Date of Award
8-2022
Document Type
Action Research Project
Degree Name
Master of Arts in Education
Department
Education, Montessori
First Advisor
Jennifer Johnson
Department/School
Montessori Elementary Education, Elementary Education
Abstract
This study implemented goal setting and self-reflection as self-regulated learning strategies and explored how these affected student work completion and on-task behavior. Students in this environment struggled with self-regulated learning and were observed to not complete work on time and needed redirection to focus on work during the work cycle. The study took place in an upper elementary Montessori environment at a private international school. Thirteen 4th grade students (ages 9-10) participated in the study. During this study, students were given lessons on goal setting and self-reflection and had group discussions about effective goal setting. Students set daily goals for themselves during the study and evaluated their progress at the end of the day. Students met with the guides for pre, mid and post-assessment discussions, where they reflected on their goals and progress. Students were observed twice daily for on and off-task behavior, and follow-up work was checked for completion. Despite the challenges of conducting this study during the COVID-19 pandemic, the results showed that student work completion and on-task behavior increased after students began setting goals. In particular, it proved to be beneficial to students who previously struggled with completing work. Further studies could look into integrating goal setting in a more streamlined manner to increase student engagement and interest.
Recommended Citation
Frentzel, Kari F.. (2022). The Effects of Goal Setting and Self-Reflection on Student Work Completion and Work Habits in a Montessori Upper Elementary Environment. Retrieved from Sophia, the St. Catherine University repository website: https://sophia.stkate.edu/maed/445