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Motivation, self-efficacy and learni...

Ballard, David Allen.

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Motivation, self-efficacy and learning strategies of students enrolled in Principles of Biology at Angelo State University.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Motivation, self-efficacy and learning strategies of students enrolled in Principles of Biology at Angelo State University./
作者:	Ballard, David Allen.
面頁冊數:	82 p.
附註:	Adviser: Connie A. Russell.
Contained By:	Masters Abstracts International45-05.
標題:	Biology, General. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1443501

Motivation, self-efficacy and learning strategies of students enrolled in Principles of Biology at Angelo State University.
Ballard, David Allen.

Motivation, self-efficacy and learning strategies of students enrolled in Principles of Biology at Angelo State University. - 82 p.

Adviser: Connie A. Russell.

Thesis (M.S.)--Angelo State University, 2007.

In 2001, the Angelo State University Biology Department changed its introductory biology class for majors in biology from a non-lab, lecture format to an active learning style of class with a required lab. The purpose of this study was to determine if the changed format had an effect on the students learning biology. The students were given a pre- and post-survey, the Motivated Strategies for Learning Questionnaire, which measures students' motivation and self-efficacy. The questionnaire measured fifteen different components of motivation and self-efficacy, which provide a wide range of interlocking factors to test. Demographic data about the students, including ACT/SAT scores and sex, were also used to see if they could help explain any of the factors. Peer Learning and Critical Thinking mean scores increased, while Self-Efficacy and Learning Strategies mean scores decreased. The decreases were greatest in female students who scored a C or D as a final grade.Subjects--Topical Terms:

1018625
Biology, General.

Motivation, self-efficacy and learning strategies of students enrolled in Principles of Biology at Angelo State University.
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245 1 0 $a Motivation, self-efficacy and learning strategies of students enrolled in Principles of Biology at Angelo State University.
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500 $a Adviser: Connie A. Russell.
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502 $a Thesis (M.S.)--Angelo State University, 2007.
520 $a In 2001, the Angelo State University Biology Department changed its introductory biology class for majors in biology from a non-lab, lecture format to an active learning style of class with a required lab. The purpose of this study was to determine if the changed format had an effect on the students learning biology. The students were given a pre- and post-survey, the Motivated Strategies for Learning Questionnaire, which measures students' motivation and self-efficacy. The questionnaire measured fifteen different components of motivation and self-efficacy, which provide a wide range of interlocking factors to test. Demographic data about the students, including ACT/SAT scores and sex, were also used to see if they could help explain any of the factors. Peer Learning and Critical Thinking mean scores increased, while Self-Efficacy and Learning Strategies mean scores decreased. The decreases were greatest in female students who scored a C or D as a final grade.
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