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The effect of motivation on student achievement

The effect of motivation on student achievement. Karen L. Robinson, Principal Manuel Diaz Jr., Assistant Principal Michael Medina, Teacher Leader Hialeah-Miami Lakes Senior High School Superintendent’s Urban Principal Initiative. Abstract of the Study.

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The effect of motivation on student achievement

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  1. The effect of motivation on student achievement Karen L. Robinson, Principal Manuel Diaz Jr., Assistant Principal Michael Medina, Teacher Leader Hialeah-Miami Lakes Senior High School Superintendent’s Urban Principal Initiative

  2. Abstract of the Study • We identified a target group of 200 students from the lowest 25% in reading 9th and 10th grade at H-ML Senior High. We provided them with individual intervention through pull-out sessions. We provided motivational sessions and small group pep talks for all target group members.

  3. Introduction/Background • Hialeah-Miami Lakes Senior High is a suburban high school with a population consisting of 79% Hispanic and 19% African American, and 1% other. Eighty-one percent of the students at the school were reading below mastery level as of the 2005 FCAT scores. Students showed low motivation towards reading as reflected by a motivational survey distributed to the target group.

  4. Research Question • How do we improve students success in reading? • How much does frustration and lack of self esteem impact reading success? • Will a targeted reading intervention and motivational program build self esteem and impact reading success? • Will success be demonstrated on state assessments after interventions?

  5. Literature Review • Henk, W.A. & Melnick, S.A. (1995). The reader self-perception scale (RSPS): A new tool for measuring how children feel about themselves as readers. The Reading Teacher,48,470-481 • Moore D.W., Bean T.W., Birdyshaw,D.,& Rycik, J.A. (1999).Adolescent literacy: A position statement for the commission on adolescent literacy of the International Reading Association. Newark, DE: International Reading Assocaiation. • Pintirch, R.R.,& Degroot, E.V. (1990). Motivational and self-regulated learning components of classroom acdemic performance. Journal of Educational Psychology,82, 33-40. • Williams, M.(2001). Making connections: A workshop for students who study with reading. Journal of Adolescent and Adult Literacy, 44(7), 588-573.

  6. Methodology/Intervention • A targeted intervention with selected students designed to improve self esteem and positive attitude about reading. Monthly meetings, activities and rewards with target group designed around improvement of reading skills as well as self esteem, relaxation techniques, test taking strategies and positive attitude toward reading.

  7. Data Collection • Student motivational surveys • 2005 FCAT Reading scores • Data from the FCAT Explorer program • Pre-test on the FCAT Explorer Program • Individual FCAT chats. • Small group Reading talks.

  8. Data AnalysisMotivational Survey Results .

  9. Findings/Results2006 FCAT Results • We found that as a result of the intervention program : • 10th graders- 29% moved up 1 achievement level, 15% passed, 56% made learning gains. • 9th graders- 32% moved up at least 1 achievement level, 13% received a passing score, 68% made learning gains.

  10. Conclusions • Individual intervention and motivational strategies improve students attitude towards reading, making students feel they are a part of a team gives them a goal to reach for. Motivated students feel more comfortable with state tests. • As a result of this project we will continue to target students in the lowest 25% as part of a target group and provide more individualized differentiated instruction as part of the intervention.

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