This study is a quantitative, quasi-experimental inquiry into the effectiveness of motivational instructional strategies on undergraduate
math students' subject learning. Secondarily, it examines the effects of the motivational strategies on the effort students exert in lesson
activities, and on their motivation within the lesson. The treatment in this study is based on the MUSIC® Model of Academic Motivation and was
conducted within a single lesson. The existing literature shows that motivational instructional design by lay educators is often hindered by the
complexity of the field, and by the specialization of existing motivational models. The MUSIC Model holds some promise in organizing and
simplifying motivational strategies such that classroom educators and non-instructional specialists can apply them in their lesson design. The
research questions for the study are "How do MUSIC based motivational instructional strategies affect student learning, student effort and the
five components of students' motivation within an undergraduate math lesson?" Two sections of a single mathematics course, taught by one
instructor, were participants in the study. The treatment section received the MUSIC intervention for the lesson. This research intervention was
created by mapping each of the lesson activities to each component in the motivational model, thereby generating motivation enhanced adaptations
of lesson activities. Students were tested and surveyed post-lesson for all three variables; subject learning, effort and lesson motivation
perceptions. Results of the study inform and facilitate the design and implementation of further engaged lessons based on the MUSIC
Model. / A Dissertation submitted to the Department of Educational Psychology and Learning Systems in partial
fulfillment of the requirements for the degree of Doctor of Philosophy. / Fall Semester 2018. / November 8, 2018. / Higher Education, Learning and Motivation, Mathematics Teaching, Motivation and engagement, MUSIC Model of Academic
Motivation, STEM Teaching / Includes bibliographical references. / Vanessa Dennen, Professor Directing Dissertation; Stephen McDowell, University Representative; James Klein,
Committee Member; Insu Paek, Committee Member.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_661169 |
| Contributors | Puplampu, Nefertiti (author), Dennen, Vanessa P., 1970- (professor directing dissertation), McDowell, Stephen D., 1958- (university representative), Klein, James D. (committee member), Paek, Insu (committee member), Florida State University (degree granting institution), College of Education (degree granting college), Department of Educational Psychology and Learning Systems (degree granting departmentdgg) |
| Publisher | Florida State University |
| Source Sets | Florida State University |
| Language | English, English |
| Detected Language | English |
| Type | Text, text, doctoral thesis |
| Format | 1 online resource (123 pages), computer, application/pdf |
Page generated in 0.1772 seconds