The Effects of an Experiential Approach to Learning on Student Motivation

Autor/inn/en	Baker, Marshall A.; Robinson, J. Shane
Titel	The Effects of an Experiential Approach to Learning on Student Motivation
Quelle	In: Journal of Agricultural Education, 58 (2017) 3, S.150-167 (18 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-0541
Schlagwörter	Student Motivation; Experiential Learning; Teaching Methods; Outcome Measures; Cognitive Style; Agricultural Education; Direct Instruction; Intermode Differences; Control Groups; Experimental Groups; Secondary School Students; Instructional Materials; Student Surveys; Intelligence Differences; Multivariate Analysis; Statistical Analysis; Multiple Regression Analysis; Oklahoma + Suchen Sie Ihr Suchwort? Schulische Motivation; Experiental learning; Erfahrungsorientiertes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Cognitive styles; Kognitiver Stil; Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Sekundarschüler; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Schülerbefragung; Multivariate Analyse; Statistische Analyse
Abstract	Student motivation is often an overlooked product of classroom instruction. Researchers have repeatedly called for broader measures to adequately assess and understand the effects of various instructional methods. This study sought to determine the effects of an experiential approach to learning on student motivation, as defined by Keller's (1987) ARCS model. Three research questions were established, and it was concluded that, (a) the type of instruction does not impact student motivation, (b) broad performance measures are not related to student motivation, and (c) learning style is related to student motivation. It was recommended that teachers vary their instruction to meet all learning styles, be purposeful in designing instruction as guided by Keller's (1987) process questions to embed motivation, be aware of preferred teaching roles to be mindful of meeting all learning modes, and include motivation as an educational outcome. (As Provided).
Anmerkungen	American Association for Agricultural Education. P.O. Box 7607, Department of Agricultural and Extension Education, Raleigh, NC 27695. Web site: http://www.aaaeonline.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01