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ERIC Number: ED428043
Record Type: RIE
Publication Date: 1998-Sep-29
Pages: 31
Abstractor: N/A
Teachers Effects on Student Motivation during Group Work: Activity and Intervention Level Analyses.
Chiu, Ming Ming
This study investigated how different components of teacher/teaching assistant interventions improved or reduced student motivation. The study was part of a larger project in which ethnically diverse students were videotaped during their 5 algebra classes for 6 weeks in their urban public high school. A total of 40 students (10 groups of 4) from 5 different classes were videotaped while collaboratively solving an algebra problem. Two teachers and three teaching assistants (TAs) taught the classes. They allowed the groups of students to work on the problem for 20 minutes, monitoring their progress with occasional interventions. Researchers coded all speaker turns and the resulting information. Data analysis indicated that teacher/TAs significantly affected student motivation. At the activity level, higher student motivation increased collaborative problem solving success. At the intervention level, student-initiated interventions, teacher/TA support, criticism, questions, closed questions, and compliments all increased student motivation (showing the importance of low teacher involvement, student autonomy, and relevant closed questions). Greater teacher/TA involvement decreased student motivation. Teachers and TAs intervened more often with groups that showed less problem- solving progress and offered those students less autonomy. A case study of a TA's use of compliments showed positive effects on student motivation. The TA satisfied a student's bid for attention without compromising mathematical standards of evaluation. (Contains 20 references.) (SM)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A