Running head: Introduction and Literature Review1 Introduction and Literature Review8 The Motivation of Students Towards Science Learning Annette Williams ECE660: Action Research and Inquiry in Education Instructor Dr. Krummick January 27, 2020 INTRODUCTION The future professional role would be an early childhood educator to teach both Science and English. This would educate students through lectures and hand-on learning with adherence to the curriculum. The setting would be the classroom whereby it would ensure that there is a happy environment for all students. It would be good to act as a role model and a mentor by encouraging students to learn and ensuring that they do not face challenges such as depression or discrimination which would inhibit their learning. This would ensure that interacting with students more often and learn about their families. Maintaining good relationships with their families and having frequent communication would be a good way to understand any challenges the students could be facing. The current experience is helping kindergarten students learn social studies while the previous experience in helping students complete their homework.Comment by Juliet Krummick: What goal do you want for yourself in the future? The purpose of the study is to find various ways in which students could be motivated during the learning of science. The student outcomes that need influence are their knowledge and skills in science and their attitude towards learning the subject. This is because assessments have shown that some students lack sufficient knowledge in science. Students are expected to obtain a positive attitude toward science learning. The performance of students in science is also an area of interest to be influenced because it also determines whether or not the students are engaged in learning. They should achieve good grades to show that they understand the topics at hand.Comment by Juliet Krummick: Can we move this sentence after the next one? Then you will have like ideas together, about assessments and performance. The fact that many students lose interest in learning science as they progress to higher levels means that they are not engaged enough during the initial years of science learning specifically in first grade. Decreased motivation leads to lower grades in science (Uhm et al, 2018). Teachers do not put much emphasis on the teaching of science because they dedicate most of their time to reading within the researcher’s school. Students, therefore, lose interest in learning science because they are not fully engaged in learning by their teachers. Comment by Juliet Krummick: Shows? We don’t know the correlation for sure. Teachers should ensure that they motivate students to learn. The provision of autonomy support to students enhances their motivation in learning. Student-teacher relationships are important in optimizing student motivation. "Educators and parents value motivation in school for i ...

1. Running head: Introduction and Literature Review1
Introduction and Literature Review8
The Motivation of Students Towards Science Learning
Annette Williams
ECE660: Action Research and Inquiry in Education
Instructor Dr. Krummick
January 27, 2020
INTRODUCTION
The future professional role would be an early childhood
educator to teach both Science and English. This would educate
students through lectures and hand-on learning with adherence
to the curriculum. The setting would be the classroom whereby
it would ensure that there is a happy environment for all
students. It would be good to act as a role model and a mentor
by encouraging students to learn and ensuring that they do not
face challenges such as depression or discrimination which
would inhibit their learning. This would ensure that interacting
with students more often and learn about their families.

2. Maintaining good relationships with their families and having
frequent communication would be a good way to understand any
challenges the students could be facing. The current experience
is helping kindergarten students learn social studies while the
previous experience in helping students complete their
homework.Comment by Juliet Krummick: What goal do you
want for yourself in the future?
The purpose of the study is to find various ways in which
students could be motivated during the learning of science. The
student outcomes that need influence are their knowledge and
skills in science and their attitude towards learning the subject.
This is because assessments have shown that some students lack
sufficient knowledge in science. Students are expected to obtain
a positive attitude toward science learning. The performance of
students in science is also an area of interest to be influenced
because it also determines whether or not the students are
engaged in learning. They should achieve good grades to show
that they understand the topics at hand.Comment by Juliet
Krummick: Can we move this sentence after the next one? Then
you will have like ideas together, about assessments and
performance.
The fact that many students lose interest in learning science as
they progress to higher levels means that they are not engaged
enough during the initial years of science learning specifically
in first grade. Decreased motivation leads to lower grades in
science (Uhm et al, 2018). Teachers do not put much emphasis
on the teaching of science because they dedicate most of their
time to reading within the researcher’s school. Students,
therefore, lose interest in learning science because they are not
fully engaged in learning by their teachers. Comment by Juliet
Krummick: Shows? We don’t know the correlation for sure.
Teachers should ensure that they motivate students to learn. The
provision of autonomy support to students enhances their
motivation in learning. Student-teacher relationships are
important in optimizing student motivation. "Educators and
parents value motivation in school for its own sake as well as

