Values Affecting Student Motivation: A Case Study

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• Values Affecting Student Motivation A Case Study
  
• Sahalu Junaidu
• ICS Dept
• KFUPM

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Values Affecting Student Motivation A Case Study

• Introduction
• Aim of the Study
• Case Study Sample
• Results of the Study
• Strategies for Enhancing Student Motivation
• Conclusion

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Introduction

• Motivation
• the psychological feature that arouses an
  organism to action
• Commonly divided into
• Intrinsic
• Extrinsic
• Major players for effective motivation
• Parent
• School managers
• Instructors
• Students

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Aim of the Study

• Find major motivators and demotivators for KFUPM
  students
• Propose (corrective) strategies for effective
  motivation

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Case Study Sample

• Students from
• CCSE
• CIM
• Junior/Sophomore/Senior
• ICS 201 Introduction to Computer Science
• ICS 202 Data Structures
• ICS 342 Computer Network Technologies
• ICS 252 Discrete Structures
• ICS 491 Machine Learning

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Results of the Study Q1
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Results of the Study Q3
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Results of the Study Q5
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Results of the Study Q9
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Results of the Study Q11

• Motivators
• Instructor mastery of subject
• To make a (positive) difference in our Muslim
  brothers lives
• Making learning enjoyable and challenging
• Because Im a Muslim and I have to work hard for
  my nation
• Money

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Results of the Study Q11

• Demotivators
• Pressure of work many instructors think that we
  have only their course to study!
• Instructors giving low grades
• Grade-centered evaluation rather than
  creativity-based evaluation
• Taking courses not directly related to my major.
  For example, I cannot see the relation between
  Java and my COE major
• Poor instructor accents, uncaring instructor
  attitude
• Making a course online

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Results of the Study Q12
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Strategies for Enhancing Motivation

• Instructor enthusiasm and energy
• Enthusiastic instructors create excitement for
  learning through emotions
• Being energetic adds energy to ideas you want to
  convey
• De-emphasizing grades
• Do not use grades to control nonacademic behavior
  like absences (Forsyth and McMillan, 1991
  Lowman, 1990).
• Assign ungraded work that students complete
  through feedback
• Mistakes easier to accept than risking low
  evaluation of own ability
• Active learning
• Involve students both mentally and physically, in
  their own learning.
• Teach inductively or let students help complete
  tasks
• Satisfying students needs
• Attend to students needs for power, choice and
  fun!
• E.g., allow them choose between writing an extra
  paper and taking the final exam.

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Strategies for Enhancing Motivation(contd)

• Attribution retraining (Brophy 1986).
• Help students respond to frustration by tracing
  their steps to find mistakes or figuring out
  alternative ways of approaching a problem instead
  of giving up.
• Help them attribute failures to insufficient
  effort, lack of information, or reliance on
  ineffective strategies rather than lack of
  ability.
• Contextualizing learning
• Help students see how skills can be applied in
  the real world (Lepper 1988).
• Verbally note the purposes tasks when introducing
  them (Brophy 1986).
• Goal-setting
• Define tasks in terms of specific, short-term
  goals to assist students associate effort with
  success (Stipek 1988).
• Prevents students from becoming overwhelmed and
  discouraged by lengthy projects.
• Failure to attain unrealistic goals can
  disappoint and frustrate students
• Goal-setting
• Caring and conducive environment for learning

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The End

• Questions / Comments