Document Type
Article
Publication Date
1-2007
Source Publication
International Journal for the Scholarship of Teaching and Learning
Abstract
The purpose of this empirical research study was to investigate what motivates students to provide formative anonymous feedback to teachers regarding their perceptions of the teaching and learning experience in order to improve student learning. Expectancy theory, specifically Vroom’s Model, was used as the conceptual framework for the study. Multiple regression analysis was employed to test both the valence and force equations. Statistically significant results indicated that students’ motivation was dependent upon the importance to them of improving the value of the class and of future classes, and the expectation that their formative feedback would lead to increased value for them, their peers in the classroom and for students in future classes. Based on these findings, it is important for teachers who request students to participate in providing anonymous feedback to emphasize that this feedback is a valuable tool to assist in improving current and future teaching and learning experiences.
Comments
Originally published in International Journal for the Scholarship of Teaching and Learning, Volume 1, No. 1 (January 2007).
This version of the article is identical to the published version.