You are on page 1of 32

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?

Pre-Intervention
Questionnaire
Post-
Intervention
Questionnaire

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

30
Appendix B

Pre- and Post-Intervention Questionnaire

Name:_______________________________________ Class:_________________

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?

(Kebritchi et al, 2010, p 439)

You might also like