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ERIC Number: EJ1076866
Record Type: Journal
Publication Date: 2015-Oct
Pages: 19
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-1540-4595
Student Learning and Performance in Information Systems Courses: The Role of Academic Motivation
Herath, Tejaswini C.
Decision Sciences Journal of Innovative Education, v13 n4 p583-601 Oct 2015
Despite the need for information technology knowledge in the business world today, enrollments in information systems (IS) courses have been consistently declining. Student performance in lower level IS courses and student assumptions about the level of difficulty of the courses seem to be reasons for lower enrollments. To understand how student motivation may explain learning outcomes in introductory IS courses, this study investigates the impact of intrinsic and extrinsic academic motivations as framed by self-determination theory on two measures of learning outcomes: (1) student self-reported measures of learning and (2) actual grades obtained in courses and course components. Using 269 student responses collected in a second-year undergraduate core course and a first-year MBA core course, both of which are offered in a traditional face-to-face classroom environment, study hypotheses are analyzed. Results indicate that the motivational model explains both the affective and cognitive perceptions of learning held by students. In examining overall grades and grades in course components, the motivational model, however, was unable to sufficiently explain student performance. Data also indicate that there are significant differences between undergraduate and graduate students in terms of their motivation and learning outcomes.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A