3. for its long-term contribution to child's learnings and esteem"
(Skinner et al, 2013). Motivated students show interest in
learning, are enthusiastic, curious, involved and are likely to
cope with setbacks and challenges. These students can stay in
school for longer and learn more, therefore, they are more likely
to perform well than the unmotivated students.Comment by
Juliet Krummick: Page number needed here following the year
in this citation.
The target population is first-grade students because it is where
science learning begins. Students who are motivated to learn
science in their first grade will gain interest in the subject even
as they progress to higher levels of learning. If students are not
motivated to learn science in their first grade, they are likely to
drop it later since they may find the subject boring. Comment
by Juliet Krummick: The population is the people involved with
your study. There are no explanation as to why they are used,
this is not needed. Only explain your students in great detail.
How many are there, what are the ages, boy/girl, demographics,
anything and everything you can do to explain what and who
your population is. You, the teacher, would allow be a
participant. You need to be explained as well, education,
experience, anything that would help your reader better
understand who is involved in this study. Research Question
What are some of the ways to increase the motivation of first
graders towards learning in early elementary in the area of
science?The idea is within the locus of control since early
childhood educators can fully engage the first-grade students to
learn science. The locus of control is the degree to which
teachers feel that they have control over their students and the
classroom. Early childhood educators must ensure that students'
motivation level in the specific subjects they are learning is
increased.Comment by Juliet Krummick: This is not correct
information. You need to discuss these ideas… You have
control over the size of the population. You have control over
the amount of information that you provide to families. You
have the right to not use information that you find. You have

4. control over how many strategies are used at once, you have
control over how the information is documented
LITERATURE REVIEW
Intervention
According to Gerstner (2017), there is a correlation between the
intrinsic motivation of students and their academic performance
in science. This conclusion was made after elementary students
in grades 4-6 were involved in the study. The strategies used
were conducting self-report surveys and interviews. Comment
by Juliet Krummick: Do you mean instruments? Strategies are
what was used to improve the learning or collecting. For
example, the strategy of presenting science awards for high
science scores on tests was used to improve intrinsic
motivation.
Instruments
Instruments such as student report cards, face-to-face teacher
interviews, and the self-report survey would be productive in
investigating the area of focus. The student report cards would
be used to examine the performance of students in science
(Gerstner, 2017). The self-report survey would be useful in
measuring the students’ level of motivation. The specific
instrument to be used would be the Children’s Academic
Intrinsic Motivation Inventory (CAIMI). Students would be
given consent forms to be answered by their parents. These
would be used to obtain permission for participation in the
study.
Procedures
The CAIMI would be given out to first-grade students to
understand their motivation level towards studies. Before giving
out the CAIMI to the students, it would be necessary to inform
them that it is not a test, but a way of determining the
connection between motivation and performance. The students
would have to be informed that they can give various answers
since there would not be a specific correct answer to the study
questions. However, they would be required to answer them
honestly.

5. Face-to-face teacher interviews would have several interview
questions to be answered by the teachers about motivation. The
questions would be open-ended to allow interviewees to answer
them freely and give more explanation. Teachers would be
asked to explain what motivation means to them, the challenges
in motivating students and the attributes of motivated students.
Comment by Juliet Krummick: This paragraph has more
information about the instruments. I would move it up to the
instrument section.
Comment by Juliet Krummick: The area you should add is
strategies. List what strategies were used to complete the
learning or the assessments in this article that you read.
Article information
The study influences the area of focus in this research since it
suggests several ways of increasing the level of motivation to
learn science such as creating a classroom environment that is
conducive to learning, having a variety of reward systems in
place, giving students a choice and having a growth mindset.
The teachers interviewed acknowledge setting goals as a great
way of ensuring that students are motivated to study. "When a
student sets a goal, it is something they want to do. The student
has bought into the goal at their level" (Gerstner, 2017).
Elementary students would also benefit from setting goals.
Research Summary 2
Intervention
According to Cetin-Dindar (2016), “science educators should
emphasize more on the connectedness of science at school to
real-life for motivating students to learn science”. The study
was conducted to examine the relationship between students'
motivation towards science learning and the constructivist
learning environment. The study would also investigate the
effect of students' self-efficacy on their motivation level.
Comment by Juliet Krummick: Where does this quote end? I’m
assuming it is the entire paragraph? This would be considered a
long quotation and will look differently. Check this
out:https://owl.purdue.edu/owl/research_and_citation/apa_style/

