Engagement and motivation : questioning students on study-motivation, engagement and study strategies
Kubischta, Frauke (2014)
Kubischta, Frauke
HAAGA-HELIA ammattikorkeakoulu
2014
All rights reserved
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-2014060411765
https://urn.fi/URN:NBN:fi:amk-2014060411765
Tiivistelmä
The aim of the present study was to investigate the motivation and engagement of the Degree Programme (DP) students from the HAAGA-HELIA University of Applied Sciences, Vierumäki Campus, English immersion, to learning in the current competence-based study environment. It also examined the study strategies which the stu-dents are employing to learning as well as the cognitive engagement and personal skills. For this purpose a questionnaire was developed using validated and reliable questionnaires such as the Revised Study Process Questionnaire (R-SPQ-2F), the Student En-gagement (SE) questionnaire and the Motivated Strategies to Learning Questionnaire (MSLQ).
Due to the changes in the study structure from course-based to competence-based and student-centred in the academic year 2012/2013, it was deemed important to investi-gate the students’ perceptions of the change and their coping strategies in this rather unfamiliar learning environment. The questionnaire was developed using the free-online software by webropol and the link was sent electronically to each student of the DP (N=40). The return rate of the questionnaire was 80%. The results of the R-SPQ-2F part show that students can be divided into three groups, one with a deep, one with an intermediate and one with a surface approach to learning. Results of the SE indicate that students are employing a variety of mental activities in their studies as well as improving their personal skills. The results from the MSLQ point out that the level of intrinsic motivation the students possess is high but that self-confidence, the use of cognitive strategies and of self-regulation could be improved.
All in all the results clearly indicate that the change of the study structure of the DP was a step into the right direction but that the process-based and student-centred approach still is in need of improvement to develop the students engagement and motivation.
Due to the changes in the study structure from course-based to competence-based and student-centred in the academic year 2012/2013, it was deemed important to investi-gate the students’ perceptions of the change and their coping strategies in this rather unfamiliar learning environment. The questionnaire was developed using the free-online software by webropol and the link was sent electronically to each student of the DP (N=40). The return rate of the questionnaire was 80%. The results of the R-SPQ-2F part show that students can be divided into three groups, one with a deep, one with an intermediate and one with a surface approach to learning. Results of the SE indicate that students are employing a variety of mental activities in their studies as well as improving their personal skills. The results from the MSLQ point out that the level of intrinsic motivation the students possess is high but that self-confidence, the use of cognitive strategies and of self-regulation could be improved.
All in all the results clearly indicate that the change of the study structure of the DP was a step into the right direction but that the process-based and student-centred approach still is in need of improvement to develop the students engagement and motivation.