THE EFFECT OF LEARNING-ENVIRONMENT FACTORS ON STUDENTS MOTIVATION ANDLEARNING

This paper reports a qualitative study of the learning environment of a Year 11 Biology class. The research was originally framed in a const ructivist epistemology, but was also informed by an emancipatory inter est. The main methods used for data gathering were participant observa tion, interviewing and a written response survey (CES) (Tobin 1993a). It was found that, even though the students viewed the class positivel y, and described themselves as highly motivated to learn, the level of cognitive engagement was affected by two interrelated factors: the co ntrol the teacher had over almost all activities, and student beliefs about learning in this context. The data suggest that both intrinsic a nd extrinsic motivation which could lead to deep involvement in learni ng are constrained by a preponderance of teacher-centred methods of in struction. A model is proposed relating intrinsic and extrinsic intere st to cognitive engagement. It is concluded that more activities shoul d be used which either implicitly or explicitly reinforce positive bel iefs about the need for self-direction in learning. A personal perspec tive has been included in this paper to indicate the non-linearity of the development of theory.