Assessing Teaching Format as it Applies to Motivation and Perceptions of Teaching and Learning in Geological Sciences Education

Abstract

Objective: This study sought to compare the motivation and classroom level perceptions of students participating in three different classroom formats (i.e. lecture only, data/lecture, lab/data/lecture). Method: A Multivariate Analysis of Variance (MANOVA) was used to compare subscales from the Motivation Strategies and Learning Questionnaire (MSLQ) and Experiences of Teaching and Learning Questionnaire (ETLQ) across the three teaching formats. A correlational analysis was then conducted examining relationships within and between MSLQ and ETLQ subscales and select student outcomes. Results: Teaching format was not found to be a significant factor in relation to student motivation or class level perceptions except for the perception of choice which was higher for the lecture only format. A strong collection of correlations suggest that classroom and teacher level variables are positively related to deep learning. Conclusion: This study found that class format is not as impactful on student level outcomes as is their perception of the learning environment and teacher interactions.