The Effects of Intrinsic Motivation and How It Relates to Academic Achievement in Second-Grade Students
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Date
2018-07-10
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Graduate Programs in Education Goucher College
Program
Masters of Education
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This work may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email archives@goucher.edu.
Abstract
The purpose of this study was to determine whether there is a relationship between second-grade students’ level of intrinsic motivation and their academic achievement. Intrinsic motivation was measured by the students’ time on task. The students’ academic achievement was measured by the Fountas & Pinnell Benchmark Assessment System. The treatment used in the study consisted of one week of a conscious effort by the teacher to praise the students and give positive, meaningful feedback for effort and achievement. Several analyses were conducted to test the null hypotheses that there would be no relationship in the population mean from pre- to posttest for time on task and Fountas & Pinnell Benchmark Assessment System, using the customary p=.05 level of statistical significance. There was a statistically significant gain from pre- to post-time on task. There was also a statistically significant shift in reading levels from pretest to posttest. Although there was an increase in time on task and academic achievement, the null hypothesis cannot be rejected at p<.05. Further research in this area should be continued to determine under what conditions a stronger correlation between intrinsic motivation and academic achievement might exist.