Publication Date

2017

Document Type

Dissertation/Thesis

First Advisor

Shumow, Lee

Degree Name

M.S. Ed. (Master of Education)

Department

Department of Leadership, Educational Psychology and Foundations

LCSH

Educational psychology||Mathematics--Study and teaching||Hispanic Americans--Study and teaching

Abstract

Academic motivation declines during middle- and high-school years and its diminishing effects are especially evident in science, technology, engineering, and mathematics (STEM) subjects. The goal of this study was to examine a possible cause-effect relationship between a utility-value intervention and mathematics motivation of middle-school Hispanic students. Through experimental manipulation, the researcher assisted parents in conveying the importance of mathematics to their adolescents to influence students' mathematics motivation. The four-month long intervention consisted of a brochure that was mailed to parents, a website, and biweekly Facebook posts, all emphasizing the usefulness and importance of mathematics courses. Data were collected using pre- and post-intervention questionnaires. Split-plot ANOVA model was used to test for differences between the two treatment groups. The researcher hypothesized that this relatively simple intervention would result in students' increased mathematics motivation and performance.

Comments

Advisors: Lee Shumow.||Committee members: Amanda Durik; Stephen Tonks.||Includes illustrations.||Includes bibliographical references.

Extent

116 pages

Language

eng

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type

Text

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