MOTIVATION_RULES_EDUCATION_STUDENTS_EVALUATION.pdf

MOTIVATION RULES EDUCATION
NO.2020-1-PL01-KA229-081841
2020-2023

INDEX
CONTENT AND RESULTS
CONTENT AND RESULTS
CONTENT AND RESULTS
STUDENTS' SURVEY
STUDENTS' SURVEY
STUDENTS' SURVEY
CONCLUSIONS
CONCLUSIONS
CONCLUSIONS

Motivation Rules Education is a project aimed at motivating students to learn and achieve
academic success. The project involves implementing various strategies to enhance students'
motivation, including goal-setting, positive reinforcement, and self-reflection.
The project conducts two surveys, one at the beginning of the project and another at the end, to
assess the impact of the program on student motivation. The surveys compare the results to
identify any significant changes in student motivation over time.
The project also involves a survey for parents to gauge their perception of their children's
motivation levels before and after the implementation of the program. Additionally, a survey is
conducted among students to gather feedback on the effectiveness of the strategies used to
motivate them.
By collecting data through surveys, the project can evaluate the impact of the motivation rules
education program and make adjustments for continuous improvement. Ultimately, the project
aims to provide students with the tools and strategies necessary to become self-motivated
learners and achieve academic success.
CONTENT, METHODOLOGY AND EXPECTED RESULTS

INITIAL SURVEY FINAL SURVEY
115 answers 120 answers
ASSESSMENT STUDENTS
ASSESSMENT STUDENTS
ASSESSMENT STUDENTS

I’M INTERESTED IN WHAT I’M LEARNING AT SCHOOL

There has been an improvement from 50% to 61% in relation to
interest in school between the initial and final survey, indicating
that more and more students are finding learning interesting.
This result suggests that the majority of respondents have an
adequate level of interest in what they are learning in school,
which may be a good indicator of their motivation and
commitment to education.
However, it is also important to note that some respondents are
only interested in specific subjects, suggesting that there may be
room for improvement in how certain topics are presented in the
classroom.

I OFTEN WISH THE CLASS WAS OVER

A significant portion of the respondents (more than half)
sometimes wish that the class was over, with many indicating
that this feeling is only present in certain subjects.
This explain there may be areas in the curriculum less engaging or
enjoyable for students. Further analysis is needed to identify
these areas and explore potential solutions to improve student
engagement.
On the positive side, there has been an improvement regarding
the students who wish all classes were over. This indicates that
overall, the degree of motivation for studies has increased, going
from the initial 20% to 16% in the final survey.

I PAY ATTENTION TO WHAT THE TEACHER SAYS

The results of the final survey indicate that the majority of
students pay attention to what the teacher says, with only a few
indicating otherwise or being unsure.
This indicates a positive attitude towards learning and a
willingness to engage with the material being taught.
There has been a very significant increase compared to the initial
survey, where 54% reported paying attention in class, rising to
85%. This is because the new methodology applied is more
attractive to the students.

I TAKE PART IN THE ACTIVITIES AND DISCUSSIONS

The majority of students reported participating in activities and
discussions, with some indicating they only participate in certain
subjects or were unsure.
There was a small percentage who reported not participating.
Overall, the results suggest a relatively high level of engagement
in activities and discussions among the students surveyed.
There has been a significant increase from the initial survey,
where only 50% of students reported participating, compared to
71% in the final survey.

I EASILY GET DISTRACTED BY DRAWING, DAYDREAMING OR
TALKING TO MY CLASSMATES

Approximately half of the respondents (49%) reported that they
are easily distracted by drawing, daydreaming, or talking to their
classmates, while the other half (51%) said they are not. A
significant portion (35%) said that they only get distracted in
some of the subjects. A small percentage (7%) answered "I don't
know."
Overall, the results suggest that distractions can be a challenge
for some students and may impact their ability to focus on their
studies.

I HELP MY CLASSMATES IN THEIR CHORES

Most of the students (over 80%) indicated that they help their
classmates in their chores. A small number of students responded
"no" or "I don't know." Additionally, some students reported
helping their classmates in some subjects but not others.
It is important to accentuate the significant increase that take
place from the initial survey where there were 52% of students
who helped their classmates to 77% in the final survey. It seems
that the project has promoted participation and solidarity
towards classmates.

I DO EXTRA TASKS AND/OR SEARCH FOR MORE
INFORMATION IN MY FAVOURITE SUBJECTS

The majority of students reported doing extra tasks and/or
searching for more information in their favourite subjects often
or sometimes, with only a few responding with "no, never" or "I
don't know." It seems that students are motivated to go above
and beyond in their favourite subjects, although there is still
room for improvement for those who responded with
"sometimes" or "no, never." Overall, the results suggest that
students are taking an active interest in their learning and are
willing to put in extra effort in their favourite subjects.
There has been a 30% increase from the initial survey to the 54%
of the final survey.

I FEEL COMFORTABLE IN CLASS

Most of students (around 90%) reported feeling comfortable in
class. Additionally, the vast majority (about 70%) indicated feeling
comfortable in all or most subjects.
However, some students (approximately 10%) indicated feeling
comfortable only in some subjects, and there was a small
minority (less than 5%) who claimed not to know how they feel in
class. There was also a small group of students (around 5%) who
indicated not feeling comfortable at all or only in some subjects.
The increase observed in comparison to the initial survey suggests
that the climate of respect and work, along with emotional work,
have contributed to the students feeling comfortable in class.

