Running head: IMPROVING SELF-EFFICACY AND MOTIVATION OF HIGH
SCHOOL STUDENTS IN MATHEMATICS
1
Improving Self-Efficacy and Motivation of High School Students in Mathematics
Sarah Drake South Portland High School, South Portland, Maine EDU 690: Action Research University of New England April 19, 2014
Statement of Academic Honesty: I have read and understand the plagiarism policy as outlined in the Student Plagiarism and Academic Misconduct document relating to the Honesty/Cheating Policy. By attaching this statement to the title page of my paper, I certify that the work submitted is my original work developed specifically for this course and to the MSED program. If it is found that cheating and/or plagiarism did take place in the writing of this paper acknowledge the possible consequences of the act/s, which could include expulsion from the University of New England.
Running head: IMPROVING SELF-EFFICACY AND MOTIVATION OF HIGH SCHOOL STUDENTS IN MATHEMATICS
2 Abstract This Action Research will determine whether certain instructional strategies will increase the motivation and self-efficacy of high school mathematics students. The instructional strategies include: maintaining records of student learning, goal setting, using the IXL computer program, and group work with a focus on student task modeling. The purpose of the chosen strategies is to address the essential components of motivational theory: competence, autonomy and control, interest and value, and relatedness. Each strategy will be introduced at different stages of instruction over a 13- week period. During this time a mixed-method design will be utilized to collect data. A questionnaire, student attitude scales, informal and focus interviews, and observational notes will be collected to determine how each strategy impacts student motivation and self-efficacy. Archival information, such as homework completion, will be recorded to determine whether the strategies impact student motivation to engage in academic work outside of the classroom. The participants for the study will be 61 grade 10 thru grade 12 geometry students who are generally low achievers in mathematics and have low motivation to engage with their geometry course work. It is hypothesized that all four instructional strategies, especially when implemented together, will drastically improve both self-efficacy and motivation. Keywords: motivation, self-efficacy, high school, mathematics. Running head: IMPROVING SELF-EFFICACY AND MOTIVATION OF HIGH SCHOOL STUDENTS IN MATHEMATICS
3 Table of Contents Table of Contents 3 List of Tables and Figures4 Introduction. 5 Problem Statement.. .5 Research Participants7 Research Questions.. 7 Hypotheses... 7 Literature Review.8 Introduction.. 8 What Are Motivation and Self-efficacy? 8 Teacher Impact on Self-efficacy and Motivation...10 Teacher Perceptions... 10 Teacher Communication 11 How Teachers Can Increase Student Self-Efficacy and Motivation. 11 Maintain a Record of Learning.. 11 Teacher Feedback.. 12 Student Task Modeling...12 Goal Setting12 Writing in Mathematics. 13 Technology 13 Conclusion. 14 Methodology.. 14 Running head: IMPROVING SELF-EFFICACY AND MOTIVATION OF HIGH SCHOOL STUDENTS IN MATHEMATICS
4 Introduction 14 Sample Population. 15 Research Design.17 Data Collection.. 19 Data Analysis. 23 Ethical Considerations... 24 Research Timeline..24 Limitations. 25 Action Plan.25 Summary 26 References.. 27 Appendices. 29 Appendix A Goal Setting 29 Appendix B Questionnaire.. 30 Appendix C Attitude Scale. 31 Appendix D Focus Interview Questions. 32 Tables and Figures Table 1 Gender and Grade Level Distribution 16 Table 2 NWEA Data... 16 Table 3 Triangulation Matrix. 21 Figure 1 Interventions. 18 Figure 2 Homework Completion 20 Figure 3 Proficiency on Geometry Standards. 20 Running head: IMPROVING SELF-EFFICACY AND MOTIVATION OF HIGH SCHOOL STUDENTS IN MATHEMATICS
5 Improving Self-efficacy and Motivation of High School Students in Mathematics Motivation to learn mathematics at South Portland High School is at an all time low. Students inconsistently and infrequently complete their homework assignments, are disengaged in class, and do not study the content in preparation for assessments. As a result, only a small percentage of students successfully meet proficiency on geometry standards. The purpose of this Action Research is to determine whether it is possible to positively change high school students attitudes towards mathematics and to determine how classroom practices can improve student self-efficacy and motivation to learn mathematics. It is predicted that student attitudes, self-efficacy, and motivation to learn mathematics can be improved by praising student effort and thinking processes rather than correct answers and ability, using cooperative learning, engaging students with goal setting practices, and using technology to make mathematical content engaging and interactive. Problem Statement
Most students begin elementary school with a natural appreciation and enjoyment of mathematics. However, as students progress through their schooling there develops a rift between those who continue to enjoy mathematics and those who begin to dislike it. When, why, and how this dislike develops is different for every student. Possible causes include repeated failure to understand mathematical content, a feeling of always learning slower than their peers, and lack of support and scaffolding received when content becomes more challenging. Despite the cause, the one thing that is certain for these students is that by the time they reach high school they have determined mathematics is Running head: IMPROVING SELF-EFFICACY AND MOTIVATION OF HIGH SCHOOL STUDENTS IN MATHEMATICS
