THE INTERPLAY BETWEEN STUDENT, INSTRUCTOR, MOTIVATION AND PERFORMANCE: HOW DOES IT ALL RELATE?
With these variables, we determined that 9% of a student grade is attributable to the instructor’s classroom pedagogy and 91% to the student. There is a strong correlation between a student’s grade and their learning gains on a modified version of the Geoscience Concept Inventory. Factors that influence variation in a student’s grade include the expectancy a student has for his/her success in the course, the amount s/he values the content (both of which impact motivation), and effective employment of learning strategies (metastrategies). The teacher’s influence on student grades is directly related to how student-centered the classroom is (as measured by the RTOP), and influences almost half of the 9% variance in students’ grade. In addition, a student’s expectancy for success is less likely to impact their grade in a more student-centered classroom. As such, students who may have low expectations of success still have an equal opportunity to achieve. These results indicate that we need to include consideration of how to support student motivation when we consider how to approach the future of student-centered practices in the classroom.