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Student perceptions of STEM office hours are shaped by past experiences and instructor communication. Attending is often motivated by course help needs, but perceived costs increase with lower self-efficacy.

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Area of Science:

  • Science, Technology, Engineering, and Mathematics (STEM) Education
  • Higher Education Pedagogy

Background:

  • Office hours are a common component of STEM courses, offering significant academic and affective benefits to students.
  • Limited research exists on the origins of student perceptions of office hours and the factors influencing their experiences.

Purpose of the Study:

  • To investigate student motivations for attending STEM office hours.
  • To identify factors shaping student experiences in STEM office hours.
  • To understand influences on students' conceptions of office hours.

Main Methods:

  • Conducted semistructured interviews with 20 students in an introductory STEM course.
  • Utilized expectancy value theory and racialized opportunity cost as theoretical frameworks.

Main Results:

  • Prior high school office hour experiences and instructor communication (class/syllabus) significantly influence student expectancies, perceived value, and costs.
  • The primary motivation for attending office hours is seeking help with course content.
  • Students with lower self-efficacy in a course perceive higher costs associated with attending office hours.

Conclusions:

  • Instructor communication and prior experiences are key to shaping student perceptions and engagement with office hours.
  • Addressing perceived costs, particularly for students with lower self-efficacy, is crucial for encouraging office hour attendance.
  • Recommendations are provided for instructors to enhance student engagement with office hours.