The impact of social motivation on cooperative learning and assessment preferences

Abstract

AbstractThis study explores the assessment preferences of 453 postgraduate business students in New Zealand, Australia, and Thailand using a survey linking motivational and educational preferences. This study compares the needs of Western students (Australian and New Zealand), Asian (Thai) and international students (predominantly Chinese and Indian students) in Australia and New Zealand (ANZAC). One major finding is that students from these three countries who are socially motivated prefer ‘cooperative learning’. Further, the study specifically shows that students from Thailand are more socially motivated than students from Australia and New Zealand (ANZAC) while International ANZAC students have the greatest desire for cooperative learning. It also shows that group assessment poses quite significant challenges for local ANZAC students and therefore, remedial intervention from universities is essential if group assessments are to remain relevant and useful in achieving meaningful teaching and learning outcomes.