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ERIC Number: ED509195
Record Type: Non-Journal
Publication Date: 2010-May
Pages: 55
Abstractor: As Provided
Reference Count: 30
Exploring the Effects of Differentiated Instruction and Cooperative Learning on the Intrinsic Motivational Behaviors of Elementary Reading Students
Flaherty, Sue; Hackler, Rhonda
Online Submission, Master of Arts Action Research Project, Saint Xavier University
Researchers implemented classroom interventions to improve the intrinsic motivational behaviors of 4th and 6th grade elementary students and to strengthen teacher/student and student/student relationships in a positive supportive learning environment. The problem of low intrinsic motivational behaviors was documented through classroom observation checklists, student self-reported surveys, and parent surveys. Teachers noted high incidence of incomplete homework, low classroom participation, and lowered academic achievement. After reviewing solution strategies from educational practitioners, two targeted strategies of differentiated instruction and cooperative learning were the interventions implemented. Post intervention data showed increased student involvement, improvement in class participation, homework completion, and on-task behaviors. All of this led to enhanced overall student intrinsic motivation and increased levels of academic achievement as well. (Contains 6 tables.)
Publication Type: Dissertations/Theses; Tests/Questionnaires
Education Level: Elementary Education; Grade 4; Grade 6
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A