The Impact of Grading on Student Motivation and Learning Outcome in Project-Based Learning

This paper examines the impact of extrinsic motivational factors such as grading on student motivation and on their perception of learning in the context of project-based learning. The analysis is based on collecting data from a control-group (N=47) and a test group (N=52). Both groups were exposed to the same type of assignment and expectation except that the project assignment in the test group counted for 40% of the total grade in the subject. Analytical and descriptive statistical methods were then used to compare the results from the two groups. The preliminary results suggest that grading as extrinsic motivational factor has no significant impact on student motivation. This result may further support the perception that project-based learning assignments by nature sustain student motivation. That is introducing grading or any other forms of reward does not impact student motivation. The results further indicate that grading improves significantly student perception of own learning.