Browsing by Subject "Motivation in education."

Now showing 1 - 7 of 7

Open Access
Art in the middle school mathematics classroom : a case study exploring its effect on motivation
(2013) Okbay, Ulfet Erdoğan
The purpose of this mixed methods study was to explore and understand how the use of art-based mathematical activities affected motivation of grade 7 mathematics students in Turkey. Activities were used in one lesson a week for six weeks. Pre- and post-surveys measured students’ enjoyment, self-efficacy, and academic effort. Data were collected during the intervention period through focus group discussions. The discussions and survey results highlighted the key informants for interviewing. The statistical analysis indicates that using such activities in the classroom gives rise to no significant change, positive or negative, on the three constraints: enjoyment, selfefficacy and academic effort. However, group discussions and interviews of the key informants suggest that some students were affected by the intervention. Students with analytical aptitudes experienced a decrease in motivation; those who liked art were inspired and motivated. Integration of mathematics and art allowed students to view mathematics from a wider perspective than before the intervention.
Open Access
An exploration of perceived self-determination and self-efficacy of EFL instructors in a Turkish state university
(2004) Ünver, Meral Melek
The study investigated the level of perceived self-determination and selfefficacy of the EFL instructors working in the Anadolu University School of Foreign Languages (AUSFL) in the 2003-2004 academic year. The study also examined the possible relation between instructors’ perceived self-determination and self-efficacy. Forty-nine EFL instructors working in AUSFL participated in the study. Two data collection instruments were used in the study. A survey combining the Work Climate Questionnaire (Deci et al., 2001) and the Teacher Efficacy Scale (Woolfolk & Hoy, 1990) was used to identify the level of perceived selfdetermination and self-efficacy of the instructors. Interviews were then carried out with ten participants chosen considering their levels of self-determination and selfefficacy to explore the perceived self-determination and self-efficacy of the instructors and the possible relation between the two. The results revealed that the majority of instructors perceived themselves to be working in an autonomy supportive environment. Textbook selection, the use of extra materials, teaching methods, and exam preparation were the areas the instructors mostly felt autonomous. However, unmotivated students and heavy workload affected the instructors’ motivation negatively. The quality of relationships between the instructors and the administration also appeared to be influential. As for teacher efficacy, the majority of instructors had high levels of personal and general teaching efficacy. However, no significant relation was found between the levels of self-determination and self-efficacy of the instructors. The results reveal the importance of autonomy support in work settings for teachers, but also the complexity of the factors that influence teachers’ perceptions.
Open Access
Motivation of students towards mathematics in trade vocational high schools in Ankara : an exploratory study
(2012) Ergün, Dilay
The primary aim of the study is to explore the factors that affect motivation of students towards mathematics in trade vocational high schools in Ankara as perceived by their mathematics teachers. The teachers’ opinions about the common types of motivation (intrinsic or extrinsic) among students, the role and place of the goal orientation theory on students’ motivation towards mathematics lessons was investigated. This study was conducted with an exploratory mixed-methods design which included two phases. Trade vocational high schools which consisted of Accounting and Financing department were the sample of this study. In the first phase, in a trade vocational high school in Çankaya, Turkey, a focus group interview was conducted with seven mathematics teachers. Afterwards, findings from the interview were analyzed by content analysis and a survey was developed based on these findings. In the second phase of the study, data were collected by surveying 31 mathematics teachers from six trade vocational high schools in Ankara, Turkey. The results showed that external incentives are more efficient than internal incentives (curiosity or interest) for trade vocational high school students. The most effective factor was found to be that students were studying mathematics in order to obtain a high school diploma. The second most effective factor was that students valued getting rewards from their teachers. The goal orientation theory ranked below extrinsic motivation, indicating that students are less motivated by a desire of having skills for a professional life. Results showed that students did not have sufficient confidence in their mathematical ability to be successful in lessons or to want a professional life. Furthermore, the teachers stated that the curriculum as a whole does not satisfy students’ professional needs, as it is not suitable for students’ mathematics knowledge level.
Open Access
Students' achievement goals and underlying reasons : their relation to intrinsic motivation and cheating
(2014) Özdemir, Ayşe
Using an experimental design, this study investigated the causal-effect relationship of achievement goals (AGs) and their underlying reasons (goal complexes) on students’ intrinsic motivation and cheating behaviour. The design included giving participants a specific task under experimental conditions. Additionally, a crosssectional design was used to examine the relationship between the outcomes of a given task and the endorsed goal complexes students have for their classes. The study population included 219 students who participated voluntarily; they were from an English Language Preparatory Program at a private non-profit university in Ankara, Turkey. Seven experimental conditions were induced to the participants through a given spatial task. The seven conditions randomly assigned to the students consisted of three different AGs (i.e., an intrapersonal-approach goal, an intrapersonal-avoidance goal, and a performance approach goal) along with two motivational styles (i.e., autonomous and controlling), as well as a control (neither goal nor reason given). In addition to the experiment, a survey was administrated to assess students’ endorsed AGs and their underlying reasons (autonomous or controlling) for their English classes. The manipulation checks for the analysis revealed that the experimental conditions were not successful; more specifically, students were not induced to endorse their randomly assigned goal and reason. Moreover, very few students cheated during the task. The survey results indicated that during task engagement, autonomously-regulated AGs predict intrinsic motivations, and control-regulated AGs promote a sense of pressure. One key finding of this study was that while students who have controlling reasons behind their AGs for an educational class tend to have controlling reasons for a specific task, which was not found among students with autonomous reasons. Finally, recommendations to improve the experimental design and implications of the results for education and teaching practices are discussed.
