A Case Study to Observe How Students’ Perception of the Possibility of Success Impacts Their Performance in Summative Exams

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Students’ Perception of the Possibility of Success Impacts Their Performance in Summative Exams</title> <meta name="description" content="A Case Study to Observe How Students’ Perception of the Possibility of Success Impacts Their Performance in Summative Exams"> <meta name="keywords" content="Expectancy for success and persistence, motivation and performance, computer science education, motivation and performance in computer science."> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <meta name="citation_title" content="A Case Study to Observe How Students’ Perception of the Possibility of Success Impacts Their Performance in Summative Exams"> <meta name="citation_author" content="Rochelle Elva"> <meta name="citation_publication_date" content="2024/02/12"> <meta name="citation_journal_title" content="International Journal of Educational and Pedagogical Sciences"> <meta name="citation_volume" 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class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Rochelle%20Elva">Rochelle Elva</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Faculty in Higher Education today are faced with the challenge of convincing their students of the importance of the mastery of skills through learning. This is because most students often have a single motivation -to get high grades. If it appears that this goal will not be met, they lose their motivation and their academic efforts wane. This is true even for students in the competitive fields of STEM, including Computer Science majors. As educators, we have to understand our students and leverage what motivates them, to achieve our learning outcomes. This paper presents a case study that utilizes cognitive psychology’s Expectancy-Value Theory and Motivation Theory, to investigate the effect of sustained expectancy for success on students’ learning outcomes. In our case study, we explore how students’ motivation and persistence in their academic efforts are impacted by providing them with an unexpected path to success, which continues to the end of the semester. The approach was tested in an undergraduate computer science course with n = 56. The results of the study indicate that when presented with the real possibility of success, despite existing low grades, both low and high-scoring students persisted in their efforts to improve their performance. Their final grades were on average one place higher on the +/-letter grade scale, with some students scoring as high as three places above their predicted grade.</p> <iframe src="https://publications.waset.org/10013505.pdf" style="width:100%; height:400px;" frameborder="0"></iframe> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Expectancy%20for%20success%20and%20persistence" title="Expectancy for success and persistence">Expectancy for success and persistence</a>, <a href="https://publications.waset.org/search?q=motivation%0D%0Aand%20performance" title=" motivation and performance"> motivation and performance</a>, <a href="https://publications.waset.org/search?q=computer%20science%20education" title=" computer science education"> computer science education</a>, <a href="https://publications.waset.org/search?q=motivation%20and%0D%0Aperformance%20in%20computer%20science." title=" motivation and performance in computer science."> motivation and performance in computer science.</a> </p> <a href="https://publications.waset.org/10013505/a-case-study-to-observe-how-students-perception-of-the-possibility-of-success-impacts-their-performance-in-summative-exams" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10013505/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10013505/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10013505/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10013505/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10013505/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10013505/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10013505/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10013505/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10013505/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10013505/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10013505.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">298</span> </span> <p class="card-text"><strong>References:</strong></p> <br>[1] S. Branca and E. Slusser, “Through a more discerning lens: Understanding college student expectations and experiences over the course of a semester,” College Student Journal, vol. 56, no. 2, pp. 180–96, 2022. <br>[2] C. Nagle, “Using expectancy value theory to understand motivation, persistence, and achievement in university-level foreign language learning,” Foreign Language Annals, vol. 54, pp. 1238–1256, Winter 2021. <br>[3] K. A. Robinson, Y.-k. Lee, E. A. Bovee, T. Perez, S. P. Walton, D. Briedis, and L. Linnenbrink-Garcia, “Motivation in transition: Development and roles of expectancy, task values, and costs in early college engineering,” Journal of educational psychology, vol. 111, pp. 1081–1102, 08 2019. <br>[4] T. Perez, S. V. Wormington, M. M. Barger, R. D. Schwartz-Bloom, Y. Lee, and L. Linnenbrink-Garcia, “Science expectancy, value, and cost profiles and their proximal and distal relations to undergraduate science, technology, engineering, and math persistence,” Science Education, vol. 103, pp. 264–286, 03 2019. <br>[5] K. Muenks, A. Wigfield, and J. S. Eccles, “I can do this! the development and calibration of children’s expectations for success and competence beliefs,” Developmental Review, vol. 48, pp. 24–39, 2018. <br>[6] F. Lauermann, Y.