Table 4-14. Class C Student Mean Scores of Motivation Constructs (n=71)
Construct Mean SD Min Max
Total motivation 30.86 3.80 18.73 39.59
Intrinsic motivation 4.79 0.91 2.75 6.50
Extrinsic motivation 5.40 1.15 1.50 7.00
Task value 5.09 1.35 1.00 7.00
Control of learning 5.75 0.90 2.75 7.00
Self-efficacy 5.92 0.70 3.75 7.00
Test anxiety 3.90 1.52 1.00 7.00
Note. Motivation was measured with the MSLQ using 31 items with standardized
constructs. Possible range: Total motivation (6-48), all constructs (1-7). Coded: higher
score equals higher level of motivation.

The 4-point scale items were coded as one signifying low engagement and four

signifying high engagement. The total student engagement mean score for Class C

(M=54.73, SD=9.15, n=71) was 9.01 points lower than the national mean for college

seniors (Kuh et al., 2001). Construct mean scores for student engagement in Class C were

also lower than the national mean for college seniors (Kuh, et al.): academic challenge

was 5.19 points lower and active learning was 3.93 points lower. The exception to this

was the construct student-faculty interaction which was 0.12 points higher than the norm

(Kuh, et al.). This indicated that students in Class C had an average level of student-

faculty interaction despite low levels of academic challenge and active learning. In Class

C, the least engaged student had a total engagement score of 37 and the most engaged

student scored 80. See Table 4-15 for findings specific to Class C student engagement.

Table 4-15. Class C Student Mean Scores of Engagement Constructs (n=71)
Construct Mean SD Min Max
Total student engagement 54.73 9.15 37 80
Academic challenge 27.99 4.46 16 37
Active learning 13.99 3.53 8 23
Student-faculty interaction 12.76 3.54 7 21
Note. Engagement was measured by the NSSE with 24 summated items. Possible range:
Total Engagement (24-96), Academic Challenge (11-44), Active Learning (7-28),
Student-Faculty Interaction (6-24). Coded: higher score equals higher level of
engagement.