Literary review

Group Topic: Student motivation

Sub topic: Student centred learning

The affects of student centred learning on student motivation in the classroom

A study performed on 526 American high school students across the US found that

students had more motivation to complete their work and to achieve greater academic

results when they were in control of their learning. This included more focus on

individual and group work rather than teacher lead lecture style classrooms and exams

(Csikszentmihalyi, 2014). Student centered learning is the focus on students

individual experiences, interests, perspectives, backgrounds and talents, and allows

students take control of their learning processes (McCombs & Miller, 2007). The

literary review will look at the implementation of student centered learning as a way

of promoting motivation of students in the classroom. The aspects include

authenticating learning by making tasks and ideas relevant to the students lives,

reflective learning, through looking back at what have done and how they can change

it or improve on it, and finally collaborative learning through group work to gain

different perspectives on a topic or idea.

Authentic learning

Pahomov (2014) describes authentic learning as the process by taking content that is

to be taught and delivering it in a way where by the students are asked to draw on

their previous experiences or knowledge to create an understanding of the content.

This approach aims to get students to apply and enquire into knowledge that they
have gained or can gain from real life scenarios rather than through the use of

memorisation of content that is given to them by the teacher (Kolb, 2014). Kolb

(2014) also explains the use of Piagets cognitive development theory as a way of

producing authentic learning. Piaget & Cook (1952) looked at the idea of children

werent less smart than adults rather they just havent been exposed to the experiences

or knowledge that children have in their lives. Piaget & Cook also explains the ideas

of Assimilation, which is the process of taking an existing schema to deal with a

new object or situation, Accommodation, which is the process by which the existing

schema can not deal with the new object or situation and has to be developed to deal

with the new object or idea. These methods and processes target both intrinsic and

extrinsic motivation of the students by giving them the control of their learning

through the outcomes that may arise through the use of their own knowledge to find

the answers (Biggs & Tang, 2011). The intrinsic motivation lies within them

participating in the process of taking the new schema and developing their own ideas

through the existing knowledge that they hold personally.

If I had to reduce all of educational psychology to just one principle, I would

say this: The most important single factor influencing learning is what the

learner already knows. David Ausubel (1968)

Reflective learning

Following on from the concept of authentic learning comes the role of reflective

learning in creating the whole picture for the students. Reflective learning can occur

throughout the learning experience. It can be the result of looking back on work that

has been done and assessing the level of work they have produced or it can be as little
as being involved in a collaborative class or group discussion and reflecting on the

students individual thoughts about an idea or topic based on what the class or other

students have gathered from the same information. Budworth & Shihab Ghanem Al

Hashemi (2015) describes this as building upon your existing understanding, by

trying different approaches. Furthermore to idea of taking different approaches to a

new schema through reflection, is the ability to deepen the knowledge and

understanding of the schema. Moon (2013) explains that to create the deeper

understanding of the schema through reflective learning, the students must have the

intentions to want to reflect on their own work and have the ability to recognise and

mange the relevance of the information. This reflection of relevance is key in

motivating students to continue to learn as it gives them a meaning to learning and

answers the questions of the why are they learning (Kember, Ho & Hong, 2008).

Collaborative learning

Moving on from the authentication and reflection of the learning, the next key theme

is the use of collaborative learning in the classroom. Collaborative learning is the

implementation of pair, group or class work that involves students getting together

and working on a project or task together (reference). Not only can collaborative work

seen within the classroom but it can also be used within the teaching faculty (Sharratt,

et al, 2016). Collaborative learning creates both intrinsic and extrinsic motivation for

the students as they get to develop heir own ideas through the help and reflection of

other students answers or ideas. This can motivate students as they can create a better

understanding of the task asked of them and it also has the ability to allow less

socially strong students to participate in classwork and help to develop their social

skills (Laal & Ghodsi, 2012). Although collaborative learning can be great for
increasing student motivation, poor facilitation of collaborative learning in the

classroom can lead to a decreased level of participation or learning (Barkley & Major,

2014). Collaborative learning should be developed in a manner that follows

Vygotskys zone of proximal development. By using the scaffold approach to the task

that are given to the students, it allows the students to use their knowledge that

already exists and work through to complete a task or to help develop an

understanding of an idea. During the collaboration of the students, each student will

have different zones and can help other students to venture into the new zones that

they previously couldnt work to without the aid of the teacher (Vygotskij & Cole,

1981).

