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A Phenomenological Study Of The Lived Experiences That Motivate Young People To Volunteer As 4 H Camp Teen Leaders, Ruth E. Wallace
A Phenomenological Study Of The Lived Experiences That Motivate Young People To Volunteer As 4 H Camp Teen Leaders, Ruth E. Wallace
Doctoral Dissertations and Projects
The purpose of this phenomenological study was to describe the lived experiences that motivate teenagers to volunteer as 4 H Camp teen leaders in Virginia. The theories guiding this study were Lerner and Overton’s relational developmental systems theory (RDST) and Ryan and Deci’s self-determination theory (SDT). They relate to the developmental connection between an individual and the surrounding context and internal and external influences as motivating factors, respectively. The two theories together informed this study which sought to answer the central research question “What lived experiences do teens identify that motivate them to volunteer as 4 H Camp teen leaders?” …
From Dropout To Doctorate: A Phenomenology Of The Self-Determination Of Individuals Who Persisted To Completion, Nancy Catherine Hamilton
From Dropout To Doctorate: A Phenomenology Of The Self-Determination Of Individuals Who Persisted To Completion, Nancy Catherine Hamilton
Doctoral Dissertations and Projects
The purpose of this transcendental phenomenological study was to describe the lived experiences of former high school dropouts in the Continental United States who self-determined to persist to doctoral degree attainment. The theory that guided this study was the self-determination theory with support from the self-efficacy theory and adult learning theory. These three theories framed this study, which sought to discover the motivating factors, life influences, and perseverance required of former high school dropouts who determined to re-enter academia and pursue an education to the doctoral level. The problem this study sought to address was the need to discover the …
Elementary School Teachers' Perceptions Of Student Motivation To Use Classroom Integrated Technology, Jason Lynn Webb
Elementary School Teachers' Perceptions Of Student Motivation To Use Classroom Integrated Technology, Jason Lynn Webb
Doctoral Dissertations and Projects
The integration of technology into the classroom transforms curriculum design and instructional methods. Research suggests that the perspectives of teachers and students are not always in agreement regarding the influence of classroom integrated technology on learning motivation. The purpose of this causal-comparative study was to determine if there is a significant difference in how teachers perceive the influence of technology integration on student learning motivation based on teacher gender, teacher weekly hours of computer use, and teacher years of teaching experience. The study used the Teacher Attitudes toward Classroom Computing Scale to collect data from 238 4th- and 5th-grade rural …
The Intersection Of Job Satisfaction, Job Dissatisfaction, And Motivation Of Instructional Designers In Online Higher Education: A Transcendental Phenomenological Study, Laura Elaine Dykstra
The Intersection Of Job Satisfaction, Job Dissatisfaction, And Motivation Of Instructional Designers In Online Higher Education: A Transcendental Phenomenological Study, Laura Elaine Dykstra
Doctoral Dissertations and Projects
Online education has become a significant part of the strategic growth and health of institutions of higher education (HEIs) today. Instructional designers support the strategic mission of the HEI, and while research to date has looked extensively at the role of the instructional designer in higher education, no research has looked at the experience of the instructional designer focusing specifically on the feelings and intersection of job satisfaction, dissatisfaction, and motivation. The purpose of this transcendental phenomenological study is to understand the experiences related to job satisfaction, dissatisfaction, and motivation for instructional designers working in online higher education. The theoretical …
A Phenomenological Study Of Advanced Age Individuals Pursuing A Doctoral Degree, Elaine G. Phillips
A Phenomenological Study Of Advanced Age Individuals Pursuing A Doctoral Degree, Elaine G. Phillips
Doctoral Dissertations and Projects
The purpose of this phenomenological study is to describe the lived experiences of advanced age individuals 62 years and older who chose to return to academia and pursue doctoral studies in accredited doctoral programs in the United States. The theories that guided this study are the self-determination theory by Deci and Ryan and Erikson’s psychosocial development theory, specifically stage eight, Integrity versus Despair. These two theories framed this study investigating the central research question: What are the experiences of advanced age individuals pursuing a doctoral degree? These advanced age individuals pursued, experienced, and completed doctoral degrees or are in the …
Using Assessment Feedback For Motivation Among Early Adolescents: A Grounded Theory Study, Nichole L. Griffin
Using Assessment Feedback For Motivation Among Early Adolescents: A Grounded Theory Study, Nichole L. Griffin
Doctoral Dissertations and Projects
The purpose of this grounded theory study was to develop a general theory explaining how verbal or written teacher feedback on formative assessments may influence early adolescent motivation for academic achievement, along the SDT continuum. I based this study on Deci and Ryan’s (2000) self-determination theory (SDT), and to a lesser degree expectancy-value theory (Wigfield & Eccles, 2000) and self-efficacy theory (Bandura, 1993). I also used Tunstall and Gipps’ (1996) typology research as a framework for describing and classifying feedback in the data. Related literature and research findings are presented to lay a foundation for the study and identify the …
The Influence Of Teacher Gender On College Student Motivation And Engagement In An Online Environment, Zacharia Jacob Varughese
The Influence Of Teacher Gender On College Student Motivation And Engagement In An Online Environment, Zacharia Jacob Varughese
Doctoral Dissertations and Projects
