| This study investigated the motivation of AP Biology students who wrote the exam, AP Biology students who did not write the exam, and regular Grade 12 Biology students. Information on students' goal orientations, interests, expectancy-values, and perceptions of marks were explored by collecting an end-of-course survey completed by all students. Additionally, after the course was completed, selected focal participants representing each group completed a pre-interview questionnaire and were interviewed. There were key differences across the groups in all four themes examined. First, although the differences were subtle across groups, it seems that a mastery goal orientation best characterized the AP students who wrote the exam, a dual mastery/performance-approach orientation best described the AP students who did not write the exam, and a performance-approach orientation exemplified the regular students. Second, an individual interest in at least certain aspects of biology was also evident among all three groups of students; however, AP students who wrote the exam were more interested in biology as a whole. Inquiry-based projects and hands-on activities facilitated situational interest in regular and AP students. Where students varied was in their enjoyment of lectures with AP students who wrote the exam expressing the most positive view. Third, students from all three groups felt that the course had high utility value, yet only students who perceived that the AP program had utility value and had minimum costs took the AP course. Moreover, only the students who thought the exam was useful and had minimum costs to them wrote the exam. Finally, marks motivated all students. Whether students viewed high marks as an indication of mastery of the material, evidence of effort, or as a means of entering into university, however, seemed to depend upon the group to which they belonged. In summary, this qualitative study contributes to the literature on senior level biology students and, in particular, AP students by exploring multiple dimensions of their motivation in an effort to understand these groups of students and their reasoning on why they chose to participate or not participate in the AP program. The knowledge of key motivating factors affecting students is important for teachers in designing a suitable learning environment for AP and regular students. |
