Improving learning performance with extra-credit optional homework

Juan Equiza-Goñi; Isabel Rodríguez-Tejedo

doi:10.1344/reire.46352

Autors/ores

Juan Equiza-Goñi Universidad de Navarra https://orcid.org/0000-0001-6773-5755
Isabel Rodríguez-Tejedo Universidad de Navarra https://orcid.org/0000-0002-5433-8328

DOI:

https://doi.org/10.1344/reire.46352

Paraules clau:

crèdit extra, aprenentatge, estudiant universitari, tasca opcional, incentiu del comportament, avaluació

Resum

INTRODUCCIÓ. Les tasques s’utilitzen per reforçar l’aprenentatge, oferir oportunitats de pràctica i fomentar l’autoavaluació. Tot i que la recerca indica un impacte positiu, l’efectivitat que puguin tenir encara és objecte de controvèrsia i alguns estudis suggereixen que els incentius extrínsecs com la nota extra podrien minvar la motivació intrínseca. El nostre estudi contribueix a aquest debat examinant els efectes de les tasques optatives de crèdit extra en el rendiment dels estudiants.

MÈTODE. Vam dissenyar tasques per augmentar la motivació intrínseca. Vam utilitzar la regressió jeràrquica per investigar l’impacte de la tasca de crèdit extra en les avaluacions finals dels estudiants.

RESULTATS. Vam trobar efectes significatius de les tasques en els resultats d’aprenentatge dels estudiants, mesurats pel seu rendiment en l’examen final.

DISCUSSIÓ. Per a la literatura sobre la motivació intrínseca, les activitats es van dissenyar per fomentar l’aprenentatge entre iguals i permetre als estudiants exercir creativitat i perseguir els seus interessos. La nostra anàlisi ofereix evidència que els estudiants que van participar en el treball de crèdit extra van millorar el rendiment. Aquest resultat és estadísticament significatiu, fins i tot tenint en compte el seu coneixement previ i el compromís amb el curs.

Descàrregues

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