6. apa_formatting_and_style_guide/in_text_citations_the_basics.ht
mlComment by Juliet Krummick: Great place for a direct quote.
Be sure to include a page number or paragraph number within a
citation following the quotation marks to provide reference as to
where this quote was found. Comment by Juliet Krummick:
investigatedComment by Juliet Krummick: You will need to
include a page number or paragraph number within parenthesis
at the end of the quote.
The strategies used in the research we're conducting a
constructivist learning environment survey and administering a
science motivation questionnaire. The dimensions of the survey
included shared control, student negotiation, critical voice, and
personal relevance. The procedure was to administer the
questionnaire and the survey. 243 elementary school students
were to give answers based on a scale in the survey. "Three
different grade level students participated in the study (Table
1); the number of sixth graders was 115 (47.3%), seventh
graders were 57 (23.5%), and eighth graders were 71 (29.2%)”
(Cetin-Dindar, 2016). Students would answer questions such as
whether or not they learn about the world outside their schools
during science lessons. Comment by Juliet Krummick: You need
to explain here that 3 science teachers teaching the same
curriculum to the group of students was the basis for this study.
The idea was to determine if there was a connection between
applying science to everyday life and motivation towards
science was connected. Comment by Juliet Krummick: Yes, the
article does state that this study included elementary school
students; however, they are in grades 6-8, which is middle
school aged here. I would definitely mention the grade levels
and that this study was conducted in a Turkish school.
Comment by Juliet Krummick: Does this matter to your
description? I don’t feel that this is helpful. The particular
questions about everyday science application, on page 5 or 237
(of the journal) would be perfect here to support that out of
class science connection. Comment by Juliet Krummick: add a
page number or paragraph number following the year within the

7. citation for this direct quote.
Instruments such asscience motivation questionnaires and a
constructivist learning environment survey would be productive
in the investigation of the area of focus. The science motivation
questionnaire would be useful in determining the level of
motivation of students towards science learning while the
constructivist learning environment survey would be used to
determine whether students would be motivated to learn science
in a constructivist learning environment (Cetin-Dindar, 2016).
This research informs the area of focus in that it recommends a
method of improving motivation of students towards science
learning which would be emphasizing the connectedness of
science to real-life issues.Comment by Juliet Krummick: Let’s
start a new paragraph here. What else can you tell us about each
instrument and the results that were collected?
The intervention that will be used in the area of focus is
emphasizing the connectedness of science and real-life issues to
increase the motivation of students. When students connect
science to real-life issues, they find it easy to learn the subject.
Students will feel more engaged if their real-life issues are
connected to science learning. The change that will be made is
allowing students to have discussions and debates to ensure that
they can connect their real-life issues to science learning.
Findings…Comment by Juliet Krummick: Here you need a
paragraph about the two articles and how they were similar or
different, be sure to cite both here.
ApplicationComment by Juliet Krummick: Here you want to
identify what you learned and how it will influence your ideas
for your own study. This is extremely important since it will set
the stage for your study.

