Intrinsic Motivation Through Student Led Classrooms

1. Intrinsic Motivation Through Student Led Classrooms

2. Problem Statement • Student motivation varies and is affected by the different goal orientations of students • How can we foster a curriculum and classroom environment leading all students to a deeper sense of intrinsic motivation/desire to learn?

3. Research • “Goal orientations are students’ reasons for engaging in or avoiding achievement-directed behavior. These goal orientations are important because they serve as the basis for how students define their own competence (Pintrich & Schunk, 2002). Students’ goal orientations are context-sensitive and can be influenced by classroom procedures, practices, and policies (Ames, 1992). “ (Beghetto, 2004 pg. 2).

4. Data The number of homework assignments not turned in over a period of 13 weeks These data show an increase in the number of homework assignments not turned in

5. Possible Solution

6. Treatment: Student Responsibilities • Taking role at the beginning of each class • Conducting all student discussions or debates for the week • Collecting papers • Passing back papers • Being teacher assistances during any time which students need help on an assignment • Design a survey to grade their performance

7. Treatment: Teacher Responsibilities • Pre-teach cooperative skills and group leadership • Encourage social learning and student assistance • Have a sign up sheet prepared so that students can sign up for their week to be a student leader • Meet with students the week before they lead to class to check on progress and answer any question • Survey students at the end of each week (check for effectiveness of student leaders and overall motivation towards lessons)

8. Research Method:Interrupted Time Series R: M1→M2→M3→T→M4 →M5 →M6 C: M1→M2→M3→Ø→M4→M5→M6

9. Measure of Success • Percentage rate of homework/class work turn in rate • Percentage of students who take re-do opportunities • Student survey on motivation to learn/ goal orientation • Classroom observations of student participation/engagement defined as number of times students ask questions or provide answer/input beyond a factual recall.

10. Threats to Validity • Class might be frustrated with the leadership skills of some particular students. • Control class might be informed of student led activities and become increasingly put out that they’re not getting similar treatment. • Some students might be better discussion leaders than other. • Behavior situations might get out of control if certain students are not given enough support during their time to lead the class.