INCREASING STUDENT MOTIVATION AND ACHIEVEMENT IN MATHEMATICS
THROUGH INTERACTIVE TECHNOLOGY LESSONS
Action Research Plan
Brenda Spurgeon
Jeanie Strain
April 2011
SECTION I
INTRODUCTION
As schools are faced with the challenge of preparing students to be 21st century learners,
teachers must find ways to enhance learning and engage students.
Research shows that
technology increases student motivation by allowing students to take an active role in their
learning, develop critical problem solving skills, and assume responsibility for their own
learning.
According to the National Council of Teachers Mathematics, today’s students should
be encouraged question, explore, and develop problem solving skills in a variety of forms such
as presentations, manipulatives, and graphic models. Additionally, the ISTE standards for
students address the following issues:
1.
Creativity and Innovation: Students demonstrate creative thinking, construct knowledge,
and develop innovative products and processes using technology.
2.
Communication and Collaboration: Students use digital media and environments to
communicate and work collaboratively, including at a distance, to support individual learning
and contribute to the learning of others.
3.
Research and Information Fluency: Students apply digital tools to gather, evaluate, and
use information.
4.
Critical Thinking, Problem Solving, and Decision Making: Students use critical thinking
skills to plan and conduct research, manage projects, solve problems, and make informed
decisions using appropriate digital tools and resources.
5.
Digital Citizenship: Students understand human, cultural, and societal issues related to
technology and practice legal and ethical behavior.
6.
Technology Operation and Concepts: Students demonstrate a sound understanding of
technology concepts, systems, and operations. (ISTE 2007)
Our school district encourages teachers to implement instructional technology to increase student
motivation and achievement. All mathematics classrooms are equipped with projectors,
SMARTboards, and up-to-date teacher computers. Additionally, student computer labs are
available at each grade level for technology projects.
This action research plan is based on the
need to use technology to motivate mathematics students and to increase student achievement.
AREA OF FOCUS STATEMENT
The purpose of this study is to determine if an increased use in interactive technology
such as Screencasts and SMARTboard lessons, will motivate students to learn mathematics and
increase overall grade level student mathematics achievement. We have noticed in our district,
between middle school and high school, a decrease in mathematics motivation and skill levels
occurs. Low-achieving mathematics students tend to have an increased absenteeism rate and/or
discipline issues. In our experience, unmotivated mathematics students get bored with regular
drill and practice and need to experience real-world problem solving to make mathematics
meaningful. In our own classrooms, students who cause classroom discipline issues and are
unmotivated tend to lack grade-level mathematics skills and are unengaged with lessons.
Teachers are faced with a lack of class time for reteaching when students are absent or simply
need more instruction to master a skill. In our opinion, the use of both teacher/student created
Screencasts to model interactive mathematics concepts will motivate students by allowing
students to be actively involved in their learning thus leading to increased mathematics
achievement.
RESEARCH QUESTIONS
1.
What is the effect of using student created Screencasts to increase motivation?
2.
What is the effect of using teacher created Screencasts to increase student achievement?
3.
How do interactive SMARTboard lessons help students conceptualize mathematics
concepts?
RELATED LITERATURE
Marzano (2009) concludes that interactive whiteboards have the potential to improve
student achievement when integrated with other teaching strategies. However, he notes that
interactive whiteboards and other technology tools must be used thoughtfully as these tools do
not alone do not automatically enhanc e student achievement. As part of our plan, we will
investigate ways to effectively incorporate interactive whiteboards as a resource for good
classroom practices.
The report by Wenglinsky (1998) describes a national study on the relationship between
educational technology and student achievement in mathematics. Data for the study was drawn
from groups of mathematics students in grades four and eight.
The study analyzed the
following indicators of computer use: student access to computers in school and at home for
mathematical tasks, the professional development of mathematics teachers in technology, and
instructional methods in which mathematics teachers used technology. The study found that
technology must be used in a productive manner and can be counterproductive if not being used
to promote higher level thinking skills. Fourth graders showed less growth in achievement than
the eighth graders . Wenglinsky noted that eighth graders presumably had a greater
understanding of the internet and basic computer skills such as word processing and calculations.
Further, he added that technology can, in fact, improve achievement scores when used properly.
However, we feel as if today’s students are more experienced with computer skills at an earlier
age than this study indicated. Additionally, today’s teachers have much greater opportunity for
professional development in technology than the year in which the study was conducted.
The Inspire project (Gras-Velazquez, 2009) observed 62 schools throughout Europe and
analyzed the use of digital learning resources in math, science, and technology. The goal of the
Inspire projects was to experiment with new teaching methods and to challenge the lack of
interest in students. The schools in the project include a wide range of levels including primary,
secondary, and vocation. In the overall results, the learning resources seemed to have a greater
impact on boys than girls. There was a major impact on pupils regarding better understanding
and learning of math, science, and technology, making it easier to integrate and remember what
pupils have learned.
