The theoretical framework section of the action research project presents the theories and ideologies that clarified what barriers exist that prevent students and faculty from utilizing the literacy support service through participation or referrals. The texts examined motivation and self-efficacy for students in regards to completing assignments or requesting literacy supports. It also explored the attitudes of professors in regards to student and faculty responsibilities in the learning environment. This sections also considers the knowledge students and professors have of the post-secondary strategies for learning and instruction as knowledge of methodologies may be a barrier to learning and instruction or a key to successful transfer of content and skills.
The question of responsibility for student success is highly contentious. Selberg, et al. (n.d.) report that one reason professors are reluctant to use Early Alert is that they consider it another method of over-supporting students when they should be learning to be responsible for themselves. There were two articles this fall in the Washington Post (Selingo, 2015; Ross, 2015) discussing the concerns of student coddling at the college level. However, these articles fail to consider theories of motivation and success. Eccles and Wigfield (2002; Wigfield & Eccles, 2008) and Pajares (2002) address Bandura’s concepts of self-efficacy and learned helplessness.
Students are more likely to succeed if they are motivated to do a task. Eccles and Wigfield’s 2002 study examined intrinsic motivations for task completion and skill acquisition, because there is “growing evidence that extrinsic incentives and pressures can undermine motivation to perform even inherently interesting act...
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...differences of late adolescent and adult learners. One of the primary components the professional learning community theory promotes is early assessment and intervention, a concept reinforced by the studies conducted by Dwyer and Wiliam in 2015. Johnson (2012) listed archival data as a quantitative source of data. The quantitative data from the archives of Early Alert and Student Retention services will give support to the qualitative information from interviews and surveys (A. Johnson, 2012).
The theories of motivation, self-efficacy, and performance need to be examined in order to determine what professors and students know about learning and how they utilize their personal ideologies to achieve success or failure. Do these theories of self-fulfilling prophecy, motivation, and responsibility effect the use of River Community College’s literacy support systems?
Matthew L. Sanders discusses the necessity of taking responsibility for one’s own education in a section of his book Becoming a Learner: Realizing the Opportunity of Education. In this section, Sanders explains how he initially blamed an instructor for not teaching him sufficiently and then learned that “No matter what kind of teacher you have, no matter what kind of class you are taking, if you are a learner you will set out to understand the material and create opportunities for success.” This statement is true and the concept can be applied through many methods to create success for students if they are willing to put forth effort.
In college students must learn how to manage their time, organize their schedule that meets their college and personal duties, how to be resourceful, and how to interact with people whom they never met. Before college, a variety of students already learned how to accomplish these skills, but only a few of these students are fully responsible for themselves before leaving their home. Students who are dependent are most likely to have been helped by their parents who took an overprotective or extreme interest in the life of their children. Many students do not get the help they need to become independent and being overwhelmed may lead a student to commit suicide, fail, or even drop out during college. If a student fails, his or her self-esteem can be permanently damage, and the consequences can effect an entire lifetime. Students must receive more helped by college administrators and professors and influence them to self-mange better. It is understandable that some people do not want colleges to help more because they want the students to do mista...
Gomez, L. M., & Gomez, K. (2007). Reading for learning: Literacy supports for 21st-century work. Phi
How to attract and retain adult students is an enduring question for providers of adult education. Adult students must juggle competing demands on their time from study, family, work, and other commitments; their learning goals are often different from those of educational institutions and providers; and their needs and aspirations may change during the education process, sometimes as a result of it. This Brief reviews recent research related to adult student recruitment and retention and provides guidelines for recruiting and retaining adult learners.
...nts. Many of the students enter the class filled with anxiety and fear. Some arrive with the secrets that they have reading and writing barriers and they are terrified of being discovered in a classroom full of their peers. How will the student react to their internal fear? Some may shut down and drop out and some may just flunk out of school. Reading comprehension and literacy needs to be addressed by the family of the student and educators at a very young age and needs to continue throughout childhood. At the university level, means of instruction for all levels of comprehension must be offered and expanded to address the needs of the students. Addressing the educational needs of all students in the university might create an atmosphere of success and pride for the student, which in turn would result in greater academic achievement and confidence for the student.
“Intrinsic motivation is linked to the innate propensity of human beings to explore the environment, to shape their abilities, and to conquer optimal challenges” (Güntert, S., 2015, p. 75). A person with intrinsic motivation will work and perform for their personal feeling of satisfaction that comes along with accomplishing a task. The prospect of a reward for their work is not the motivation for this person’s accomplishments.
