Promoting Interest and Performance in High School Science Classes

Abstract

We tested whether classroom activities that encourage students to connect course materials to their lives will increase student motivation and learning. We hypothesized that this effect will be stronger for students who have low expectations of success. In a randomized field experiment with high school students, we found that a relevance intervention, which encouraged students to make connections between their lives and what they were learning in their science courses, increased interest in science and course grades for students with low success expectations. The results have implications for the development of science curricula and theories of motivation.

Utility-value intervention with parents increases students’ STEM preparation and career pursuit

“…For example, explaining the utility of a novel math technique improved performance and interest for students who were already highly interested or confident in their mathematics ability (18,19). Conversely, asking students to write about the utility of STEM topics in their lives proved to be most effective for students who lacked confidence (20) or who were members of underrepresented groups in colleges (21). For example, in a randomized controlled trial in highschool science classes, less confident students who were asked to write about the utility of the course showed increased interest in science and higher science grades than less-confident students in the control group (20).…”

Improving the perception of intelligence: a short intervention for Secondary School Students.

“…This type of intervention has aroused the mistrust of some educational professionals, however, several researchers who have applied brief Morisano, Hirsh, Peterson, Pihl, and Shore (2010). Hulleman and Harackiewicz (2009), based on the expectancy-value theory (Eccles, 1983;Wigfield and Eccles, 2000), performed an experimental study with random assignment (control group: n = 126; experimental group: n = 136). During a semester, all the students had to do a brief work about the science subject every three or four weeks; The difference was that those in the experimental group had to write about what class contents could use outside class, while those in the control group had to summarize what they had done in class.…”

Améliorer la maîtrise de la langue en suscitant l’intérêt et l’engagement scolaires par une pédagogie interdisciplinaire

“…Les liens ainsi rapportés entre la valeur utilitaire et l'intérêt ont justifié le fait que nous prévoyions explorer, dans la présente étude, l'influence possible de l'intervention sur la valeur utilitaire en plus de l'intérêt. D'autant plus que ces deux concepts semblent être des bénéfices particulièrement importants pour les étudiants éprouvant des difficultés à réussir (Hulleman et al, 2010 ;Hulleman et Harackiewicz, 2009). …”