NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1231797
Record Type: Journal
Publication Date: 2019
Pages: 12
Abstractor: As Provided
ISSN: EISSN-1557-5284
A Student-Centered Approach to Identifying Strategies and Obstacles to Learning for Undergraduate STEM Courses
Hill, Erin M.; Anderson, Laurie; Finley, Brandon; Hillyard, Cinnamon; Kochanski, Mark
Journal of STEM Education: Innovations and Research, v20 n1 p25-36 Apr-Sep 2019
What motivates and demotivates students in their engagement in at-home work for high-stakes assignments, such as test preparation and writing and revising papers? This paper outlines a student-centered method to identify learning strategies students actually use and obstacles students actually face compared to what is reported in the literature. This method provides awareness and agency of strategies and obstacles to attempt to change student behavior and perceptions. The three research goals were 1) identifying learning strategies and obstacles with a user-centered design method, 2) mapping the strategies and obstacles to the Expectancy-Value-Cost Model (EVC Model) of motivation theory, and 3) noting the effectiveness of those strategies and obstacles and reporting the results to students in between major class assessments. Our results show that that across Science, Technology, Engineering, and Mathematics (STEM) disciplines and student levels, students use and encounter similar strategies and obstacles.
Institute for STEM Education and Research. P.O. Box 4001, Auburn, AL 36831. Tel: 334-844-3360; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A