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Students’ Knowledge Of Instructors And Its Influence On Student Motivation

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Conference

2010 Annual Conference & Exposition

Location

Louisville, Kentucky

Publication Date

June 20, 2010

Start Date

June 20, 2010

End Date

June 23, 2010

ISSN

2153-5965

Conference Session

Construction Classroom Development

Tagged Division

Construction

Page Count

12

Page Numbers

15.1135.1 - 15.1135.12

Permanent URL

https://peer.asee.org/16700

Download Count

38

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Paper Authors

biography

Jessica Lower Purdue.edu

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PhD Student & Graduate Instructor
Building Construction Management
Purdue University
401 N Grant Street, Knoy 453
West Lafayette, IN 47907
jlower@purdue.edu
765-494-2452

Research Area
Sustainable renovation and preservation in residential construction

Brief Resume
Jessica Lower has spent seven years working in the construction industry for multiple home builders including The Jones Company of St. Louis, MO; Citation Homes of Lafayette, IN; Pulte Homes of Indianapolis, IN; and Centex Homes of Indianapolis, IN. For the past four years she has been an instructor for the Building Construction Management Department at Purdue University while completing her Masters in May 2008 and currently working on her PhD to be completed in December of 2010.

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Mark Shaurette College of Technology, Purdue University

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Students’ Knowledge of Instructors and its Impact on Student Motivation

Abstract

In trying to connect with students both inside and outside of the classroom, instructors often tell personal stories or share past experiences of their time in industry. This is especially common in the construction technology classroom because instructors are typically required to have significant construction experience. This article describes a research study which examines whether or not this information has any effect on students’ motivation in the classroom as well as what information may be inappropriate for the instructor to share with their students. The study surveyed construction management students and faculty within the construction management department of a Midwestern University. Both faculty and students answered questions based on a 5-point Likert scale to determine whether they agreed or disagreed with different factors that may affect a student’s motivation within the classroom. The faculty survey results were compared to the student survey results to ascertain any difference in perceptions. Overall few significant differences were found between faculty and students. The results were also compared across grade levels to determine differences in motivation depending on a student’s year in school. Here, trends were found that showed upperclassmen were more likely to understand the significance of an instructor’s impact on student motivation and in turn find informal interaction more motivating.

Introduction

Studies have been conducted on student motivation and its relation to instructional practices at the university level and are discussed in the next section. This study focuses on informal interaction between students and faculty both inside and outside of the classroom. An example of informal interaction inside the classroom could be an instructor sharing a personal story about themselves. Outside informal interaction would be any interaction between a student and instructor out of the classroom that does not relate to the course.

Instructors in construction technology typically rely on personal stories or past work experiences to relate to students, get their message across, and hopefully motivate students within the classroom. In addition many instructors socialize with students outside of the classroom either in student organization activities or in other settings unrelated to the classroom. The purpose of this study was to verify that these informal interactions do have a positive impact on student motivation and to see if any of the information shared with the students may be de-motivating or inappropriate for the classroom.

Both faculty and students of an entire construction management department at a Midwestern University were surveyed to ascertain any differences in perception of how much influence an instructor has on student motivation as well as any difference in student perceptions between different grade levels. While studies have been done on student motivation, few if any are done that compare different grade levels or that look at the instructors’ perspectives. By understanding differences between instructors and students as well as between grade levels, instructors should

Lower, J., & Shaurette, M. (2010, June), Students’ Knowledge Of Instructors And Its Influence On Student Motivation Paper presented at 2010 Annual Conference & Exposition, Louisville, Kentucky. https://peer.asee.org/16700

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2010 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015