Repeated Teaching Methods on Social/Nonsocial Tasks, Course, and Domain Interest Development in STEM Higher Education

• In Event: Student-Centered Approaches in Postsecondary STEM

Abstract

Interest is linked to long-term domain engagement, and achievement. However, practical connections between formal education and (situational and individual) interest development are difficult to implement. The current study investigates the effects of student experience components at the task and course levels on domain interest development in a first-year undergraduate physics class. Participants (n=260) completed a prior knowledge test and reported interest in seven tasks across the course. Tasks included social (peer instruction) tasks, and non-social (short lecture, and writing exercises). A fully-forward latent-variable SEM was undertaken. Results presented connections and increases between subsequent same-teaching method tasks, supporting repetition for same-type tasks. Social tasks directly predicted domain interest, while mixed task types predicted course interest. Theoretical and practical implications are discussed.

Authors

• Alex Shum, University of Hong Kong
  Non-Presenting Author

• Luke K Fryer, University of Hong Kong
  Non-Presenting Author

• Juming Jiang, University of Hong Kong
  Presenting Author