Motivate with the Hawthorne Effect Clifford L. Schrader 420 Washington Avenue, Cuyahoga Falls, OH 44311
Some years ago I was collaborating on a research study with a university colleague. University regulations reouired oarent consent for each student. While I was distributiig the forms and explaining why the procedure was necessary. one of mv students asked me the ourpose of the study "1am tryingto learn how to teach more effectively, but I can't tell you the specific purpose of this research project because of the Hawthorne Effect," I explained ( I ) . T h a t is the Hawthorne Effect?" was the immediate rejoinder. The Hawthorne Effect Defined I was not prepared to answer this question, because it had been manv vears since I had studied introductory. osy-chology. I se&hed my memory banks and explained, "Many years ago a researcher learned that when people know-the of an experiment in which they &e the subjects, they do not behave naturally. This skews the data and invalidates the results. To counter this comolicatine factor the purpose of the experiment is not reve'aled. 1ndeed. the researcher often eoes to m a t lenerths to disrmise the actual purpose." This seemed to satis&-their cur;sity, and I reoeated the exolanation. unbidden. to the other classes. The Hawthorne Effect is named for a series of studies conducted from the late 1920's through the 1930's a t the Western Electric Comoanv's Hawthorne Works near Chicago. Many textbooks'cite these studies as central in the historical development of industriaWorganizationa1 psychology. The Hawthorne Effect suggests that any workplace change, such as a research study, makes people feel important and thereby improves their performance. For the remainder of t h a t school year I noticed that many students spent time trying to discover the goal of the research study. They soon learned that I would not tell them if their hunch was correct, but they couldn't resist describing their theories. I just smiled and said, "That is a n interesting idea." Feedback from Parents At a spring open house several parents referred to the research project.
Chona is really impressed that you want to become a better teacher and are doing a research project to learn how. I understand why you won't tell Carl the purpose of the research but will you tell me if I promise not to tell? Aparent who was an English teacher said, Andy has always been an under achiever. He is making his highest marks in chemistry and all of his school work has improved. He talks about your class frequently. You have managed to engage his interest. He began by +qing to figure out the purpose of your experiment, but now he thinks about how he is learning. He frequently comments on the eontravt of teaching techniques among teachers. I wish I could get my students to apply that analytical skill to literature."
I believe that to teach students to think the students must be motivated, engaged in the task, and persistent. Even so, good teaching techniques are important. Stress Thinking versus Remembering The Hawthorne Effect can help to motivate students. I "sell" students on the usefulness of thinking. I illustrate the difference between thinking and remembering with questions like these about a candle: 1. Explain what happens when a jar is put over a lighted
candle.
2. Explain the difference in color at the top and bottom of the
candle flame. Students agree that part of their response is remembered, hut when questioned further they understand they are constructine the most sienificant asnects of their answers. It is easy to convincethem that \earning to solve problems and becoming better thinkers are worthy goals as long as one evaluates student work on that basis rather than on their ability to repeat what they have heard in lectures. I tell them I will be doing some research on the effectiveness of teaching strategies throughout the year. I cannot describe the study because of the Hawthorne Effect. I need them to coooerate bv making their best efforts on every assignment. Fbr the rest of the year I can notice that most students five more attention to any unusual activity or assignment. All good teachers constantly research and evaluate their teaching methods. Most of the research is of the informal type in which a teacher wonden why some or many students fail to learn as expected from a n obviously well-designed activity. The teaching and learning model being used is reexamined, and the activity is modified. Successes reinforce the validity of the model, and failures require changes in teaching techniques and perhaps revising the model. My Model of Teaching .Motivation must precede learning. Students must believe they can learn. It is useful to teach students how to learn. It is useful to explain to students the reasons behind the teaching techniques and strategiesbeing used. Learning is a do-it-yourselfproposition. Students are so different that a variety of techniques and strategies must he used. A teacher's most important goal should he to get students to want to be life-long learners and to show them, s t least in part, how to accomplish that objective. Teachers should continually hone their skills and never cease caring.
Literature Cited 1. Car-, R. G. Encyclopedia ofPsy~syholagy:Wileg: NewYmk, 1984
Volume 70 Number 3 March 1993
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