Improvement of learner motivation and engagement in the classroom environment requires accurate assessment of the current classroom environment and practices. This is primarily because the nature of the classroom environment plays a crucial role in determine the extent with which student participate in learning activities and are motivated. Additionally, teaching practices in the classroom not only influence students’ learning outcomes, but also affect their motivation and engagement in class activities. Accurate analysis of the classroom environment and practices requires utilization of measures that engage students in providing feedback regarding the classroom experiences. Assessment of students’ motivational perceptions and behaviors involves the use of questionnaires, which act as self-report tools (Tapola & Niemivirta, 2008). This paper focuses on examining and applying student input with respect to how classroom environment and practices affect their motivation and engagement as well as academic performance. Part 1 – Administration of Student Survey

I also completed the survey as a student/learner at American College of Education to help understand to enhance student motivation and engagement in my classroom. Students completed the survey using a 5-point rating scale on each of the statements that reflect different subcategories relating to motivation and engagement in the classroom. My self-assessment results on the Student Survey Model are as follows:

Table 1: Self-Assessment Scores on Student Survey Model

Study Survey Questions

Rating (1-5)

1. I constantly challenge myself with goals for a test.

5

2. My goal in my classroom is to do my best regardless of what others are doing even if they are better than me.

5

3. I usually focus on performing better than my classmates across all subjects.

3

4. My major aim in each subject is to get better grades than others.

4

5. Having a classroom...

I believe that everyone in the class should focus on understanding the subject rather than getting good grades.
3

7. I focus more on doing my best in class rather than doing better than others.

5

8. I always compare my scores in an exam to those of my classmates.

4

9. I am more interested in understanding every subject and getting good grades in each of them.

5

10. I believe that understanding the subject is an indicator of good academic performance.

5

11. I fear asking for help from teachers because they may think I am not smart.

1

12. I often get discouraged when I work hard and get bad grades.

3

Part 2 - Summary of Results

The Student Survey Model developed in Module 1 was administered to 10 students in the classroom. The results of the assessment in the various categories based on the attached Microsoft Excel Spreadsheet is as follows....

Table 2: Summary of Students’ Results

Sub-categories

Average Score

Personal Achievement Goal Orientations

Mastery Goal Orientation (Revised)

4.25

Performance-Approach Goal Orientation (Revised)

3.45

Perception of Classroom Goal Structures

Classroom Mastery Goal Structure

4.1

Classroom Performance-Approach Goal Structure

3.7

Academic-Related Perceptions, Beliefs, and Strategies

Academic Efficacy

4.8

Academic Self-Handicapping Strategies

2.45

Part 3 – Analysis of Results

The survey provided significant insights relating personal achievement goal orientations, perception of classroom goal structures, and academic-related perceptions, beliefs, and strategies, which are crucial components…