Motivation towards learning: a study of Alberni District Secondary School's project based learning Grade 9 program
The purpose of the current study was to determine if participation in Alberni District Secondary School’s Project Based Learning (PBL) Program has had an impact on student motivation towards learning. This was done by measuring changes in a broad range of motivational constructs at the individual and group level. The study was a mixed method, explanatory design using a static group pre-test and post-test, and was conducted over a three month time period (September 6 – December 6, 2011). The participants in the study were 14 students enrolled in the ADSS Project Based Learning program. The results of the research were that participant self-reported motivation increased significantly for the following constructs: self-efficacy, intrinsic motivation, and group work as a positive experience. No significant decreases in motivational orientation were found for individual or group motivational orientations. The principal conclusion of the current study was that for participants in the ADSS Project Based Learning program, student motivation is a complex, multi-dimensional process that is mediated by both individual and group orientations and experiences. Implications for practice based on the present study discuss how teachers of PBL should critically examine the design of PBL environments to make student motivation an explicit design element.
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Mudge, Luke (Electronic version published by Vancouver Island University, 2015)The goal of this project is to outline a framework, and create models, that can be used by teachers to guide learners through the process of designing their own learning. This work presents a theoretical framework and ...
Blended learning: expansion of the learning environment from the classroom to technology mediated spaces can have a positive influence on reluctant writers in K-12 Christensen, Jane (Electronic version published by Vancouver Island University, 2014)This blended learning project is focused on the effects of the use of online environments to elicit motivation of reluctant writers in the elementary years. The use of blended learning to facilitate engagement in reluctant ...
Professional learning community focused on assessment for learning: teachers’ reported levels of adoption and changes in attitude MacDowell, Venessa M. (Electronic version published by Vancouver Island University, 2010-05)The empirical evidence on changing educators’ assessment practices shows what pedagogical changes effectively increase student achievement, but the question remains about how to support educators in making the necessary ...