Analysis of student perceptions of classroom structure, belongingness, and motivation in an introductory physics course

Author / Creator

PERC SM20 (2020)

Conferences

PERC SM20 Poster Session I (2020)

Available as

Online

Summary

What motivates a student to learn and how they perceive their classroom structures have a significant effect on learning. In an introductory physics course, we find that in particular students tend...

What motivates a student to learn and how they perceive their classroom structures have a significant effect on learning. In an introductory physics course, we find that in particular students tend to focus on superficial markers of success and not on mastering central concepts. For a foundational course, this is of particular concern. In this study, we present narratives from students highlighting their differing orientations towards achievement and learning, which we roughly categorize as mastery or performance. Our preliminary analysis is the first step towards a framework for student motivation and achievement strategies in introductory physics, and complements work in belonging.

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