Open Access
Teachers' and students' perceptions of teacher motivational behavior
(2007) Vural, Seniye
The objective of this study was to investigate teachers’ and students’ perceptions of the motivational behaviors that English teachers in general perform in the classroom. Additionally, the study attempted to explore the relation between students’ and teachers’ perceptions, as well as their relations to what has been pointed out in the literature. The participants were seven teachers who taught at two different levels, preintermediate and upper-intermediate, and their 138 students from seven classes, during the spring term of the 2006-2007 academic year in Erciyes University School of Foreign Languages (EU SFL). Three classes of each teacher were observed to gather data on their observed motivational behaviors in the classroom, with the guidance of a checklist of motivational behaviors compiled from the literature. In addition, semi-structured interviews were conducted in order to gather more in-depth information about the teachers’ perceptions of their own behaviors, and which of their behaviors they identify as motivating. Then, they were given a questionnaire in which they rated 56 motivational behaviors from the literature on a 5-point Likert scale. The questionnaire was also administered to the participant students. The student questionnaire consisted of four parts, reflecting the first research question, regarding what teacher behaviors the students find motivating in the classroom. The aim of the questionnaire was to gather a picture of the perceptions of the students towards teacher motivational behaviors derived from the literature, as well as their own ideas regarding teachers’ behaviors that motivate and demotivate them. The analysis of the data revealed that the teachers’ and the students’ perceptions of motivational behaviors are similar, although there are some mis-matches. Both the teachers and the students think that a good teacher-student relationship and teachers’ being friendly and supportive are the most motivating behaviors. On the other hand, although the teachers find encouraging students to try harder and asking them to work toward a pre-determined goal motivating, the students do not find these behaviors as motivating as the teachers do. Furthermore, despite the emphasis given on the effect of learner autonomy on motivation in the literature, the students do not find the items concerning autonomy very motivating, and the teachers did not emphasize the effect of learner autonomy on language learning during the interviews. The findings of the study might be beneficial for teachers as they will gain an insight into their students’ beliefs about the motivational behavior of teachers. Teachers’ awareness of how their students perceive teacher motivational behavior may help them in considering the effects of their actions in the classroom.
Open Access
Teachers' and students' perceptions of teachers' task-related motivational strategy use and students' motivation levels
(2004) Kurt Taşpınar, Havva
This thesis explores teacher and student perceptions of teachers’ task-related motivational strategy use at Anadolu University School of Foreign Languages. It also investigates the relationship between students’ perceived motivation levels and teachers’ task-related motivational strategy use. Questionnaires were administered to gather data from 13 randomly chosen teachers and 261 students who were taught by the teachers involved in the study. Data were analyzed quantitatively. The findings of the study revealed significant differences between teacher and student perceptions. Teachers’ perceptions of their strategy use related to tasks were more positive than students’ perceptions. Teachers also rated their students’ motivation levels higher than the students. A comparison of teachers’ perceptions of their strategy use and their students’ motivation levels indicated a low correlation. Students’ perceptions of their own motivation levels and their teachers’ task-related motivational strategy use revealed a low correlation as well. Teachers use task-related strategies generically regardless of their students’ motivation levels. However, teachers should take their students’ motivation into account while designing their courses and selecting the tasks they will use to foster learning in their classrooms. Based on students’ perceptions of teachers’ strategy use, tasks addressing to students’ needs and interests and current abilities should be used. The findings of this study can contribute to the material development projects as it approached the concept of motivation as a practical classroom issue.
Open Access
Teachers' perceptions of motivational strategy use and the motivational characteristics of tasks
(2003) Yücel, Hüseyin
This thesis investigates the motivational strategy practices of teachers working in Muğla University's preparatory school and their attitudes towards motivational strategies. It also looks at the teachers' perceptions of motivational characteristics of tasks. Questionnaires and interviews were employed to collect data from 33 participants, all of whom were English teachers in the preparatory school. Five of questionnaire participants were interviewed. Data obtained from the questionnaires were analysed quantitatively, and categorisation was employed to analyse the interview data. Analyses of data revealed that the teachers working in the preparatory school use motivational strategies to a great extent in their teaching and they have strong positive attitudes towards these motivational strategies. A comparison of the use of and attitude toward motivational strategies revealed both close matches and significant differences. Another important finding of the study was that the teachers reported nine characteristics which they believe make tasks motivating. In terms of using some motivational strategies the teachers do what they believe they should do. On the other hand, the teachers cannot use some strategies as often as they believe they should because they are overburdened and short of time because of a tightly scheduled curriculum. Curriculum reform is recommended to enable the teachers to do what they believe they should to motivate students effectively. Such reform will need to take into consideration the perceived motivational characteristics of tasks when decisions are made about the materials to be used in the program.