6 an ability-based subject, and they do not possess that magical ability. For many, their love of mathematics has been extinguished. Upon entering high school, students with low self-efficacy in mathematics face many learning obstacles. Mathematics is an area of study that requires focus, effort, and resiliency. When students dont believe in their ability their focus suffers, their effort diminishes, and their resiliency is non-existent. The obstacle is not just meeting the expected mathematics standards required for graduation, it is breaking free from the vicious cycle of low self-efficacy long enough to actually learn mathematics. This low self-efficacy reduces academic aspirations (Zimmerman & Cleary, 2006) and creates such low motivation that cultivating an environment of learning is made seemingly impossible. Basic level geometry students at South Portland High School are currently facing a similar low self-efficacy and low motivation to learn mathematics. Homework completion, engagement with geometry lessons and activities, and preparation for assessments are at an all time low. Homework alone has an average completion rate of approximately 50%. The majority of these students are consistently performing below proficiency on geometry standards and they immediately abandon activities or math problems that prove to be challenging. Many students have accepted mediocrity and low performance in exchange for putting minimal effort into their math education. Opolot- Okurut (2010) suggests classroom environment plays a significant role in student motivation and that teachers must make a more concerted effort to investigate how that environment is affecting their students learning outcomes. There is an urgency to Running head: IMPROVING SELF-EFFICACY AND MOTIVATION OF HIGH SCHOOL STUDENTS IN MATHEMATICS
7 evaluate how classroom practices affect motivation if we are ever to rebuild our students self-efficacy and rekindle a long lost love of mathematics. Research Participants The researcher for this study is a mathematics teacher at South Portland High School. The sample population includes sixty-one college prep geometry students. The students consist of thirty-three males and twenty-eight females. The students are divided into three classes ranging from seventeen to twenty-four students per class. There are a total of forty-five grade ten, fourteen grade eleven, and two grade twelve students. Of the forty-five grade ten students, thirty-seven participated in the spring 2013 NWEA mathematics test. Approximately 35% of the students scored in the low to low-average range, 43% scored in the average range, 22% in the high-average range, and 0% in the high range. Research Questions Is it possible to improve high school students attitudes towards mathematics? Can classroom practices improve self-efficacy and student motivation to learn mathematics? Hypotheses High school students attitudes towards mathematics can be improved by increasing self-efficacy and motivation. Student self-efficacy and motivation to learn mathematics can be improved by using cooperative learning, maintaining records of student learning, allowing student choice to demonstrate learning through goal setting, academically challenging students in the Running head: IMPROVING SELF-EFFICACY AND MOTIVATION OF HIGH SCHOOL STUDENTS IN MATHEMATICS
8 confines of the classroom with necessary support and scaffolding, and using technology to make mathematical content engaging and interactive. Literature Review Introduction Former Secretary of Education Terrel Bell stated, There are three things to remember about education. The first is motivation. The second one is motivation. The third one is motivation (Usher & Kober, 2012, p 2). Together, motivation and self- efficacy play crucial roles in education, impacting students social and academic functioning (Siegle & McCoach, 2007; Wentzel & Wigfield, 2007; Zimmerman & Cleary, 2006). This literature review will explore what motivation and self-efficacy are, how teachers impact the motivation and self-efficacy of their students, and what classroom strategies teachers can use to improve their students self-efficacy and motivation to learn mathematics. What Are Motivation and Self-Efficacy? Motivation can be described as a specific set of processes that provide energy for different behaviors; thus when individuals are more strongly motivated they can become more deeply engaged in different activities behaviorally, cognitively, and affectively (Wentzel & Wigfield, 2007, p 262). Motivation is generally recognized as having two major categories: intrinsic and extrinsic. A student who is intrinsically motivated learns for the sake of learning and has a natural interest and desire to take part in a task (Anderman & Anderman, 2010; Usher & Kober, 2012). A student who is extrinsically motivated engages in a task with the expectation the task will lead to a certain result or Running head: IMPROVING SELF-EFFICACY AND MOTIVATION OF HIGH SCHOOL STUDENTS IN MATHEMATICS
9 will avoid an external punishment (Anderman & Anderman, 2010; Usher & Kober, 2012). There are many well-researched theories that have attempted to explain the complexities of motivation. Some of the major theories of motivation include: (a) self- determination theory, which concerns itself with issues related to intrinsic and extrinsic motivation; (b) attribution theory, which states that when an event occurs our motivation to reengage with that task is determined by the reasons we attributed for the event happening and how we feel about those reasons; (c) expectancy-value theory, which attributes ones motivation to engage in a task dependent on that persons expectancy for success and their perceived value of the task; (d) goal orientation theory, which is primarily concerned with a persons reasons for engaging in a task; and (e) social cognitive theory, which claims that a persons personal attributes, environmental characteristics, and behaviors influence and are influenced by each other (Anderman & Anderman, 2010). Together, these theories essentially create four dimensions of motivation: (a) competence, which is the belief in ones ability to complete a task; (b) autonomy/control, which is the ability to set appropriate goals and recognize the correlation between effort and outcome; (c) interest/value, which is the genuine interest in a task and the feeling that engaging in the task is worth the effort; and (d) relatedness, which is the need to feel included in a group or social context and approved by ones peers (Usher & Kober, 2012). Self-efficacy is a highly task specific construct that refers to a students belief in their ability to perform a certain task. For example, a student who feels solving one-step algebraic equations is an easy task would be said to have high self-efficacy towards that Running head: IMPROVING SELF-EFFICACY AND MOTIVATION OF HIGH SCHOOL STUDENTS IN MATHEMATICS
