PRESENTATION

First-Year Students in
Remedial-Level Classes &
Their Motivation
CHERYL FOX
POST UNIVERSITY - EDU 699
DR. JESSICA PAWLIK-YORK
APRIL 2016

Abstract
 Capstone: Pilot Program created for Postsecondary remedial-level Algebra
teachers to use in four different classes
 Specific motivational material was created and “tested” in two classes
 The grouping of students was “tested” in two classes
 Likert Scales, Open-ended questionnaires, & Academic tests were created and
“administered”
 Data “collected” from all 4 classes at beginning and end of semester
 Quantitative & Qualitative data “compared”
among all four classes
 This project was NOT implemented
Creative Commons

Problem Statement
 Motivation issues exist among students enrolled in remedial-level classes
at the Postsecondary level
 Student enrollment in remedial classes is ↑
 Student motivation in remedial classes can ↓ (Cook, 2015)
 Students feel discouraged right at beginning of semester
 Students do not understand need for remedial coursework since it does not
carry credit
 Can lead to ↑ attrition & ↓ graduation rates
Cook, J. (2015). Increasing number of high school graduates taking remedial math, english. Retrieved from http://www.dothaneagle.com/news/education/increasing-number-of-high-school-
graduates-taking-remedial-math-english/article_7910ad34-c129-11e4-9b30-4bb2799b26d5.html

Research Questions
 What can teachers do to help motivate first year students placed in
remedial classes?
 How does challenging first year students in remedial-level classes help
motivate them to succeed?
 How does placing first year students from remedial classes into
groups help motivate them?
www.youtube.com/ Creative Commons
nistmep.blogs.govdelivery.com/ Creative Commons

Literature Review – the Remedial
Classroom and Educator
 Many students enter college having to take remedial (developmental) courses
 Bulk of remediation – nonselective public institutions & point of entry for over 80%
4-year students & virtually all 2-year students (Bettinger, Boatman, & Long, 2013)
 Remedial educator can:
 Try to understand this population better
 Provide more support here than in typical classroom
 Provide “open” classroom
 Design alternative curriculum to accommodate different learning styles
 Encourage student involvement & interaction
 Have students set manageable performance goals
Bettinger, E. P., Boatman, A., & Long, B. T. (2013). Student supports: Developmental education and other academic programs. Future of Children, 93-115.

Literature Review – Motivation &
Academic Success
Motivation:
 Definition: processes underlying initiation, control,
maintenance & evaluation of goal-oriented
behaviors (Goetz & Hall, 2013, p. 59)
 Current state of one’s motivation to pursue a
course of action depends on individual’s
characteristics and specific situation
 Each student will have different motivational
state since each will possess different
characteristics
 Who is responsible for motivation in the
classroom?
 Teachers can plant the seeds
 Students take over and become autonomous and
self-sufficient!
 Correlation between high degree of motivation
and greater degree of educational success (Moore,
2007)
 Teachers should focus on intrinsic motivation
(Finlay, 2010)
 Teachers can provide alternative learning
pathways
 Intrinsic motivation is correlated with andragogy
Moore, R. (2007). Academic motivation and performance of developmental education biology students. Journal of Developmental Education, 31(1), 24-34.
Goetz, T., & Hall, N. C. (2013). Emotion, Motivation, and Self-regulation: A Handbook for Teachers. Retrieved from http://eds.b.ebscohost.com/eds/ebookviewer/ebook/bmxlYmtfXzUyNTU4OF9fQU41?sid=62dbf551-8cbf-41d5-af47-
f4e109d172c1@sessionmgr112&vid=0&format=EB&rid=1
Finlay, J. (2010, May). Andragogy (Adult Learning) [Video File]. Retrieved from https://www.youtube.com/watch?v=vLoPiHUZbEw
commons.Wikimedia.org/ Creative
Commons
rappingmanual.com/ Creative
Commons

