Document Type
Thesis
Abstract
This research assessed the effect of a Career Relevant Intervention (CRI) on motivation and achievement of introductory geology laboratory students at the college of William and Mary. Previous research indicates that relating class curriculum to relevant careers can increase student engagement, motivation, and subsequently achievement through the expectancy-value theory and theory of ‘possible-selves’ (Rose et al., 2012, Packard et al., 2003). Data was collected from two introductory geology laboratories (GEO160) over the Fall 2015 semester. After comparing motivation and achievement scores between the control and intervention laboratories, the data analysis found there was no statistically significant increase in motivation or achievement for the intervention lab section. The control section scored slightly higher on both achievement and motivation measures. As conducted the CRI had no noticeable effect on motivation and achievement. More research is required to decide if a CRI is an effective way to increase motivation and achievement in introductory geology laboratories. With the nation’s focus directed on STEM education, it is important develop and test new teaching techniques to inspire the next generation of scientist and innovators.
Date Awarded
2016
Department
Geology
Advisor 1
Heather MacDonald
Advisor 2
Jason A. Chen
Recommended Citation
Stuhlmuller, Paige L., "Motivation and Achievement in Introductory Geology Laboratories: The Impact of Career-Relevant-Intervention" (2016). Geology Senior Theses. William & Mary. Paper 380.
https://scholarworks.wm.edu/geologyseniors/380
