Effects of Environmental and Instructional Factors on Student Motivation and Self-Directed Learning
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| Title: | Effects of Environmental and Instructional Factors on Student Motivation and Self-Directed Learning |
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| Language: | English |
| Authors: | Burkhalter, Anne D. |
| Source: | Journal of the American Academy of Special Education Professionals. Spr-Sum 2014:166-180. |
| Availability: | American Academy of Special Education Professionals. 3642 East Sunnydale Drive, Chandler Heights, AZ 85142. Tel: 800-754-4421; Fax: 800-424-0371; e-mail: editor@aasep.org; Web site: http://www.aasep.org |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2014 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Elementary Education |
| Descriptors: | Student Motivation, Independent Study, Environmental Influences, Parent Participation, Academic Achievement, Elementary School Students, Special Education, Multiple Intelligences, Teaching Methods, Data Collection, Conferences (Gatherings), Teacher Student Relationship, Parent Surveys, Student Surveys, Student Diversity |
| Geographic Terms: | Wisconsin |
| ISSN: | 2325-7466 |
| Abstract: | This study analyzed the impact of parent involvement and integration of multiple intelligences strategies in classroom instruction on student motivation and academic achievement. The population for this study comprised of 13 elementary students receiving special education services. Parent involvement was developed and supported through weekly home activities and daily take-home folders. Multiple intelligences strategies were implemented in reading, writing, and math classes. Data collection methods included surveys, observations and reflections, teacher-student conferences, exit cards, existing records and grade reports. The findings of this study showed positive effect on both student motivation and academic achievement. Students displayed an increase in positive attitude towards assignments, activities, and school overall; and 8 of 13 students achieved an increase in academic grades. |
| Abstractor: | As Provided |
| Entry Date: | 2014 |
| Accession Number: | EJ1134780 |
| Database: | ERIC |
| Abstract: | This study analyzed the impact of parent involvement and integration of multiple intelligences strategies in classroom instruction on student motivation and academic achievement. The population for this study comprised of 13 elementary students receiving special education services. Parent involvement was developed and supported through weekly home activities and daily take-home folders. Multiple intelligences strategies were implemented in reading, writing, and math classes. Data collection methods included surveys, observations and reflections, teacher-student conferences, exit cards, existing records and grade reports. The findings of this study showed positive effect on both student motivation and academic achievement. Students displayed an increase in positive attitude towards assignments, activities, and school overall; and 8 of 13 students achieved an increase in academic grades. |
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| ISSN: | 2325-7466 |