10 family of problems. Feelings of self-efficacy are believed to originate from four sources: past experiences, vicarious experiences, verbal persuasion, and physiological states (Anderman & Anderman, 2010; Siegle & McCoach, 2007). Teacher Impact on Self-Efficacy and Motivation Teacher perceptions. Teacher perceptions of self-efficacy and motivation have a significant impact on how issues of low student motivation and confidence are addressed in the classroom. In a study conducted by researchers Hardr & Sullivan (2009) it was revealed that teachers whose instructional style offers their students autonomy, relatedness, and value are more effective motivators than teachers whose instructional style is considered controlling. Teachers who were cognizant of their students motivational levels and who viewed motivation as malleable were also more successful at raising levels of motivation. On the other hand, teachers who viewed student motivation as fixed and out of their control developed a sense of helplessness, which led to less supportive classrooms and lowered teacher efficacy. High quality teacher training programs can ensure teachers remain efficacious and effective when addressing issues of student motivation. Siegle and McCoach (2007) report that teachers can positively impact student self-efficacy in a short amount of time with minimal instructional changes. Important components in the design of a teacher training program include: (a) exposing teachers to the theories of self-efficacy; (b) explaining to teachers the rationale behind research supported self-efficacy strategies; (c) exposing teachers being trained to other teachers who are successfully implementing self- efficacy strategies; and (d) providing teachers with the opportunity to try the strategies themselves in a controlled environment with quality feedback from an instructor. Running head: IMPROVING SELF-EFFICACY AND MOTIVATION OF HIGH SCHOOL STUDENTS IN MATHEMATICS
11 Teacher communication. Parents have a significant impact on student motivation (Usher & Kober, 2012; Chouinard, Karsenti, & Roy, 2007). However, some parents may feel as though they no longer play a part in their childs education, especially once their child reaches high school. They may also feel intimidated reaching out to teachers or administrators, or may have time constraints (e.g. a job) that prevent them from being actively involved in their childs education (Usher & Kober, 2012). Therefore, its important that teachers reach out to parents and generate an open line of communication between school and home. It is also important for teachers to provide parents with resources on how they can best support their childs motivation and self- efficacy with academics. Even something as trivial as the manner in which parents speak about academics in front of their children can impact a childs belief in their own abilities. With mathematics in particular, parents attitudes towards mathematics, as well as their perception of the contents difficulty, strongly impact their childs value and level of involvement with the subject (Chouinard et al., 2007). Parents and teachers are the two greatest influences on a childs motivation, so establishing a parent-teacher connection allows for the child to receive the best possible support. How Teachers Can Increase Student Self-Efficacy and Motivation in Mathematics Maintain a record of learning. Past performance is the single greatest contributor to students confidence and their ability to achieve in school (Siegle & McCoach, 2007, p 281), therefore, its important to draw student attention towards their cognitive abilities and self-improvement (Anderman & Anderman, 2010; Siegle & McCoach, 2007; Klein, Pflederer, & Truckenmiller, 1998). When students keep track of Running head: IMPROVING SELF-EFFICACY AND MOTIVATION OF HIGH SCHOOL STUDENTS IN MATHEMATICS
12 their progress they have a record of successful past experiences. Teachers can use these records to perpetually remind students of their past and future successes. Teacher feedback. Siegle and McCoach (2007) recommend teachers use verbal persuasion and positive reinforcement that is task specific. For example, telling a student Good job offers little clarity on what the student did well. Instead, telling a student You are doing a good job correctly applying the order of operations lets the student know what skill they are properly developing. Students should be praised on both ability and effort for their successes and should be taught to attribute failure to lack of effort or use of inappropriate strategies (Siegle and McCoach, 2007; Klein et al., 1998). It is also important to make sure feedback is given immediately because students are quick to make attributions for their successes or failures (Anderman & Anderman, 2010). Student task modeling. Siegle and McCoach (2007) recommend providing students the opportunity to witness their peers mastering a skill or task early in a lesson. When a student sees one of their peers successfully demonstrating a skill, they will feel more confident in their own abilities. This can be accomplished by providing opportunities for group work, which will allow students to learn from each other in a safe, supportive setting. Goal setting. Teachers can help students create attainable, appropriately challenging, standard specific goals (Anderman & Anderman, 2010; Siegle & McCoach, 2007). When students have clearly defined performance goals, they can easily track their progress towards reaching those goals. This leads to higher levels of performance and enhanced self-efficacy. To maximize the effects of goal setting teachers should include students in the goal setting process. This means teachers should allow students to decide Running head: IMPROVING SELF-EFFICACY AND MOTIVATION OF HIGH SCHOOL STUDENTS IN MATHEMATICS