-M. Tsai, and J. S. Eccles, “Math-related career aspirations and choices within eccles et al.’s expectancy–value theory of achievement-related behaviors,” Developmental psychology, vol. 53, pp. 1540–1559, 08 2017. <br>[7] L. Goegan, B. Dueck, and L. Daniels, “Are you feeling successful?: Examining postsecondary student perceptions of success with an expectancy value theory lens,” Social Psychology of Education, vol. 24, p. 985–1001, August 2021. <br>[8] J. Eccles, Expectancies, Values, and Academic Behaviors. In J. T. Spence (Ed.), Achievement and Achievement Motives: Psychological and Sociological Approaches. Freeman, 1983. <br>[9] J. K. Flake, K. E. Barron, C. Hulleman, B. D. McCoach, and M. E. Welsh, “Measuring cost: The forgotten component of expectancy-value theory,” Contemporary Educational Psychology, vol. 41, pp. 232–244, 2015. <br>[10] J. S. Eccles and A. Wigfield, “From expectancy-value theory to situated expectancy-value theory: A developmental, social cognitive, and sociocultural perspective on motivation,” Contemporary educational psychology, vol. 61, p. 13, 04 2020. <br>[11] D. Le Foll, O. Rascle, and N. C. Higgins, “Persistence in a putting task during perceived failure: Influence of state-attributions and attributional style,” Applied Psychology: An International Review, vol. 55, pp. 586–605, 10 2006. <br>[12] Y. Zemack-Rugar, C. Corus, and D. Brinberg, “The academic response-to-failure scale: Predicting and increasing academic persistence post-failure,” Journal of Marketing Education, vol. 43, pp. 103–119, 04 2021. <br>[13] M. S. Hoyert and C. D. O’Dell, “Goal orientation and academic failure in traditional and nontraditional aged college students,” College Student Journal, vol. 43, pp. 1052–1061, 12 2009. <br>[14] L. Berntsen, “How not to handle student failure: The firing of an nyu professor prompts one of his former students to reflect on her own teaching. jan feindt for the chronicle,” The Chronicle of Higher Education, Nov 11 2022. <br>[15] J. M. Hamm, R. P. Perry, J. G. Chipperfield, P. C. Parker, and J. Heckhausen, “A motivation treatment to enhance goal engagement in online learning environments: Assisting failure-prone college students with low optimism,” Motivation Science, vol. 5, pp. 116–134, 06 2019. </div> </div> </div> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div class="container"> <div style="background-color:#f5f5f5;" class="p-3"> <div class="row"> <div class="col-md-2"> <ul class="list-unstyled"> About <li><a href="https://waset.org/page/support">About Us</a></li> <li><a href="https://waset.org/page/support#legal-information">Legal</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/WASET-16th-foundational-anniversary.pdf">WASET celebrates its 16th foundational anniversary</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Account <li><a href="https://waset.org/profile">My Account</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Explore <li><a href="https://waset.org/disciplines">Disciplines</a></li> <li><a href="https://waset.org/conferences">Conferences</a></li> <li><a href="https://waset.org/conference-programs">Conference Program</a></li> <li><a href="https://waset.org/committees">Committees</a></li> <li><a href="https://publications.waset.org">Publications</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Research <li><a href="https://publications.waset.org/abstracts">Abstracts</a></li> <li><a href="https://publications.waset.org">Periodicals</a></li> <li><a href="https://publications.waset.org/archive">Archive</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Open Science <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Philosophy.pdf">Open Science Philosophy</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Award.pdf">Open Science Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Society-Open-Science-and-Open-Innovation.pdf">Open Innovation</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Postdoctoral-Fellowship-Award.pdf">Postdoctoral Fellowship Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Scholarly-Research-Review.pdf">Scholarly Research Review</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Support <li><a href="https://waset.org/page/support">Support</a></li> <li><a href="https://waset.org/profile/messages/create">Contact Us</a></li> <li><a href="https://waset.org/profile/messages/create">Report Abuse</a></li> </ul> </div> </div> </div> </div> </div> <div class="container text-center"> <hr style="margin-top:0;margin-bottom:.3rem;"> <a href="https://creativecommons.org/licenses/by/4.0/" target="_blank" class="text-muted small">Creative Commons Attribution 4.0 International License</a> <div id="copy" class="mt-2">© 2024 World Academy of Science, Engineering and Technology</div> </div> </footer> <a href="javascript:" id="return-to-top"><i class="fas fa-arrow-up"></i></a> <div class="modal" id="modal-template"> <div class="modal-dialog"> <div class="modal-content"> <div class="row m-0 mt-1"> <div class="col-md-12"> <button type="button" class="close" data-dismiss="modal" aria-label="Close"><span aria-hidden="true">×</span></button> </div> </div> <div class="modal-body"></div> </div> </div> </div> <script src="https://cdn.waset.org/static/plugins/jquery-3.3.1.min.js"></script> <script src="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/js/bootstrap.bundle.min.js"></script> <script src="https://cdn.waset.org/static/js/site.js?v=150220211556"></script> <script> jQuery(document).ready(function() { /*jQuery.get("https://publications.waset.org/xhr/user-menu", function (response) { jQuery('#mainNavMenu').append(response); });*/ jQuery.get({ url: "https://publications.waset.org/xhr/user-menu", cache: false }).then(function(response){ jQuery('#mainNavMenu').append(response); }); }); </script> </body> </html>

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A Case Study to Observe How Students’ Perception of the Possibility of Success Impacts Their Performance in Summative Exams