Factors affecting student motivation and achievement in science in selected middle school eighth grade classes, 2017

Bullock, Naomi J.

2010-2019

This study examines factors that affect student motivation and achievement in the middle school eighth grade science classroom, including, teacher-student relationships, student-peer relationships, teacher expectations in science, student preference of instructional delivery (labs vs. lecture), teacher demographics (experience at local school, professional experience, qualifications, age range), and student perceptions of teacher expectations in science. One hundred fifty survey participants were used in this quantitative study which included an analysis of the independent variables affecting student motivation and academic achievement. The findings of this study determined that there is a statistically significant relationship between student motivation and student perceptions of teacher expectations, actual teacher expectations, teachers age, teachers highest level of education, and whether or not a student received free or reduced lunch. KEY TERMS: Student satisfaction, Teacher influence, Science achievement, Teacher expectations, Educational Psychology, School Psychology, Science and Mathematics Education, Secondary Education, Social and Philosophical Foundations of Education

text

application/pdf

2017-05-22

dissertation

Doctor of Education (EdD)

Clark Atlanta University

Educational Leadership

Turner, Trevor
Hill, Barbara
Groves, Darrell

Clark Atlanta University

Georgia--Atlanta

http://hdl.handle.net/20.500.12322/cau.td:2017_bullock_naomi_j