) .237 p .025 demands of a difficult course high expectations of instructor enjoyable classroom experiences desire for good grades career opportunities desire to learn more solid preparation for follow-up courses positive self-confidence personal motivation
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Belonging
Factor Reasons for decreases Reasons for increases
Faculty belonging r(88) .236 p .025 Peer belonging r(88) .228 p .031 low grades lack of relevant course content feelings of exclusion from subgroups / not fitting in getting to know other students good grades teamwork positive interactions with faculty positive interactions with students personal decision to pursue the major
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High intensity instrument items
Factor Item Pearson Coefficient p-value
Perceived Competence Value Effort Lack of Pressure Overall Belonging Faculty Belonging Interest Peer Belonging I am satisfied with my performance in this course. I think that this course is important because it will help me obtain my goals. It is important for me to do well in this course. I have been very relaxed while programming on my laptop. I think that I have been a valued member of this class. I have been accepted by the course instructor. Learning computer language syntax has not held my attention. I have been accepted by the students in this class. r(88) .536 r(88) .366 r(88) .364 r(88) .362 r(88) .331 r(88) .247 r(88) .245 r(88) .217 p lt .0005 p lt .0005 p lt .0005 p lt .0005 p .003 p .019 p .020 p .040
scored as a reversal scored as a reversal scored as a reversal scored as a reversal
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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

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• Leo F. Denton
• ldenton_at_usouthal.edu
• Dawn McKinney
• dmckinney_at_usouthal.edu
• http//www.cis.usouthal.edu/mckinney/FIE2004.ppt