The Impact of Motivation on Student’s Performance

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Table of Contents

Introduction
Literature Review
Methods
References

Introduction

Academic success and behavior control in the classroom depend heavily on student motivation. The academic development and behavior of a student can suffer from a lack of drive. This study tries to comprehend how children’ academic and behavioral progress is affected by motivational techniques and how expanding school-related activities can impact these outcomes. The research questions for this study are as follows:

What is the relationship between motivation strategies in school on students’ conduct and academic progress?
What is the relationship between increasing school-related activities on academic progress and behavioral management in school?

The study will make use of qualitative data, observations, and interviews to address these research objectives. Fifth graders will make up the control group for this study, which will take place in an elementary school with a student body that is 47% female and 53% male, with a population that is 67% Hispanic, 28% African American, and 5% other. The research aims to understand the impact of motivation strategies and increasing school-related activities on students’ academic and behavioral progress.

Literature Review

All research effort must include a literature review because it offers a comprehensive examination of the body of work already published on the subject under study. The goal of this part is to give a thorough summary of the research on student motivation and its effects on behavioral and academic development in school. The review’s main topics will include the numerous types of motivation, the various methods for enhancing student motivation, and the effects of expanding school-related activities on behavioral and academic control. This section will advance knowledge of the subject by examining and synthesizing the pertinent literature and supplying information for the research project’s methods and conclusions.

Motivation and Behavior

Research has shown that motivation plays a critical role in both behavior management and academic success in schools. Kids that are driven typically outperform their uninterested colleagues in academics and exhibit better behavior in the classroom. Kalogiannakis et al. (2021) claim that motivation is the drive that originates and maintains conduct in the pursuit of a goal. Intrinsic and extrinsic motivation are the two different types of motivation. Extrinsic motivation, on the other hand, is the desire to engage in an activity in order to receive a reward or avoid punishment. Intrinsic motivation is the desire to engage in an activity for the purpose of the activity itself.

There are two basic types of motivation: intrinsic and extrinsic motivation. Intrinsic motivation is the desire to do something for the purpose of doing it, as opposed to for rewards or repercussions from other sources (Kalogiannakis et al., 2021). Intrinsically driven students are more likely to be actively involved in the learning process, exhibit a positive attitude toward learning, and demonstrate greater persistence in the face of difficulties (Kalogiannakis et al., 2021). Extrinsic motivation, on the other hand, is the desire to take part in an activity in order to earn rewards or avoid punishment. Extrinsic motivation can be successful in the short term, but it can not be sustained over time and might not foster a true interest in learning.

Motivation and Schools

According to studies, motivational techniques used in schools can improve kids’ behavior and academic development. Goal-setting, receiving feedback, and reinforcement are some of these tactics. Setting goals is a useful method that aids students in creating realistic objectives and tracking their progress toward those objectives (Backfisch et al., 2021). Another useful tactic is feedback, which enables students to pinpoint their areas of strength and weakness and make the necessary corrections to enhance both their academic and behavioral performance (Backfisch et al., 2021). A technique called reinforcement encourages students to carry on their good behavior by rewarding them (Burić & Kim 2020). Boosting school-related activities is another tactic that can help with behavior control and academic development. According to research, children who participate in extracurricular activities typically get better academic and behavioral results than their classmates who do not (Burić & Kim 2020). Extracurricular activities give children the chance to pick up new skills, form wholesome bonds with their teachers and peers, and boost their confidence and self-esteem.

Increasing school-related activities is another method that can help to enhance academic and behavioral outcomes. Extracurricular activity involvement has been linked to improved academic and behavioral outcomes, according to research. Students have the chance to develop new abilities, establish good relationships with teachers and peers, and boost their self-confidence and self-esteem through extracurricular activities. These exercises can help students stay interested in their studies and motivated to succeed.

In summary, the review of the literature offers a thorough examination of the current studies on student motivation and their effects on behavioral and academic development in school. The review explores the significance of motivational techniques including goal-setting, feedback, and reinforcement in enhancing student motivation. It includes both intrinsic and extrinsic motivation. The review also looks at the benefits of expanding school-related activities on behavioral and academic outcomes. The literature review is a crucial part of the research endeavor because it lays the groundwork for comprehending the body of prior research and informs the study’s methodology and conclusions.

Methods

The research design for this study is a qualitative case study. The study will be conducted at an elementary school, and the control group will be fifth graders. Qualitative data will be collected through observations and interviews. The research will be conducted over a period of four months, and the data will be analyzed using thematic analysis. Observations will be made during extracurricular activities and in the classroom. The observations will concentrate on how students behave and their academic development. Throughout the observation time, the researcher will use a checklist to record the behaviors displayed by the children and the academic progress made. Interviews with parents, teachers, and students will be undertaken. The interviews will be semi-structured and will center on the school’s motivational techniques as well as the effects of expanding school-related activities on learning and behavior control. The data collected through observations and interviews will be analyzed using thematic analysis. The data will be coded and organized into themes. The themes will be used to answer the research questions and draw conclusions.

This research project’s qualitative case study design is suitable because it enables a thorough examination of the relationship between motivational tactics, academic advancement, and behavioral management. Fifth graders will serve as the control group in the study, which will be carried out at an elementary school. This is a suitable sample set because elementary school pupils are still honing their academic and behavioral skills. It will be possible to gain a thorough grasp of how motivational techniques and an increase in school-related activities affect children’ academic and behavioral growth by using observations and interviews as data gathering methods.

Thematic analysis, a popular qualitative research technique, will be utilized to examine the data gathered through observations and interviews. The data will be coded and grouped into themes as part of the analysis, allowing the researcher to reach conclusions and respond to the study questions. Future educational policies and practices can be influenced by the research findings, which will offer insights into the relationship between motivational techniques, academic advancement, and behavioral management.

References

Backfisch, I., Lachner, A., Stürmer, K., & Scheiter, K. (2021). Variability of teachers’ technology integration in the classroom: A matter of utility!. Computers & Education, 166, 104159. Web.

Burić, I., & Kim, L. E. (2020). Teacher self-efficacy, instructional quality, and student motivational beliefs: An analysis using multilevel structural equation modeling. Learning and Instruction, 66, 101302. Web.

Kalogiannakis, M., Papadakis, S., & Zourmpakis, A. I. (2021). Gamification in science education. A systematic review of the literature. Education Sciences, 11(1), 22. Web.

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