Literature Review – Motivation &
Academic Success
Positive Effects of Motivation, include Students:
 Planning learning activities/goals
 Selecting challenging levels of difficulty to ensure optimal learning progress
 Having a lower tendency to procrastinate
 Investing a sufficient quantity of effort
 Persisting in the face of difficulty
 Employing deep-learning strategies and appropriate forms of self-regulation
 Progressing through learning
Goetz, T., & Hall, N. C. (2013). Emotion, Motivation, and Self-regulation: A Handbook for Teachers. Retrieved from http://eds.b.ebscohost.com/eds/ebookviewer/ebook/bmxlYmtfXzUyNTU4OF9fQU41?sid=62dbf551-8cbf-41d5-af47-
calicospanish.com/ Creative Commons

Literature Review – Challenging
Conditions & Motivation
 Learning happens when students interact with their environment
 Students must be presented with tasks just outside of their current abilities in the Zone of Proximal
Development (ZPD) in order to learn {posited by Lev Zygotsky} (Bcb704, 2012)
 Instructors should assign tasks in the ZPD
 Students learn material with help from instructor
 Students move on to master new material
 Students become intrinsically motivated
 Accomplished something
 Learned something they did not know before
 Goal: get students themselves to choose challenges with difficulty levels that ensure optimal learning
 Challenges – Not too easy/not too hard
 Lead to self-sufficiency & engagement
Bcb704. (2012, April 4). Vygotsky’s zone of proximal development [Video file]. Retrieved from https://www.youtube.com/watch?v=0BX2ynEqLL4
Zygotsky’s Zone of Proximal Development.
blog.matbury.com/ Creative Commons

Research Design & Methodology
 One teacher used convenience sampling to choose four different
classes & assigned them into four different categories using
random assignment:
 Class 1: traditional class material presented/no grouping (this was the
CONTROL)
 Class 2: traditional class material presented/grouping of students in class
 Class 3: motivational material added to curriculum/no grouping
 Class 4: motivational material added to curriculum/grouping of students
in class
 Two independent variables (“treatment”) tested:
 Inserting motivational (challenging) material into classroom (classes 3 &
4)
 Splitting class into groups (classes 2 & 4)
 Do either/both of independent variables make a difference to the
students’ motivation (dependent variable)?
 **Teacher would use motivational resources AND/OR split students
into groups and test motivation levels of students in all four classes
by collecting quantitative and qualitative data
 Quantitative data “collected”:
 Academic Pre-test, Academic Post-test
 Given to all four classes
 Given at beginning and end of semester
 Scores compared
 Likert-Scale questionnaire re: motivation
 Given to all four classes
 Given at beginning and end of semester
 Scores from 1 (strongly disagree) to 5 (strongly agree)
 Data assessed to look for differences in motivation among all 4 classes, as well as
differences in motivation between beginning & end of semester in 1 class
 Qualitative data “collected”:
 Open-ended questionnaires re: motivation, teacher’s personal notes on
student motivation in the classroom
 Collected from all four classes
 Written comments organized and assessed to look for differences in motivation
among all 4 classes, as well as differences in motivation between beginning &
end of semester in 1 class

Research Design & Methodology
 Resources created for this Pilot:
 Syllabi
 For classes 1 & 2
 Lesson plans
 Goals and Concepts handout
 Ideal motivational conditions for classes 3 & 4
 Likert-Scale questionnaires
 For beginning of semester
 For end of semester
 Open-ended questionnaires
 For beginning of semester
 For end of semester
 Motivational Techniques for six chapters from a
sample algebra textbook
 Five sample PowerPoints to accompany the
Motivational Techniques handouts
 Tests
 Pre- (with answers)
 Post- (with answers)
 Mathematical Packets:
 Nine In-class work (for classes 1 & 2) (with answers)
 Nine Presentation (for classes 3 & 4) (with answers)

