How do undergraduate students’ conceptions of teaching affect their intentions for presentation?

Abstract

Abstract This research is set in the active learning context and focuses on students’ intentions for presentation. Following research that suggests teachers’ teaching intentions and approaches are influenced by conceptions of teaching, we tested if a similar relationship exists between students’ conceptions of teaching and their intentions for presentation. We first used an open-ended questionnaire to explore undergraduate students’ (N = 124) presentation intentions and identified four categories of intentions, i.e. Knowledge transmission, Attracting attention, Thought-provocation and discussion, and Self-expression. Based on the results, we quantitatively examined students’ intentions for presentation, conceptions of teaching, the relationship in between, and the moderating role of academic discipline (N = 551). Students deemed the four intentions equally important. They had high constructivist conceptions and low traditional conceptions. Their constructivist conceptions of teaching positively predicted all four intentions while the relationships between traditional conceptions and intentions were insignificant. These tendencies were irrespective of their disciplines. In light of the findings, we conclude that students’ intentions for presentation are audience-centred (analogues to student-centred in teaching intentions), and are influenced by their constructivist conceptions of teaching.