Running head: MOTIVATIONAL THEORY: INSTRUCTIONAL PROGRAM
Motivational Theory: Instructional Program
Monica R. Woods
University Of Phoenix
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MOTIVATIONAL THEORY: INSTRUCTIONAL PROGRAM
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Motivational Theory: Instructional Program
Introduction
Research demonstrates the need for continued improvement in literacy proficiency across
the country (NAEP, 2011). The students at Dayton Christian Elementary are at risk of being
included in the National Assessment of Educational Progress (NAEP) report on reading, writing,
and math proficiency. The NAEP report indicates fourth and eighth graders in the United States
scored below proficiency level in reading with an average score of 66%, 67% in writing, and
63% in math (NAEP, 2011). The instructional program, Study Island, was analyzed to evaluate
its continued integration into the curriculum in responding to intervention and improving
reading, writing, and math skills. This paper is intended to examine the presence of theory-based
motivational methods and the manner in which the strategies are used in the program.
Motivational Strategies Present
A variety of motivational strategies are used to increase student engagement within the
program. Teachers a capable of providing performance-contingent rewards as students earn
playing time when they complete tasks. Boggiano and Ruble (1979) suggests that in activities
that offer performance-contingent rewards, perceived competence and performance are a greater
focus on students than positive feedback. As a result, performance-contingent rewards increase
the drive to do well, therefore, increasing student interest to complete tasks. Performancecontingent rewards dissipate negative effects often associated with performance assessments
(Boggiano et al., 1986). Individual recognition has a great impact an individual’s quest to
achieve. Study Island offers such intrinsic motivation as students work to reach certain levels in
their performance.
Marzano et al. (2001) agrees that when academic achievement occurs, and there is
MOTIVATIONAL THEORY: INSTRUCTIONAL PROGRAM
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personal recognition, a student's motivation to perform at a high level. Additionally, computerbased programs are seen to be inherently motivational as they are capable of including factors
along the side of their learning environment, concurrently (Relan, 1992). Computer programs
such as Study Island have flexible components that teachers can modify to align with the
instructional sequence. The ability to differentiate according to individual learning styles and
needs provide students with a strong sense of autonomy in their learning.
Motivational Theory Application
Motivation is defined as “an internal state that arouses us to act, pushes us in particular
directions, and keeps us engaged in certain activities” (Ormrod, 2008, p. #). An individual’s
motivation level is important in determining the length and depth of interest in an activity. Piaget
believed that every experience and interaction in a child's life has an impact on cognitive
development (Ormrod, 2008). Researchers suggest that every interaction establishes cognitive
structure in children. The cognitive structure is very important in the classroom setting.
Supporting the development of literacy in students require teachers to integrate some strategies.
Using different motivational methods for instruction enhances the opportunity for student
literacy motivation, focus, and practice. Study Island's design integrates researched education
methodology. Methods incorporated include assessment feedback loops, close alignment with
standards, distributed ongoing practice, and motivational features to guarantee that students are
engaged in the activities and showing mastery Ohio standards and the Common Core
Achievement Standards. The design of Study Island uses continuous analysis of Ohio standards
to ensure content updates that allow teachers the ability use assessments to inform instruction.
Teachers relate instructional practice and assessment results to produce continuous feedback
loops (studyisland.com, 2015). Professional development videos and webinars are available for
MOTIVATIONAL THEORY: INSTRUCTIONAL PROGRAM
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educators to maximize instructional and management skills. Study Island teacher tools promote
opportunities for reflection between modules. Teachers are encouraged to be self-motivated
learners and spend time working through the program to create a learning environment that will
assist in the acquisition of skills that will enhance instruction and the school.
Motivational Specialist
As a motivational specialist within the school, it is the recommendation that the Board of
Education for the Dayton Christian School System consider the following changes to improve
the impact of the program. As essential as motivation is for learning, teachers should be
mandated to participate in a variety of professional development sessions focused on the content
of Study Island and designing instruction that motivates student use. Study Island offers some
online and site-based opportunities to increase teacher knowledge in integrating and designing
instruction that includes the Study Island program (studyisland.com, 2015). If the governing
board members invested in the future of learning for students, effective implementation of
instructional tools must be a priority. Proper training for teachers to interpret assessments and
response to intervention and motivation for student achievement is key to increasing
understanding and comprehension in reading, writing, and math. Continual professional
development must take place for teachers to increase their knowledge and skills. Teachers must
constantly evaluate and change instructional methods to address the learning needs of all
students. Maximizing the integration of learning tools such as Study Island can also be
accomplished by holding teachers accountable for effective integration of the program through
classroom observations by the administrators. Observations must be followed up with meetings
that give opportunities for teachers to collaborate. Teachers should share successes, difficulties,
and other features teachers find that add to the effective integration of the program.
