Bibliographic Details
| Title: |
Student Academic Performance and Motivation in an Alternatively Graded Undergraduate Pharmacology Course. |
| Authors: |
Krivoruk, Maria Z.1, Case, Sami L.1 Sami.Case@colostate.edu |
| Source: |
HAPS Educator. Apr2026, Vol. 30 Issue 1, p45-55. 11p. |
| Subject Terms: |
*Grading of students, *Mastery learning, *Intrinsic motivation, *Motivation (Psychology), *Learning disabilities, *Academic achievement, Pharmacologists |
| Abstract: |
This study investigated the impact of an ungrading scheme in an undergraduate pharmacology course, focusing on student performance, motivation, and course accessibility. Conducted in a 16-week, 400-level pharmacology course with 96 student participants, in this study we utilized pre-/post-knowledge checks, a self-determination index (SDI), and student surveys. The alternative grading scheme incorporated mastery-based quizzes, second-chance exams, and projects, designed to shift focus from traditional grades to continuous feedback and mastery. Results indicated a statistically significant increase in student content knowledge from pre- to post-course assessments. However, the results of this study also revealed a statistically significant decrease in student motivation (SDI) by the course's end. Furthermore, while ungrading aims to reduce grade-related stress, neither prior knowledge nor initial motivation predicted first exam success, and students with self-reported learning disabilities performed significantly worse on exams. These findings suggest that while ungrading has previously been shown to effectively enhance student satisfaction outcomes in STEM courses, its implementation requires careful attention to sustaining motivation and ensuring accessibility for all learners. This research highlights the need for nuanced ungrading design and continued investigation to fully realize its potential benefits in higher education. [ABSTRACT FROM AUTHOR] |
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| Database: |
Education Research Complete |
