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Using study guides in undergraduate Human Anatomy and Physiology classes: Student perceptions and academic performance
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In: Health and Kinesiology Faculty Publications (2017)
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Academic Performance in Human Anatomy and Physiology Classes: A 2-yr Study of Academic Motivation and Grade Expectation
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In: Health and Kinesiology Faculty Publications (2016)
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Academic Performance in Human Anatomy and Physiology Classes: A 2-Yr Study of Academic Motivation and Grade Expectation
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In: Nursing, School of - Faculty Publications (2016)
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A Cross Sectional Study of Student Motivation in Undergraduate STEM Courses
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In: SoTL Commons Conference (2016)
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Effects of the Flipped Classroom Model on Course Experience, Basic Need Satisfaction, and Motivation in an Undergraduate Research Methods Course
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In: Health and Kinesiology Faculty Presentations (2015)
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| 6 |
Evaluating a Flipped Classroom Model in an Undergraduate Research Class
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In: Georgia Southern University Research Symposium (2015)
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| 7 |
Self-Determination Theory as a Predictor of Students’ Motivation and Academic Performance
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In: SoTL Commons Conference (2015)
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| 8 |
Flipping the Classroom: A Case Study of an Undergraduate Research Methods Class
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In: Georgia Educational Research Association Conference (2014)
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| 9 |
Students’ Academic Motivation and Grade Estimation: Should We Care?
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In: SoTL Commons Conference (2014)
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| 10 |
Allied Health Students' Perceptions of Class Difficulty: The Case of Undergraduate Human Anatomy and Physiology Classes
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In: School of Human Ecology Faculty Publications (2013)
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| 11 |
Impact of study guides on students' perceptions and academic performance: the case of undergraduate Human Anatomy and Physiology classes
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In: SoTL Commons Conference (2013)
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| 12 |
Students’ Academic Motivations in Allied Health Classes
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In: Nursing, School of - Faculty Publications (2012)
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Abstract:
Purpose: Human Anatomy & Physiology [HAP] courses are considered “difficult” by both faculty and students, and many students fail to pass the courses. An attempt was made to understand how students’ academic motivations may contribute to their success or failure in these courses. Method: The project used a non-experimental design with a convenience sample. Students in five sections of HAP I and HAP II were invited to complete an anonymous 42-item questionnaire that included an adapted version of the Academic Motivation Scale [AMS], six demographic questions, and eight questions about their academic behaviors in and perceptions of their HAP course. A total of 461 students (69% response rate) completed the questionnaire. Analyses included 1) reliability for the seven AMS subscales, 2) correlations among the subscales, among the eight questions about their behaviors and perceptions, and between the subscales and the behavior and perception questions, and 3) a multivariate multiple regression with the AMS subscales as independent variables and the behavior and perception questions as dependent variables. Results: The AMS was successfully adapted to apply to HAP courses with reliabilities comparable to previously published data. Students’ levels of intrinsic motivation and amotivation, but not extrinsic motivation, were significantly related to their academic behaviors and perceptions of the courses. Conclusions and Recommendations: Despite high levels of extrinsic motivation, extrinsic motivation did not appear related to students’ academic behaviors. HAP instructors may need to consider alternate routes to influencing students’ academic success behaviors, as it appears that attempts to influence their extrinsic motivations may not essentially translate to changes in academic behavior.
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Keyword:
Academic motivations; HAP; Human Anatomy and Physiology; Science and Mathematics Education
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URL: https://digitalcommons.georgiasouthern.edu/nursing-facpubs/89
http://ijahsp.nova.edu/articles/Vol10Num1/pdf/Maurer.pdf
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| 13 |
Students' Academic Motivations in Three Disciplines
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In: School of Human Ecology Faculty Presentations (2012)
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| 14 |
Students’ Academic Motivations in Allied Health Classes
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In: School of Human Ecology Faculty Publications (2012)
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| 15 |
Students' Academic Motivations in Allied Health Classes
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In: SoTL Commons Conference (2011)
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| 16 |
Perceptions of Disruptive Classroom Behaviors
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In: SoTL Commons Conference (2009)
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| 17 |
Understanding Protein Synthesis: A Role Play Approach
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In: SoTL Commons Conference (2009)
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| 18 |
Faculty and Student Perceptions of Post-Exam Attendance
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In: SoTL Commons Conference (2009)
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