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Wicked Problem Presentation
Nick Banko
Created on August 4, 2024
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Transcript
Wicked Problems
PRESENTATION
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Index
The Problem
The Research
The Survey
The Conclusion
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01
The Problem
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Increasing Intrinsic Motivation
There are a lot of obstacles that I encounter during the school year as a middle school math teacher, but the one that tends to stump me the most is when students shows no drive to try and learn. They have no plan on pursuing a career where my subject knowledge will impact them and do whatever they need to do to simply pass the class. There are some who come from the opposite side, where they excel during class, feel that they already know what they're doing, and won't push themselves to go above and beyond. How can I increase their level on intrinsic motivation?
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02
The Research
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What's Been Said?
There are many who have researched the idea of instrinsic motivation, but the of the common findings have been:
- The level of intrinsic motivation in students tends to increase when the teacher shows a high level of intrinsic motivation (Zou et al., 2024)
- When students perceived their parents as more supportive at home, it led to a positive change in students' intrinsic motivation (Rubach & Bonanati, 2023)
- School climate or good school atmosphere is a factor that contributes to the increase in student achievement motivation (Ramalingam & Jiar, 2022)
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03
The Survey
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Survey Says...
My survey was taken by 16 educators. Most of the survey participants live and work in the Metro Detroit area, with some outliers towards Flint, Michigan, Grand Rapids, Michigan, and Jeffersonville, Indiana. The survey was distributed though social media to allow a wider range of participants, grade levels, subjects, and school types. Most participants in the survey have less than 10 years of experience.
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Survey Says...
Only 6% of survey participants would describe a majority of their students as intrinsically motivated. 50% of participants would describe a majority of their students as extrinsically motivated. This data supports that this problem is present for a majority of other educators as well. This data could differ if participants were able to put the approximate percentage of students they believed were intrinsically motivated.
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Survey Says...
According to participants, 84% of students on average care more about the grade they receive than how well they understand the topic, meaning arguably 16% on average care more about understanding.This data aligns with the previous question, where 6% of educators described the majority of students as intrinsically motivated.
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Survey Says...
According to the survey, 73% of participants are incorporating student choice into their lessons half the time or less. For the other 27% who incorporate more choice, there was no visible correlation between an increase in student choice and importance of a grade over understanding or perceived difficulty of the curriculum. I would be curious to see what choice looks like for these participants.
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Survey Says...
How would you rate the difficulty of your current curriculum from the perspective of the majority of your students?
According to the survey, 33% of participants would describe their current curriculum as moderate or easier from the perspective of their students, where the remaining 67% describe it as more difficult. There was no visible correlation between curriculum difficulty and motivation, as there were several participants who described a low difficulty in curriculum but a high percentage of students caring about grades over understanding (and vice versa).
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Survey Says...
100% of participants claim to encourage growth mindsets half the time or more. I would assume that a growth mindset would facilitate higher levels of intrinsic motivation. It would be beneficial to know how many students have or practice a growth mindset and if those who do would be described as intrinsically motivated by their teachers.
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04
The Conclusion
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A Solution?
Outside of school
- Increase communication with parents and inrporate projects that parents can get involved in (Rubach & Bonanati, 2023)
- Create a classroom environment that supports and encourages growth and mistakes (Ramalingam & Jiar, 2022)
- Allow more options for students to demonstrate their learning
- Show and model intrinsic motivation for your subject to your students (Zou et al., 2024)
References
Ramalingam, K., & Jiar, Y. K. (2022). Influence of intrinsic and extrinsic motivation in learning among primary school students. Central Asia & the Caucasus (14046091), 23(1), 1884–1893. https://doi.org/10.37178/ca-c.23.1.186 Rubach, C., & Bonanati, S. (2023). The impact of parents’ home‐ and school‐based involvement on adolescents’ intrinsic motivation and anxiety in math. Psychology in the Schools, 60(6), 1615–1635. https://doi.org/10.1002/pits.22577 Zou, H., Yao, J., Zhang, Y., & Huang, X. (2024). The influence of teachers’ intrinsic motivation on students’ intrinsic motivation: The mediating role of teachers’ motivating style and teacher-student relationships. Psychology in the Schools, 61(1), 272–286. https://doi.org/10.1002/pits.23050