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For many, the academic results of middle school students are stagnating, reflecting a lack of rigor in the classroom. However, according to an American study, student autonomy would be the solution to improve their attendance and academic performance.
A studyconducted by Carnegie Mellon University (CMU) and published in the journal Science Advances, reveals that freedom and autonomy could be the keys to improving attendance and academic performance, contradicting the idea of stricter regulation.
The researchers analyzed data from 60 to 200 students subject to three types of attendance policies: mandatory attendance, where students must attend or face sanctions; optional attendance, where attendance is not mandatory; and “optional-mandatory attendance,” where students choose to make their attendance mandatory as a pre-commitment.This policy allows students to choose at the beginning of the semester whether they want to make attendance a factor in their grade.“, explains the study. Contrary to popular belief, 73 to 95% of students opted for compulsory attendance and only 10% regretted their choice at the end of the semester.
The results of the study revealed that student attendance in the compulsory groups decreased over the semester. In contrast, it remained stable in the “optional-compulsory” groups.Any time you give freedom of choice, you give students a sense of control over their education,” says Danny Oppenheimer, professor in the departments of social and decision sciences and psychology at CMU and co-author of the study, in a press release. “This puts learning in the hands of students and increases their motivation” he adds.
The researchers also looked at the impact of autonomy on students’ engagement with their homework. Students, under the same “optional-mandatory homework” policy, were given the choice of completing the assigned assignment or switching to an easier type of assignment at any time before midterms. According to the study, “85-90% of students chose to tackle the more difficult work“By spending more time on their assignments, they learned more than those who were forced to do the same homework. This approach encouraged them to invest more in their learning.
“The idea was that giving them greater control over their own learning would prepare them for the real world.“, explains Simon Cullen, assistant professor in the department of philosophy and co-author of the study.Students can be driven to excel in our classes by the same sources of motivation that drive them to pursue countless projects and passions that require no external prompting. But only if we let them choose to learn.“, says the professor.
This study also reveals the challenge facing current educational practices, which seem to neglect the importance of student autonomy.
“At a time when higher education institutions are grappling with challenges around engagement, retention, and academic achievement, this study offers a new perspective. By giving students greater control over their education, institutions could not only improve academic outcomes, but also foster a more positive and empowering learning environment.” concludes Simon Cullen.
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