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Abstract
Background: There is an increasing focus in higher education on the role of learner characteristics and their influence on academic performance. Educators are interested in how students engage with learning activities as they progress through the curriculum. A previous study highlighted gender effects in academic performance in student physiotherapists, despite comparable entry scores.
Aims: The aim of this study was to determine variation in student motivation and engagement, across the four year levels of the physiotherapy program at The University of Notre Dame Australia while considering gender and age.
Methods: A cross-sectional design was adopted surveying 233 students utilising the Motivation and Engagement Scale – University/College (MES-UC), to review motivational thoughts and behaviours influencing learning.
Results: Results identified gender effects with males having on average significantly lower scores for planning, task management and persistence; and higher scores for disengagement from their studies. Females displayed higher average scores for anxiety particularly in their first year and final clinical year. Results were consistent with gender effects noted in academic performance throughout the program for previous student cohorts.
Conclusions: The application of the MES-UC early in course would highlight to educators the areas where intervention can be targeted. Early individualized intervention is recommended to address learner characteristics influencing performance.
Acknowledgments
The author thanks Professor Max Bulsara, biostatistician, Institute for Health Research, The University of Notre Dame Australia, for support with data analysis, and Jodie Gargett, School of Physiotherapy, The University of Notre Dame Australia, for assistance with data entry.
Declaration of interest: Ethics approval was gained for this study from the Human Research Ethics Committee of The University of Notre Dame Australia (013056F).