Show simple item record

dc.contributor.advisorChairperson, Graduate Committee: Bill Schellen
dc.contributor.authorTuroski, Staci Anneen
dc.date.accessioned2022-01-03T17:50:47Z
dc.date.available2022-01-03T17:50:47Z
dc.date.issued2020en
dc.identifier.urihttps://scholarworks.montana.edu/xmlui/handle/1/16059en
dc.description.abstractStudent motivation is essential for academic success. Researchers and educators across broad educational spectrums have identified important factors effecting undergraduate student motivation. Understanding and improving student motivation is critical for educators to keep students engaged and motivated. Student motivation is multifaceted and complex with interest as one of many factors related to motivation and motived behavior. Student interest in course material can be supported by helping them understand the value and relevance of the material to their professional goals. This study uses expectancy-value framework to understand students' perceptions of the value and relevance of course material and how these perceptions influence interest and academic performance. One means for understanding perceived value is to assess the perception of the utility value, or the view of usefulness, of the task to their present or future goals. Educators can encourage value by asking students to write about the relevance of the course material to their life through structured utility value interventions. This study compared the performance, interest, and motivation between students who participated in structured utility value interventions and those in a control group who did not while enrolled in a third-year multidisciplinary engineering design course. Secondary research questions explored the effectiveness for low-performing students and the frequency at which connections were made. Students completed a survey at the beginning of the course and near completion of the course. Data was gathered during the initial semester of the COVID-19 pandemic. Students' interest in the engineering design process and in the course material increased significantly for students writing to the utility value prompts. Perceived utility value was shown to be a significant predictor in student interest. Academic performance outcomes were not effected by participating in the intervention. Low-performing students did not experience benefit from the interventions. This study builds on and extends previous research on the effectiveness of utility value interventions in impacting student interest and motivation within an engineering design context. Practical application of the results provides educators a simple, cost-effective tool for increasing student interest and motivation in engineering.en
dc.language.isoenen
dc.publisherMontana State University - Bozeman, Norm Asbjornson College of Engineeringen
dc.subjectScience, Technology, Engineering and Mathematics (Education)en
dc.subject.lcshMotivation in educationen
dc.subject.lcshEducation--Curriculaen
dc.subject.lcshEngineeringen
dc.subject.lcshDesignen
dc.subject.lcshStudents--Attitudesen
dc.titleAdvancing student motivation and course interest through a utility value intervention in an engineering design contexten
dc.typeThesisen
dc.rights.holderCopyright 2020 by Staci Anne Turoskien
thesis.degree.committeemembersMembers, Graduate Committee: Durward K. Sobek II; Thomas Hughesen
thesis.degree.departmentMechanical & Industrial Engineering.en
thesis.degree.genreThesisen
thesis.degree.nameMSen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage106en
mus.data.thumbpage37en


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record


MSU uses DSpace software, copyright © 2002-2017  Duraspace. For library collections that are not accessible, we are committed to providing reasonable accommodations and timely access to users with disabilities. For assistance, please submit an accessibility request for library material.