Overall through the results found by the literary review, there is a steady backing to

promote the use of student centred learning in achieving motivation of students within

the classroom. Through the use of different strategies to promote authentic learning,

students have the ability to relate class content to real life situations and as shown by

Briggs & Tang (2011) this strategy encourages intrinsic and extrinsic motivation in

the students. With more of student centred learning implemented into classrooms,

students can have more interest in attending school and will hope to gain a greater

knowledge from the content being taught as long as prior preparation has gone into

the lessons and have been created to a level appropriate to the learner.
References

Ausubel, D. (1968). Education psychology: A cognitive view (p. VI). New York: Holt,

Reinhart & Winston.

Barkley, E., & Major, C. (2014). Learning assessment techniques: A Handbook for

College Faculty (2nd ed., pp. 10-20). San Fransico: John Wiley & Sons.

Biggs, J., & Tang, C. (2011). Teaching for quality learning at university: What the

Student Does (4th ed., pp. 34-37). McGraw-Hill Education.

Budworth, T., & Shihab Ghanem Al Hashemi, W. (2015). Reflective learning: An

Essential Tool for the Self-development of Health and Safety Practitioners (p.

11). New York: Routledge.

Csikszentmihalyi, M. (2014). Applications of flow in human development and

education. Dordrecht [etc.]: Springer, pp.475-494.

Kember, D., Ho, A., & Hong, C. (2008). The importance of establishing relevance in

motivating student learning. Active Learning In Higher Education, 9(3), 249-

263. http://dx.doi.org/10.1177/1469787408095849

Kolb, D. (2014). Experiential learning: Experience as the Source of Learning and

Development(2nd ed., pp. 12-15). Upper Saddle River, New Jersey: Pearson

Education, Inc.

Laal, M., & Ghodsi, S. (2012). Benefits of collaborative learning. Procedia - Social

And Behavioral Sciences, 31, 486-490.

http://dx.doi.org/10.1016/j.sbspro.2011.12.091

McCombs, B., & Miller, L. (2007). Learner-centered classroom practices and

assessments (pp. 15-20). Thousand Oaks, CA: Corwin Press.

Moon, J. (2013). A handbook of reflective and experiential learning: Reflection and

reflective forms of learning (3rd ed.). London: RoutledgeFalmer.

Pahomov, L. (2014). Authentic learning in the digital age (pp. 10-11). Alexandria:

ASCD.

Piaget, J., & Cook, M. T. (1952). The origins of intelligence in children. New York,

NY: International University Press.

Sharratt, L., Planche, B., Knight, J., Hattie, J., & Fullan, M. (2016). Leading

collaborative learning (pp. 1-3). Thousand Oaks (California): Corwin.

Vygotskij, L., & Cole, M. (1981). Mind in society: Development of Higher

Psychological Processes (pp. 10-15). Cambridge, Mass. [u.a.]: Harvard Univ.

Press.
Part B - Data Protocol

Dear Potential Participant:

I am working on a project titled The affects of student centred learning on student

motivation in the classroom for the class, Researching Teaching and Learning 2, at
Western Sydney University. As part of the project, I am collecting information to
help inform the design of a teacher research proposal.

The following survey has been created in an attempt to gain a better understanding of
the type of learning environments that stimulate the students in becoming motivated
to learn and participate in classroom activities. With the use of literature, the survey
has been put together to gain an understanding of what motivates students, how
motivation can be increased in he classroom, what prevents students from learning
and the method of teaching they feel mot comfortable with in the classroom. The
survey will be collated and assessed against literature and aims to help myself as a
future teacher to have the ability to implement strategies and teaching methods that
will better suit the types of learner in the classroom.
By signing this form, I acknowledge that:
I have read the project information and have been given the opportunity to
discuss the information and my involvement in the project with the
researcher/s.
The procedures required for the project and the time involved, have been
explained to me, and any questions I have about the project have been
answered to my satisfaction.
I consent to giving my honest answers in the survey and answer each question
to the best of my ability from my past and present experiences from within the
classroom about the style of learning and how I, myself prefer to learn and
what motivates me to do my best.
I understand that my involvement is confidential and that the information
gained during this data collection experience will only be reported within the
confines of the Researching Teaching and Learning 2 unit, and that all
personal details will be de-identified from the data.
I understand that I can withdraw from the project at any time, without
affecting my relationship with the researcher/s, now or in the future.

