Participatory observations

1
Data Analysis Techniques

• Participatory observations
• Free from bias
• Derived from student questionnaire
• Response frequencies in data
• Compiling
• Disassembling
• Reassembling
• Interpreting
• Drawing conclusions

2
Data Analysis Techniques

• Refection
• Action Plan
• Implementation
• Modification of methodology
• Triangulation of data

3
Research Ethics

• Consent
• Assent
• Voluntary
• Anonymity

4
Analysis and Findings

• Reasons for Students not Studying Outside of
  Class
• Jobs
• Athletics
• Apathy
• Self-confidence
• Non-interest in subject matter
• Family commitments
• Students are indeed predisposed to lack
  motivation in school for a variety of reasons.
  (Ford, 2002)
• If students feel they are not capable of success,
  they will not perform.
• Belief in ones ability and ones effort are
  equally necessary antecedents to successful
  academic student achievement. (Ford, 2002)

5
Factors Preventing Student Engagement

• Hindered due to sleep?
• Lack of motivation or desire?
• Are they not prepared?
• When the task is not an integral component of a
  students life, or if, in effect, it is not
  important to the student, amotivation may result.
  (LeGault, Pelletier, Green-Demeers, 2006).
• Content needs to be relevant. The classroom
  content should strive to foster students
  intrinsic motivation. (Ford, 2002).
• Instructors should try and plan activities based
  on relevant topics. (Ford, 2002).

6
General Concerns with the Format of the Class

• Revise the format of the class
• Implement student led modules based on NGSS, KCC
  and WKU Standards
• Flip to a more digital format (Google Docs)
• Increased rigor

7
Conclusion

• Initial Study

• Extension Study

• Why decline in motivation?
• What prevents engagement?
• Two years of data showed ninth grade outperform
  tenth grade
• Ninth grade study more than tenth grade

• Does block lend itself academic success?
• Two years of data do not show an overall increase
  
• Eleventh grade students are not outperforming
  ninth grade students
• More research is needed

8
Rationales

• Improved teaching strategies in classroom KTS and
  ISTE
• Direct impact KTS standard 7
• Strands 7.1 and 7.2

9
Limitations

• Time
• Different schools / different instructor
• Perspective

10
Recommendations for Future Study

• PLC
• Validity?
• Third study

11
Sources

• Busteed, C. and Bergin, D. (2009). Attachment in
  the classroom. Educational Psychological
• Review.21, 141-170. Retrieved from
  http//edusource.org/wp-
  
• content/uploads/ClassroomAttachment.pdf
• Bynoe, Tyrone. (2014). ADOL 633 Course content
  KTS and ISTE standards. Retrieved from
  ttps//ucumberlands.blackboard.com/webapps/portal
  /frames et.jsp?tab_tab _group_id_2_1url2Fwebap
  ps2Fblackboard2Fexecute 2Flauncher3 Ftype3DCo
  urse26id3D_46712_126u

12
Resources

• Ford, Valjeaner. (2002). Why do high school
  students lack motivation? Global Education
  Journal. 101-113. Retrieved from
• http//libres.uncg.edu/ir/uncp/f/Why20Do20High
  2
• 0S
• chool20Students20Lack20Motivation20in20the
• 2
• 0Classroom.pdf

13
Sources

• Irmsher, Karen. (1996). Block Scheduling. ERIC
  Digest, Number 104. Retrieved from
• http//files.eric.ed.gov/fulltext/ED393156.pdf
• Lawrence, W. McPherson, D. (2000). A
  comparative study of block scheduling and
• traditional scheduling on academic achievement.
  Retrieved from http//curriculum.austinisd.org/s
  oc_stud/resources/doc
• uments/ComparativeStudyofBlockvsTraditional.pdf

14
Sources

• Legault, L., Pelletier, L. Green-Demers, I.
  (2006). Why do high school students lack
  motivation in the classroom? Toward the
  understanding of amotivation and the role of
  social support. Journal of Educational
  Psychology. 98 (3) 567-582. American
  Psychological Association. Retrieved from
  http//selfdeterminationtheory.org/SDT/documents/
  200
• 6_LegaultGreenPelletier_JEP.pdf
• Musbach, Jennifer. ( 2006). Saline area school
  district and Ypsilanti public schools.
  University
• of Michigan. Retrieved from http//sitemaker.u
  mich.edu/musbach.356/traditional_vs._block_ schedu
  le_

15
Sources

• Parsons, J. and Taylor, L. (2011). Student
  engagement what do we know and what should we
• do? AISI School Improvement Press. Retrieved
  from http//education.alberta.ca/media/6459431/st
  udent_en gagement_literature_review_2011.pdf
• Rettig, Michael. (1999). The effects of block
  scheduling. Two leading authorities describe
• what results when high schools use alternative
  schedules. The School Administrator.
• Retrieved from http//www.aasa.org/SchoolAdmini
  stratorArticle.aspx?id
• 14852

16
Sources

• Taylor, L. Parsons, J. (2011). Improving
  student engagement. Current Issues in
• Education.14(1).http//cie.asu.edu/ojs/index.php/
  cieata su/article/view/745/162
• Wilson, J. T. (2014). Students perspective on
  intrinsic motivation to learn a model to
• guide educators. A Journal of the International
  Christian Community for teacher
• Education, 9 (1). Retrieved fromhttp//icctejour
  nal.org/issues/v6i1/v6i1-wilson/
• Wilson, J. T. (2014). Students perspective on
  intrinsic motivation to learn a model to
• guide educators. A Journal of the International
  Christian Community for teacher Education, 9
  (1). Retrieved fromhttp//icctejournal.org/issues
  /v6i1/v6i1-wilson/
•