The main objective of this paper is to use performance of students in order to quantify the effects of an active learning strategy on their motivation. In the first part of the investigation, the relative performance of students was used as a tool to gauge the effects of the active learning strategy on the motivation of students. The results indicate that the active learning strategy enhanced the performance of 38 (69%) students. For the second part of this quantitative method, the Dadach Motivation Factor ‘DMF’ was introduced in order to measure the effects of the active learning strategy on the motivation of students. Based on the requirement of the analysis (DMF> 1), the final results suggest that the active learning strategy has enhanced the motivation and increased the performance of twenty-two (40%) students. On the other hand, motivation did not have a significant role for the other sixteen (29%) students whose performance in the process control course (FGP) was higher than their average performance in the department (CGPA). The results of the quantitative approach were compared with the student survey.

1. ZIN EDDINE DADACH
Chemical Engineering Department
Higher Colleges of Technology
UNITED ARAB EMIRATES

2. I Effective Learning
II Motivation (Intrinsic vs. Extrinsic)
III. Active Learning
IV. Teaching strategies
V. Measuring Performance
VI. Expectancy theory of motivation
VII. First quantitative method for motivation
VIII. Comparing results to student’s survey
IX. Conclusion

3.  Literature has shown that effective teachers succeed in
making students feel good about school and learning
(LEARNING IS FUN), thus increasing student
achievement.
 According to Michel et al., students in an actively
taught class learn (memorize) the material to which
they are exposed better than those taught passively.
 Olson also stated: ‘Motivation is probably the most
important factor that educators can target in order to
improve learning.

4.  Space learning over time. Shorter study sessions, interspersed with other
activities (Active Learning).
 Alternate between solved examples and problem sets. Teachers can
provide students with step-by-step solutions to sample problems, but they
should also have the opportunity to solve similar problems by themselves.
 Combine words and graphics. Anything you can do to make study material
richer will also make it more memorable. Pictures really are worth a
thousand words.
 Integrate the concrete with the abstract. Illustrate abstract concepts with
many and varied concrete examples. Use of analogies could help.
 Testing promotes learning. Not just midterms and finals, but also quizzes.
 Help students allocate their time effectively. A structured course, with
deadlines and focused activities, will help a lot.
 Ask deep explanatory questions. Teachers should ask deep questions,
encourage students to "think aloud" about the answers, and - -again --
provide feedback.

5. Definition: Motivation is the force
that drives one to act. It involves
biological, cognitive, emotional, and/or
social factors within a human being or
animal that arouse and direct goal-
oriented behavior.

6. INTRINSIC MOTIVATION
 Love of Learning
 Assumes the learning activity
itself is satisfying
 Primarily process-focused
 Implies that the learning/task
itself has value and meaning
 Long-term benefits
 Information stored in Long
term memory : Information
becomes knowledge
EXTRINSIC MOTIVATION
 Desire for Reward (Grade)
 Assumes that an extrinsic
motivator is necessary
 Primarily product-focused
 Implies the learning/task is a
means to an end (the
reward)
 Short term benefit
 Information stored in Short
term memory: Information
lost after exams.

7.  Students must have access, ability, and interest, and must
value education.
 Teachers must be well-trained, must focus and monitor
the educational process, be dedicated and responsive to
their students, and be inspirational.
 Content must be accurate, timely, stimulating, and
pertinent to the students’ current and future needs.
 Method must be inventive, encouraging, interesting, and
beneficial, and provide tools that can be applied to the
student’s real life.
 Environment needs to be accessible, safe, positive,
personalized as much as possible, and empowering.

8.  
Learning is a relatively permanent change in
knowledge that occurs as a result of experience.
Active learning is described as a process in which
students engage in doing things (involvements) and
thinking about what they are doing in the classroom.

9.  Engineering students work with real process
applications, charts, diagrams, hands-on
practices, and demonstrations.
 They need to have critical and creative
thinking to solve technical problems or design
new processes.
 Teaching thinking skills is therefore more
important than giving information.

10. Psychologists distinguish among a number of
different kinds of memory, including "short term"
or "working" memory and "long-term" memory.
When we talk about student learning, we're mostly
talking about "long-term" memory -- though
“working memory” is not by any means irrelevant.
Distractions, like music or checking your cell
phone for texts, can consume some of the capacity
of “working memory.”

12.  Change the type of motivation of students :
Extrinsic (Grades) → Intrinsic (Curiosity and hunger to
learn)
 Most students tend to prefer activities that allow active
participation or response. Activities that allow students to
interact with you or one another, or allow them to
manipulate materials are usually more intrinsically
motivating to students.
 Students are more involved than in passive listening;
 Students may engage in higher order thinking, such as
analysis, synthesis, and evaluation;

13.  Cooperative Learning
Class activities were based on Pair Problem Solving (PPS).
 Inductive Learning
Six lab experiments (two to demonstrate and four to conduct experimental
investigation in groups of three students)
 Problem-based learning (PBL)
Project: The objective of the project was to encourage curiosity and hunger for
exploration in students
 Interactive Classroom
1) Discussion using open-ended questions
2) Questions used : “Why?” and “What happens if”
3) Videos and Analogies for visualization of process control

14. Class activities of two
hours were usually
organized after three or
four lectures.
Class activities were based
on Pair Problem Solving
(PPS). Three or four
students had opportunities
to explore and solve
together problem
situations.

