Article
Authors: Jeffrey M. Ulmer (University of Central Missouri) , Troy Ollison (University of Central Missouri) , Joseph Long (University of Central Missouri)
Student motivation may be intrinsic (self-determined to perform) or extrinsic (grades, privileges, external consequences) as noted by Williams & Stockdale (2004, p. 214). A study of 228 undergraduate mid- western college students was assessed for potential student increased motivation after a midterm grade notification in comparison to their final course grades. The study revealed that students earning less than an 80% score at the notification did statistically significantly increase their final course grade (p = 0.000, N = 52) as tested by the non-parametric Wilcoxon Signed-Rank Test. This level of statistical significance was also evidenced for students earning 80% through 100% scores (p = 0.000, N = 176). Although when these same students were aggregated together, the statistical significance was not present (p = 0.242, N = 228). A combination of intrinsic and extrinsic motivation factors appears to be apparent when students are assessed for a given midterm grade notification category.
Keywords: teaching innovation|student success
How to Cite: Ulmer, J. M. , Ollison, T. & Long, J. (2019) “Student Motivation: Do Midterm Grade Notifications Motivate Students to Earn Higher Final Course Scores?”, The Journal of Technology, Management, and Applied Engineering. 35(2).