Influence of a Pedagogical Interdisciplinary Intervention on Interest, Engagement, and Performance in French

• In Event: Poster Session 2
  In Poster Session: Motivation and Cognition in Varied Contexts

Abstract

Many postsecondary students drop or fail Preparatory French (PF) course as first language during the first semester. One of the reasons might be the lack of interest regarding this course. The goal of the study was to evaluate the impact of a pedagogical intervention focusing on interdisciplinary between a less appreciated course (FP) and an appreciated course (psychology of sexuality). 106 students have been followed longitudinally. In comparison to the control group, the experimental group scored more situational and personal interest, more behavioral engagement and a better performance in grammar after the intervention. These results are coherent with Hidi’s and Renninger’s (2006) model of the development of interest and support the idea that interdisciplinary promotes motivation and learning.

Authors

• Isabelle Cabot, University of Montreal

• Roch Chouinard, University of Montreal