This pilot study investigated the efficacy of a supplemental Active Learning intervention that was administered with grammar workbook software in remedial-level composition classrooms at Seminole State College. The study analyzed student response data in a pre-test and post-test instrument in four classrooms; two followed standard methods while two incorporated the additional experimental intervention. The groups are identified in this study as either “Standard” or “Experimental,” according to the method administered in the classroom. The intervention was designed based on five grammar topic areas which correspond with content assessed in the pre-test and post-test. The Active Learning method required students to prepare a short, guided presentation on selected grammar topics. Findings showed that there was no significant change in improvement between the pre-test and post-test among the Standard or the Experimental groups, due in part to a relatively small sample size. A positive change approaching significant level occurred in the Experimental group in topic areas related to critical thinking. No significant or near-significant change was observed in the topic areas related to memorization in either group. Recommendations were made for further sampling, modification, and future applications of the intervention used in the study and for continued testing of grammar software used for instruction in Developmental Writing classes at Seminole State College.

Working with students in Physical Education has been through a change because of, according to research, indications that young people aren´t involved in physical activities as much as in the past. This means that the educational planning should adapt to the teaching to fit as many pupils as possible free of the cognitive and physical conditions. The purpose of this study is to examine how an SDT (Self-Determination Theory)-based intervention affect students ' motivation in gymnastics. The study aims to see how an experimental intervention affects a class in comparison with another more controlled gymnastics-lesson. In order to reach the result the study has used questionnaires before and after the intervention. The result of this shows little difference in motivation changes between the groups, but the study is sharing light upon other perspectives on how to consider the objectives and issues. These differences are discussed and conclude that the study opens up new discussions and potentially new ideas by implementing of SDT pedagogically and didactically as well as suggestions for further research that can provide further proof of the SDT as a motivational approach within other areas in Physical Education.