Combating loss of identification through educational transitions
Title
Combating loss of identification through educational transitions
Creator
Wilson, Nina V.
Description
Wilson, Nina V.
Purpose: This study will be used to increase students’ interest in their education and revamp the value of school in their minds. It also works to serve as an additional source for educators to build stronger relationships with their students through understanding their “why”.
Methods: Students were evaluated through field observations and open-ended surveys during their daily English classes. The observation was completed over the course of 31 days; 23 school days and 4 weekends (homework completion). Students were aware that a study was being conducted but not told the start or end date to avoid changes in behavior.
Results: 61 students in total were observed and 8 assignments were given over the course of a month. For the 11/12th grade class, 4 out of 8 assignments were completed by less than half of the students. 6 out of 8 assignments were completed incorrectly or students received low scores and 4 students did not complete any assignments. For the 9/10th grade classes, 7 out of 8 assignments were completed by less than half of the students. Over half of the students did not complete any assignments. In the 31 day period students were given about 15 days to work on assignments in class and had 8 additional days to complete assignments during the weekend. During this month, students were split up into groups of 7 for the upperclassmen and groups of 5 for the underclassmen.
Conclusion: Students appear to have no motivation to complete their work at their highest skill level. There is a lack of interest in what is happening inside the classroom and they are not motivated by external factors. However, during class discussions students are engaged and able to discuss the topics at hand with a small push in the right direction. The hope would be that through identification exercises and an individualized motivation plan, the current class would increase their autonomy in all areas of their education. For the incoming freshmen, the desire would be to eliminate most of the stressors associated with the educational transition from intermediate to secondary school. These two techniques seek to assist both students and educators at Cyber High .
Purpose: This study will be used to increase students’ interest in their education and revamp the value of school in their minds. It also works to serve as an additional source for educators to build stronger relationships with their students through understanding their “why”.
Methods: Students were evaluated through field observations and open-ended surveys during their daily English classes. The observation was completed over the course of 31 days; 23 school days and 4 weekends (homework completion). Students were aware that a study was being conducted but not told the start or end date to avoid changes in behavior.
Results: 61 students in total were observed and 8 assignments were given over the course of a month. For the 11/12th grade class, 4 out of 8 assignments were completed by less than half of the students. 6 out of 8 assignments were completed incorrectly or students received low scores and 4 students did not complete any assignments. For the 9/10th grade classes, 7 out of 8 assignments were completed by less than half of the students. Over half of the students did not complete any assignments. In the 31 day period students were given about 15 days to work on assignments in class and had 8 additional days to complete assignments during the weekend. During this month, students were split up into groups of 7 for the upperclassmen and groups of 5 for the underclassmen.
Conclusion: Students appear to have no motivation to complete their work at their highest skill level. There is a lack of interest in what is happening inside the classroom and they are not motivated by external factors. However, during class discussions students are engaged and able to discuss the topics at hand with a small push in the right direction. The hope would be that through identification exercises and an individualized motivation plan, the current class would increase their autonomy in all areas of their education. For the incoming freshmen, the desire would be to eliminate most of the stressors associated with the educational transition from intermediate to secondary school. These two techniques seek to assist both students and educators at Cyber High .
Date
2022
Publisher
Alverno College
Extent
43 pages
Language
English
Format
PDF
Type
Text
Inquiry Project
Subject
Motivation in education
English language--Study and teaching (Secondary)
Rights
These materials may be used by individuals and libraries for personal use, research, teaching (including distribution to classes), or for any fair use as defined by U.S. Copyright Law.
Collection
Citation
Wilson, Nina V., “Combating loss of identification through educational transitions,” Alverno College Library Digital Commons, accessed May 16, 2024, https://alverno.omeka.net/items/show/464.