| dc.description.abstract | This study examined the effects of making explicit the performance expectancy component of
teaching and learning for Grade 8 science students. The performance expectancy used in this
research specifically focused on students’ predictions of their level of performance on science
tests, also referred to as “expectancy statements”. This study focused on the following questions:
1. Which variables (predicted score, study time, test rating) best predict student scores?
2. Does the accuracy (the closeness of the student’s predicted score to his/her actual
score) of students’ expectancy statements change with practice?
3. Do students think the use of expectancy statements is helpful in improving their
scores?
4. Do students think that the expectancy statements become more accurate with
practice?
5. Do students think that their study habits change through the use of expectancy
statements?
The data for this study were collected through student classroom files and surveys, and
analyzed quantitatively and qualitatively according to the five research questions. The process of
quantitative data analysis involved the use of descriptive statistics, ANOVA, and stepwise
multiple regression analysis. Qualitatively the data were organized according to recurrent themes.
From this study’s findings, it appears that performance expectancy fostered intrinsic
motivation, in the form of students’ perceptions of improvements in study habits and increased
confidence levels. Statistically the relationship between expectancy statements and test scores
was positive yet weak. | |