Expert Panel Evaluation Results
 All members of the Expert Panel – CCSU math
teachers
 Expert Panel recommendations:
 PowerPoints
 Add more motivational content to notes section
 Edit for some mathematical content errors
 Lesson plans
 Basic editing changes
 Syllabi
 Make them more generic
 Basic editing changes
 Likert Scales
 Number of questions was adequate
 Add a neutral category
 Reword some questions for proper intent
 Likert Scale B’s questions leaned more toward
extrinsic motivation instead of intrinsic – tried to
change but found difficult to do so
 Open-ended questionnaires
 Number of questions was adequate
 Reword some questions for proper intent
 Qualitative motivation sheet
 Remove signs of non-motivation
pixabay.com/ Creative Commons

Self-Assessment Results
 Final Report (Literature Review) missing journal articles regarding the benefits of grouping students
 Decided to add this independent variable later in Capstone Project
 Did not have time to do more research
 More motivational content could be added to the PowerPoints, Lesson Plans & Motivational Technique Handouts
 Directions for how to use the Pilot could be more descriptive
 Do the Likert-Scale and Open-ended questionnaires adequately ask the right questions such that they target
intrinsic motivation to the degree the researcher would like?
 In a future study, students would be interviewed individually (if allowed)
 It is ready to be implemented
 It is organized and shows M.Ed. level work
 Sometimes varied from the PMP, but often used it as a reference

Deliverable Examples
Likert Scale A Lesson Plan for Classes 1 & 2
(partial)
Suggested Motivational Technique –
Chapter 4

Open-Ended Questionnaire B (partial) In-Class Work Packet #3 - for class 3 (partial)

Chapter 3 PowerPoint Slide Example Chapter 6 PowerPoint Slide Example

Pre-Test (partial) Generic Syllabus for Classes 1 & 2 (partial)

Goals and Concepts Handout (partial)

Discussion & Reflection
 Key M.Ed. Core Outcomes addressed:
1. Students will develop expertise in designing and delivering instruction to support the achievement of
a diverse population of learners of all ages in a variety of settings
a. This Capstone was created after working with a number of “non-traditional” students in a remedial level
algebra classroom for over five years
b. The concept of learning styles is very important and is one of the reasons I added the Learning Style
Questionnaire to classes 3 & 4
c. Different resources were added to try and accommodate different learning styles of students
i. PowerPoints
a. Colors & Animations
b. Step-by-step instructions
c. Notes/motivational references for instructors in notes section
d. Can be sent out electronically and/or given to students in a paper format
ii. Packets
a. For assignments or presentations which can be used in a group or individually
b. Can be sent out electronically and/or given to students in a paper format
commons.wikimedia.org / Creative Commons

2. Students will apply the principles of cognitive science to teaching & learning to positively
affect learning and improve the practice of teaching
a. EDU 510 was a foundational course for me
i. Learned about the importance of PBL (project-based learning) & engaging students
b. The resources I created for the Capstone had motivation and engagement of students as their
essential foundations (mainly classes 3 & 4)
i. The resources alone are not meant to be sources of motivation
ii. The teacher needs to use his/her own inspiration to help motivate students
iii. Use of the Goals & Concepts handout along with the resources and inspiration are advised
c. Ultimate goal – students thinking about how they think (metacognition)
i. They can say to themselves, “What strategies work best for me in the classroom such that I can
succeed?”
ii. Want students challenging themselves and setting their own goals
www.teachermagazine.com.au / Creative Commons

3. Students will demonstrate an understanding of creativity and innovation as applied to education
a. Many resources were created for Capstone
i. Syllabi, Lesson Plans, PowerPoints, Presentation Packets, motivational technique handouts, etc.
a. Syllabi have everything a regular syllabus would contain
b. PowerPoints have definitions, pictures, colors, animations, examples provided with step-by-step instructions and
answers, examples for students to workout themselves with no answers
c. Nine in-class and presentation packets cover everything from simplifying expressions to working on word
problems and factoring
d. Solutions to pre- and post-test as well as all nine packets are provided
e. The hope is that these are just a starting point for the teacher implementing the Pilot and that he/she will add
their own tools to be creative in the classroom
i. The resources can be added to social media like Facebook, Twitter, LinkedIn to get more feedback
www.blogs.jbs.cam.ac.uk / Creative Commons

