ERIC Number: EJ878435
Record Type: Journal
Publication Date: 2008
Abstractor: As Provided
Reference Count: 30
Do Learning Communities Enhance the Quality of Students' Learning Motivation in STEM?
Freeman, Kimberley E.; Alston, Sharon T.; Winborne, Duvon G.
Journal of Negro Education, v77 n3 p227-240 Sum 2008
The role of motivation and collaboration in STEM learning and performance is paramount. A learning community represents an educational approach that can engage students in learning in a motivated, thoughtful, active, and collaborative way. The focus of this article is on the nature of students' interest, attitudes, learning experiences and motivation in STEM as a result of participating in linked classes as part of the Learning Communities for STEM Academic Achievement (LCSAA) initiative at two historically Black colleges and universities (HBCUs). Quantitative and qualitative data demonstrate a positive influence of learning communities on students' attitudes, learning experiences and intrinsic motivation in STEM. (Contains 2 tables and 2 figures.)
Descriptors: Student Attitudes, Black Colleges, Student Motivation, Learning Motivation, Academic Achievement, Active Learning, Cooperative Learning, Learner Engagement, Learning Experience, Pretests Posttests, African American Students, Student Surveys, College Instruction, College Students, Learning, Community, Science Education, Engineering Education, Mathematics Education, Technology Education, Interdisciplinary Approach, Instructional Improvement, Program Descriptions, Program Effectiveness, Educational Strategies, Teaching Methods, Educational Innovation
Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: email@example.com; Web site: http://www.journalnegroed.org
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Alabama; District of Columbia; Louisiana; Mississippi
Identifiers - Assessments and Surveys: Motivated Strategies for Learning Questionnaire