ERIC Number: ED436351
Record Type: RIE
Publication Date: 1998-May
Reference Count: N/A
Increasing Student Motivation through Cooperative Learning, Writing in Mathematics, and Multiple Intelligences.
Klein, Connie; Pflederer, Barb; Truckenmiller, Mary Ann
This report describes a program for increasing class achievement by raising the motivational level of adolescents. The targeted population consisted of high school mathematics students from a metropolitan area located in central Illinois. The problem of low motivation level found in the targeted students was documented by student surveys. Evidence of this problem was also reflected in a high dropout rate as noted in the school's report card. The analysis of probable causes revealed that the students' lack of motivation was possibly caused by poor past performances, boredom, and a missing sense of ownership and responsibility. The attitudes of both students and parents continued to contribute to this problem. The presentation of inappropriate levels of task difficulty and a non-stimulating classroom environment has also fostered low motivation. Possible solution strategies involved a threefold approach. The first intervention targeted the students in an attempt to raise their level of intrinsic motivation and to increase their sense of ownership and responsibility. This treatment plan included student journals and surveys. The second intervention targeted the interest level of the students in the classroom. Collaborative groups and the use of multiple intelligence activities increased the motivational atmosphere. The third intervention targeted the classroom presentation by incorporating strategies such as writing through mathematics and solving real-life applications. The teachers' personal reflective journals indicated that progress was made in this area. Post intervention data indicated that cooperative learning and Multiple Intelligences (MI) activities did enhance the students' motivation for learning mathematics. Teacher and student journal reflections added a metacognitive element to this intervention. Appendices include the student survey and classroom materials. (Contains 73 references.) (Author/WRM)
Publication Type: Dissertations/Theses
Education Level: N/A
Authoring Institution: N/A
Note: Master's Action Research Project, Saint Xavier University & IRI/Skylight.