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ERIC Number: ED224390
Record Type: RIE
Publication Date: 1982-Apr
Pages: 51
Abstractor: N/A
Reference Count: 0
A Student Motivation, Faculty, and Instructional Technique Evaluation Model.
Olagunju, Amos O.; Jordan, Portia
Student academic motivation and student evaluation of overall faculty effectiveness and instructional techniques at Barber-Scotia College were studied to identify the academically underprepared and unmotivated students. Students provided assessments concerning the impact of the college's course offerings, the effectiveness of their instructors, and the difficulty or amount of effort instructors required from students. Overall student attitudes toward course materials, assignments, quizzes, instructors, and student responsibility were used as a measure of the degree of student academic motivation. Of the 200 students surveyed, 32.5 percent were found to be academically unmotivated. It was found that the more highly academically motivated the student, the greater the impact a course had, and the less complaints the student had about learning course materials. Additional findings include: students from rural areas seemed to be more academically inclined than students from suburban and urban areas; and students who studied an average of 4 or more hours per day were more academically inclined. It is recommended that the Office for Total Student Development and the Counseling Office become more concerned about academic problems. Potential dropouts tend to complain about a number of areas, including classwork, instructors, and college services. Most academically unmotivated students at Barber-Scotia College reject assignments and are deficient in study skills. A questionnaire is appended. (SW)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Department of Education, Washington, DC.
Authoring Institution: Barber-Scotia Coll., Concord, NC.
Identifiers: Barber Scotia College NC
Note: This paper was identified by a joint project of the Institute on Desegregation at North Carolina Central University and the ERIC Clearinghouse on Higher Education at The George Washington University.