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Students' Class Perceptions and Ratings of Instruction: Variability Across Undergraduate Mathematics Courses
Jesse L M Wilkins1, Brett D Jones1, Lee Rakes2
1School of Education, Virginia Tech, Blacksburg, VA, United States.
Frontiers in Psychology
|June 28, 2021
Summary
Student perceptions of mathematics courses, including motivation and instructor caring, positively influence course ratings. Instructors can improve student ratings by fostering a supportive motivational climate and using effective teaching strategies.
Area of Science:
- Educational Psychology
- Mathematics Education
Background:
- Student motivation significantly impacts academic outcomes.
- Understanding factors influencing student perceptions of mathematics courses is crucial for improving instruction.
Purpose of the Study:
- To investigate the relationship between students' motivation-related perceptions and their ratings of mathematics instruction.
- To examine these relationships at both student and class levels, considering variations across different math courses.
Main Methods:
- Multilevel modeling was employed with 795 students across 43 mathematics course sections.
- Data collected included student perceptions of autonomy, utility value, success expectancies, situational interest, instructor caring, and overall course/instructor ratings.
Main Results:
- Student perceptions of mathematics courses varied significantly across different course sections.
- Positive correlations were found between motivation-related perceptions and instructor/course ratings at both student and class levels.
- The strength of these relationships varied, indicating course-specific motivational climate effects.
Conclusions:
- The motivational climate of a mathematics course significantly influences student ratings of instruction.
- Instructors can enhance their ratings by implementing teaching strategies that support student autonomy, goals, success, interests, and relationships.
Keywords:
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