13 how they would prefer to break larger goals into smaller ones, and students should be asked to provide feedback on teacher-set goals to ensure students are being appropriate challenged. Lastly, teachers should make sure goals are written with the utmost clarity for student understanding (Siegle & McCoach, 2007). Writing in mathematics. According to Klein et al. (1998), writing in mathematics not only improves a students writing ability, but it provides the student an opportunity to reflect on their knowledge. Writing provides students immediate feedback on the extent of their learning. It also helps students become autonomous, self-regulated learners, which will enhance intrinsic motivation to learn mathematics. Technology. Appropriate integration of technology offers a plethora of opportunities for students to engage in mathematics and provides students many different options for demonstrating learning. Mathematic recreations can serve as a very effective means of motivation at almost all levels of instruction and for students of varying levels of ability (Sobel & Maletsky, 1988, p. 73) (Klein et al., 1998, p 27). A study conducted by Kebritchi, Hirumi, and Bai (2010) further supports the academic benefit of technology to learn mathematics. The study examined the academic achievement and motivation of high school mathematics students in response to the integration of an educational 3-dimensional computer game. The results indicated a significant positive impact on student achievement. Unfortunately, issues with data collection prevented the study from identifying any correlation between game play and motivation to learn mathematics. Nonetheless, teachers reported decreased math anxiety, increased time on task, and a newly developed sense of interest and value amongst their Running head: IMPROVING SELF-EFFICACY AND MOTIVATION OF HIGH SCHOOL STUDENTS IN MATHEMATICS
14 students. Teachers and students alike praised the interactive, engaging, challenging, fun, and collaborative nature of the game. Conclusion Teachers of all grade levels can, and do, influence student self-efficacy and motivation. Teachers can improve their influence on student motivation by enrolling in high quality professional development and reaching out to parents. Classroom strategies used to improve student self-efficacy and motivation address student competence, autonomy and control, interest and value, and relatedness to content and tasks. Examples of strategies that can be used in mathematics classrooms include tracking student learning, providing prompt and informative teacher feedback, goal setting, student task modeling, writing about mathematics, and utilizing interactive technology. Improving self-efficacy and motivation through the use of these strategies will help educators develop students who readily participate, work harder, persist longer, and have fewer negative emotional reactions when confronted with challenges (Zimmerman, 2000). Methodology Introduction Motivation and self-efficacy are at the heart of academic achievement. Whether a student is driven to get good grades, naturally enjoys learning, or is monetarily rewarded for academic achievement, motivation is always influencing student choices on whether or not to engage in school. However, what happens when there is nothing in a students life that motivates them to learn? The immediate consequence is disengagement with school, poor academic achievement, and a lack of appreciation for learning. The purpose of this Action Research project is to determine how classroom practices can impact Running head: IMPROVING SELF-EFFICACY AND MOTIVATION OF HIGH SCHOOL STUDENTS IN MATHEMATICS
15 student motivation and self-efficacy. The researcher for this study will be an active participant in the research and will implement a mixed-method design (Mills, 2014). The mixed-method design was chosen because the researcher not only wanted to research how student behaviors changed throughout the research (qualitative methods), but also wanted to use statistical methods to analyze how student work habits and achievement changed throughout the study (quantitative methods). The descriptive, narrative nature of qualitative research combined with the numerical, statistical nature of quantitative research will best describe how student motivation and self-efficacy are impacted by classroom strategies. Sample Population The participants for this study will be 61 students chosen from three college prep geometry courses at South Portland High School. South Portland High School has a school population of approximately 870 students with 195 of those students enrolled in either an honors or college prep level geometry course. There are 62 students enrolled in honors geometry and 133 students enrolled in college prep. Students who choose to enroll in college prep level mathematics courses at South Portland High School are generally low to average ability mathematics students. However, there are some students of higher mathematical ability who enroll in college prep level courses due to scheduling conflicts or lack of motivation to pursue the challenges provided in honors level courses. Table 1 displays the breakdown of the sample population by gender and grade level, while Table 2 displays the Spring 2013 NWEA data of participating grade 10 students.
