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ERIC Number: ED490051
Record Type: Non-Journal
Publication Date: 2005-Mar
Pages: 177
Abstractor: Author
The Effects of an Inquiry-Internet Research Project on Motivation, Self-Efficacy, and Academic Autonomy in Heterogenously Grouped High School Latin I Students
Wagman, Janet Campbell
Online Submission
The purpose of this study was to analyze and induce change to lessen the achievement gap in heterogeneously grouped high school Latin classes where some students may be at academic risk, due to insufficient knowledge, inability to connect with the subject, and poor performances. The researcher engaged in action research, a branch of qualitative research, to determine if experiential learning methodologies, such as inquiry and research, could increase motivation, self-efficacy, and academic autonomy in two classes of Latin I students. The total number of student participants was 48, ranging from grades 9 through 11 with an even distribution between males and females and ethnicity predominantly dichotomized between students of European descent and African descent. Using the WebQuest model as the means to understand phenomena and facilitate change, the researcher created an inquiry-internet research project titled "Cur Latina?" The researcher recorded the participants' (teacher and students) ostensible behavior and perceptions concerning motivation, self-efficacy, and academic autonomy during their engagement in the "Cur Latina?" project. The researcher collected data via observations, performance assessments, a questionnaire, and interviews. The observation and performance assessment results of the study revealed that the "Cur Latina?" project helped students achieve competence in an interrelated area within the Latin I curriculum. Results from the questionnaire and interviews revealed that the students perceived their motivation, self-efficacy, and academic autonomy to have increased because their individual areas of expertise were integrated into the "Ecce Romani" Latin I textbook and would continue to be employed throughout the Latin I course. Additional results from student questionnaires and interviews revealed that many students preferred holistically presented information with knowledge building upon itself in its relation to a greater whole. Perceiving the search for connected knowledge to be a personal as well as an accomplishable task enhanced the students' academic autonomy and motivation to learn. Recommendations for further study include additional studies that would elucidate affective elements of such subjects as Latin, Ancient Greek, Sanskrit, and Old English, where the emphasis is on the written language. Qualitative studies concerning affective states of mind, such as self-efficacy, motivation, and academic autonomy, which can function as catalysts to learning in the moribund and dead language classroom, would be beneficial in discerning similarities and differences from this study in order to note confluent patterns that teachers can use to enhance language learning in their classrooms. Qualitative studies on the effectiveness of integrating inquiry learning and technology would also be beneficial to understanding learning in the moribund and dead language classroom. [Ph.D. Dissertation, Capella University.]
Publication Type: Dissertations/Theses; Reports - Evaluative
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Georgia