The effectiveness and relative importance of choice in the classroom.

Abstract

This investigation examined the effects of providing choices among homework assignments on motivation and subsequent academic performance. Students were randomly assigned within classrooms either to receive a choice of homework options or to be assigned an option for all homework in one instructional unit. Conditions were reversed for a second instructional unit. Results revealed that when students received a choice of homework they reported higher intrinsic motivation to do homework, felt more competent regarding the homework, and performed better on the unit test compared with when they did not have a choice. In addition, a trend suggested that having choices enhanced homework completion rates compared with when no choices were given. In a second analysis involving the same students, the importance of perceived provision of choice was examined in the context of student perceptions of their teachers' support for autonomy more broadly defined. Survey data showed that the relationship between perceptions of receiving autonomy support from teachers and intrinsic motivation for schoolwork could be fully accounted for by students' perceptions of receiving choices from their teachers. The limitations and implications of the study for research and practice are discussed.Keywords: choice, autonomy support, motivation, homework, classroom practices Many North Americans believe that having choice, or the power to make a selection among a number of options, is essential in order to lead a healthy and happy life, to express individuality, and to maintain motivation for a broad variety of behaviors. Likewise, the role of choice has an important place in psychological theory. According to self-determination theory (Deci & Ryan, 1985;Ryan & Deci, 2000), choice is one of several determinants central to supporting feelings of autonomy, motivation, and healthful functioning. Research has supported these notions, showing that having choice is related to adaptive motivation and performance outcomes (Cordova & Lepper, 1996;Iyengar & Lepper, 1999;Patall, Cooper, & Robinson, 2008;Swann & Pittman, 1977;Zuckerman, Porac, Lathin, Smith, & Deci, 1978).It should come as no surprise then that the beliefs and practices of many teachers may reflect a belief in the value of choice. A phenomenological study of teachers' beliefs about choice suggested that allowing students options in their instruction was a popular method by which teachers attempted to enhance student motivation and learning (Flowerday & Schraw, 2000). In this study, teachers reported believing that providing students with choices increases student interest, engagement, and learning; that students spend more time and effort on the learning task if they are offered choices; and that giving students choices helps build other important skills, such as self-regulation. In particular, teachers suggested that choice was especially beneficial for students with low interest and little motivation for a particular task. With regard to when to offer choice, teachers suggested a variety o...

Perceived autonomy support and autonomous motivation toward mathematics activities in educational and out-of-school contexts is related to mathematics homework behavior and attainment

“…School students who view their teachers as autonomy supportive are more likely to participate in class learning activities for autonomous reasons (Guay et al, 2001). Students operating in class environments that are autonomy supportive are more likely to experience a sense of choice over their actions, and experience interest and enjoyment in class learning activities (Lepper, Corpus, & Iyengar, 2005;Patall, Cooper, & Wynn, 2010;Reeve & Jang, 2006). They are also more likely to invest effort and persist with those activities in the absence of external prompting or reinforcement.…”

The freedom to excel: Belief in free will predicts better academic performance

“…Future research could probe more deeply into the exact nature of this relationship to further explain how the belief in free will and trait self-control wield a concerted influence in predicting positive outcomes. The belief in free will may also interact with external environmental factors, such as the degree of choice and autonomy given for individuals (Patall et al, 2008;Patall et al, 2010). Future studies may examine how different environmental factors interact with the belief in free will to affect outcomes.…”

“…Thus, once faced with a certain outcome, those who believe in free will are likely to assume more responsibility, learn better from their mistakes, and work harder toward changing negative outcomes. The perception of choice, positive attitudes toward choice, and the ability to make choices that are affected by the belief in free will are all essential components for success in academic tasks and in college life (Patall, Cooper, & Robinson, 2008;Patall, Cooper, & Wynn, 2010).…”

Female Arab EFL Students Learning Autonomously Beyond the Language Classroom

“…Patall and her colleagues' research (Patall, Cooper, & Robinson, 2008;Patall, Cooper, & Wynn, 2010) have demonstrated that providing students with choices in making decisions about the tasks they engage in enhances task performance, perceived competence and intrinsic motivation. Ryan and Deci (2000a) also argue that when an individual does not feel in control of her/his actions and outcomes, intrinsic motivation is diminished.…”