Presentation

Timothy Mays, Ph. D., PE Department of Civil and Environmental Engineering

Analyzing the Effects of Extra Credit Opportunities on Student Learning, Motivation and Faculty Perceptions.

Abstract

• It can be argued that student performance in engineering coursework can be improved by providing opportunities for students to work additional problems beyond required class work and homework assignments.
  
  
• Absence of provided solutions, the existing condition of average student motivation and the lack of additional guidance from faculty often discourage such efforts
  
  
• This research presents a specific approach to improving student performance in engineering subject areas that includes providing extra credit problems for students to work, allowing students to self evaluate their performance using provided solutions and assessing the level of the participating students increased knowledge by requiring these students to work randomly selected problems from their extra credit submittal without consulting their previously developed solutions.
  
  
• The student's tangible reward for completing the extra credit assignments consists of a student specific number of points on each student's final average that is a function of the number of successfully completed extra credit problems and the student's scores on assessment quizzes covering the submitted material.
  
  
• The student's intangible reward for successfully completing extra credit assignments includes increased knowledge of the subject matter, increased student motivation for learning and improved perceptions of the instructor.
  
  
• The average reward for completing the assignment is only a few points on the student's final average and faculty involvement is minimal, yet the methodology has been successfully used for three semesters at The Citadel.

  Points of interest:
  
  1. The topic of extra credit has a distinct lack of pedagogical research.
  2. University level views of extra credit are varied and contentious.
  3. Both disadvantages and advantages were discussed
  4. Citation of two previous studies by Junn (1995) and Thorne (2000).
  5. Methodology, content and results discussed

  A copy of Dr. Mays presentation is on file in the CASTLE office.

3. General Comments / Discussion of Dr. Mays Presentation

How many students did extra credit? (Students with higher grades tended to submit more problems for extra credit, current semester @ ½ are participating and the number tends to drop over the course of the semester)

Is the work done in class? (No, all work is performed on the student's own time)

Is it possible to do all the work and receive no credit? (Yes. However, the questions are the motivating factor since there is no guaranteed reward at the end of the semester in terms of amount of credit given)

If credit is withheld until mastery learning is achieved, what becomes the motivating factor? (Learning becomes the motivator outside of simply reaching a grade and ultimately leads to a deeper association with one's educational experience)