Analysis of the perception of the teaching role, evaluation and intrinsic motivation in college students

Abstract

Objective. To analyze and compare the perception of the students of the Degree in Physical Education and Human Motricity of the Autonomous University of Chihuahua, about the teaching role, student evaluation and intrinsic motivation, as factors that influence academic performance. Method. Descriptive and cross-sectional study, using the questionnaire on the perception of factors that influence academic performance (Hernández, 2016), with the participation of 313 first and second semester students; 169 (54%) of the Degree in Human Motricity and 144 (46%) of the Degree in Physical Education. Statistical analyzes (MANOVA) and (ANOVAs) were carried out, looking for differences in the prediction of the factors by race. The averages of the responses obtained for each subscale were analyzed, highlighting some items considered important. Results. The MANOVA statistics indicated significant differences between both careers, the ANOVAs a greater motivation in Physical Education students than in Human Motricity, and, without differences in terms of the teaching role and the way of being evaluated. In general, the students perceive the teaching role as GOOD (57.5%), their way of evaluating (48.6%), but they feel unmotivated (39.3%). Conclusions. Teaching performance, evaluation processes and student motivation are factors that can influence academic performance and student permanence; Knowing these variables allows educational institutions to present strategies or a change in existing ones to trigger better school performance, personal and professional development of students, mitigating student desertion and dropout.