Thesis

Is precision teaching a more beneficial learning and teaching methodology if it includes an added metacognitive motivation factor?

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Awarding institution
  • University of Strathclyde
Date of award
  • 2009
Thesis identifier
  • T12318
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Department, School or Faculty
Abstract
  • Motivation is crucial to all aspects of effective learning and teaching. This is more so with learners who experience difficulties and in particular struggling readers. An important question raised in the motivation research is whether it is the 'will' related to self-concept or the 'skill' related to self-efficacy beliefs that is the most influential dimension in learning motivation. This study examines whether Precision Teaching with an added metacognitive motivation element is a more beneficial learning and teaching methodology in relation to such struggling readers. Critical Realism, a contemporary social scientific methodology that supports all psychologists working with applied research outside the laboratory was used in this study. This approach facilitated the exploration and analysis of the complex processes, both theoretical and conceptual and those linked to values and perceptions involved in learning motivation. The study implemented a mixed methodology design involving 69 primary four stage pupil participants who were identified as struggling readers. The control group received a precision teaching phonics based programme in isolation. The intervention group received the same precision teaching phonics programme with an added metacognitive motivation element. This metacognitive element related to promoting the participants thinking about the learning strategies they were using. The teaching programme was delivered in the class and by the class teacher. The results were mixed. The qualitative analysis of interviews, discussions and questionnaires was mostly positive with some differences related to pupils' use of learning strategies identified. The quantitative analysis involved standardised assessments of reading attainment and reading motivation. The statistical results indicated that there was no significant difference between the groups, thus no intervention effect was found. Interestingly this study highlighted that precision teaching reflects motivation research and when accurately implemented is a motivation teaching approach. Moreover the qualitative results suggested that two contrasting motivation approaches can be successfully combined and operationalised to deliver a practical learning and teaching programme. This study promotes inclusion, facilitating the implementation of motivation based reading remediation programmes within the mainstream class and involving the class teacher.
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DOI
EThOS ID
  • uk.bl.ethos.501646
Date Created
  • 2009
Former identifier
  • 796820

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