Academic achievement and intrinsic motivation in higher education students: an analysis of the impact of using concept maps

Abstract

PurposeThe study investigates meaningful learning among higher education students using concept maps (CM) as a learning strategy. The main goals were to understand whether the introduction of CM produced changes in students' academic achievement and intrinsic motivation (IM).Design/methodology/approachIn this quasi-experimental study, academic achievement was collected using achievement tests made in-class, IM through a self-reported questionnaire and the usefulness of CM using an interview. The research sample consisted of 60 undergraduate students enrolled in the first year of an undergraduate occupational therapy (OT) program of a Portuguese polytechnic institute in two different consecutive academic years. Students were assigned to 2 groups (experimental group (EG) – 23 and control group – 37). CM were introduced in the pedagogical process of the EG.FindingsCM produced better academic achievement in the EG. Nevertheless, groups presented a decrease in the levels of IM over time.Practical implicationsThe paper includes implications for the development of CM as a learning strategy to improve students' learning and academic achievement.Originality/valueThis paper fulfills an identified need to investigate the double impact of CM on academic achievement and IM in higher education students.

Analysis of University Student Motivation in Cross-Border Contexts

“…Intrinsic motivation is conceived as that which is given by the action, i.e., the motivating agent is the act performed in itself; therefore, the motivation comes from within the person. This can arise from the mere fact of feeling wellbeing with the performance of the action, although it can also be produced by the repetition of the action, transforming an extrinsic motivation into an intrinsic one (by internalization of the action) [8,[16][17][18][19].…”