Stagnating academic results in various countries are seen by many as a reflection of a lack of rigour in the classroom. However, according to an American study, student autonomy is the key to improving attendance and academic performance.
This study, conducted by researchers at Carnegie Mellon University (CMU) and published in the journal Science Advances, reveals that freedom and autonomy could be the keys to improving school attendance and performance, contradicting the idea of stricter regulation.
The researchers analysed data from five groups of 60-200 students subject to three types of attendance policies:
- mandatory attendance, where students must attend or face penalties;
- optional attendance, where attendance is not compulsory and no record is taken; and
- optional-mandatory attendance, whereby students themselves choose to make attendance mandatory and tracked.
“This policy allows students to choose at the beginning of the semester whether to make attendance a component of their grade, harnessing the power of pre-commitment when their motivation is likely to be highest,” the study explained.
Contrary to what you might imagine, 73-95% of students opted for mandatory attendance, and only 10% regretted their choice at the end of the semester.
The results of the study revealed that student attendance in mandatory groups declined over the course of the semester. In contrast, it remained stable in the optional-mandatory groups.
“Anytime in a class that you give freedom to choose, you give students the feeling of control over their education,” study co-author Danny Oppenheimer said. “It puts the learning in the students’ hands and increases their motivation.”
The researchers also examined the impact of autonomy on young people’s involvement in their homework. Students under the same “optional-mandatory homework” policy were given the choice of completing the required assignment or switching to an easier type of homework at any time before exams.
According to the study, “85-90% of students chose to tackle the more challenging work”, and by spending more time on their assignments, they learnt more than those who had to do the same homework. This approach encouraged them to invest more time in their learning.
“The thought was that giving them greater control over their own learning would prepare them for the real world,” explained fellow co-author Simon Cullen. “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 incentives. But only if we let them choose to learn.”
This study also highlights the challenges facing current educational practices, which seem to overlook the importance of student autonomy.
“As colleges and universities grapple with issues of student engagement, retention and academic success, this research offers a fresh perspective. By trusting students with more control over their education, institutions might not only improve academic outcomes but also foster a more positive and empowering learning environment,” Cullen concluded.