<p>This thesis
examines learner-centered animal science education and its relationships with
emotion, motivation and performance. Part I focuses on active learning
strategies implemented in an introductory animal sciences course. This
large-enrollment course had traditionally been taught through traditional,
passive learning methods. Instructors added learning activities such as case
studies and hands-on laboratory stations to supplement lecture-based instruction.
Chapter Two summarizes the impacts of different active learning techniques
implemented in the course and characterizes students enrolled in the course
based on their interests, past experiences, and demographic information.
Building on these findings, Chapter Three describes an experiment
quantitatively comparing the effects of three learning strategies (lecture,
case study, and laboratory station) on students’ experience of interest and
motivation. In both studies, students rated themselves highly interested in
animal sciences throughout the semester. More collaborative, problem-based
instructional methods (i.e. laboratory stations and case studies) were favored
by students and resulted in higher student interest and internalized
motivation. Results presented in Part I may inform the creation of
instructional techniques to support student motivation, retention, and
performance. Part II describes an online learning program contextualizing STEM
learning within poultry science and implemented in high school classrooms
during the fall 2018 semester. The program was designed to increase students’
knowledge and interest in both poultry and STEM fields to support the
development of poultry- and STEM-literacy and meet workforce needs. Chapter
Four describes program effects on students’ knowledge, awareness, and interest
in the poultry industry. In contrast, Chapter Five focuses on the program’s
effects on students’ STEM learning and STEM motivation. In addition, Chapter
Five provides background on teacher and contextual factors influencing the
program’s implementation. Results from these studies indicate that the program
effectively increased students’ STEM and poultry knowledge, and increased
motivation for some students. However, other qualitative and quantitative data
indicated that some students experienced difficulties relating content
to their lives. In addition, the program’s effects on students differed
substantially based on teachers and classroom implementation. Both students and
teachers also mentioned a need for more hands-on, collaborative elements in the
program. Although results from Part II show promise that contextualizing STEM
learning within agriculture may effectively increase knowledge and motivation,
more research is needed to understand how to select and personalize contexts to
maximize their relevance to students, and how to support teachers in
effectively implementing these approaches. In conclusion, learner-centered
instructional strategies such as problem-based and hands-on learning can be
designed to enhance students’ interest, motivation, and performance. However,
more research is needed to understand the complex personal and contextual
factors moderating the effectiveness of these approaches when implemented in
authentic classroom settings. Future studies clarifying these effects can
advance the development of theory-based educational resources.</p>
| Identifer | oai:union.ndltd.org:purdue.edu/oai:figshare.com:article/8985734 |
| Date | 16 October 2019 |
| Creators | MaryGrace Erickson (7027355) |
| Source Sets | Purdue University |
| Detected Language | English |
| Type | Text, Thesis |
| Rights | CC BY 4.0 |
| Relation | https://figshare.com/articles/Interest_and_Motivation_in_Learner-Centered_Animal_Sciences_Education/8985734 |
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