Pierce, Jean W.
Ed.D. (Doctor of Education)
Department of Leadership, Educational Psychology and Foundations
High school students--Illinois--Attitudes; Motivation in education--Illinois
The purpose of this study was to determine if student motivation is increased in a learner-centered environment compared to a nonlearner-centered environment under an extended-time schedule. This investigation reviews previous literature related to learner-centeredness, student motivation, and extended-time schedules. The data were collected at one suburban high school in the Chicago area. This study found support for the predictions that students' attendance, discipline, and self-efficacy would be significantly higher for students who perceive that their teachers use learner-centered practices. The major implication of this investigation was the concept that teachers need to be aware of their students' perceptions of their instructional techniques. An accurate assessment of these perceptions is crucial to improving student motivation in an extended-time schedule.
Burns-Casey, Jolie A., "The relationship between learner-centered techniques and student motivation in an extended-time schedule" (2004). Graduate Research Theses & Dissertations. 6156.
vii, 134 pages
Northern Illinois University
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