Motivation, Achievement, and Middle School Boys
Loading...
Links to Files
Permanent Link
Collections
Author/Creator
Author/Creator ORCID
Date
2009-07
Type of Work
Department
Program
Masters of Education
Citation of Original Publication
Rights
Collection 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 alternate teaching strategies helped to
improve motivation and achievement in 7th grade boys. The study used a quasi experimental
pretest/posttest design to determine and compare the effects on motivation and achievement
produced by three teaching strategies: conventional lecture, lecture delivered through a
computer, and group discussion. One instrument used to measure motivation in this experiment
was a survey that measured student perceptions about the class. The other instrument used in
this study was designed to measure achievement and consisted of two chapter tests that were
adapted from the principal textbook used for the 7th grade Religion classes involved in this
experiment. The study began in March 2009 and concluded in May 2009. The results of the
study were compared to data gathered from September 2008 to March 2009. No significant
improvement was recorded for motivation through the use of any teaching technique. There was
significant improvement recorded in achievement for the experimental group through the use of
group discussion, but no significant improvement was recorded when the experimental group
was taught by lecture through the computer. Future research on these areas could involve a long
term study on the effects of group discussion on motivation and achievement, as well as how
other uses of technology can help to improve motivation and achievement in middle school boys.