The purpose of this study was to examine the influence of teacher gender on student motivation and engagement. The study addressed the question: Is there a statistical difference among the motivation and engagement scores of males taught by male teachers (MM), males taught by female teachers (MF), females taught by male teachers (FM), and females taught by female teachers (FF) enrolled in online science courses? Exploring this topic allowed educators to identify strategies for quality teaching and learning, increase graduation rates, and decrease student delinquency. This quantitative study used a causal-comparative research design and the Motivation and Engagement Scale (MES) …
The Effect Of The Flipped Classroom On Urban High School Students' Motivation And Academic Achievement In A High School Science Course, Keshia Dixon
Doctoral Dissertations and Projects
This study investigated the effect of the flipped classroom on urban high school students’ motivation and academic achievement in a high school science course. In this quantitative study, the sample population was comprised of North Star High School 12th grade students enrolled in human anatomy and physiology. A quasi-experimental, pretest-posttest non-equivalent group design was conducted. After receipt of Liberty University Institutional Review Board approval and the school district’s Department of Research and Evaluation for School Improvement, students completed a pretest comprised of the Science Motivation Questionnaire II (SMQ-II) and the Human Anatomy and Physiology Unit Test. Participants in the experimental …
An Examination Of Motivational Levels Of Non-Traditional Undergraduate Business And Education Majors, Kristopher Bradshaw
An Examination Of Motivational Levels Of Non-Traditional Undergraduate Business And Education Majors, Kristopher Bradshaw
Doctoral Dissertations and Projects
This research dissertation was developed for the purpose of advancing the literature in the realm of student motivation. Previous research in the field has placed little emphasis on the adult, non-traditional student population. Adult, non-traditional students represents an important part of the higher education climate in the United States and the unique motivators of this population needs further examination in order to more closely align academic programs and services with motives and goals. The research questions seek to answer if a significant difference exists between the intrinsic and extrinsic motivational levels of business majors compared to education majors in the …
The Effects Of Strategy Instruction In Reading Informational Text On Reading Level And Motivation Of Fifth Grade Students, Michelle Adler
The Effects Of Strategy Instruction In Reading Informational Text On Reading Level And Motivation Of Fifth Grade Students, Michelle Adler
Doctoral Dissertations and Projects
The purpose of this nonequivalent control-group design study was to determine if students had an increase in reading level and motivation to read when more informational text and instruction was added into the curriculum. The independent variables were the reading curriculum, with Success for All (SFA) used with the control group and SFA with additional instruction in informational text used with the study group. The dependent variables were reading level and levels of motivation determined by the Scholastic Reading Inventory (SRI) and the Elementary Reading Attitude Survey (ERAS) measured after eight weeks of instruction and again three months post-study. The …
The Effects Of Student Self-Assessment With Goal Setting On Fourth Grade Mathematics Students: Creating Self-Regulating Agents Of Learning, Laura Clift
Doctoral Dissertations and Projects
With the national trend toward student accountability as learners, few studies have identified effective instructional strategies that motivate elementary students in becoming agents of learning and the effect of these strategies on academic achievement. This quantitative study investigated the effect of student self-assessment with goal setting (SAGS), based on the work of Stiggins, Arter, Chappuis, and Chappuis (2006), on elementary school students’ academic achievement and motivation in mathematics. This study employed a quasi-experimental, pretest-posttest, nonequivalent control-group design. Participants were 130 students drawn from six intact classes of fourth graders from five elementary schools located in a large Archdiocese in the …
Comprehension And Motivation Levels In Conjunction With The Use Of Ebooks With Audio: A Quasi-Experimental Study Of Post-Secondary Remedial Reading Students, Kimberly Wheeler
Comprehension And Motivation Levels In Conjunction With The Use Of Ebooks With Audio: A Quasi-Experimental Study Of Post-Secondary Remedial Reading Students, Kimberly Wheeler
Doctoral Dissertations and Projects
This quasi-experimental pretest, posttest nonequivalent control group study investigated the comprehension scores and motivation levels of post-secondary remedial reading students in a two-year technical college in Northwest Georgia using an eBook, an eBook with audio, and a print book. After reading a module on Purpose and Tone in the three book formats, data was collected from a convenience sample of 67 participants. Data consisted of reading comprehension scores taken from a pretest and posttest and reading motivation scores taken from a pre-survey and post-survey. The pretest and pre-survey were not used as covariates in the final analyses as they were …
A Phenomenological Investigation Of Male At-Risk Sixth, Seventh And Eighth Grade Students' Perceptions Toward Reading, Jason Douma
A Phenomenological Investigation Of Male At-Risk Sixth, Seventh And Eighth Grade Students' Perceptions Toward Reading, Jason Douma
Doctoral Dissertations and Projects
The purpose of this phenomenological study was to investigate the perceptions that male at-risk sixth, seventh and eighth grade students' possess toward reading at a small rural public school district in Michigan. Male at-risk students was generally defined as students below grade level in reading based on their STAR reading assessment. Male students may have developed certain perceptions toward reading based their continual struggle with reading and teacher practices, such as grouping strategies, throughout their academic lifetime. To discover the essence of male at-risk sixth, seventh and eighth grade students' perceptions data collection was gathered through surveys, interviews and explanations …