Browsing by Subject "Motivation in education -- Research"
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Item The Effect of Integrative Motivation on Students’ Achievement among the Intermediate French Language Learners in a Community College Speech Community(2013-12) Badagbo, Yawo; Masters of EducationThis study examined whether integrative motivation would improve academic achievement in a French language learning classroom. The study was conducted with a speech community in the Intermediate French classroom at a midsize university outside of Baltimore, Maryland. The sample consisted of 27 students. It used a quasi-experimental pretest/posttest design to determine and compare the effects of integrative motivation on students’ achievement produced by cultural teaching strategies. The instrument used to measure the students’ achievement was the pretest/posttest designed by the researcher. Another instrument that was used in this experiment was questionnaires to measure students’ integrative motivation. The study began in September 2013 and concluded in October 2013. It was determined that integrative motivation has no significant effect on the students’ achievement. However, the survey produced a positive result by indicating that cultural instruction helped students. It is suggested that longitudinal research be conducted to confirm the results of this study.Item The Effect of Read Alouds on the Reading Motivation of Fourth Grade Students(2010-05) Sullivan, Marcie B.; Masters of EducationThe purpose of this study is to determine the effect bi-weekly teacher read alouds had on the reading motivations of fourth-grade students. The sample consisted of 15 students; 8 students were in the control group and 7 students were in the treatment group. The study took place over four weeks and the study utilized the pre-measure/postmeasure quasi-experimental design. The pre- and post-measures included the Motivations for Reading Questionnaire (MRQ) and the number of Steps earned at home (one Step being 15 minutes of reading). It was determined that the read alouds do not impact students’ motivation to read and the null hypothesis was retained.Item The Effect of Teacher-Written Feedback on the Motivation of High School English Students(2015-05) Kurtzman, ColleenThe purpose of this study was to determine the effect of teacher-written feedback, the commentary that the teacher provides to students, on the motivation of low-achieving ninth grade English students. Motivation was defined as the mean number of words students wrote per open-ended journal response. This study used a convenience sample of two different classes assigned to intervention or control conditions. There was no significant difference in the mean journal entry word count during the intervention, comparing the feedback group (n = 23;Mean =75.47; SD =42.91) and the control group (n = 19; Mean =73.38; SD =22.59; t(40) =0.10, p =.85. Practical and theoretical implications as well as threats to validity are discussed. Recommendations for future research are discussed, including the suggestions that research be conducted with different populations, that positive reinforcement could be added in addition to teacher feedback, and a questionnaire could be added for students to self-report their level of motivation before and after the intervention.Item The Effects of Literature Circles on Second Graders’ Reading Comprehension and Motivation(2015-05) Meredith, JessicaThe purpose of this study was to examine the increase in levels of reading comprehension and motivation for students participating in literature circles and guided reading groups. The participants of this study were second grade students enrolled in a suburban school in Anne Arundel County for the 2014-2015 school year. Data was collected during small group instruction between January and April. The students were given a pre-test to determine their beginning reading comprehension level using the Fountas and Pinnell program. Throughout the study, behaviors were recorded using a behavior and motivation tally chart. At the end of the study, the students were given a post-test to assess their reading comprehension level using the Fountas and Pinnell program. They hypothesis was supported since there was no significant difference between the increase in levels of comprehension for literature circles compared to guided reading. Research in the area of reading comprehension and motivation should continue in order to provide students with the most effective form of instruction.Item The Impact of Self-Regulation Strategies on Motivation and Completion of Reading Homework(2015-05) Stanton, JenniferThe purpose of this study was to examine the effects of teaching and using self-regulation strategies on fourth graders’ motivation and reading homework completion. Several instruments were used in this study, including a Self-Monitoring Sheet for Reading Homework (SMS), an Academic Self-Regulation Questionnaire (SRQ-A) and the Self Regulated Learning Interview Sheet to determine motivation levels and assess completion of and performance on daily homework assignments. This study used a quasi-experimental design. SRQ-A and the other criteria were compared after a five week intervention in which the treatment group learned and uses self-regulatory strategies and reflected on their homework completion and performance. Gains in reading homework achievement and confidence levels were significant. Given these findings, future research might focus on how self-regulated learning strategies can be used most effectively across subject areas and developmental stages.Item Mindset and its Impact on Reading Motivation(2014-05) DeRitter, Megan E.; Masters of EducationThis study examines the impact of teacher interaction and instructional strategies on students’ mindset along with the relationship between students’ type of mindset (entity and incremental) and reading motivation. Dweck (2007) has conducted extensive research on individuals’ views on intelligence and ability and this study was an extension of her findings that teacher language could impact students’ mindsets. In this study, 20 third graders who attended a public charter school completed a scale based on, the Mindset Assessment Tool (MAT), assessing their mindset, fixed or growth. In addition, their reading motivation was assessed with the Motivation to Read Profile (MRP), which consisted of scales assessing their self-concept as readers and their value of reading. Six students identified as having a fixed mindset participated in a 12 day intervention where growth-oriented language was implemented throughout reading activities and challenges. At the end of the intervention the 20 students were re-administered the original scales. No significant difference was found between the fixed and growth mindset groups’ reading motivation scores before or after the intervention. In addition, this study found the experimental groups’ mindset (fixed) was not significantly influenced by the small-group intervention infused with purposeful teaching strategies and language. Hence the null hypotheses that pre and post intervention motivation to read would be statistically equivalent for students initially identified as having fixed and growth mindsets were retained. The null hypothesis that MAT scores for students with fixed mindsets would not change significantly due to the intervention also was retained.Item Motivation, Achievement, and Middle School Boys(2009-07) Henry, Blake; Masters of EducationThe 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.