I FEEL I WON’T UNDERSTAND A THING NO MATTER HOW
HARD I TRY
HARD I TRY
HARD I TRY

HARD I TRY
HARD I TRY
HARD I TRY
The final survey results show a significant number of students
feel that they won't understand the subject matter no matter
how hard they try, but this is limited to certain subjects.
Roughly 40% of students expressed some level of doubt in their
ability to understand certain subjects, while around 60% reported
feeling confident in their ability to understand the material.
The emotional work has been very important to reinforce the self-
esteem of some students who, in the initial survey, doubted about
their possibilities and chances of success.

IN YOUR OPINION, WHAT’S YOUR DEGREE OF MOTIVATION
AT SCHOOL? (GRADE FROM 1 TO 5 WHERE 1 IS THE
LOWEST SCORE AND 5 IS THE HIGHEST)

Approximately 68% of students reported a high level of
motivation, rating their motivation level at 4 or 5. Only about 7%
of students reported feeling less motivated, with a rating of 1 or 2.
The remaining 25% of students reported a motivation level of 3.
The average motivation score is around 3.8. These results suggest
that the majority of students are highly motivated and engaged in
their schoolwork.
There has been an increase from the initial survey which was 40%
to the final survey which is 70%. The incidence of the new
methodology has an impact in student motivation.

I LIKE PARTICIPATING IN CLASS

About 80% of students reported enjoying participating in class,
with around 60% answering "yes" and 20% answering "just in
some of the subjects". A very small percentage of students, less
than 5%, answered "no" or "I don't know". The results suggest
that the vast majority of students are highly engaged and willing
to participate in class activities, which is a positive sign for their
overall academic success.
New methodologies and new motivating activities makes
students more active to participate in class.

I PREFER GOING UNNOTICED IN CLASS

A big part of the students (around 80%) like to participate in class
and do not prefer to go unnoticed. However, there is a significant
number of students (around 20%) who prefer to go unnoticed in
some subjects, especially if they feel uncomfortable with the
teacher. A small percentage of students (less than 5%) responded
with "I don't know" to this question.
Students may participate in class for various reasons, such as the
desire to learn and show their understanding of the subject
matter, gain recognition, build confidence, and improve their
grades or earn extra credit.

I ASK MY TEACHER WHEN I DON’T UNDERSTAND
SOMETHING
SOMETHING
SOMETHING

SOMETHING
SOMETHING
SOMETHING
Aproximately 84% of the students answered "Yes", while only 8%
answered "No". The remaining 8% responded "Just in some of the
subjects" or "I don't know". This suggests that the vast majority of
students are willing to ask their teachers when they have doubts,
which is a good sign for their learning and understanding of the
material. However, it is possible that some students may need
more support to feel comfortable asking questions in class.
Students seek clarification on a specific concept or topic that was
not fully explained in class. Additionally, some students may
simply enjoy learning and want to expand their knowledge
beyond what was covered in class.

PROBLEM SOLVING IS A CHALLENGE FOR ME AND I ENJOY
FINDING SOLUTIONS (GRADE FROM 1 TO 5 WHERE 1 IS THE

Arround 37% of the students answered with a 4 or 5, suggesting
that they enjoy finding solutions to problems. On the other hand,
20% responded with a 1 or 2, indicating that they find problem-
solving challenging.
Problem-solving can be intellectually stimulating and challenging,
which can be rewarding for some students. Additionally, solving
problems can give students a sense of accomplishment and build
their confidence. It can also be a way for students to apply their
knowledge and skills in a practical way, which can be more
engaging than simply memorizing information.

DO YOU THINK THAT YOUR STUDIES WILL BE USEFUL FOR
YOUR FUTURE EMPLOYMENT? (GRADE FROM 1 TO 5 WHERE
1 IS THE LOWEST SCORE AND 5 IS THE HIGHEST)

Most of students believe that their studies will be useful for their
future employment, with 70% of respondents answering 4 or 5 on
the scale. 18% of students answered with a neutral response (3),
while only 12% of students answered with a negative response (1
or 2). This suggests that most students believe that their studies
will be beneficial for their future careers.
There has been an increase from the initial survey which was 29%
to 54% in the final survey.

The project has successfully increased the students' motivation. Additionally,
students are paying more attention in class and participating more in activities and
discussions, indicating that the new methodology is more appealing to them. The
promotion of mutual help among classmates also suggests a greater sense of
solidarity in the classroom.
Furthermore, the introduction of group work, motivational activities, and emotional
work sessions has been a key in improving academic performance and students'
motivation. The additional efforts that students make in their favorite subjects also
demonstrate their willingness to invest time and energy in their education.
That change can be explained by some factors like:
Interest in learning has significantly improved, from 50% to 61%. Although some
students are only interested in certain topics.
CONCLUSIONS
CONCLUSIONS
CONCLUSIONS

The vast majority of students pay attention in class, with a significant increase
since the first survey. This indicates that the new methodology is more appealing
to students.
Most students participate in activities and discussions, although some only do so
in certain subjects. There has been a significant increase since the first survey.
The majority of the students help their classmates, suggesting that the project has
promoted participation and solidarity.
Students make extra efforts in their favorite subjects, but there is space for
improvement.
A big part of students feel comfortable in class in most of the subjects.
CONCLUSIONS
CONCLUSIONS
CONCLUSIONS

Some students doubted their ability to understand certain subjects, but the
improvement in the final survey suggests that self-esteem has improved.
Approximately 68% of students reported a high level of motivation at the end of the
project.
Changing the teaching methodology, curriculum, or classroom environment could
have played a role in increasing student engagement and motivation. The teachers
have incorporated more interactive and engaging teaching techniques, which
made the classes more interesting and enjoyable for the students.
Additionally, the teachers have provided more personalized support to students,
which have improved their confidence and self-esteem.
CONCLUSIONS
CONCLUSIONS
CONCLUSIONS

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