Explicit use of performance expectancy as a function of self-regulated learning

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.