Chocolate challenge: The motivational effects of optional projects in an introductory engineering class

Abstract

Introductory engineering classes typically aim to challenge the average incoming freshman. However, as a result of superior education, talent or both, some incoming students enter engineering programs prepared for more challenging activities. Offering a series of optional challenge projects spanning multiple disciplines is proposed as a means to maintain student engagement and motivation for learning. Specifically, we studied the motivational effects of offering optional challenge projects to freshmen engineering students enrolled in an introductory engineering course. The structure of these activities consisted of an initial challenge followed by a related, though more complex, second challenge. Rewards were commensurate with the challenge such that the award for the second level was more significant. We used an experimental design where some students were offered the opportunity to complete the challenges and others were not. In all cases, participation in challenges was voluntary. We implemented a pre/post survey design using the Motivated Strategies for Learning Questionnaire (MSLQ), a reliable and valid survey instrument designed to assess motivation in college courses. The MSLQ contains sub-scales for a variety of motivation constructs including goal orientations, task values, and self-efficacy. Though posttest response rates proved too low to yield statistically significant comparisons, quantitizing responses from open-ended qualitative data yielded meaningful results. In particular, our study shows the importance of providing challenges that are of an appropriate difficulty level for the students based on their current knowledge. © 2012 American Society for Engineering Education.