Motivation Strategies and Exiting Class by Students in Inquiry-Oriented Biology Labs

Abstract

Experimental inquiry-oriented science labs can be designed to have students regulate their own learning and decide when they leave class or to have the teacher regulate student learning and determine when they leave class. In this study, grades were examined relative to student exit times in a student-regulated class design. Preliminary interviews revealed four motivation strategies likely to differentially influence exit times and grades: proficiency, grade-target-A, grade-target-C, and time-limited. Students were categorized into the four groups of motivation strategies with a survey. Twenty teaching assistants teaching three lab sections each taught the stand-alone lab class. Students recorded the time they left class each week. Grades were determined as the overall percentage of points a student received in class. Results of the survey showed that the four motivation strategies were well represented in the student population, and two additional strategies were also frequently seen: a hybrid-1 between proficiency and grade-target-A, and a hybrid-2 between time-limited and grade-target-C. Grades were significantly higher for grade-target-A and hybrid-1 students, followed by time-limited, proficiency, grade-target-C, and hybrid 2. Time spent in class was not significantly different among categories. Students who chose to stay in class longer had significantly higher grades. If a grade is the goal, these results support the idea of a teacher-controlled exit time for the students in these inquiry-oriented labs. Implications are discussed.

The potential of TPACK-based biology learning to improve students' habits of mind

“…This includes open-ended questions, assignments that require problem-solving, and research projects that give students opportunities to explore new ideas, which can indirectly strengthen students' learning independence. Self-regulation as part of habits of mind has a positive correlation with students' learning motivation which can be formed through evaluations or assignments such as making practical reports in inquiry learning (Basey et al, 2020;Mustopa et al, 2020;Raković et al, 2022). This is supported by Costa & Kallick (2008) that students' habits of mind can be formed through types of assignments, even though the tasks carried out by someone are different, all of these tasks can lead to the formation of habits of mind if the tasks are carried out consistently and continuously.…”