This research sought to observe Marsha’s environments and behaviour and to identify measures that would assist her growth. The observation and interviewing techniques were used along with the review of classroom records to conduct this study. The research illustrated that it is important to use accurate assessment strategies in diagnosing students’ classroom deficiencies to improve their overall performance in and outside of the classroom.
Marsha is an Inner-City youth who is an eleven (11) year old avid chess player, teacher and mathematics student. However, her communication and interpersonal skills are under-developed; therefore, rendering her unable to openly express her self. This is part of a greater problem that she experiences through under-developed reading proficiency and the teacher’s inability to properly assess her.
Table of Contents
1. INTRODUCTION
1.1 Background of Student in Case Study
2. DATA COLLECTION METHODOLOGIES
2.1 Types of Qualitative Instruments used
2.2 Review of Case Study’s Prior Works and Grades
2.3 Interview with case study participants
2.4 Interview with the Grandmother and Mother of Case Study
2.5 Interview with Class Teacher and Principal
2.6 Observations in Classroom
3. LITERATURE REVIEWS AND THEORIES
4. DISCUSSION: Suggested Solutions to Address Marsha’s Problems
5. CONCLUSION
Research Objectives and Focus Areas
This study aims to examine the environmental and behavioral factors influencing Marsha, an eleven-year-old student, particularly focusing on her academic performance in different subjects and her interpersonal communication challenges. The research seeks to identify effective pedagogical and home-based intervention strategies to foster her self-esteem, improve her reading proficiency, and enhance her classroom participation.
- Analysis of the relationship between socio-economic background and student motivation.
- Evaluation of qualitative data collection methods, including interviews and classroom observations.
- Investigation into the impact of low self-esteem and emotional home support on academic output.
- Application of behavioral reinforcement theories to improve student engagement.
- Identification of strategies for teachers to better assess and support struggling learners.
Excerpt from the Book
Interview with Class Teacher and Principal
It was ascertained that both Educators taught Marsha prior to my visit and were well equipped to give their opinions on her abilities and behaviour. It was revealed that prior to grade four the child did not attend school regularly, sometimes once or twice per week. The Principal stated that she was working with Marsha; who is potentially a brilliant student who just needed the home support to develop. However, because of her absence from school and the mother’s seeming neglect she gave up on her in the programme. She opined that this action severely retarded the child’s growth especially in English and Communication Skills.
On a positive note, the Educators reported that Marsha was a well behaved, much advanced chess player who is a budding Mathematician. It was generally believed she needs one-on-one teaching attention and that her learning style was hands on and participatory. However, outside of her favorite classes she rarely participates in class and is most times invisible in the room.
It was the general consensus of the Principal that Marsha is a brilliant child. However, she suffers from a lack of emotional home support and also from low self-esteem; which causes her to second guess herself in class and not respond to questions posed by teacher. This condition also extends itself to a lack of self-expression; which maybe as a result of her inability to read properly. They suggested that the Reinforcement Theory particularly, the positive rewards approach be used to motivate her.
Summary of Chapters
INTRODUCTION: Provides an overview of the role of teachers in motivating students and introduces Marsha Brown, the subject of this case study, within her specific socio-economic context.
DATA COLLECTION METHODOLOGIES: Details the qualitative research approach, including the use of interviews and observations to gather data from the student, her family, and school staff.
LITERATURE REVIEWS AND THEORIES: Examines academic research on literacy, attention-related behaviors, and the impact of intervention programs and home environments on student transition and success.
DISCUSSION: Suggested Solutions to Address Marsha’s Problems: Proposes specific interventions such as positive reinforcement, adult mentoring, and family communication adjustments to support Marsha's holistic development.
CONCLUSION: Summarizes the findings, emphasizing that Marsha has the potential to succeed if immediate environmental and lifestyle interventions are implemented.
Keywords
Motivation, Literacy, Assessment, Support, Qualitative Research, Case Study, Self-Esteem, Education, Child Development, Reinforcement Theory, Mentoring, Classroom Engagement, Socio-economic Status, Communication Skills, Academic Performance.
Frequently Asked Questions
What is the primary focus of this research paper?
The paper focuses on understanding the educational and behavioral challenges faced by an eleven-year-old student named Marsha, particularly looking at how her environment and self-perception affect her academic performance.
What are the central themes of the work?
The central themes include student motivation, literacy development, the impact of socio-economic status on learning, the importance of accurate assessment strategies, and the role of emotional support systems.
What is the core research objective?
The core objective is to observe the participant's behavior and environment to identify and propose specific, actionable measures that can assist in her academic and personal growth.
Which scientific methodology does the author employ?
The author uses a qualitative research methodology, which involves conducting interviews with the participant and relevant stakeholders (teachers, family) and performing systematic classroom observations.
What topics are discussed in the main body of the work?
The main body covers the student's background, qualitative data collection tools, a literature review of relevant theories, an analysis of the student's current challenges, and proposed intervention strategies.
Which keywords best describe the study?
The study is characterized by keywords such as Motivation, Literacy, Assessment, and Support, reflecting the core areas of concern for the participant.
How does the author characterize Marsha's academic strengths and weaknesses?
Marsha is described as a talented chess player and a capable mathematician, yet she struggles significantly with English, reading proficiency, and verbal expression in a classroom setting.
What role does the family play in the proposed solution?
The family is encouraged to become more aware of how their behavior impacts Marsha, specifically by improving communication regarding her school life and emotions to create a more positive, hospitable environment.
Why is the "Reinforcement Theory" suggested as an intervention?
It is suggested because positive rewards can help increase Marsha's confidence, encourage her to participate more actively in class, and provide the external motivation she currently lacks to overcome her self-doubt.
- Arbeit zitieren
- Horatio Morgan (Autor:in), 2014, Influence of Motivation in Academics. The Case of the Low Performing, High Performing Student, München, GRIN Verlag, https://www.grin.com/document/350738