Running head: IMPROVING SELF-EFFICACY AND MOTIVATION OF HIGH SCHOOL STUDENTS IN MATHEMATICS
16 Table 1
Gender and Grade Level Distribution of Sample Population Gender Girls 28 46% Boys 33 54% Grade Level Grade 9 0 0% Grade 10 45 74% Grade 11 14 23% Grade 12 2 3%
Table 2
NWEA Data for Participating Grade 10 Students
Number of Students Percentage of Students Low 2 5% Low Average 11 30% Average 16 43% Hi Average 8 22% Hi 0 0% Total 37
Within the sample population there are seven students with Individualized Educational Plans (IEPs) and seven students with 504 accommodations. There is Running head: IMPROVING SELF-EFFICACY AND MOTIVATION OF HIGH SCHOOL STUDENTS IN MATHEMATICS
17 significant overlap in the accommodations requested in the IEP and 504 plans. The accommodations generally require the teacher to provide students with frequent check-ins for understanding, positive reinforcement, alternative testing sites, graphic organizers and visuals, notes with highlighted information, preferential seating, breaking down assignments into smaller tasks, and extended time to complete assignments and assessments. Research Design This Action Research project will have four stages of implementation and will span across four units of study in geometry. For each unit of study, one motivational strategy will be implemented into instruction. At the conclusion of the unit, the researcher will assess the data collected during the unit to determine whether the strategy positively affected student motivation. If the data reveals a positive effect, then the researcher will continue to implement the strategy for the remainder of the research. However, if the strategy results in a negative effect on student motivation or performance, then the researcher will no longer implement that strategy. Upon beginning the next unit of study, the researcher will implement a new motivational strategy. If strategies used in previous units were deemed successful, then the researcher will likely be implementing multiple strategies concurrently during the study. Running head: IMPROVING SELF-EFFICACY AND MOTIVATION OF HIGH SCHOOL STUDENTS IN MATHEMATICS
18 The intervention strategies chosen for this study are based upon the four components of motivation: competence, interest and value, autonomy and control, and relatedness (Usher & Kober, 2012). Figure 1 displays the components of motivation and the corresponding strategy that will be implemented within each unit. Figure 1 Components of Motivation with Corresponding Strategy
Figure 1. The four components of motivation along with the corresponding interventions that will be implemented during the study.
During the first unit, students will maintain a record of their learning by creating a portfolio, which will include exemplars of student work. This portfolio will be used to regularly remind students of their learning progress and will reinforce student beliefs in their ability to perform required tasks. During the second unit, students will participate in goal setting. Students will fill out the form in Appendix A with the help of the teacher to ensure the goals are appropriate for each student. When students begin the third unit they Motivation Competence Maintain records of student learning Initial Implementation: Unit 1 Autonomy and Control Goal setting Initial Implementation: Unit 2 Interest and Value Math games using iPad technology Initial Implementation: Unit 3 Relatedness Student task modeling/group work Initial Implementation: Unit 4 Running head: IMPROVING SELF-EFFICACY AND MOTIVATION OF HIGH SCHOOL STUDENTS IN MATHEMATICS
19 will be introduced to the program IXL. The IXL computer program incorporates game play and a system of rewards for students when practicing mathematics performance standards. Upon beginning the final unit, students will regularly participate in cooperative learning and group work. During this time students will frequently witness their peers correctly solving mathematics problems being covered in the unit. Data Collection Plan The desire to investigate the academic motivation of the sample population was initially triggered by low levels of completion and engagement with geometry homework. The low rates of homework completion were leading to a high failure rate when students attempted to demonstrate proficiency on geometry standards. Figure 2 illustrates the homework completion rate of students within the three different geometry classes for Quarter 1 and Quarter 2. Figure 3 displays the average percentage of students within each class who successfully demonstrated proficiency on the geometry standards covered during Quarters 1 and 2.
