Keuze in de klas: hét wondermiddel voor optimale motivatie van leerlingen?
Lesgeven is geen eenvoudige zaak. Het vergt heel wat vaardigheden om als leerkracht een klas te gidsen doorheen de leerstof en een kwaliteitsvolle motivatie bij de leerlingen op te wekken. Eén strategie die soms bij leerkrachten wordt aanbevolen om leerlingen te motiveren, is het aanbieden van keuze. Wanneer leerlingen zelf keuzes kunnen maken in de klas zouden ze meer aan het stuur staan van hun eigen leerproces, zich meer bekwaam voelen, en meer plezier ervaren tijdens de onderwijsactiviteiten. Echter zijn leerkrachten niet altijd overtuigd van de positieve effecten van keuze op de motivatie van leerlingen. Niet alle leerlingen zouden goed kunnen omgaan met keuze en sommige leerlingen zouden zelfs last kunnen krijgen van keuzestress. Vooral voor leerlingen die moeilijk beslissingen kunnen maken (besluiteloze leerlingen) zou het aanbieden van keuze meer kwaad dan goed doen. Ook onder wetenschappers bestaat veel controverse over het thema keuze. Sommige psychologen waarschuwen bijvoorbeeld voor de gevaren van een overaanbod aan opties. Het doel van deze scriptie was om na te gaan of het aanbieden van keuze effectief bevorderlijk zou zijn voor de motivatie van lagere school leerlingen. We wilden ook onderzoeken of besluiteloze leerlingen minder baat hebben bij het aanbieden van keuze of misschien zelfs nadelige motivationele gevolgen van keuze ondervinden.
Keuze aanbieden is een hefboom voor leerplezier
Reeds in de jaren ’80 werden motivatiepsychologen geprikkeld door het gebruik van keuze en de effecten ervan op onze motivatie. Een hedendaagse theorie die zich buigt over de vraag waarom mensen doen wat ze doen is de zelf-determinatie theorie van Deci en Ryan (1985). De theorie stelt dat niet de hoeveelheid, maar de kwaliteit van motivatie telt. Zo zou ons psychologisch functioneren er het meest bij baten wanneer onze motivatie intrinsiek van aard is. Deze vorm van motivatie verwijst naar de meest natuurlijke en meest authentieke vorm van motivatie. Bij intrinsieke motivatie hebben mensen ‘goesting’ om een activiteit te doen die als plezierig en leuk wordt ervaren. Veel mensen ervaren intrinsieke motivatie bij hobby’s, sport, en spel. Op school is intrinsieke motivatie echter minder vanzelfsprekend. Het aanbieden van keuze zou kunnen bijdragen aan intrinsieke motivatie in de klas omdat keuze leerlingen toelaat om hun eigen voorkeuren en interesses te laten meespelen in wat ze doen. Als leerling kan je dan een activiteit kiezen die best aansluit bij je eigen interesses, zodat de kans groter is dat je de activiteit met goesting uitvoert.
Wanneer leerlingen zelf keuzes kunnen maken in de klas zouden ze meer aan het stuur staan van hun eigen leerproces, zich meer bekwaam voelen, en meer plezier ervaren tijdens de onderwijsactiviteiten.
Een experimentele studie met schilderactiviteiten
Om de effecten van keuze te bestuderen voerden we een veldexperiment uit bij lagere school leerlingen. De helft van deze leerlingen mocht een activiteit naar keuze uitvoeren en bij de andere helft van de leerlingen werd de keuze ontnomen. Om te zorgen dat het aanbieden van keuze zo effectief mogelijk was, boden we keuze aan tussen een beperkt aantal opties, namelijk 3. We zorgden ook dat de drie opties voldoende verschillend van elkaar waren, zodat de voorkeuren en interesses van leerlingen echt een belangrijke rol zouden spelen bij het kiezen. Meer bepaald konden leerlingen ’s morgens in de klas hun voorkeur aanduiden voor één van drie schilderactiviteiten, die ze over de middag zouden mogen doen.
Tijdens de middagpauze kreeg de helft van de leerlingen te horen dat ze effectief de activiteit die ze hadden gekozen mochten uitvoeren. De andere helft van de leerlingen kreeg te horen dat de leerkracht voor hen had beslist dat ze alsnog een andere schilderactiviteit moesten doen. De resultaten toonden aan dat leerlingen die hun keuze mochten uitvoeren opmerkelijk meer intrinsieke motivatie vertoonden ten opzichte van de andere groep leerlingen. Zij ervoeren meer plezier en toonden grotere interesse in de schilderactiviteit nadat hun keuze werd aangeboden. Aan de andere kant gaven leerlingen waarvan de keuze werd ontnomen aan zich kwader te voelen en minder geneigd te zijn de activiteit in de toekomst nogmaals uit te voeren.
En wat met besluiteloze leerlingen?
Naast de effecten van keuze an sich, stelden we ons de vraag of elke leerling evenveel genoot van keuze aanbieding. Om hier op te kunnen antwoorden, namen we op voorhand een meting op van besluiteloosheid. Deze persoonlijkheidsfactor verwijst naar de mate waarin mensen zich vertrouwd voelen een keuze te maken. Onbesliste of besluiteloze mensen zijn vaak angstig om te kiezen, laten liever anderen voor hen een keuze maken of twijfelen vaak nadat ze een keuze hebben gemaakt. In onze schilderstudie merkten we op dat besluiteloze leerlingen, zoals verwacht, minder baat hadden bij het aanbieden van keuze, maar toch nog altijd meer intrinsieke motivatie vertoonden bij het aanbieden van keuze dan bij het ontnemen van keuze (zie figuur). Keuze aanbieden werkte in deze studie dus zelfs motiverend voor besluiteloze leerlingen.
Keuze aanbieden werkte zelfs motiverend voor besluiteloze leerlingen.
Conclusie
Dit veldexperiment in een lagere school toonde dat het aanbieden van keuze, onder de juiste omstandigheden, een krachtige strategie kan zijn om het leerplezier van leerlingen te bevorderen. In vergelijking met keuze ontneming, was keuze aanbieding positief voor de interesse, het plezier en de vitaliteit van leerlingen. Zij het in mindere mate plukten ook besluiteloze leerlingen de vruchten van keuze. Hoewel het aanbieden van keuze vooral een gangbare praktijk is in de kleuterklas (bijvoorbeeld door te werken met keuzehoeken in de klas) en minder gebruikelijk is in de lagere school, suggereren onze bevindingen dat leerkrachten ook in de lagere school nog keuze kunnen hanteren om de motivatie van hun leerlingen te versterken. Het valt natuurlijk verder te onderzoeken of het aanbieden van keuze ook bij andere vakinhouden dan schilderen en op andere leeftijden werkzaam is, maar deze resultaten stemmen toch hoopvol over het motiverend potentieel van keuze.
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