Date of Award
Fall 12-15-2022
Document Type
Project (696 or 796 registration)
Degree Name
<--Select Degree Name-->
Department
Graduate Studies
Committee Chair
Michael Coquyt
Keywords
mathematics, middle-school, self-paced, achievement, motivation, attitude
Abstract
A large mathematics achievement gap is a concern for researchers and educators alike, making effective teaching practices a main point of study for many researchers. Therefore, this action research, which used a quasi-experimental, quantitative research design, aimed to determine the effect of a self-paced learning environment on eighth-grade students’ mathematical achievement and motivation for learning. Baseline data on student motivation toward learning mathematics and mathematics achievement was collected before implementing a self-paced learning environment. After a mathematics unit was completed utilizing the self-paced learning model, data was collected on student achievement and motivation to determine effect of the learning environment. This research determined if the student-centered educational environment of self- paced learning had a positive effect and should be implemented permanently within the classroom of study.
Recommended Citation
Spencer, Jacy, "The Effect of Self-Paced Learning on Student Achievement and Motivation within an Eighth-Grade Mathematics Classroom" (2022). Dissertations, Theses, and Projects. 728.
https://red.mnstate.edu/thesis/728