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Student motivation: A study of Title...

Smith-Goodwin, Tracy D.

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Student motivation: A study of Title I tutoring.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Student motivation: A study of Title I tutoring./
作者:	Smith-Goodwin, Tracy D.
面頁冊數:	108 p.
附註:	Source: Dissertation Abstracts International, Volume: 71-01, Section: A, page: 0146.
Contained By:	Dissertation Abstracts International71-01A.
標題:	Education, Educational Psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3389883
ISBN:	9781109569766

Student motivation: A study of Title I tutoring.
Smith-Goodwin, Tracy D.

Student motivation: A study of Title I tutoring. - 108 p.

Source: Dissertation Abstracts International, Volume: 71-01, Section: A, page: 0146.

Thesis (Ph.D.)--Capella University, 2010.

The overall objective of No Child Left Behind Act is to close the achievement gap between low socioeconomic areas and high socioeconomic areas. NCLB has included federal tutoring in its policy as an avenue to bolster low performing students' academic achievement in reading and mathematics. Minimal research has been conducted in regards to middle school students' participation in the federal tutoring program. This study compared students who participated in the SES program to students who did not participate in the SES program with regard to their OAT reading and mathematics scale scores. Furthermore, this study examined the effect of motivation levels (as measured by the IMI) on SES student performance in reading and mathematics and how motivation may have contributed to a difference between SES participants and non SES participants in reading and mathematics. In this study, no difference exists in reading and mathematics between 6th, 7th, and 8th grade students who participated and 6th, 7th, and 8th grade students who did not participate in SES as measured by the standardized Ohio Achievement Test (OAT) assessment in reading and math. A relationship does exist between middle school students' level of motivation to participate in SES as measured by the Intrinsic Motivational Inventory instrument and their reading and mathematics OAT achievement test scores. However, no significant differences were found between the mean reading and mathematics scale scores for those who participated in the SES program and those who did not participate. Furthermore, reading and mathematics performance were influenced, or at least associated with, SES participants' motivation levels in this study. The results indicate that if participants have a high level of motivation when participating in the SES program, their scores may be higher than those who either do not participate in the SES program or those who participate but do not have high levels of motivation.

ISBN: 9781109569766Subjects--Topical Terms:

1017560
Education, Educational Psychology.

Student motivation: A study of Title I tutoring.
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