Title
Student Motivation and Engagement in the Middle School Math Classroom: How Can Teachers Respond?
Campus Location
Abilene Campus
Date of Award
Spring 5-6-2022
Document Type
Manuscript
Department
Teacher Education
Degree Name
Master of Education in Teaching and Learning
First Advisor
Mitzi Adams
Second Advisor
Andrew Huddleston
Abstract
This study investigated the factors that contribute to and take away from middle school students’ active and meaningful participation in math class. The study also sought to gather students’ opinions and ideas for how their teachers could better engage and motivate them in the middle school math classroom setting. Using surveys, student interviews, and a teacher focus group, the researcher gathered and coded data via the constant comparative method and identified the major themes of intrinsic motivators, extrinsic motivators, distractions, and impacts of COVID-19 as key factors. The study also generated the concepts of teacher assistance, lesson style and activities, and incentives as students’ suggestions for teacher responses.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Recommended Citation
McGlothlin, Sarah Janae, "Student Motivation and Engagement in the Middle School Math Classroom: How Can Teachers Respond?" (2022). Masters of Education in Teaching and Learning. 53.
https://digitalcommons.acu.edu/metl/53
Included in
Educational Psychology Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Science and Mathematics Education Commons, Secondary Education Commons, Secondary Education and Teaching Commons