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

摘要

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.