 Higher Education Administration Outcomes addressed:
1. Students will be able to identify and apply research-based strategies for teaching adult learners
a. Malcolm Knowles’ “theory” of andragogy – 3 assumptions: (Merriam, et al., 2007, p. 84)
i. Adults need to know why they are learning things
ii. As a person matures, they move from a dependent personality toward one of a self-directing one
iii. An adult is more problem-centered than subject-centered in learning
b. Capstone tries to incorporate PBL – such as an exercise where students have to predict how many rubber
bands hooked together it will take to drop a water bottle from a certain height and come close but not touch
the ground
c. Goals and Concepts handout - teachers should emphasize why students are learning the material they are
learning every day in class
d. One of the overarching goals for classes 3 & 4 is to have students in these classes become more independent
and to take charge of their own learning
i. Does grouping and using motivational material help to make that happen?
ii. This was not tested but hypothesized to be true
Merriam, S., Caffarella, R., & Baumgartner, L. (2007). Learning in adulthood: A comprehensive guide. San Francisco: Jossey-Bass. quotesgram.com / Creative Commons

2. Students will be able to analyze demographic and social trends, student service models, and
higher education delivery models in terms of the implications for college recruitment,
retention, graduation, and gainful employment
a. Capstone was created in line with current model for CSU (CT State University) system law – students
must complete Math 099 (remedial elementary algebra) within first 24 credits at CSU school or they
will be asked to leave CSU institution and not come back until they have completed the course with a
C- (C minus) or better
i. Many students have had to retake Math 099 at CCSU
ii. Many students have had to leave CCSU and take 099 at community colleges
iii. Waste of time & money for students – delays graduation time and can increase attrition rates
iv. Point of Capstone was to try and see if inserting motivating/challenging material & grouping of students would
be beneficial to students in some way such as to help motivate them so they would perform better academically
in class so they would not have to repeat the class/drop out
a. Cut down on attrition
b. Increase graduation times
c. Students would gain soft skills to take with them into workplace

3. Students will identify, analyze and evaluate change leadership
strategies in the administration of higher education
a. Capstone could be piloted in many different places to collect as
much data as possible
i. Convincing people that using the Pilot is beneficial can only happen
with the data to back it up
b. Lewin’s Change Model – 3 steps in the process of change in
organization: (Hartzell, 2014)
i. Unfreezing – create an awareness of how the current level of
acceptability of something within the organization is hindering that
organization in some way
a. Clearly, students having to repeat Math 099 or leave CSU
system to take class is not ideal situation
ii. Changing – how can the conditions be changed?
a. Use the Pilot to help students become motivated
so they will not have to repeat the class a number of
times/drop out of CSU system
iii. Refreezing – setting the new plans in place and
making sure everyone involved sticks to new plans
c. Make sure to get employees to realize that the
change happening is not random but rather for some
ultimate end/condition for which is desired (Elliott &
Paton, 2014)
i. Employees are more likely to get on board
d. Allow teachers to add their own input to a
changing situation
i. Teachers can add to syllabi, or even add their own
resources
Hartzell, S. (2014, April). Lewin Stage Model of Change Unfreezing Change Refreezing Animated Part 5 [Video File]. Retrieved from https://www.youtube.com/watch?v=kerDFvln7hU
Elliott, R. W., & Paton, V. O. (2014). An effective leader in higher education: Charles William Eliot. Journal of International Education and Leadership, 4. Retrieved from http://www.jielusa.org/wp-content/uploads/2012/01/CharlesWilliamEliot.pdf

4. Students will be able to identify current policies that drive higher education, analyze the
political, social, and technology climate, and predict the effect on the future of higher
education
a. Public Act 12-40 (2012) was passed in CT
i. Requires four CSU colleges & all community colleges to offer students remedial support embedded with
corresponding entry-level courses or an intensive college-readiness program to begin in 2014 (CT Board
of Regents for Higher Education, n.d.)
ii. Students enrolled in intensive-level course would only be allowed to take course 1 TIME
iii. 2014 came, but CCSU did not make any changes to the Math 099 curriculum
a. CCSU was able to obtain an extension for the law
iv. As of 2016, students are still allowed to repeat Math 099 a number of times, and are taking longer to
graduate
a. No one knows when 12-40 will actually go into effect at CCSU
CT Board of Regents for Higher Education. (n.d.). Developmental education (PA 12-40). Retrieved from http://www.ct.edu/initiatives/dev-education

