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In trying to connect with students both inside and outside of the classroom, instructors often tell personal stories or share past experiences of their time in industry. This is especially common in the construction technology classroom because instructors are typically required to have significant construction experience. This article describes a research study which examines whether or not this information has any effect on students’ motivation in the classroom as well as what information may be inappropriate for the instructor to share with their students. The study surveyed construction management students and faculty within the construction management department of a Midwestern University. Both faculty and students answered questions based on a 5-point Likert scale to determine whether they agreed or disagreed with different factors that may affect a student’s motivation within the classroom. The faculty survey results were compared to the student survey results to ascertain any difference in perceptions. Overall few significant differences were found between faculty and students. The results were also compared across grade levels to determine differences in motivation depending on a student’s year in school. Here, trends were found that showed upperclassmen were more likely to understand the significance of an instructor’s impact on student motivation and in turn find informal interaction more motivating.

Students’ Knowledge Of Instructors And Its Influence On Student Motivation