Analyzing and Applying Student Input

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 where students help each other towards achieving the desired goals is important to me.
4
6. 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 in learner motivation and engagement. The average scores in mastery goal orientation, classroom mastery goal structure, and academic efficacy are high as compared to the other subcategories. Based on these scores, students in this classroom setting are highly motivated towards achievement of personal goals and academic efficacy rather than performance-approach goal orientations and structure. The students focus on mastery of personal academic goals are seeming influenced by psychological variables rather than task or performance characteristics. According to Linnenbrink-Garcia, Tyson & Patall (2008), psychological attributes include individual characteristics and perceived competence.
My personal achievement goal orientation is mastery goal orientation since I had a high average score in this subcategory as compared to performance-approach goal orientation. In this regard, I a more motivated towards achieving personal goals rather than performance goals.
The goal structure in my classroom at American College of Education is classroom mastery goal structure. This is the goal structure of my classroom since the average score in this subcategory was higher than the score in classroom performance-approach goal structure. In light of the score, I believe that students in my classroom are more focused on achieving learning goals rather than simply obtaining good grades. Students consider achievement of learning goals are indicators of good academic performance rather than getting good grades.
Perceptions, beliefs, and strategies affect my role as a student by influencing my level of engagement in learning tasks and activities. In this regard, positive perceptions, strategies, and beliefs enhance my participation in learning activities/tasks and vice-versa. Engagement in the learning activities and tasks in turn affect my academic efficacy and the overall performance of the classroom. In essence, perceptions, beliefs, and strategies affect my role as student through influencing instructional effectiveness, which is a crucial component towards the achievement of learning goals and academic performance objectives.
I can utilize the findings of this survey and self-assessment to enhance teaching and learning in my classroom through focusing on areas that require improvement. In light of the scores in these assessment, I will improve teaching and learning in the classroom through establishing learning goals and utilizing them as the premise for teaching and enhancing classroom motivation. Given the focus on classroom mastery goal structure, establishment of learning goals and utilizing them to guide teaching is essential towards enhancing teaching and learning. Learning goals would help improve teaching and learning in my classroom through enhancing student motivation and engagement in learning activities/tasks (Meece, Anderman & Anderman, 2006).
In conclusion, student motivation and engagement is affected by the nature of the classroom environment and practices. Students tend to be highly motivated and engage in learning tasks and activities when the classroom environment and practices suit their needs and demands. As evident in this analysis, the nature of the classroom environment and practices with respect to student motivation and engagement can be through conducting survey using self-reporting tools. The results of the survey and my self-assessment demonstrate that my classroom is based on mastery goal orientation rather than performance-goal orientation.


References
Linnenbrink-Garcia, L., Tyson, D.F. & Patall, E.A. (2008). When Are Achievement Goal Orientations Beneficial for Academic Achievement? A Closer Look at Main Effects and Moderating Factors. Retrieved March 3, 2018, from https://www.cairn-int.info/article-E_RIPSO_211_0019--when-are-achievement-goal-orientations.htm
Meece, J.L., Anderman, E.M. & Anderman, L.H. (2006). Classroom Goal Structure, Student Motivation, and Academic Achievement. Annual Review of Psychology, 57(1), 487-503.
Tapola, A. & Niemivirta, M. (2008). The Role of Achievement Goal Orientations in Students’ Perceptions of and Preferences for Classroom Environment. British Journal of Educational Psychology, 78, 291-312.