Structuring achievement goal orientation through group problem solving activities

Abstract

Achievement goal theory (AGT) has emerged as a prominent framework to examine influences on students’ motivation and achievement. The achievement goals are classified into mastery and performance goals orientation. Whilst mastery goals focus on self-improvement and emphasize on learning, performance goals are motivated by a desire for extrinsic approval and may lead to surface learning. This project focuses on creating a learning environment that is students-centered via incorporating AGT within the students’ learning curve and examine students’ satisfaction in learning and their performance due to these interventions. As the conventional grading system can be a stumbling block, this research employs grouping strategy that sets the classroom with the collaborative learning environment to promote the development of mastery goal orientation and intrinsic motivation. Various pedagogies suited for the encouragement of a mastery goal orientation have been applied. Surveys via the tools adapted from Patterns of Adaptive Learning Survey (PALS), observational data, and interviews are used to study the effect of the goal structure and the learning outcomes.