15. Every student
has a chance to
teach his friends
and explain the
solutions during
class activities.

16. Lab experiments help
students to work in teams
and teach them how to
carry out experiments in a
safe manner, collect data,
using an investigative
strategy, analyze
experimental values and
compare them with theory,
present results in a
professional manner

17. The objective of the project
was to encourage curiosity
and hunger for exploration
in students by using all
the library resources to
search for the latest
technologies and
applications of process
control for a specific
application.

18. Activities Mark of each activity
Labs: 3&4 (Inductive Learning) 10
Case studies (Pair Problem Solving) 5
Exam 1 30
Labs: 5&6 (Inductive Learning) 10
Case studies (Pair Problem Solving) 5
Project (Problem Based Learning) 10
Final exam 30

19. DISCUSSION:
During the first half hour of the first class of each week, students were
asked to answer questions related to the previous lecture. A discussion
between the students was encouraged.
VIDEOS:
To grasp the concepts better, five videos (20 minutes each) were used
whenever students lost some focus and it was needed to recreate images
in their mind that could help them follow the difficult theory of process
control.
OPEN ENDED QUESTIONS :
In order to encourage curiosity to discover the unknown, all the questions
about the new lectures were open-ended questions. I this perspective, the
question ‘Why?’ was very often used. What happens if. . .?’ was used
instead of the question ‘Do you have any questions?’.

20. Brain-Body
Interactions
Controller-Plant
interactions

21.  There are many ways to collect
evidence of student learning outcomes.
 To simplify the options, assessment
efforts are categorized as direct and
indirect measures.
 DIRECT METHOD: GRADES
 INDIRECT METHOD: STUDENTS’ SURVEY

22. Relative Performance (RP) of students
was used as a tool to gauge the
effects of the active learning strategy
on the performance of students.

23. 𝑅𝑃 =
(𝐹𝐺𝑃−𝐶𝐺𝑃𝐴)
𝐶𝐺𝑃𝐴
𝑥 100
 FGP: Final Grade Point as the
performance of each student in the course
CGPA: Performance of each student in the
department

24. Grading System of the College
Grade Range Grade Point (GP)
A 90-100 4
A-
85-89 3.7
B+
80-84 3.3
B 75-79 3
C+
70-74 2.3
C 65-69 2
D 60-64 1
F 0-59 0

25. 1.72 1.88 1.9 2.05 2.05 2.26 2.38 2.48 2.53 2.66 2.77 2.8 2.88 2.88 3.03 3.1 3.1 3.27 3.33 3.35 3.4 3.5 3.55 3.72 3.78 3.85 3.95 3.95
-60
-40
-20
0
20
40
60
80
Cumulative Grade Point Average (CGPA)
P
e
r
f
o
r
m
a
n
c
e
(
%
)
Distribution of the Students' Relative
Performance

26.  

27. Theorists have developed several approaches to
motivation which fall in four broad categories:
 Behavioral view: (based on reward)
 Humanistic view: (Basic Human needs)
 Achievement motivation theory: (Need for
achievement is increased when students
experience success)
 Cognitive view:(based on intrinsic motivation)

28.  Students need to feel that they are loved and
they want to be part of a group.
 Students need to feel that they have some
control over their learning.
 Students need to feel that they are capable and
have something valuable to contribute.
 Students need to feel that they are autonomous
and have freedom of choice.
 Students need to have fun and experience
wonder and joy.

31. Component Scale Range
Definition
Expectancy 0 to 1 0 = Belief she/he could not
perform successfully
1 = Firm belief she/he
could perform successfully
Instrumentality 0 to 1 0 = no relationship between
performance and outcome
1 = outcome dependent on
performance
Valence -1 to +1 - = avoidance of outcome
0 = indifference
+ = expected outcome
would be satisfactory

32.  
USING THE PERFORMANCE OF STUDENTS
TO QUANTIFY THE EFFECTS OF AN ACTIVE
LEARNING STRATEGY ON THEIR
MOTIVATION

33.  All previous methods are based on surveys and
feelings of students : “Qualitative”.
 This new method is based on performance of
students.
 This new method is an attempt to answer the following
question:
What is the impact of motivation of students
on their performance ?

34. In an electrical circuit, the current I (flow of
electrons) is enhanced by a voltage V and hindered
by the electrical resistance R, of the circuit.
𝐼 =
𝑽
𝑅

35. Resistances in
parallel
Students in
classroom

37. RESISTANCES
Amp = Flow of electrons
Ohm= Electrical
resistance
Volt= Driving force=
Voltage
STUDENTS
Amp= Flow of information
Ohm= Resistance to receive
information (diameter=
CGPA)
Volt= Driving force= Active
learning strategy

38.  Current I (flow of electrons)
“Flow” of information from the teacher (the source of
knowledge).
 Electrical resistance, R, of the circuit
A student having a low CGPA could present a higher
“Resistance” to receive the information
 Voltage V
Since nothing can be done about the student’s background
(CGPA), the active learning strategy was used as the driving
force “V” in order to increase the “Flow” of information.

