Motivating Student Learning To Enhance Academic Progress.
Saved in:
| Title: | Motivating Student Learning To Enhance Academic Progress. |
|---|---|
| Language: | English |
| Authors: | Cialdella, Keri, Herlin, Christine, Hoefler, Alecia |
| Peer Reviewed: | N |
| Page Count: | 73 |
| Publication Date: | 2002 |
| Document Type: | Dissertations/Theses - Practicum Papers Reports - Evaluative |
| Descriptors: | Action Research, Behavior Change, Behavior Problems, Change Strategies, Classroom Techniques, Cooperative Learning, Elementary School Students, Middle School Students, Multiple Intelligences, Student Behavior, Student Improvement, Student Motivation |
| Geographic Terms: | U.S.; Illinois |
| Abstract: | This action research project implemented and evaluated a 12-week program using cooperative learning and Multiple Intelligences to increase student motivation for learning. The targeted population consisted of elementary and middle school students in a low-socioeconomic community in northern Illinois. The problem of motivation was documented in the areas of academic achievement, incomplete or missing assignments, and behavioral problems. Analysis of probable cause date revealed that instructors did not set a purpose for learning. Educators lacked innovative teaching styles and used traditional methods of instruction. Students were not engaged in learning and lacked enthusiasm. Students' home environment discouraged motivation. A review of solution strategies resulted in selection of two major interventions: cooperative learning and multiple intelligences activities. Personal responses, learning centers, technology, and parental involvement activities were also used. Post intervention data indicated an overall improvement in grades at the primary and intermediate levels, an increase in positive behavior and parental involvement at the primary level, and fewer missing assignments. However, data indicated a decrease in acceptable behavior, and minimal parental involvement at the intermediate level. The number of missing assignments at the intermediate level also showed a considerable increase. It was thought that the older students were not accustomed to the academic freedom offered by the approach, and it was suggested that cooperative learning and Multiple Intelligences approaches be incorporated at younger ages in anticipation that younger students would be more receptive to the approaches as they proceeded through middle school. (Four appendices include a behavioral checklist and Multiple Intelligences survey. Contains 25 references.)(Author/HTH) |
| Journal Code: | RIEOCT2003 |
| Entry Date: | 2003 |
| Accession Number: | ED473816 |
| Database: | ERIC |
Be the first to leave a comment!