Some can argue that many kids are educated too early, students start school too early, individuals enter the workforce too early, and retirement starts early. Nonetheless, getting ready to start a number of these activities is not necessarily a bad thing. Getting into college and acquiring certain skills in preparation starts way before high school. Many students acquire their core knowledge from kindergarten to eighth grade and if they are well off due to how much knowledge they took in, they are usually ready to take on the challenge of preparing for college (Murray 237). The foundation that core knowledge was built on needs to devote most of its time and resources to providing increased support for students and teachers in the early grades. Efforts are mostly needed in that field because there is hope that students can become more engaged if they get the amount of attention they need and teachers would need to work with them only if they are given back what they deserve. There is a lot to learn which is why teachers should not be afraid of giving the students extra review on topics they previously learned outside of the class. Certainly, with review more students will confident about what they have learned and find academic achievement. It especially takes time for a student to feel academic achievement if they have already planned on not attending college due to how they felt about grade
This disconnect is largely responsible for the typical disinterest/indifference seen among students in vocational tracks. When literacy sponsors have negative impacts on students learning this often plays out in a functional type of literacy. The danger in functional literacy resides in its ability to protect the status quo or protect minimal standards. When literacy sponsors “recruit, regulate, suppress, or withhold literacy” or only provide a minimal standard, students suffer in their education, economic opportunities, and view themselves pessimistically and unfavorably as able students.
Many researches have been conducted to investigate what motivates students for better academic performance and whether it has a correlation with achievement motivation.
Teaching theories are as much part of the classroom as the student and the teacher. The effect individual theories have on an environment depends how they are incorporated within the classroom in addition to the influence they have had on the curriculum construction. This essay will briefly look at how motivation theory, cognitive and social cognitive theory along with constructivism have impacted on education and the classroom.
Their shock was a result of the common belief that literacy is solely the ability to read and write. According to the dominant culture, if one cannot read or write at an expected level, he or she is considered illiterate and thus must be caught up to speed with the rest of society. Consequently, when the majority of students failed the entrance test, they were viewed as illiterate and unable to communicate properly because they did not have adequate language skills, as explained by the “skills discourse” (Barton 160). However, a newer perspective on literacy is that it is not just based upon one’s ability to read and write in the dominant language. Instead, it is based upon people’s abilities to communicate in a variety of ways; these multiple methods of communicating with the world manifest themselves further and change as people experience more and change themselves. In the context of education and this new perspective on literacy, written works are not the only form of literacy in the classroom. Instead, teachers consider other forms of literacy familiar to students and use those forms to mold well-informed and self-sufficient students (Barton 206-208). Perhaps if Harvard had not labeled their prospective students as literate or illiterate based on writing and reading skills, the entire issue of abolishing versus
The importance of not failing before reaching the further educational standards that a student needs is great. Although some skills come by experience, preparation is the key to succeeding in college. Mallinson stated individuals that took a course with her “had a few qualifications and some had dropped out of school or been excluded (36)." She further express...
Self-efficacy is the belief that someone has the inherent ability to achieve a goal. A student who has a high self-efficacy allows himself to believe that he can be successfully academically.(Bozo & Flint, 2008) He believes that a challenging problem is a task that can be mastered This student is more committed to work in the classroom. (Schunk,1991). On the other hand, a student who has a low level of self-efficacy is likely to be academically motivated. He is more likely to avoid a task that is difficult, give up, make excuses, or lose confidence in his abilities (Margolis & McCabe, 2006). This failure becomes a self-fulfilling prophecy. Teachers need to find ways to motivate these students by increasing their self-efficacy.
In June of a students senior year they are filled with a sense of accomplishment while getting there diploma and graduating after working for the past four years to get to this situation, but they don’t realize the challenges ahead of them in college life. In an article written by Dr. Brian Harke he explains that students “…are overly optimistic and confident in their ability to manage the challenges they will encounter at college. This is referred to as the freshman myth. The freshman myth results in disenchantment when new college students ' academic, social, and personal expectations are not met after arriving at college. As a result, many students will leave college or flunk out within the first year.” From personal experience I know that young adults always think they are right and they know what there doing. But little do they know they have a lot to learn about life after high school. Students may think they are ready for this transition and they get told what they need to do over and over again but its weather or not they take the
One contributing factor towards student success is student motivation. Motivation is reading unassigned books out of class that relate to the class subject matter, just to expand his or her knowledge. The need or want type of actions a persons’ mentality is, to reach a personal goal or objective of some sort. People’s motivational purpose in school can range from, higher earning potential, more job stability, greater benefits, and even just to gain more knowledge. In a YouTube video entitled “The Surprising Truth about What Motivates Us” by Dan Pink, he suggests that three elements: purpose, mastery, and autonomy play a part towards true motivation. Autonomy is ones self-drive, while