MOTIVATIONAL THEORY: INSTRUCTIONAL PROGRAM
Conclusion
In conclusion, early indicators reveal that standardized testing and assessments will
continue to increase in difficulty and become challenging for teachers, administrators, and
students. To address the challenges, Study Island will continue to redesign and update the
content to align specifically with state standards. Study Island provides the symbolic
motivational strategies, active animation, and teacher tools that allow for flexibility and
motivational methods to enhance instruction (studyisland.com, 2015). The student will benefit
from continuous goal setting, and task-specific feedback while meeting standards. Teachers get
diagnostic, formative and summative assessment results, and professional development tools to
modify instruction to meet the student's learning needs (studyisland.com, 2015).
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References
Edmentum Products. (2015). Study island. Retrieved from http://www.studyisland.com/
Boggiano, A. K., and Ruble, D. N. (1979). Competence and the overjustification effect: A
developmental study. Journal Of Personality And Social Psychology.
Marzano, R. J., Pickering, D. J., and Pollock, J. E. (2001). Classroom instruction that works:
Research-based strategies for increasing student achievement. Alexandria, VA:
Association for Supervision and Curriculum Development.
National Center of Education Statistics, Institute of Educational Science. (2011). National Report
Card. Retrieved from
http://nces.ed.gov/fastfacts/index.asp?faq=FFOption1#faqFFOption1
Ormrod, J. E. (2014). Human Learning, 7th Edition. [VitalSource Bookshelf version]. Retrieved
from http://legacy.vitalsource.com/books/9781323145210/epubcfi/6/20
Relan, A. (1992). Motivational strategies in computer-based instruction: Some lessons from
theories and models of motivation. Eric. Retrieved from http://eric.ed.gov/?id=ED348017
MOTIVATIONAL THEORY: INSTRUCTIONAL PROGRAM
9.65
10 Possible Points
Individual: Motivational Theory
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Feed Forward
As you continue in this degree program the lessons learned in this course should carry over in all your educational
experiences. Keep them in mind as you go through all your sources and recognize the applications of each.
Doctoral Paper Grading Rubric
Criteria
Percents
Possible
Points
Points
Earned
Depth Of Scholarship
10%
1
1
Word count range: 750-1200
0.25
0.25
Revised information for the Critical Analysis
PowerPoint presentation to include
motivational theories and theorists already
exiting in the program.
0.25
0.25
Showed how to add motivational theory
information in the program to improve the
program.
0.25
0.25
How would you change the program to
incorporate more motivational theory
information?
0.25
0.25
1.5
1.5
Demonstrated originality of thought in
proposed analysis
0.5
0.5
Enlarged upon previous authors’ points of
view.
0.5
0.5
Indicated ways that one might be able to
better implement motivational methods into
the program
0.5
0.5
1.5
1.5
0.75
0.75
0.75
0.75
1.5
1.5
Supported the assertions of needed changes
with peer- reviewed literature.
0.75
0.75
Used appropriate, timely, and adequate
literature.
0.75
0.75
Comment
Assignments should represent the learner’s
careful, thoughtful efforts to cover the key
elements of the topic thoroughly. Content
should go beyond mere description or
regurgitation. The work should be thematic
and based on an analytical framework of the
learner’s choosing.
Key Elements
Originality of ideas and research
Theoretical and conceptual
framework
15%
15%
Contributed substantive value to the
understanding of the information provided
Related the theories and concepts to the
analysis
Use of literature
15%
The elements of this assignment were covered
thoughtfully and thoroughly. You demonstrated how
motivational theories can be integrated into the
program you analyzed. Well done!
Your work demonstrates your understanding of the
concepts discussed in this course and how some can
be applied in the evaluation or development of any
program.
You demonstrated an understanding of the course
learning and the practical application of these theories
into the program analyzed.
Again, you demonstrate good integration of the
course textbook information.
MOTIVATIONAL THEORY: INSTRUCTIONAL PROGRAM
Substantive value
15%
1.5
1.5
Contributed substantive value to the
understanding of the concepts discussed
based on course learning
0.75
0.75
Presented information in a manner that
would convince others of the point of view
established.
0.75
0.75
Clarity and logic of presentation
10%
1
1
Utilized a strong organizational structure.
0.5
0.5
Covered the facts in a logical and consistent
manner.
0.5
0.5
2
1.65
Sentences, paragraphs structures and words
used add to the organization of the
document.
0.7
0.6
Followed all rules governing grammar,
spelling, and standard usage of American
English.
0.65
0.6
Followed all formatting guidelines of APA
65th ed.
0.65
0.45
10
9.65
Grammar and adherence to APA
format
Total Score
20%
8
Your work did demonstrate your understanding of the
concepts discussed in this course and how they can
be applied in the evaluation or development of any
program.
Good organizational skills makes it easy for the
reader to follow along with your thoughts and ideas.
Good introduction and summary sections.
Review all comments embedded in the paper. Pay
attention to APA guidelines.
100%