THE EFFECT OF INSTRUCTOR AND LEARNING ENVIRONMENT ON STUDENT MOTIVATION AND ATTITUDES: GARNET PART 3, INSTRUCTION

We observed introductory geology classrooms in an attempt to characterize student motivations and attitudes in a variety of classes. We assessed classroom learning environments using the Reformed Teaching Observation Protocol (RTOP; Sawada et al, 2002), a 25-item instrument that yields a score of 0-100 for each class. In an effort to assure appropriate rating based on a college lecture classroom, the observers developed a rubric that led to interrater reliability of R²=0.95.

Thirteen different physical geology classrooms (community college, public universities, and private college) had RTOP scores ranging from 19-85. We identified three representative groups: high (64-68), medium (45-46) and low (20-24). In a high scoring classroom, lectures are rare, students are actively engaged, and drive the direction of the course. We characterize the middle scoring classroom as an active lecture environment (e.g., students are involved in discussions through clickers). A more traditional lecture format with the instructor dominating the conversation is characteristic of a low scored classroom.

We compared RTOP scores with the Motivated Strategies for Learning Questionnaire (MSLQ; Pintrich et al, 1993). The MSLQ characterizes student attitudes and motivations about a class. There are clear correlations between the RTOP and some components from the MSLQ. On average, RTOP scores had a weak positive correlation with extrinsic goals and use of rehearsal strategies, a strong negative correlation with control of learning and self-efficacy, and a strong positive correlation with test anxiety.

Most students perceive that they have less control of their learning, have less confidence about their ability to be successful and have greater test anxiety in an active learning physical geology course that requires them to take more responsibility for their own success. The highest performing students did not exhibit the same trends. As students become more aware of the factors that influence their learning, and are challenged intellectually, they may become more cognizant of their own abilities and limitations. Ultimately, students who become more aware of their own strengths and weaknesses in the classroom are more academically successful. This underscores the importance of helping students develop strong metacognitive skills.