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Abstract - In educational psychology, achievement goal AGT is often separated into two independent goal
theory (AGT) has emerged as a useful framework for orientations: mastery and performance. A mastery goal
understanding student motivation and performance. orientation is characterized by a desire for self-improvement
This paper uses AGT to examine the effects of and an emphasis on learning. Students with this goal
curriculum and pedagogy on student and instructor goal orientation discover intrinsic satisfaction from solving
orientations in mathematics, physics, and engineering challenging problems.
courses in a first-year engineering program. The On the other hand, students with a performance goal
following questions guide our analysis: (a) How do the orientation are motivated by a desire for extrinsic approval,
existing curricula and pedagogies affect a performance i.e., performing well compared to others and surpassing
goal orientation development? (b) In which ways do the tangible performance goals. Typically, the performance goal
existing curricula and pedagogies encourage a orientations are further divided into:
development of mastery goal orientation? The results of Approach-performance strategies typical of students
this qualitative study indicate: (1) contention between the who are motivated to perform well compared to others;
instructors goals and students experiences of group and
work and open-ended learning experiences; (2) the Avoid-performance strategies used by students who are
negative impact of time pressure on successfully motivated to not do badly compared to others.
implementing mastery goal-oriented teaching strategies; In some cases, a third goal orientation called work-
(3) students maintenance of a performance goal avoidance is used to describe students who seek to minimize
orientation with high emphasis on grades rather than work while maximizing performance as measured by grades
learning and engagement in work avoidance strategies to [1]-[4].
minimize work time, despite instructors efforts to Several studies have identified a positive correlation
encourage a mastery goal orientation; (4) dependence of between a mastery goal orientation and student learning
student goal orientation on assessment mechanisms outcomes. In these studies, the students used learning
(grades) and perceived course usefulness. It is argued strategies to enhance conceptual understanding and
that AGT may help to frame positive changes in persevere in challenging tasks. These students also reported
curricula and pedagogy to benefit overall student high levels of classroom engagement [1].
learning. In comparison, conflicting data is reported about the
effect of performance goal orientation on students learning
Index Terms - Achievement goal theory, Group work, outcomes. While an avoid-performance goal orientation has
Motivation, Open-ended problem solving been shown to almost always be associated with negative
learning outcomes, an approach-performance goal
BACKGROUND orientation has been positively correlated to improved
Achievement goal theory (AGT), discussed predominantly student performance [2].
in the educational psychology literature, has emerged as the Recent literature stresses the importance of describing
primary theoretical framework for understanding motivation goal orientations as independent entities influencing student
to learn [1]. In this context, learning goals are understood as motivation individually or in a combination with each other.
dynamic states determined by some combination of students As such, AGT scholars propose that multiple goal
innate characteristics and contextual factors. Achievement orientations may be employed by students simultaneously
goals include the full range from specific target goals such within the same classroom environment. Although faculty
as I want to get an A in this class to more long-term goals efforts to promote a mastery goal orientation may not
such as I want to be an engineer. These goals dictate diminish the presence of performance goal orientations in a
student perceptions and attitudes toward academic particular classroom, it is argued that the two may work
performance, the role of failure, the importance of effort, symbiotically to enhance student learning. Hence, faculty
and individual competence [2]. encouragement of a particular goal orientation, such as
mastery, may be desirable whether or not the overall
978-1-4244-6262-9/10/$26.00 2010 IEEE October 27 - 30, 2010, Washington, DC
40th ASEE/IEEE Frontiers in Education Conference
S1C-1
Session S1C
curriculum and other academic structures promote other goal This paper is structured around two key pedagogical
orientation development [3]. methods often employed in a project-based learning (PjBL)
Roebken (2007) found that students with a mixture of environment: group work and open-ended problem-solving.
performance and mastery goal orientations had the highest The role of grades and perceived course usefulness in
performance as measured by grades [3]. Similarly, Malka learning and motivation are also discussed.
