Date of Award
5-2019
Document Type
Action Research Project
Degree Name
Master of Arts in Education
Department
Education
First Advisor
Amy Adams
Department/School
Education
Abstract
The purpose of this action research project was to study the impact of self-set writing goals on student intrinsic motivation and academic outcomes. The study was conducted at a K12 classical charter school in middle school Tier II special education, meaning they spent between 22% and 60% of their school day in special education or related service settings. The project used a variety of data to understand the impact of self-set goals on student intrinsic motivation and academic outcomes with regard to writing. A questionnaire and time-on-task observation data used during the baseline, first, and second writing tasks were used to measure student intrinsic motivation, while a standardized rubric was used to measure student academic writing outcomes. After analyzing the data, student self-set writing goals may have had a positive impact on intrinsic motivation, but had a statistically significant impact on student academic writing outcomes.
Recommended Citation
Alvarez, Emily. (2019). The Impact of Self-Set Writing Goals on Student Engagement and Academic Outcomes in Middle School Special Education. Retrieved from Sophia, the St. Catherine University repository website: https://sophia.stkate.edu/maed/320