Investigating Motivational Predictors of Traditional and Example-Based Algebra Learning

• In Event: Poster Session 17
  In Poster Session: Cognition and Motivation in STEM

Abstract

Previous research has identified three components of motivation that can impact learning: Achievement goals, enjoyment, and perceived competence. The present study examines which of these components predict algebra learning for students who receive typical classroom assignments compared with assignments that incorporate worked-examples and self-explanation. Algebra I students in 20 classes completed brief pretest motivational surveys and pre- and posttest measures of algebraic skill during one content unit (pre-algebra skills, linear equations, graphing, or quadratic equations). Results indicate that mastery goals improve student learning in general, but performance-approach goals may hinder success, especially when using example-based assignments. Initial enjoyment of mathematics is important for students learning with traditional, problem-based assignments, but may not be necessary for students using example-based assignments.

Authors

• Melissa Heidi Oyer, Temple University

• Julie L. Booth, Temple University

• Andrew J. Elliot, University of Rochester