The Influence of Autonomy, Scaffolding, and Audience on Engagement and Performance in a Student-Centered Science College Course

• In Event: Scaffolding STEM Learning With Technology

Abstract

Higher education increasingly incorporates student-centered learning; however, limited research evidence guides the pedagogical approach to enhance student engagement and performance. This study examined the influence of autonomy, scaffolding, and audience on engagement and performance on student-centered learning in a college science classroom. This study employed the Own it, Learn it, and Share it framework drawn from Self-Determination Theory, constructivism, and constructionism. Mixed methods included interviews, observations, document analysis and pre- and post-surveys. Findings indicated that value, competence, and relatedness significantly influenced performance. Scaffolding proved essential in independent inquiry and artifact production. Students who chose to publish artifacts publicly demonstrated both higher engagement and performance. Implications for supporting autonomy and scaffolding in a student-centered, constructionist environment are discussed.

Author

• Eunbae Lee, Georgia Southern University