Abstract:
A major shift in higher education is underway from a focus on teaching to a focus on learning. Thus, understanding what motivates students to learn may provide teachers insights into elements of the learning process over which the teacher may have some control. Students in the College of Agriculture, Kansas State University, were asked to identify specific teaching styles, classroom environments, grading methods, and assignment types that motivated them to learn. Overall, the most motivating characteristics in each category were an enthusiastic and interesting teaching style, an interactive classroom environment, fair grading methods, and assignment types that provided experience relevant to the profession. The most-cited factor reducing motivation was a long, boring lecture. Students with higher GPAs tended to be more goal-oriented and intrinsically motivated; they preferred more interaction and discussion, a clear grading system with high expectations, and frequent assignments. In contrast, students with lower GPAs were motivated more by extrinsic factors, such as the instructor's enthusiastic presentation, small classes, and hands-on assignments. Clearly, no single method can be used to motivate all students. However, this study identified many approaches an instructor can take to motivate students to learn.
Keywords:
motivate, agriculture students
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