Capstone Project’s Value to Professional
Growth
 This Capstone project grew out of a culmination of my attempts at trying different
things I had learned in my Elementary Algebra (Math 099) classroom using
different tools I had learned from my Education classes at Post
 Once I began to integrate these tools into my classroom, I began to see
improvements in my students’ academic performance, interest in class, and
attitude toward the subject of mathematics
 I wanted to share that positive experience with other instructors and students
 I have also learned quite a bit about the Higher Education environment and its
policies and I feel confident that I am a better leader

A Reflection on Completing this Project
 Motivational resources:
 A LOT of fun to work on, since I love figuring out how to motivate students – especially in a subject many of them
despise
 Were created in the first four weeks of the MOD
 Took much longer to create than I expected
 Had to stop working on these many times so I could finish my Final Report
 I could have kept creating motivational material for the whole MOD
 Once I started, the resources started to grow exponentially
 I still have some resources I want to add even though this project is over (like self-reflection pieces)!!!!
 Literature review was extremely taxing/one of the most difficult parts for me
 Not sure if I researched enough
 Difficult to find the exact articles I wanted for this project
 Could I find more articles to support/counter my arguments?
 Obviously missing some articles on benefits of grouping students
 Learned so much from this project 

Project Management Plan (PMP)
 Gantt Chart created using Excel
 Modified several times in EDU 688 & 699
 Often deviated from PMP since the motivational material took longer to create
than expected
 Had to shift time lines around to accommodate this to make time for Final Report
 I would complete small projects here and there while I was working on motivational
(challenging) resources so I was still getting things done on time
 VERY useful component in Capstone Project process

References
 Bcb704. (2012, April 4). Vygotsky’s zone of proximal development [Video file]. Retrieved from
https://www.youtube.com/watch?v=0BX2ynEqLL4
 Bettinger, E. P., Boatman, A., & Long, B. T. (2013). Student supports: Developmental education and other
academic programs. Future of Children, 93-115.
 Cook, J. (2015). Increasing number of high school graduates taking remedial math, english. Retrieved
from http://www.dothaneagle.com/news/education/increasing-number-of-high-school-graduates-taking-
remedial-math-english/article_7910ad34-c129-11e4-9b30-4bb2799b26d5.html
 CT Board of Regents for Higher Education. (n.d.). Developmental education (PA 12-40). Retrieved from
http://www.ct.edu/initiatives/dev-education
 Elliott, R. W., & Paton, V. O. (2014). An effective leader in higher education: Charles William Eliot. Journal
of International Education and Leadership, 4. Retrieved from http://www.jielusa.org/wp-
content/uploads/2012/01/CharlesWilliamEliot.pdf
 Finlay, J. (2010, May). Andragogy (Adult Learning) [Video File]. Retrieved from
https://www.youtube.com/watch?v=vLoPiHUZbEw

References
 Goetz, T., & Hall, N. C. (2013). Emotion, Motivation, and Self-regulation: A
Handbook for Teachers. Retrieved from
http://eds.b.ebscohost.com/eds/ebookviewer/ebook/bmxlYmtfXzUyNTU4OF9fQU
41?sid=62dbf551-8cbf-41d5-af47-
 Hartzell, S. (2014, April). Lewin Stage Model of Change Unfreezing Change
Refreezing Animated Part 5 [Video File]. Retrieved from
https://www.youtube.com/watch?v=kerDFvln7hU
 Merriam, S., Caffarella, R., & Baumgartner, L. (2007). Learning in adulthood: A
comprehensive guide. San Francisco: Jossey-Bass.
 Moore, R. (2007). Academic motivation and performance of developmental
education biology students. Journal of Developmental Education, 31(1), 24-34.

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