1. Can High School Students be Motivated? Action Research Alyssa Mendiola Spring 2008

2. Description of Strategy and Rationale

3. Participants and Setting

4. Procedures and Data Sources  Coupons were awarded each time students turned an assignment in on time  Stickers were placed on their assignments for A’s and B’s  Notes were recorded in the grade book, L for late and A for absent  Notes were recorded for all classes, but only students in the experimental group were awarded coupons and stickers.

5. Results of Coupon Strategy For each class the number of assignments turned in were totaled, fourteen for the Art I classes and eight for the Drawing II class. Then the number of assignments was multiplied with the number of students to get the total number of assignments that should have been turned in. The number of assignments missing was counted and subtracted from the total number of assignments, to get the numbers of assignments that were actually turned in. Using the notes in the grade book, the numbers of assignments turned in late were counted. The missing assignments that were late were counted along with the missing assignments due to absences. To calculate the percentage of assignments turned in on time the number of assignments turned in on time was multiplied by one hundred and then divided by the total number of assignments that were turned in. (See table at left)

6. Results of Coupon Strategy  The class with the highest percentage of assignments turned in on time was a part of the control group, third period (Art I) with seventy- five percent. The classes with the second and third highest percentage of assignments turned in on time were fifth period (Drawing II) with seventy- four percent and sixth period (Art I) with sixty- four percent, both classes were part of the experimental group.  These results show that the coupon strategy was only partially effective since a control group class was the class with the highest percentage of assignments turned in on time.

7. Results of Sticker Strategy  For the second strategy the percentage of A’s, B’s, C’s, D’s and F’s were calculated. The number of every letter grade was multiplied by a hundred and then divided by the total number of assignments turned in. (See table to left)

8. Results of Sticker Strategy  The class with the highest percentage of A’s was fifth period (Drawing II), with seventy percent, part of the experimental group. The second highest classes were first period (Art I) with fifty-three percent, part of the control group and sixth period (Art I) with fifty-three percent, part of the experimental group.  Observation of the students showed that the A and B students were motivated by the stickers, but the rest of the students were indifferent.  The results indicate that the stickers do provide motivation but only for some of the students.

9. Limitations of Study

10. Future Use of Strategy  The strategies seem to have potential, particularly if they are started at the beginning of the school year, so that students get into the routine of the positive reinforcement. The use of the stickers and coupons will continue in the art classes for all students, and into next year. Although the response to the strategies was not what was expected, there was marginal improvement, and any improvement in student motivation is worth the effort of the teacher.