39.  FINAL GRADE could be used as an indication to
measure the “Flow” of information.
 CGPA is the conductance or the inverse of resistance :
students with lower CGPA will represent higher resistance
to learn
 ACTIVE LEARNING STRATEGY was used as the driving
force V in order to increase the “Flow” of information.

40.  Unlike electrical resistances in parallel receiving
the same V, students in the same classroom learn
differently and, by consequence, are differently
motivated by the same teaching strategy.
 Based on this assumption, this paper introduces
the Motivation Factor (MF) of a student as his
specific “V” related to the effects of the active
learning strategy on his motivation to increase
the “Flow” of information.

41. 𝑴𝑭 =
𝑭𝑮𝑷
𝑪𝑮𝑷𝑨

42. From the above equation:
When CGPA increases ► Motivation factor decreases
MF is rectified in order to obtain a common scale for the
motivation factor (MF) for all CGPA by adjusting its
values according to the different values of α. Correction
Factor α is introduced:
𝛼 =
𝐿𝑀
25 ∗ 𝐺𝑃

43. Grading System of the College
Grade Range Grade Point (GP)
A 90-100 4
A-
85-89 3.7
B+
80-84 3.3
B 75-79 3
C+
70-74 2.3
C 65-69 2
D 60-64 1
F 0-59 0

44. Grade Point (GP) LM (Lowest mark) α
4 90 0.9
3.7 85 0.92
3.3 80 0.97
3 75 1
2.3 70 1.22
2 65 1.3
1 60 2.4
0 0 ∞

45. 𝐷𝑀𝐹 =
𝐹𝐺𝑃
𝛼 ∗ 𝐶𝐺𝑃𝐴
Assumption:
It is assumed that for values of the DMF higher than unity mean that the
effects of motivation of each student on his performance in the course
were significant.
Examples:
CGPA = 4, student having a FGP = 0.9 X CGPA has a DMF =1.
CGPA = 1, a student need to have FGP= 2.4 X CGPA to have a DMF=1

46. 1.72 1.88 1.9 2.05 2.05 2.26 2.38 2.48 2.53 2.66 2.77 2.8 2.88 2.88 3.03 3.1 3.1 3.27 3.33 3.35 3.4 3.5 3.55 3.72 3.78 3.85 3.95 3.95
-60
-40
-20
0
20
40
60
80
Cumulative Grade Point Average (CGPA)
P
e
r
f
o
r
m
a
n
c
e
(
%
)
Distribution of the Students' Relative
Performance

47. .
1.72 2.26 2.77 3.1 3.4 3.85
M
o
t
i
v
a
t
i
0
n
F
a
c
t
o
r
CumulativeGrade Point Average (CGPA)
Dadach Motivation Factor
1.2
1.0
0.8
0.6

48.  The active learning strategy enhanced the performance of 38 (69%)
students but only twenty two students (40%) had a motivation factor
higher than unity. It could be assumed that the performance of 16
students (29%) was within the limits of their capacity to perform.
Consequently, motivation did not have a significant role in obtaining
their grade.
 Students having a CGPA lower than 1.9 had the lowest values of the
Dadach Motivation Factor. This result could be related to the fact that
it was difficult to motivate this category of students.
 Students having a CGPA of letter grade C (2<CGPA<2.3) had the
highest values of the Dadach Motivation Factor. As a consequence,
motivation played an important role in the positive performance of
these students.

49. Success of the active learning strategy:
 Question# 9: Uses a variety of resources to help me learn
( 93% Strongly agree)
 Question #10: Gives me activities where sometimes I work in
groups and sometimes by myself
( 86% Strongly agree)
 Question #6: Helps me take responsibility for my own learning
( 79% Strongly agree)

50. Question# 1: (The teacher) Gives me activities that
suit the way I like to learn
( 50% Strongly agree)
Shows that the learning strategy did not fit the
way some students wanted to learn.

51.  Qualitative method to measure motivation: Student
Survey Question# 4 : Motivates me to learn : ( 79%
Strongly agree)
 Quantitative method to measure Motivation: DMF :
Only 40% of students had a Dadach Motivation
Factor higher than unity.
 Therefore, the feedback of 21 students (39%) does not
fit the requirement of the quantitative method.

52.  This is the first quantitative method.
 Unlike the motivational force (E.I.V), the Dadach motivation
factor is based on performance of students (Grades, CGPA).
 This new method provided useful results regarding the impact of
an active learning strategy on the motivation and performance of
students.
 These preliminary findings encourage the exploration of broader
scale in a future investigation where this methodology will be
further studied by comparing the results of the quantitative
analysis to student surveys ( Motivational Force) on the level of
motivation of students.

53. Quantifying the Effects of an Active Learning
Strategy on the Motivation of Students
International Journal of Engineering Education Vol.
29, No. 4, pp. 904–913, 2013