Motivation, Achievement, and Middle School Boys

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.