Abstract
The purpose of this study was to describe the student benefits obtained from a faculty development activity directed toward student motivation, learning strategies and description of teaching. The subjects for this study were students in ten separate sections of classes in the department of allied health sciences and the department of business at Garden City Community College, Garden City, Kansas. Two sections from the nursing department and three from the business department constituted the control group. There was a total of 75 students in the control group. The experimental group consisted of three sections from nursing and two sections from the business department. There was a total of 74 students in the experimental group. Both the control and the experimental groups received pre and post tests using the Motivated Strategies for Learning Questionnaire (MSLQ) and the Student Description of Teaching (SDT). Findings. The null hypotheses were tested at the.05 level employing a single factor one-way analysis of covariance. A total of 16 comparisons were made. Three of the 16 comparisons were statistically significant. The comparisons of intrinsic goal orientation, task value, and student description of teaching were found to be significantly different in favor of the treatment group.
Bass, Howard George (1994). The effect of faculty development on student motivation, learning strategies and description of teaching. Texas A&M University. Texas A&M University. Libraries. Available electronically from
https : / /hdl .handle .net /1969 .1 /DISSERTATIONS -1468508.