Running head: IMPROVING SELF-EFFICACY AND MOTIVATION OF HIGH SCHOOL STUDENTS IN MATHEMATICS
20 Figure 2 Rates of Homework Completion
Figure 2: Average rate of the sample populations homework completion for Quarter 1 and Quarter 2 displayed by individual class. Figure 3
Proficiency on Geometry Standards
Figure 3: Average percentage of students within the sample population meeting proficiency on geometry standards displayed by individual class. 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Class A Class B Class C A v e r a g e
R a t e
o f
C o m p l e t i o n
Homework Completion Q1 Q2 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Class A Class B Class C A v e r a g e
P e r c e n t
o f
S t u d e n t s
M e e t i n g
P r o f i c i e n y
Proficiency on Geometry Standards Q1 Q2 Running head: IMPROVING SELF-EFFICACY AND MOTIVATION OF HIGH SCHOOL STUDENTS IN MATHEMATICS
21 Mills (2014) recommends researchers create a triangulation matrix for data collection to ensure a study gathers data from multiple sources. Table 3 displays the triangulation matrix for this Action Research project. Table 3 Triangulation Matrix for Data Collection Data Source Research Questions 1 2 3 4 1. Is it possible to change students attitudes towards mathematics once they are in high school?
2. Can classroom practices improve self- efficacy and student motivation to learn mathematics? Field Notes Interviews (informal interviews and focus interviews) Archival Data (homework completion, performance on teacher made quizzes and tests) Attitude Scales (after each intervention)
The pre-intervention and post-intervention questionnaire will be identical (see Appendix B). The purpose of the pre-intervention questionnaire is to establish how motivated and self-efficacious students are with mathematics before any motivational strategies have been implemented. The questionnaire was created using the guidelines recommended by Mills (2014, p 93-94). Some of these recommendations include: avoid administering a lengthy questionnaire, do not ask unnecessary questions, and allow respondents the option to respond openly to questions whenever possible. The specific Running head: IMPROVING SELF-EFFICACY AND MOTIVATION OF HIGH SCHOOL STUDENTS IN MATHEMATICS
22 questions chosen were adapted from the Fennema and Shermans Mathematics Attitude Scales (as cited in Chouinard et al, 2007; Doepken, Lawsky & Padwa, n.d.). The post- intervention questionnaire will be used to determine whether student attitudes and motivation changed as a result of the studys interventions. Homework completion and student performance on teacher created quizzes and tests will be recorded throughout the study. Field notes, student interviews, and attitude scales will be used throughout the study to analyze, reflect on, and adapt the study as needed (Mills, 2014). The attitude scales (see Appendix C) will be administered after each intervention to determine how effective the intervention was on changing students attitudes and self-efficacy. At the conclusion of the study there will be a focus interview (see Appendix D) conducted in each class. The questions chosen for the focus interviews were taken from the student interview questions used by Kebritchi et al. (2010) in their study which explored whether student motivation and achievement in mathematics would improve as a result of incorporating educational computer games into instruction. The strategies the researcher will use to address the validity of the data will be done with a focus on credibility, transferability, dependability, and confirmability of the data. The researcher will practice triangulation to cross check data, which will in turn help to ensure credibility and confirmability. To address transferability, the researcher will play close attention to collecting and describing as much detailed contextual data as possible. The dependability of the data will be addressed by creating an audit trail in order for the researchers colleagues to follow the processes used for data collection, analysis, and interpretation (Mills, 2014, p 116). In addition to using these strategies, the researcher will also employ the following strategies to further ensure the validity of the Running head: IMPROVING SELF-EFFICACY AND MOTIVATION OF HIGH SCHOOL STUDENTS IN MATHEMATICS
23 data: (1) observations will be recorded frequently and accurately throughout class periods; (2) data will be fully reported without being overanalyzed; and (3) the data and written study will be peer reviewed by math department colleagues (Mills, 2014). When addressing the reliability of the study, the researcher will make an effort to reduce errors of measurement. By administering the attitude scales to every student after each intervention the researcher hopes to minimize the margins of error based upon natural fluctuations in adolescent moods and levels of alertness. The questionnaire and attitude scales have also been written in a concise, simple format to avoid ambiguity with the questions, which could cause varied responses based on different interpretations. Data Analysis To maintain confidentiality of the research participants, the researcher will code each class as Class A, Class B, and Class C. The students within each class will be assigned a number by the researcher. These number labels will consistently be used throughout the data analysis. Data will initially be organized and analyzed separately by class. Within each class the qualitative data, such as the questionnaires, field notes, and interviews, will be coded on three by five inch index cards in order to identify themes or gaps in the research (Mills, 2014). Next, the emergent themes from each class will be compared and contrasted. The manner in which the qualitative data will be displayed will depend upon the results of the data. The quantitative data will be analyzed by separate classes as well as collectively as a sample population. Homework completion and proficiency on standards will be calculated and compared using measures of central tendency. The results will be Running head: IMPROVING SELF-EFFICACY AND MOTIVATION OF HIGH SCHOOL STUDENTS IN MATHEMATICS
