Student motivation and achievement

Recent work on student learning has identified three main dimensions of study strategy—personal meaning, reproducing, achieving. University teachers commonly favour the first, deplore the second and tolerate the third. This paper argues that teachers can and should use definite teaching strategies available to them which will enable students to use all three study strategies in support of each other and not in conflict with each other. The curricular consequences of such an approach and its effect on teacher and student attitudes are discussed

Academic achievement · Higher education · Mathematics education · Pedagogy · Political science · Student achievement · Teaching method · Evaluation of Teaching Practices · Learning Styles and Cognitive Differences · Psychology · Reflective Practices in Education

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