Improving Motivation - How differences in academic backgrounds can be overcome

Abstract

Two of the PhD students among the authors have taught microbiology lab courses to chemical engineering and biotechnology students. They observed less interest and engagement among the chemical engineering students. To investigate this, four possible causes were hypothesized. For each of these causes, four theoretical concepts were explored. These four theoretical areas were self-determination, self-efficacy, achievement motivation and social motivation theories. From these theories, a number of practical solutions have been suggested. These include increasing teaching enthusiasm, rewarding students with specific feedbacks and compliments, changing exam structures and implementing group learning. There is potential for these solutions to be applied and tested in the future, as one of the authors is likely to teach this course again.