8. Comment by Juliet Krummick: Added a page break so that your
reference page will also be on the next clean page.
REFERENCES
Cetin-Dindar, A. (2016). Student Motivation in Constructivist
Learning Environment. Eurasia
Journal of Mathematics, Science & Technology
Education, 12(2).
Gerstner, G. M. (2017). Motivation: The Value of Developing
Intrinsic Motivation in Elementary School Students in Grades
Four Through Six (Doctoral dissertation, Concordia University
Irvine).Skinner, E. A., & Belmont, M. J. (2013). Motivation in
the classroom: Reciprocal effects of Comment by Juliet
Krummick: The top line is left justified and then all other lines
are tabbed in. You have center justification instead. I fixed this
one and the top one for you. You try to fix the other two.
teacher behavior and student engagement across the school
year. Journal of educational psychology, 85(4), 571.
Uhm, J., & Bae, J. (2018). The Effects of Utilizing Discussions
and Debates in Science Laboratory Classes on Science Learning
Motivation, Science Process Skills, and Science Academic
Achievement. Journal of Korean Elementary Science
Education, 37(2), 110-125.
2
Research Summary 1
Intervention:
Here you are going to give a broad summary of the entire
article, using the author’s last names along with the (publication

9. year). You can use a direct quote if you feel it necessary.
Strategies:
In this section, list all of the strategies used within the article
#1.
Procedures:
In this section, list the procedure that was used to implement
the study. Proving specific examples is helpful.
Instruments
What instruments were used in the study? How were they used
and whom did they get used on to collect data?
Article information:
This article informs my action research proposal… here is
where you need to connect your findings (article #1) to your
problem to create a solution.
Research Summary 2:
Intervention:
Here you are going to give a broad summary of the entire article
#2, using the author’s last names along with the (publication
year). You can use a direct quote if you feel it necessary.
Procedure:
In this section, list the procedure that was used to implement
the study from article #2. Proving specific examples is helpful.
Instruments:
What instruments were used in the study, from article #2? How
were they used and whom did they get used on to collect data?
Article Information:
This article informs my action research proposal… here is
where you need to connect your findings (article #2) to your
problem to create a solution.
Application of Findings and Author’s Position:
This is where you need to use the solutions that you have found
from both of the articles that you have researched. Then use
those ideas to design a solution to your problem. Be sure to
mention both articles to provided credit to your sources.

10. References
American Federation of Teachers. (n.d.). Building Parent-
Teacher Relationships. In Reading
Rockets. Retrieved from
https://www.readingrockets.org/article/building-parent-teacher-
relationships
Dismuke, F., Parks, N., &Jablon, J. (2017, April). Deepening
Families’ Understanding of
Children’s Learning in Centers. In NAEYC. Retrieved from
https://www.naeyc.org/resources/pubs/tyc/apr2017/deepening-
families-understanding
Kocyigit, S. (2015). Family Involvement in Preschool
Education: Rationale, Problems and
Solution

11. s for the Participants. Educational Sciences: Theory and
Practice, 15(1), 141–157. Retrieved from
http://search.ebscohost.com.proxylibrary.ashford.edu/login.aspx
?direct=true&db=eric&AN=EJ1057469&site=eds-
live&scope=site
Mariconda, B. (2003). Five Keys to Successful Parent-Teacher
Communication. In Scholastic.
Retrieved from
https://www.scholastic.com/teachers/articles/teaching-
content/five-keys-successful-parent-teacher-communication
Mills, G. E. (2014). Action research: A guide for the teacher
researcher (5th ed.). Boston, MA:
Pearson Education, Inc. Retrieved from
https://content.ashford.edu
Ozmen, F., Akuzum, C., Zincirli, M., &Selcuk, G. (2016). The
Communication Barriers
between Teachers and Parents in Primary Schools. Eurasian
Journal of Educational Research, (66), 27–46. Retrieved from
http://search.ebscohost.com.proxy-
library.ashford.edu/login.aspx?direct=true&db=eric&AN=EJ114
9130&site=eds-l
live&scope=site
Tran, Y. (2014). Addressing Reciprocity between Families and
Schools: Why These Bridges Are
Instrumental for Students’ Academic Success. Improving

12. Schools, 17(1), 18–29. Retrieved from
http://search.ebscohost.com.proxylibrary.ashford.edu/login.aspx
?direct=true&db=eric&AN=EJ1020017&site=eds-
live&scope=site