Aracena, Enid2020-05-112020-05-112020-05-11http://hdl.handle.net/11603/18546The purpose of this study was to determine whether holding students to higher standards, rewarding desired behavior, teaching interesting content, and creating student-to-teacher relationships would have an impact on students’ motivation to want to learn Spanish in a Spanish 3 H class of 19. The study used a quasi-experimental pretest/posttest design to determine whether students’ motivation would increase as a result of the strategies. The measurement tools involved a posttest/postsurvey designed by the researcher and two documents to track students’ participation and homework completion. The study began at the end of February and was interrupted mid-March due to the shutdown of schools in Maryland. Because of the school closure, no significant improvement was recorded for motivation as the researcher did not have adequate time and a proper school environment to fully implement the strategies. The results of this study are inconclusive due to the fact that there was a pandemic and the researcher did not have any means to conclude the study. The mean participation rate increased by a statistically significant and practically significant amount from pre to partially implemented post. The homework completion rate for Tinita also improved by a statistically significant amount from pre to partially implemented post.33 pagesen-USThis 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.MotivationTypes of MotivationEffects of MotivationStudent Achievement and MotivationMotivation in the Foreign Language ClassroomMotivation in High School StudentsEducation -- Research papers (Graduate).Text