Bonus exercises as motivational aspects in the learning process

The study presented in this article was conducted in a large university of applied sciences in Finland, in the field of machine and electrical engineering. Four student cohorts in the same course were compared. It was anticipated that the more students attempt and solve tutorial-style bonus exercises, the higher marks they would obtain in the examination. The research approach undertaken was to check whether there was a correlation between the time used for studies and the results obtained. It was also expected that if a student classified himself/herself as a motivated student he/she would obtain better marks. The expected results did not materialise, but some differences between the groups were found.