Quantitative Study Evaluation
Quantitative Study Evaluation
Capella University
Spring 2013:
Instructor: Lisa McBride
Quantitative Study Evaluation
The purpose of this research is to evaluate the Effects of Classroom Structure on Student Achievement Goal Orientation. There were three classes chosen and the students had to set weekly goals based on performance and learning. Many of the students in the contingency group based their weekly goals more on learning than performance and many of the students in the token economy condition set were more based on performance goals.
Evaluation of the Title In this study of classroom structure on student achievement goal orientation the title does reflect the major independent variable (classroom structure) and the dependent variable (student achievement goal orientation). The title expresses a relationship/correlation among the two variables. For example, is there a relationship between the effect of classroom structure (IV0 and student achievement goal orientation (DV); or does student achievement goal orientation (DV) cause the effect of classroom structure (IV)?
Evaluation of the Problem Statement
This study is geared towards an educational study of student achievement and classroom structure. Does structure in the classroom have an effect on student achievement; according to the research this issue is extremely important in the world of educators and the problem statement does indicate an educational issue. According to Ames (1992) students with a performance goal orientation can become vulnerable to helplessness, especially when they perform poorly on academic tasks. Also, students often avoid more difficult tasks and exhibit little intrinsic interest in academic activities, and that a negative relationship exists between performance goals and productive achievement behavior (Greene & Miller, 1996). The author of this study has provided several evidences regarding the importance of the issue. For example,
Capella University
Spring 2013:
Instructor: Lisa McBride
Quantitative Study Evaluation
The purpose of this research is to evaluate the Effects of Classroom Structure on Student Achievement Goal Orientation. There were three classes chosen and the students had to set weekly goals based on performance and learning. Many of the students in the contingency group based their weekly goals more on learning than performance and many of the students in the token economy condition set were more based on performance goals.
Evaluation of the Title In this study of classroom structure on student achievement goal orientation the title does reflect the major independent variable (classroom structure) and the dependent variable (student achievement goal orientation). The title expresses a relationship/correlation among the two variables. For example, is there a relationship between the effect of classroom structure (IV0 and student achievement goal orientation (DV); or does student achievement goal orientation (DV) cause the effect of classroom structure (IV)?
Evaluation of the Problem Statement
This study is geared towards an educational study of student achievement and classroom structure. Does structure in the classroom have an effect on student achievement; according to the research this issue is extremely important in the world of educators and the problem statement does indicate an educational issue. According to Ames (1992) students with a performance goal orientation can become vulnerable to helplessness, especially when they perform poorly on academic tasks. Also, students often avoid more difficult tasks and exhibit little intrinsic interest in academic activities, and that a negative relationship exists between performance goals and productive achievement behavior (Greene & Miller, 1996). The author of this study has provided several evidences regarding the importance of the issue. For example,
References: Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Student learning strategies and motivation processers Ames, C. (1992a). Achievement goals and the classroom motivational environment. In D. L. Schunk & J Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research Greene, B., & Miller, R. (1996). Influences on Achievement: Goals, perceived ability, and cognitive engagement Schunk, D. H. (1996). Goals and self-evaluative influenced during children’s cognitive skill learning