Correlation Between Motivation And Achievement

824 WordsApr 16, 20164 Pages
Brown and Wahlberg designed a study in which they intended to demonstrate an independent causal relationship between motivation and achievement (Brown & Wahlberg, 1993). They purported to have devised a study with a “randomized assignment of students to conditions eliciting different degrees of motivation” (Brown & Wahlberg, 1993, p. 134). The question for the researchers remained what is the effect of “experimentally manipulated motivational conditions on elementary math scores” (Brown & Wahlberg, 1993, p. 133). The study remains a randomized quantitative mixed methods quasi-experimental study of 406 heterogeneously grouped students in third, fourth and sixth through eighth grades in Chicago Public Schools (Brown & Wahlberg, 1993). Three schools were selected to participate in the study. The student populations in each school were described as lower-middle working class and predominantly Hispanic and African-American (Brown & Wahlberg, 1993). Respective of each school, two classes were randomly selected out of each grade level and randomly assigned to experimental groups. The participant groups were administered the Mathematics Concept subtest of the Iowa Basic Skills (ITBS) 1978, Levels 9-14. The ITBS was selected for its high reliability rating of 0.85 and its correlation with school curriculum (Brown & Wahlberg, 1993). One group received standard testing instructions while the other group received an additional set of motivational instructions read from a script.
Open Document