The purpose of this triangulated mixed methods study was to explore the extent to which the implementation of goal-setting instruction within the context of writing instruction influenced the writing motivation and writing performance of Grade 8 writing students. Limited research exists on the use of goal-setting instruction to influence motivation within the context of writing instruction. Three classes formed the experimental group, and 3 classes formed the control group. Students in the first group participated in focused goal-setting instruction and practice. A pre- and postwriting test patterned after the Georgia Grade 8 Writing Assessment and assessed with a standardized writing rubric provided quantitative data. A two-sample t test compared the average change from pretest score to posttest score between the groups and showed a statistically significant difference at the .05 level. Qualitative data sources included student interviews, teacher interviews, observations of students, and student journals. The researcher transformed the data into descriptive and analytical pieces and constructed interpretations to evaluate the participants' level of motivation. Predetermined and emergent themes included students applying more effort and increased self-efficacy. Goal setting positively influenced the students' motivation and achievement levels. Educators are looking for instructional strategies that will motivate students for better achievement results. The ability to set, to work toward, and achieve personal goals will enable the students to enhance their own lives and the lives they touch, thereby enabling them to influence positive social change.... a hook or lead to an expository essay. Both teachers began with a quick review of an essay structure (introduction, body, conclusion). The lesson required that the students match 15 hook types with 15 example essays showing a hook type.
|Title||:||Exploring Goal-setting Instruction with Grade 8 Writing Students|
|Publisher||:||ProQuest - 2008|