and Covington (2004) found evidence that target
achievement goals, such as a desire for a high grade, may METHODS
correlate with student learning outcomes and behavioral Part of a larger, mixed-methods investigation at three
patterns that go beyond simple performance orientation. In engineering institutions, this paper focuses on one of the
some cases, a student may be driven by a mastery goal institutions, identified here as Eastern Technical University
orientation and see a high grade as merely a stepping-stone (ETU). This case study examines ETUs first-year
to understanding [4]. mechanical engineering curriculum, during which students
Most research indicates that classroom structures, such typically take Mechanics (ETU Physics), Calculus (ETU
as learning scaffolding and pedagogies employed by Math), Introduction to Manufacturing (ETU Engineering),
instructors, play an important role in determining the and/or Introduction to CAD (ETU Design). Each course
students goal orientations [1]-[8]. Faculty can encourage a includes three components: lecture, recitation, and
mastery goal orientation by emphasizing student autonomy laboratory. ETUs curriculum generally identifies lectures as
and ownership of the learning process, assigning the main venue through which to impart content knowledge
appropriately challenging projects, and stressing learning while the recitation sessions are primarily used as an
over performance. However, due to intrinsic factors, such as opportunity to engage with the material, ask questions, and
parental involvement in student education and students participate in group work exercises. The laboratories are
previous learning experiences, there may still be a wide generally thought to serve as vehicles for specific technical
range of classroom goal structures practiced by students skill development and attempt to allow students
within the same classroom [5]. opportunities to find application for the abstract principles
Understanding motivational theory is particularly learned in the other portions of the class. PjBL is mostly
relevant for engineering education where motivation and employed in ETUs Engineering and Design courses, while
retention are high priorities, particularly in the first-year the Physics course exhibits some components of PjBL and
courses that serve as a gateway to engineering. In Mathematics utilizes very little PjBL strategies.
analyzing the results of a web-based survey, Roebken (2007) A semi-structured, open-ended, in-depth interview
found that engineering students were more likely to pursue a protocol was employed with eleven students and six faculty.
combination of mastery and performance orientation. Purposive sampling was employed and the students
Slightly less likely for engineering students were a interviewed were matched to those selected in other sites
combination of work avoidance-performance orientation and in terms of gender, major, and performance [9]. Three of the
a pure mastery orientation [3]. interviewed students and two faculty were female. Using
Encouragement of a particular goal orientation has been grounded theory, the data were coded and narrative
a subject of much discussion in the engineering education summaries were written based upon emergent themes [10].
community. Many engineering curricula are moving towards Validity and reliability were ensured through a group
more innovative pedagogies such as project-based learning process of codebook development and peer debriefing. Inter-
(PjBL). This pedagogy is particularly suited for coder reliability was at least 80% among three coders [11].
encouragement of a mastery goal orientation if implemented Further analysis included exploration and comparison of
well [6]. In a study focusing on engineering educators, Turns patterns within and among the identified themes.
et. al. (2009) found that most faculty do take student
motivation into account when making instructional DISCUSSION
decisions. However, the study determined that faculty find it
difficult to reconcile their desire to demonstrate the real- Our discussion is organized around four major themes
world relevance of their course content, one of the factors in identified through the analysis of the qualitative data. The
affecting student motivation, with the high level of technical themes are (1) group work; (2) open-ended problem solving;
complexities, often above students levels of comprehension, (3) grading as an assessment; and (4) the role of perceived
which the authentic open-ended problems provide [7]. course usefulness.
Using AGT as a theoretical framework, this paper I. Group Work
explores how faculty and students discuss motivation in a
first-year engineering curriculum. The following questions The value of group activities in the classroom has been
guide our analysis: indicated by all interviewed faculty to lie primarily in
How do the existing curricula and pedagogies affect a allowing students to consider different perspectives and
performance goal orientation development? practice communication skills. This reasoning is aligned
In which ways do the existing curricula and pedagogies with a faculty desire to encourage a mastery goal orientation
encourage a development of mastery goal orientation? in the classroom and enhance conceptual understanding.