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Relating Motivation and Learning Strategies to Algebra Course Results in a Foundation Programme

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Title: Relating Motivation and Learning Strategies to Algebra Course Results in a Foundation Programme
Language: English
Authors: Wendy L. Baumgartner (ORCID 0009-0002-4226-2431), Erica D. Spangenberg (ORCID 0000-0003-3073-9239), Geoffrey V. Lautenbach (ORCID 0000-0001-7099-095X)
Source: Pythagoras. 2024 45(1).
Availability: AOSIS. 15 Oxford Street, Durbanville, Cape Town, 7550 South Africa. Tel: +27-21-975-2602; Fax: +27-21-975-4635; e-mail: publishing@aosis.co.za; Web site: https://sajce.co.za/index.php/pythagoras
Peer Reviewed: Y
Page Count: 13
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Student Motivation, Learning Strategies, Foundation Programs, College Attendance, Algebra, College Mathematics, Undergraduate Students, Foreign Countries, Self Efficacy, Value Judgment, Expectation, Test Anxiety, Cognitive Processes, Metacognition
Geographic Terms: South Africa
Assessment and Survey Identifiers: Motivated Strategies for Learning Questionnaire
ISSN: 1012-2346
2223-7895
Abstract: Foundation programmes provide an alternate access route for prospective students whose prior academic results exclude direct entry to undergraduate studies. Bridging courses within foundation programmes address gaps in prior knowledge while developing content knowledge and requisite skills to equip students for the rigour of undergraduate degree study. This study looks for relationships between motivation and learning strategies at course commencement and the final course results of 796 purposively chosen participants across four iterative cycles (cohorts) enrolled in an algebra course within a foundation programme at a private higher education institution in South Africa. Data were collected with the "motivated strategies for learning" questionnaire, and cohort responses were analysed using correlational statistics. Statistically significant differences mainly were detected in the motivation subscales, and the academic performance was largely related to gender and prior mathematics syllabus. Where cohorts are similar, generic interventions designed to equip one cohort may equip others. Specific intervention strategies that target the needs of students based on the needs identified in this study may equip future students to improve their algebraic knowledge. Contribution: The research contributes by augmenting the exiguous literature of studies of students in algebra courses in foundation programmes who aim to progress to undergraduate degree studies. Investigating relationships between motivation and learning strategies at course commencement and final course results within multiple cohorts promotes the development of flexible, relevant intervention strategies that can be implemented timeously. A study of multiple cohorts further allows for improved validity and reliability in conclusions relating to scalability.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1421119
Database: ERIC
FullText Text:
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  Data: Relating Motivation and Learning Strategies to Algebra Course Results in a Foundation Programme
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  Data: <searchLink fieldCode="AR" term="%22Wendy+L%2E+Baumgartner%22">Wendy L. Baumgartner</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0002-4226-2431">0009-0002-4226-2431</externalLink>)<br /><searchLink fieldCode="AR" term="%22Erica+D%2E+Spangenberg%22">Erica D. Spangenberg</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3073-9239">0000-0003-3073-9239</externalLink>)<br /><searchLink fieldCode="AR" term="%22Geoffrey+V%2E+Lautenbach%22">Geoffrey V. Lautenbach</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7099-095X">0000-0001-7099-095X</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Pythagoras%22"><i>Pythagoras</i></searchLink>. 2024 45(1).
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  Data: AOSIS. 15 Oxford Street, Durbanville, Cape Town, 7550 South Africa. Tel: +27-21-975-2602; Fax: +27-21-975-4635; e-mail: publishing@aosis.co.za; Web site: https://sajce.co.za/index.php/pythagoras
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  Data: Foundation programmes provide an alternate access route for prospective students whose prior academic results exclude direct entry to undergraduate studies. Bridging courses within foundation programmes address gaps in prior knowledge while developing content knowledge and requisite skills to equip students for the rigour of undergraduate degree study. This study looks for relationships between motivation and learning strategies at course commencement and the final course results of 796 purposively chosen participants across four iterative cycles (cohorts) enrolled in an algebra course within a foundation programme at a private higher education institution in South Africa. Data were collected with the "motivated strategies for learning" questionnaire, and cohort responses were analysed using correlational statistics. Statistically significant differences mainly were detected in the motivation subscales, and the academic performance was largely related to gender and prior mathematics syllabus. Where cohorts are similar, generic interventions designed to equip one cohort may equip others. Specific intervention strategies that target the needs of students based on the needs identified in this study may equip future students to improve their algebraic knowledge. Contribution: The research contributes by augmenting the exiguous literature of studies of students in algebra courses in foundation programmes who aim to progress to undergraduate degree studies. Investigating relationships between motivation and learning strategies at course commencement and final course results within multiple cohorts promotes the development of flexible, relevant intervention strategies that can be implemented timeously. A study of multiple cohorts further allows for improved validity and reliability in conclusions relating to scalability.
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
    Subjects:
      – SubjectFull: Student Motivation
        Type: general
      – SubjectFull: Learning Strategies
        Type: general
      – SubjectFull: Foundation Programs
        Type: general
      – SubjectFull: College Attendance
        Type: general
      – SubjectFull: Algebra
        Type: general
      – SubjectFull: College Mathematics
        Type: general
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Foreign Countries
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      – SubjectFull: Self Efficacy
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      – SubjectFull: Value Judgment
        Type: general
      – SubjectFull: Expectation
        Type: general
      – SubjectFull: Test Anxiety
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      – SubjectFull: Cognitive Processes
        Type: general
      – SubjectFull: Metacognition
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      – SubjectFull: South Africa
        Type: general
      – SubjectFull: Motivated Strategies for Learning Questionnaire
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    Titles:
      – TitleFull: Relating Motivation and Learning Strategies to Algebra Course Results in a Foundation Programme
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