When the Tail Wags the Dog: Perceptions of Learning and Grade Orientations, in and by, Contemporary College Students and Faculty Howard R. Pollio University of Tennessee-Knoxville Hall P. Beck Appalachian State University - PowerPoint PPT Presentation

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When the Tail Wags the Dog: Perceptions of Learning and Grade Orientations, in and by, Contemporary College Students and Faculty Howard R. Pollio University of Tennessee-Knoxville Hall P. Beck Appalachian State University

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Title: When the Tail Wags the Dog: Perceptions of Learning and Grade Orientations, in and by, Contemporary College Students and Faculty Howard R. Pollio University of Tennessee-Knoxville Hall P. Beck Appalachian State University


1
When the Tail Wags the Dog Perceptions of
Learning and Grade Orientations in, and by,
Contemporary College Students and Faculty
Howard R. Pollio University of Tennessee at
Knoxville Hall P. Beck Appalachian State
University
2
Learning Orientation Items
  • I find the process of learning new material fun.
  • I enjoy classes in which the instructor attempts
    to relate material to concerns beyond the
    classroom.
  • I browse the library even when not working on a
    specific assignment.

3
Learning Oriented Students Tend To
  • Display effective study skills.
  • Exhibit above average reasoning skills.
  • Have high levels of self motivation.
  • Possess other positive educational attributes.

4
Grade Orientation Items
  • I think that without regularly scheduled exams I
    would not learn and remember very much.
  • I think that grades provide me a good goal to
    work toward.
  • I try to find out how easy or hard an instructor
    is before signing up for a course.

5
Grade Oriented Students Tend To
  • Be inefficient in their study habits.
  • Find little pleasure in reading.
  • Have below average Scholastic Aptitude Test
    scores for their university.
  • Receive poor grades.

6
LOGO F Learning Orientation Items
  • I think that students should be encouraged to
    cooperate rather than to compete.
  • I design course assignments that encourage
    students to read outside my discipline.
  • I encourage students to raise questions in class
    that are topic related but which also go beyond
    the scope of the tests which I prepare.

7
LOGO F Grade Orientation Items
  • Without regularly scheduled exams most students
    would not learn the material that I present.
  • I emphasize in my conversations with students
    the importance of studying to obtain good
    grades.
  • I think that college grades are good predictors
    of success in later life.

8
How Not To See
9
Equestrian Statue of Marcus Aurelius
10
Purpose Assess the Positive and Negative Values
Attached to Learning and Grade Orientations From
Three Perspectives
  • Study 1 Students View Of Their Orientations
  • Study 2 Students View Instructors Orientations
  • Study 3 Instructors View Students Orientations

11
Study 1 Objectives
  • To determine the relationship between students
    current and ideal orientations.
  • To assess the extent to which students ideal
    orientations influence or are associated with
    current orientations.
  • To measure the degree that students are
    dissatisfied with their current orientations.

12
Study 1 Methods
  • Participants
  • 184 Appalachian State undergraduates enrolled in
    either Introductory or Social Psychology classes.
  • Procedure
  • Students indicate on the LOGO II the extent that
    the items are currently descriptive of them,
    providing current LO and current GO scores. The
    same students complete the LOGO II a second time
    as they would ideally like to be, yielding
    ideal LO and ideal GO scores.

13
Study 1 Method
  • Students indicate on the LOGO II the extent that
    the items are currently descriptive of them,
    providing current LO and current GO scores.
  • Same students complete the LOGO II a second time
    as they would ideally like to be, yielding
    ideal LO and ideal GO scores.

14
Study 1 Measures
  • Current LO score
  • Ideal LO score
  • Current GO score
  • Ideal GO score

15
Study 1 Results
  • Current and ideal LO scores were positively
    correlated, r (182) .45, p lt .001.
  • Also, current and ideal GO scores were positively
    correlated, r (182) .43, p lt .001.
  • A 2(LO, GO Scale) x 2(Current, Ideal
    Instructions) ANOVA was performed using LOGOII
    scores as the dependent measure.

16
Study 1 Results
17
Why Are Students Dissatisfied With Their
Orientations?
  • Instructors prevent students from achieving their
    high learning oriented and low grade oriented
    ideals.
  • Most instructors encourage grade orientation.
  • Most instructors give scant attention to learning
    orientation.

18
Study 2 Objectives
  • To determine if most students believe that
    instructors overly emphasize grade orientation
    and are unconcerned with promoting learning
    orientation in their courses.
  • To discover if students views of instructor
    orientations are related to their own
    orientations.

19
Study 2 Method
  • Participants
  • 212 Appalachian State undergraduates enrolled in
    Introductory Psychology sections
    participated.Materials and Procedure
  • Students completed LOGO II under standard
    instructions. They then completed the LOGO F
    twice, indicating how they believed a typical
    ASU instructor would respond and how they would
    ideally like their instructors to respond.

20
Study 2 Methods
  • Students complete LOGO II under standard
    instructions.
  • On LOGO F students indicate how they believe a
    typical ASU instructor would respond.
  • Students answer the LOGO F as they would ideally
    like their instructors to respond.

21
Study 2 Measures
  • Students LO and GO scores
  • Typical Faculty LO score and Ideal Faculty LO
    score
  • Typical Faculty GO score and Ideal Faculty GO
    score

22
Study 2 Results
  • Regression of typical LO, ideal LO, typical GO,
    and ideal GO scores on students LO scores was
    statistically significant, F(4, 207) 3.62, p lt
    .001, R2 .07.
  • Regression of four predictor variables on
    students GO scores was statistically
    significant, F(4, 207) 3.47, p lt .001, R2
    .06.

23
Study 2 Results
24
Study 3 Objectives
  • To determine if instructors would like for
    students to be more grade oriented.
  • To test the hypothesis that instructors are
    unconcerned with promoting learning orientation.
  • To discover if the orientations instructors
    emphasize in their classes are related to their
    views of students orientations.

25
Study 3 Method
  • Instructors complete LOGO F under standard
    instructions.
  • On LOGO II instructors indicate how they believe
    a typical ASU student would respond.
  • Instructors answer the LOGO II as they would
    ideally like their students to respond.

26
Study 3 Measures
  • Instructors LO and GO scores
  • Typical Student LO score and Ideal Student LO
    score
  • Typical Student GO score and Ideal Student GO
    score

27
Study 3 Results
  • Regression of typical LO, ideal LO, typical GO
    and ideal GO scores on instructors LO ratings
    was statistically significant,F(4,149) 36.44,
    p lt .001, R2 .49.
  • Regression of four predictors on instructors GO
    scores was statistically significant,F(4,149)
    45.51, p lt .001, R2 .55.

28
Study 3 Results
  • Strong negative correlation of typical LO and
    typical GO ratings, r(152) -.73, p lt .001.
  • Strong negative correlation of ideal LO and ideal
    GO ratings, r(152) -.52, p lt .001.

29
Study 3 Results
30
Learning and Grade Orientations From the
Students Perspective
  • Students are highly dissatisfied with their own
    orientations. They want to be more learning
    oriented and less grade oriented.
  • Results of Study 2 are consistent with the
    premise that students believe instructors
    pressure them to be more grade oriented and less
    learning oriented than they desire.

31
Learning and Grade Orientations From the
Instructors Perspective
  • Many instructors are dissatisfied with the
    learning and grade orientations displayed by
    their students.
  • Instructors want their students to be more
    learning oriented and less grade oriented.

32
Why Do Students and Faculty Misjudge One
Another A Lovers Quarrel?
  • Fundamental Attribution Error
  • Need for Student-Instructor Dialogue
  • Reactance
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