This study was about student motivation, how specific teaching strategies affect student perceptions in key components of academic motivation, and how teacher journaling affected teacher perceptions of student motivation. The key components of motivation are defined in the MUSIC® model of academic motivation as empowerment, usefulness, success, interest and caring. The questions were, can specific teaching strategies in those key areas influence student perceptions as measured by an inventory, their academic motivation as perceived by me, and which strategies were used most?
The subject of the study was a 7th grade science class in Southern California. To answer the research questions a pretest and posttest of student perceptions using the MUSIC® model of academic motivation inventory was administered. Students’ daily motivation was rated on a subjective scale every day and teaching strategies used each day were recorded with anecdotes in a journal. The journal was analyzed to find strategies that were used most often and with what result.
The findings were the strategies identified in this study were effective at maintaining students’ perceptions about their class found in the pretest and posttest results. It was also found that the journaling was a significant factor in keeping the teacher motivated through identifying subtle successes that were typically overlooked. Possible future research on motivation could include using video data collection to more accurately determine time students spent working on tasks as less subjective measure of motivation.
|Commitee:||Martin-Hansen, Lisa, Colburn, Al|
|School:||California State University, Long Beach|
|School Location:||United States -- California|
|Source:||MAI 81/1(E), Masters Abstracts International|
|Subjects:||Science education, Middle School education|
|Keywords:||MUSIC® model of academic motivation, Science education, Student motivation, Teaching strategies|
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