Quantitative Study Evaluation
Instructor: Lisa McBride
Quantitative Study Evaluation
The purpose of this research is to evaluate the Effects of Classroom Structure on Student Achievement Goal Orientation. There were three classes chosen and the students had to set weekly goals based on performance and learning. Many of the students in the contingency group based their weekly goals more on learning than performance and many of the students in the token economy condition set were more based on performance goals. Evaluation of the Title
In this study of classroom structure on student achievement goal orientation the title does reflect the major independent variable (classroom structure) and the dependent variable (student achievement goal orientation). The title expresses a relationship/correlation among the two variables. For example, is there a relationship between the effect of classroom structure (IV0 and student achievement goal orientation (DV); or does student achievement goal orientation (DV) cause the effect of classroom structure (IV)? Evaluation of the Problem Statement
This study is geared towards an educational study of student achievement and classroom structure. Does structure in the classroom have an effect on student achievement; according to the research this issue is extremely important in the world of educators and the problem statement does indicate an educational issue. According to Ames (1992) students with a performance goal orientation can become vulnerable to helplessness, especially when they perform poorly on academic tasks. Also, students often avoid more difficult tasks and exhibit little intrinsic interest in academic activities, and that a negative relationship exists between performance goals and productive achievement behavior (Greene & Miller, 1996). The author of this study has provided several evidences regarding the importance of the issue. For example, researchers have consistently found evidence for a positive relationship between learning goals and productive achievement behaviors (Ames & Archer, 1988). Other evidence that have been found is that students who are focused on learning goals typically prefer challenging activities, persist at difficult tasks, and report high levels of interest and task involvement. The author located this issue through several empirical studies, and laboratory studies. According to Schunk (1996) in several empirical studies, researchers have established a relationship between the salience of certain goal orientations and changes in individual behavior and as far as previous laboratory studies have created learning and performance goal conditions by manipulating the instructions provided to children regarding the tasks at hand. This research problem does fit a quantitative approach because a quantitative study explains and predicts relations among two variables the independent and dependent variables. There is an assumption of the study that is consistent with the study quantitative approach. One of the assumptions that are consistent with this study is that a student, who has a learning disability in mathematics, will not be motivated by the same amount of tokens to complete mathematics assignments as other students in the same classroom who have average abilities in this subject. We cannot assume that one student can be less motivated from the other student. Evaluation of the Literature Review
The author did review the independent and dependent variable in the analysis of this study. The author examined the effect of the classroom evaluation structure on students’ achievement goals. The independent variable in the analysis was classroom structure, which is consisted of three levels: token economy, contingency contract, and control. The dependent variable was goal type (performance or learning goals) that students set for mathematics. As I viewed the study I do not...
References: Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Student learning strategies
and motivation processers
Ames, C. (1992a). Achievement goals and the classroom motivational environment. In D. L.
Schunk & J
Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative
and qualitative research
Greene, B., & Miller, R. (1996). Influences on Achievement: Goals, perceived ability, and
Schunk, D. H. (1996). Goals and self-evaluative influenced during children’s cognitive skill
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