The Effects of Extrinsic Motivation on DreamBox Lesson Completion A Project Presented to Graduate Faculty of Minnesota State University Moorhead

Date of Award

Winter 12-18-2020

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in Curriculum & Instruction

Department

Graduate Studies

Committee Chair

Aaron Peterson

Keywords

DreamBox, Extrinsic Motivation

Abstract

The online math application DreamBox is driven by lesson completion. Lessons are differentiated to each student based on how they are performing on previous lessons and the rigor going forward is adjusted accordingly. Because of this, lesson completion is at the forefront of teachers' use of Dreambox within their classrooms. Student motivation towards completing lessons is extremely important and can be impacted by the teacher. The use of extrinsic motivation to propel students to complete lessons may be a valid choice to help get students moving and progressing through times where finishing lessons has become more difficult. This study included approximately sixty middle school students and measured their DreamBox lesson completion with the influence of extrinsic motivation. This research helps answer: How many lessons do students complete on average without extrinsic motivators, how much influence does extrinsic motivation have on lesson completion, and how is lesson completion affected after extrinsic motivation is taken away? The findings of this study show the clear benefits of utilizing extrinsic motivation for the completion of DreamBox lessons. Furthermore, this study finds no detrimental effects on lesson completion with the use of extrinsic motivation in this manner.

Keywords: DreamBox, Extrinsic Motivation

Abstract only: No full text available.

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