24 displayed in a bar graph in order to show comparisons before and after the studys interventions. Ethical Considerations Due to the nature of this research, the study participants will never be placed in situations that are considered physically, emotionally, or socially harmful. Parents will be provided information about the study, the extent of their childs involvement with the study, and how the data will be used. The researcher will closely heed the guidelines outlined by the South Portland School District regarding educational research. According to Mills (2014), if the researcher knows participants identities, there can be confidentiality, but no anonymity (p 33). Since the researcher will also be acting as the classroom teacher for this study there can be no anonymity for the participants. However, numbers will be assigned to the students at the start of the study and will be consistently used until the studys conclusion. This will ensure confidentiality is maintained and will allow the researcher to share detailed reports of the studys data without jeopardizing the safety or privacy of the students involved in the study. Research Timeline This Action Research will span four geometry units, which will last approximately 13 weeks during the second quarter of the 2014/2015 school year. The researcher will propose the Action Research plan to the high school principal in May of 2014 with the hopes of gaining approval for implementation in the next school year. Beginning in September 2014, the researcher will collect NWEA scores, rates of homework completion, and performance on the first quarter geometry learning standards for the researchers new research participants. The research participants will still consist Running head: IMPROVING SELF-EFFICACY AND MOTIVATION OF HIGH SCHOOL STUDENTS IN MATHEMATICS
25 of three College Prep Geometry Courses, and will continue to be predominantly composed of tenth grade students. At the conclusion of the 13-week implementation and data collection, the researcher will spend approximately two to three weeks consolidating and analyzing data. Upon completion of the data analysis the researcher will share the Action Research results with the mathematics department. The data collection should conclude by mid-February 2015 and the data analysis will be shared with the mathematics department by March 2015. Limitations The researcher acknowledges there will be events and outside influences that could potentially affect the data results. Common disruptions that may affect student data include: (a) truancy; (b) behavior issues; (c) family issues; and (d) health issues. However, the sample population should be large enough so that these disruptions will not skew the data. Any limitations the researcher observes during the Action Research implementation will be recorded and addressed during the final data analysis. Action Plan If the data shows an increase in student motivation and self-efficacy as a result of the implemented strategies then the researcher will apply the same strategies to other courses beyond College Prep Geometry. The researcher will also share the results of the Action Research project with fellow colleagues within the mathematics department at South Portland High School. The hope will be that other colleagues will attempt implementing similar strategies into their own instructional practices. If other colleagues experience similar success, then the researcher will seek out approval from building Running head: IMPROVING SELF-EFFICACY AND MOTIVATION OF HIGH SCHOOL STUDENTS IN MATHEMATICS
26 administration to share the results of the Action Research project with the entire faculty at a monthly staff meeting. If the data does not support the researchers hypothesis, then the researcher will continue to conduct additional research and literature reviews on student motivation. The researcher will also reconsider the methodology of the Action Research and will redesign the research plan. Summary This Action Research project will seek out ways to raise levels of student motivation and self-efficacy. The interventions that were chosen are well supported by research and, when used together, address the essential components of motivation and self-efficacy. The researcher will utilize questionnaires, attitude scales, field notes, and archival information and documents to analyze the effectiveness of each motivational intervention. Finally, the researcher will use the results of the study to improve student engagement and motivation to learn mathematics. The results will be shared with other colleagues within the researchers school with the hope of helping other educators address issues with student motivation within their own classrooms.
