This paper is part of an observation as a clinical experience requirement of the course listed on the title page. It takes place at a High School in a 10th grade history class under Mr.E.’s leadership. The class, which I attend twice a week for one period, consists of 16 students (eight of them are male, eight female). As far as I’m concerned, I am a German exchange student spending one semester at Samford University with the main objective of improving my English since I’m going to be a secondary school teacher back in Germany. English is – alongside with German and Physical Education – one of the subjects that I’m going to teach. This semester is my fourth one, so I would be pretty much a sophomore in the American Educational System. However, the German Educational System works quite differently which is the reason for still having approximately four years of study to complete.
Before being able to start an action research, the researcher has to identify a research question. It is raised the question which matters could be of interest. After having led a conversation with my mentor about an interesting field of investigation, we came to the conclusion that the completion of homework was an important concern. He told me about his difficulties in coping with this problem in 10th grade in history. He was willing to figure out a solution to the apparently big problem. Since some students don’t do any homework at all regularly, it is definitely a problem worth taking into focus. There are multiple ways to deal with unsatisfactory homework behavior of students. Punishment in form of extra work is probably one of the most common means to encounter it. Yet, multiple generations of teachers have already applied this measure, but the problem has, quite obviously, not vanished. Therefore, this method doesn’t seem to work appropriately. This is, in my opinion, due to the fact that students are only extrinsically motivated in this case. Another example of extrinsic motivation is rewarding. Yet it may be helpful in some cases, it is still a means of extrinsic motivation and therefore not last perpetual wisdom. Extrinsic motivation is not a long-ranging solution to the problem. There are other options to take.
Table of Contents
Introduction
1. Research Question
2. Problem Relevance
3. Definitions
4. Review of Literature
5. Hypotheses
6. Outcome Measures
7. Methods Design
8. Data Collection
9. Schedule
10. Data Analysis
10.1 Baseline Data
10.2 Post-intervention Data
11. Report of Findings
12. Interpretation
13. Practice Decisions
14. Bibliography
14.1 Internet sources
Research Objectives and Core Themes
This action research project aims to investigate whether the implementation of small group interactions regarding homework assignments can increase the completion rates of students in a 10th-grade history class. By fostering intrinsic motivation through peer feedback and cooperative learning, the study seeks to transform homework from an isolated task into a meaningful, audience-oriented activity.
- Strategies for increasing student homework completion rates
- Application of intrinsic versus extrinsic motivation theories
- Use of quantitative methods to assess educational interventions
- Benefits of cooperative learning and peer group discussions
- The role of feedback in enhancing student accountability
Excerpt from the Book
1. Research Question
Before being able to start an action research, the researcher has to identify a research question. It is raised the question which matters could be of interest. After having led a conversation with my mentor about an interesting field of investigation, we came to the conclusion that the completion of homework was an important concern. He told me about his difficulties in coping with this problem in 10th grade in history. He was willing to figure out a solution to the apparently big problem. Since some students don’t do any homework at all regularly, it is definitely a problem worth taking into focus. There are multiple ways to deal with unsatisfactory homework behavior of students. Punishment in form of extra work is probably one of the most common means to encounter it. Yet, multiple generations of teachers have already applied this measure, but the problem has, quite obviously, not vanished. Therefore, this method doesn’t seem to work appropriately. This is, in my opinion, due to the fact that students are only extrinsically motivated in this case. Another example of extrinsic motivation is rewarding. Yet it may be helpful in some cases, it is still a means of extrinsic motivation and therefore not last perpetual wisdom. Extrinsic motivation is not a long-ranging solution to the problem. There are other options to take.
Summary of Chapters
Introduction: Provides context regarding the researcher's role as a German exchange student and identifies the specific setting of the clinical experience.
1. Research Question: Outlines the rationale for selecting homework completion as the focal point of the study and critiques traditional, extrinsically motivated methods.
2. Problem Relevance: Discusses the significance of homework as a learning tool and explores reasons for student non-compliance, emphasizing the lack of intrinsic motivation.
3. Definitions: Establishes clear parameters for what constitutes homework and the specific goals of the research study.
4. Review of Literature: Summarizes existing educational theory on homework and the gap in current research regarding completion strategies.
5. Hypotheses: Predicts that the intervention will lead to an increase in homework completion by providing students with an audience for their work.
6. Outcome Measures: Explains the decision to utilize a strictly quantitative research approach for objective analysis.
7. Methods Design: Describes the two-phase AB design used to compare baseline and post-intervention student performance.
8. Data Collection: Details the process of gathering and evaluating homework assignments from both study phases.
9. Schedule: Lists the specific timelines and due dates for data collection throughout the intervention.
10. Data Analysis: Presents the raw quantitative data comparing pre- and post-intervention results.
11. Report of Findings: Analyzes the 12% increase in homework completion and observations regarding student participation.
12. Interpretation: Confirms that the research hypotheses were supported by the data and discusses the impact on pedagogical practices.
13. Practice Decisions: Reflects on the feasibility of applying the discussed measures regularly and suggests directions for future research.
Keywords
Action Research, Homework, Student Motivation, Intrinsic Motivation, Extrinsic Motivation, Cooperative Learning, Small Group Interaction, Quantitative Method, Pedagogical Strategy, Student Accountability, Educational Performance, Clinical Experience, Teacher Reflection, Feedback, 10th Grade History.
Frequently Asked Questions
What is the core focus of this research paper?
The paper focuses on investigating whether structured small group interactions can improve homework completion rates among high school students in a 10th-grade history class.
What are the central themes discussed in the work?
Central themes include the effectiveness of cooperative learning, the distinction between intrinsic and extrinsic motivation, the role of peer feedback, and strategies for managing classroom engagement.
What is the primary research question being addressed?
The research asks: "Will using interaction in small groups about homework assignments increase students’ completion of homework assignments?"
Which scientific methodology does the researcher employ?
The researcher uses a quantitative methodology, specifically an AB (two-phase) research design, to measure and compare student performance before and after the intervention.
What does the main body of the work cover?
The main body covers the literature review, the design of the intervention, the systematic collection of quantitative data, and a critical analysis of the findings compared to the original hypotheses.
Which keywords best characterize the study?
Key terms include Action Research, Homework, Student Motivation, Cooperative Learning, and Quantitative Method.
How did the researcher ensure objective measurement?
The researcher strictly limited the measurement to quantitative data, rejecting qualitative assessments to avoid subjective bias in evaluating the homework completion rates.
What conclusion does the author draw regarding the intervention?
The author concludes that the intervention was successful, yielding a 12% increase in homework completion, but acknowledges the limitations of the short research timeframe and the need for further longitudinal study.
- Citation du texte
- Johannes Vees (Auteur), 2007, Will using interaction in small groups about homework assignments increase students’ completion of homework assignments?, Munich, GRIN Verlag, https://www.grin.com/document/139855
