Abstract
One of the key educational notions measured in the National Student Survey (NSS) is intellectual stimulation. This study aimed to find out Higher Education (HE) engineering students’ views of intellectual stimulation with a focus on its measurement and supporting its increase within the classroom environment. A quantitative questionnaire acted as a data gathering instrument. The sample comprised 128 students from Edinburgh Napier University (ENU), Scotland. The survey findings showed a positive correlation and positive agreement between the intellectual stimulation (IS), intrinsic motivation (IM) and deep learning approach (DLA) scales. The students’ feedback suggests that implementation of the new intellectual scale based teaching and learning strategy is useful in intellectually stimulated the students and encouraged them to adopt deep learning approach. The findings suggest the design of an intellectually stimulating environment in HE classroom, should consider students’ learning styles, challenge students, allow the provision of timely feedback and provide opportunities to encourage independent thought. Further, the research suggests, the studied institution should encourage staff to consider the intellectual stimulation scale when constructively aligning learning and teaching with an assessment.
Highlights
The current study has three objectives: 1) to determine the relationship between the students’ perceptions on intrinsic motivation, intellectual stimulation and deep learning approach, 2) to find out what intervention strategies lecturers can put in place to support students feeling ‘intellectually stimulated’, 3) assess the effectiveness of the new proposed teaching and learning strategy, 4) propose recommendation for using ‘intellectual stimulation’ as an evaluation criterion for teaching and learning in higher education
The result shows a statistically significant (p
The current study had three objectives: 1) to determine the relationship between the students’ perceptions on intrinsic motivation, intellectual stimulation and deep learning approach, 2) to find out what intervention strategies lecturers can put in place to support students feeling ‘intellectually stimulated’, 3) propose recommendation for using ‘intellectual stimulation’ as an evaluation criterion for teaching and learning in higher education institutions and the engineering classroom
Summary
In the School of Engineering, there is a steady decrease in the students’ positive response to the question, ‘The course is intellectually stimulating’ (NSS result 2013-88%, NSS result 2014- 86%, NSS result 201583% and NSS result 2016- 83%).While the NSS survey takes place each year with only final year students, the-University have been trying to increase their scores in the inquiry by finding out, through student feedback on every module taught, what issues students have in each area of their studies earlier in their programme Terms such as deep learning approach and intrinsic motivation are well understood among the academics. The current study has three objectives: 1) to determine the relationship between the students’ perceptions on intrinsic motivation, intellectual stimulation and deep learning approach, 2) to find out what intervention strategies lecturers can put in place to support students feeling ‘intellectually stimulated’, 3) assess the effectiveness of the new proposed teaching and learning strategy, 4) propose recommendation for using ‘intellectual stimulation’ as an evaluation criterion for teaching and learning in higher education
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