Running head: IMPROVING SELF-EFFICACY AND MOTIVATION OF HIGH SCHOOL STUDENTS IN MATHEMATICS
27 References Anderman, E. M., & Anderman, L. H. (2010). Classroom Motivation. Upper Saddle River, NJ: Pearson. Chouinard, R., Karsenti, T., & Roy, N. (2007). Relations among competence beliefs, utility value, achievement goals, and effort in mathematics. British Journal of Educational Psychology, 77(3), 501-517. Doepken, D., Lawsky, E., & Padwa, L. (n.d.). Modified fennema-sherman attitude scales. Retrieved from http://teacherleaders.files.wordpress.com/2013/07/modified-fennema-math- attitude.doc. Hardr. P. L., & Sullivan D.W. (2009). Motivating adolescents: High school teachers perceptions and classroom practices. Teacher Development, 13(1), 1-16. Kebritchi, M., Hirumi, A., & Bai, H. (2010). The effects of modern mathematics computer games on mathematics achievement and class motivation. Computers & Education, 55(2), 427-443. Klein, C., Pflederer, B., & Truckenmiller, M. (1998). Increasing student motivation through cooperative learning, writing in mathematics, and multiple intelligences (Masters thesis). Retrieved from ERIC-EBSCO database. (Accession No. ED436351). Mills, G.E. (2014). Action Research: A guide for the teacher researcher. Upper Saddle River, NJ: Pearson, Inc. Mishicot School District (n.d.). Goal Form 1 [Measurement tool]. Retrieved from http://www.mishicot.k12.wi.us/ms/templates.cfm. Running head: IMPROVING SELF-EFFICACY AND MOTIVATION OF HIGH SCHOOL STUDENTS IN MATHEMATICS
28 Northwest Evaluation Association (2013). South Portland high school NWEA results [Data file]. Portland, OR: Northwest Evaluation Association. Opolot-Okurut, C. (2010). Classroom learning environment and motivation towards mathematics among secondary school students in Uganda. Learning Environments Research, 13(3), 267-277. Siegle, D., & McCoach, D. (2007). Increasing student mathematics self-efficacy through teacher training. Journal Of Advanced Academics, 18(2), 278-312. Usher, A., & Kober, N. (2012). What is motivation and why does it matter? (Paper No. 1). Washington, D.C.: Center on Educational Policy. Usher, A., & Kober, N. (2012). What can schools do to motivate students? (Paper No. 5). Washington, D.C.: Center on Educational Policy. Wentzel, K. R., & Wigfield, A. (2007). Motivational interventions that work: Themes and remaining issues. Educational Psychologist, 42(4), 261-271. Zimmerman, B. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25(1), 82-91. Zimmerman, B., & Cleary, T. (2006). Self-efficacy beliefs of adolescents. Charlotte, NC: Information Age Publishing.
Running head: IMPROVING SELF-EFFICACY AND MOTIVATION OF HIGH SCHOOL STUDENTS IN MATHEMATICS
29 Appendix A Goals for Success Name:_________________________________________________Date_____________
My Strengths are:
Things I need to work on:
First Goal: ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ To achieve this goal I will:
Second Goal: ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ To achieve this goal I will:
Third Goal: ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ To achieve this goal I will:
People who can help me attain these goals are:
Distractions that may get in the way of me accomplishing these goals are:
(Mishicot School Department, n.d.) Running head: IMPROVING SELF-EFFICACY AND MOTIVATION OF HIGH SCHOOL STUDENTS IN MATHEMATICS
1. I enjoy doing math. 1 2 3 4 5 I love math! I like math Math is ok I dont like math I hate math! 2. I am good at math. 1 2 3 4 5 Im awesome at math! Im good at math Im ok at math Im not very good at math Im terrible at math!
3. What is your favorite experience in math?
4. What is your least favorite experience in math?
5. Math will be useful for me later in life. 1 2 3 4 5 Strongly agree Agree Neutral Disagree Strongly disagree 6. Being good at math will be important when I get a job or go to college 1 2 3 4 5 Strongly agree Agree Neutral Disagree Strongly disagree 7. Success in math requires I give up other activities I enjoy. 1 2 3 4 5 Strongly agree Agree Neutral Disagree Strongly disagree Running head: IMPROVING SELF-EFFICACY AND MOTIVATION OF HIGH SCHOOL STUDENTS IN MATHEMATICS
31 Appendix C Attitude Scale Name:__________________________________Class:_________________________
1. I engaged in all learning activities for this unit. 1 2 3 4 5 Strongly agree Agree Neutral Disagree Strongly disagree 2. I am confident I can demonstrate proficiency on the geometry standards for this unit. 1 2 3 4 5 Strongly agree Agree Neutral Disagree Strongly disagree 3. I enjoyed learning the content in this unit. 1 2 3 4 5 Strongly agree Agree Neutral Disagree Strongly disagree
4. ____________________________________ helped me learn the standards for this unit. 1 2 3 4 5 Strongly agree Agree Neutral Disagree Strongly disagree
5. I would like to continue __________________________________. 1 2 3 4 5 Strongly agree Agree Neutral Disagree Strongly disagree
(Name of intervention) (Name of intervention) Running head: IMPROVING SELF-EFFICACY AND MOTIVATION OF HIGH SCHOOL STUDENTS IN MATHEMATICS
32 Appendix D Focus Interview Questions 1. What specific parts of your mathematics class catches and keeps your attention?
2. What specific parts of your mathematics class do you think are important/relevant to your personal life and/or interests?
3. What specific parts of your mathematics class increased your confidence to do mathematics and do well in mathematics class?
4. What specific parts of learning mathematics and of your mathematics class do you think are worth your time and effort?
5. What specific parts of your mathematics class do you think helps you learn mathematics in general?
6. What specific parts of your mathematics class either motivates you to learn or has a bad effect on your motivation to learn?
(Dynamics of Virtual Work) Dominique Méda, Patricia Vendramin (Auth.) - Reinventing Work in Europe - Value, Generations and Labour-Palgrave Macmillan (2017)