The Ozel, Yetkiner, and Capraro (2008) study discussed a variety of effective technology
tools in the K-12 mathematics curriculum such as calculators, interactive whiteboards, clickers,
computers, and web-based applications. According to the study, a common advantage of
interactive whiteboards is shown to increase the motivation among students of all ages, increase
student achievement, and improve student attitudes toward learning. However, the effectiveness
of technology is once again related to teacher training and the development of engaging, handson lessons.
Finally, Prensky (2005) states that 21st century learners and teachers need to use 21st
century technology tools. These tools include online transfer of lessons and assignments, social
networking, and collaborative web 2.0 tools. As teachers investigate ways to incorporate
technology in their classroom, they need to involve students in the choices as students are often
more skilled with technology tools than teachers. He also notes that many new technology tools
are available and students are truly the digital natives, ready to accept change but teachers are the
digital immigrants and hesitant to embrace new technologies.
INTERVENTION
For our action research plan, we will compare the use of engaging, authentic interactive
whiteboard lessons and student related screencasts with groups of students in grades 5 and 10.
Specific lessons will include mathematics lessons related to geometry. During the second
quarter of the year, a focus will be given on creating lessons that are enhanced with a variety of
manipulatives using SMART Notebook. These lessons will allow students to manipulate
objects, view authentic problems, and watch animations. Additionally, we will create
screencasts of the lessons and post them to a website for students to watch at home due to
absenteeism, the need for reteaching, or to involve parents. During the 3rd quarter, in preparation
for MAP and EOC testing, students will create their own screencasts about various topics,
especially geometry. The students will create a minimum of three screencasts during the
duration of the quarter. The screencasts will be posted to the website and viewed during class to
give students a broad audience.
At the end of each quarter, common assessment scores will be compared to the previous
year as well as to a non-participating class. Also, a survey will be administered at the beginning
of the year and after third quarter. The survey will assess the students’ motivation and feelings
toward mathematics. We will compare the two surveys to determine if there was an increase in
student motivation and interest in mathematics.
SECTION II
OVERVIEW OF DATA COLLECTION STRATEGIES
We will be surveying a group of fifth grade and tenth grade students to determine their
feelings toward the use of technology in their mathematic classroom. This survey will determine
whether those students who learn with technology?? in their mathematics classroom feel more
motivated to learn and have better achievement in those mathematic classes.
DATA SOURCES
Surveys-Students in fifth grade and tenth grade will complete a survey to determine toward
mathematics taught with technology such as screencasts and whiteboards?????
DATA ANALYSIS PLANS
???????????????????????
SECTION III
1. Math teachers-fifth grade/tenth grade
2. We will seek the approval of administrators for each grade level. There will not be any
need for parental permission since we are determining the benefits of certain teaching
techniques in technology.
3. Timeline: ???what quarters/survey more than once???
Week 1-Survey students
Week 2-Analyze Data
Week 3-Interpret Results of Data
4. Week 4: This week will be devoted to developing our recommended actions
5. Strategies for implementing recommended actions:
A. Discuss the data results with our administrators .
B. Share results with other teachers in the buildings.
C. Possibly survey other grade levels to increase the validity of the results????
D. Meet with technology department to determine a need for training or support for
teachers to integrate technology in their mathematics classroom if the results show a
positive increase in student motivation and student achievement in mathematics.
6. If the results show a specific correlation between student motivation and achievement
through technology instructional techniques, I feel our district will support the
mathematics teachers with workshops and inservices??????
REFERENCES
Gras-Velaquez, A. J. (2009). Inspire: Motivating Students for Maths, Science & Technology. Belgium:
European Schoolnet.
Marzano, R. (2009, November). Teaching with interactive whiteboards. Retrieved from ASCD:
www.ascd.org/publications/educational-leadership/inov09/vol67/num03/Teacher-withinteractive-whiteboards.aspx
National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics.
Reston, VA: Author.
Ozel, S. Y. (2008). Technology in K-12 Mathematics Classroom. School Science and Mathematics , 80-85.
Prensky, M. (2005, December 2). Shaping tech for the classroom. Retrieved from edutopia.org:
www.edutopia.org/adopt-and-adapt
Wenglinsky, H. (1998). Does is it compute? The relationship between educational technology and student
achievement in mathematics. Princeton, NJ: Educational Testing Service.
APPENDIX A
Focus Area: Increasing student motivation and achievement in mathematics through interactive
technology lessons.
Reseach Questions:
1. What is the effect of using student created Screencasts to increase motivation?
2. What is the effect of using teacher created Screencasts to increase student achievement?
3. How do interactive SMARTboard lessons help students conceptualize mathematics concepts?
Table 1 – Literature Matrix
Variables Considered in the Study
Author
Year
Classroom
Technology
Tools
Student
Grade
Achievement Level
Gras-Velaquez,
2007
Aqueda; Joyce, Alexa;
& Kirsch, Magda
X
x
Marzano, Robert
2009
x
x
National Council of
Teacher of
Mathematics
2000
x
Ozel, Serkan;
Yetkiner, Zeynep; &
Capraro, Robert
2008
x
Prensky, Marc
2005
Wenglinsky, Harold
1998
x
X
X
Academic
Ability
Level
X
X
X
X
X
X
X
x
Teaching
Strategies
x
x
x
X
x