By signing below, I acknowledge that I am 18 years of age or older, or I am a full-

time university student who is 17 years old.
Signed: _____________________________
Name: _____________________________
Date: _____________________________

By signing below, I acknowledge that I am the legal guardian of a person who is 16 or

17 years old, and provide my consent for the persons participation.

Signed: ________________________________
Name: ________________________________
Date: ________________________________
 Methods of teaching and student motivation in the classroom

- Circle the answer that suits you and your learning the best.
o 1 Strongly Disagree
o 2 Disagree
o 3 Neutral
o 4 Agree
o 5 Strongly agree

I enjoy doing my schoolwork during class.

1 2 3 4 5

I always attempt to complete work given to me during class.

1 2 3 4 5

I like to complete unfinished schoolwork at home.

1 2 3 4 5

Copying down work from the board motivates me to want to learn more.
1 2 3 4 5

I understand ideas better when the teacher relates it to real life problems
1 2 3 4 5

I learn best working in groups.

1 2 3 4 5

I learn best when topics are similar to my interests.

1 2 3 4 5

I believe I can remember content better after a group project

1 2 3 4 5

Exams help me to learn and remember content later on in the year.

1 2 3 4 5

Reflecting on my work helps me to gain deeper knowledge of an idea or

topic. 1 2 3 4 5

I learn best by copying down what the teacher writes on the board.
1 2 3 4 5

I learn best working on my own

1 2 3 4 5
Part C - Explanation of the data protocol

The survey above was crated to gain quantitative information from students about

how they learn and what motivates them to complete class work. The survey has been

based around information found through a literary review surrounding the topic of

how student centred learning can impact on student motivation in the classroom. The

survey is aimed to target students within the high school age bracket. The survey has

a simple layout with a simple points scoring system that allows is age specific for the

students. Harvard University Program on Survey Research (2007) explains that the

surveys should be created to avoid technical or complex sentences and allow the

participants of the survey to have an easy understanding of what the questions are

asking of them. To allow for this, the survey has short and direct questions that allow

the participant to easily chose a score that directly reflects their feelings or

experiences within the classroom.

Other aspects that have been used as a guide in creating the survey from Harvard

University Program on Survey Research (2007) include the use of an ordinal scale

that has the complete range of scores covered e.g. A score of 1 is the lowest where by

the students strongly disagrees with questions and a score of 5 is one where by the

students strongly agrees with the question. This range allows all possible questions to

be answered by the students. Furthermore from the research was the prevention of

questions that would use leading, emotional or evocative language. In other words,

the questions used didn't create a bias through wording of the sentences. This allows

the participants to feel comfortable in answering each question and prevents any

discomfort or skewing of the validity and reliability of the survey.

Another key feature of the survey is the unbiased nature of the layout of the survey.

With the complete survey in the same font and structure it prevents any bias being

placed on the students participating in the survey (Ponto, PhD, APRN, AGCNS-BC,

AOCNS, 2015). With the survey being a one A4 piece of paper, it is available to be

printed out and handed to each of the student that have been double blind randomized

selected to participate in the survey. If a selected student is unavailable on the day to

complete the survey the method of completion prevents students from being neglected

from the survey. This allows the survey results to be valid and reliable based on the

nature of seletion and participation (Check & Schutt, 2012).

References

Check, J., & Schutt, R. (2012). Research methods in education (pp. 159-185).

Thousand Oaks, Calif: Sage Publications.

Harvard University Program on Survey Research. (2007). Questionnaire design tip

sheet. Retrieved from http://psr.iq.harvard.edu/book/questionnaire-design-tip-

sheet

Ponto, PhD, APRN, AGCNS-BC, AOCNS, J. (2015). Understanding and

Evaluating Survey Research. Journal Of The Advanced Practitioner In

Oncology, 6(2). http://dx.doi.org/10.6004/jadpro.2015.6.2.9