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A Comparison of Task Value in Introductory Geology and its Role in Student Learning and Retention

Kwon, Erin
Abstract
In this study, students in the introductory geology courses at The College of William & Mary in the fall semester of 2011 were studied. Students were surveyed using the Motivated Strategies for Learning Questionnaire to measure their task value, a measure of how important, interesting, or useful a student views course material. An additional survey on interest was given and interviews were conducted for further evaluation. The study found that task value between lectures versus labs does not differ uniformly, task value does not correlate with performance, and task value can be a strong predictor of a student’s intention to enroll in future geology courses.
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2012-01-01
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Geology Capstones
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GeologySeniorTheses_2012_Kwon_E.pdf
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MacDonald, Heather
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Geology
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https://scholarworks.wm.edu/handle/internal/10163
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