Action Research 1

Running Head: ACTION RESEARCH

Does the Use of Experiments increase students motivation and achievement in Biology Class?

Action Research Proposal

Tajma A. Cameron

EDTP 639 Reading and Multiple Literacies

Professor Melissa Pierczynski

University of Maryland University College

April 10, 2017

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Introduction
Student engagement and motivation has long been associated with having an impact on

learning and behavior. Educators are tasked with the difficult challenge of motivating students

daily. Although motivation is intrinsic to the student, educators are responsible for creating

instruction that will engage their students. Wood (2009) stated that motivation and engagement

play a large role in students interest and enjoyment of school. Furthermore, both motivation and

engagement play significant roles in academic achievement.

The importance of motivation and engagement on student learning is a topic that has been

research and discussed throughout academia. Bulumenfeld, Fredricks, and Paris (2004) stated

that students who are motivated by and engaged in learning tend to perform at a considerably

higher rate academically than their unmotivated and un-engaged peers.

The concept of engagement has been in the forefront of academic conversation because

of the links to declining motivation and achievement in students. Anderman, Anderman, and

Meece (2006) stated that over the past 25 years there has been an emergence of the achievement

goal theory which is one of the most prominent theories of achievement motivation. Evidence

has suggested that students display more positive motivation and learning patterns in school

environments that emphasize understanding and improving skills and knowledge (Anderman,

Anderman, & Meece, 2006). These implications are significant in creating classroom

environments where students are engaged academically and motivated by hand-on approaches.

These methods are of particular significance in the field of science.

Wood (2009) stated that there is an important need for educational reform in the way

biology is taught. He cited Americas declining competitive stature in the areas of science,

technology, engineering, and mathematics. Wood (2009) believes that in order to obtain

optimum success in the areas of STEM actively engaged students are the key. This engagement
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can be achieved by hands-on-activities such as experiments where students demonstrate self-

efficacy. Self-efficacy obtained by carrying out experiments enables students to understand

scientific knowledge and draw evidence-based conclusions (Bryan, Glynn, & Kittleson, 2011).

Statement of Problem

A major goal for education in the 21st century is to create scientifically literate citizens

who are able to think critically, make sense of complex data, and solve problems (Anderman,

Anderman, & Meece, 2006). Educators must create an optimal learning environment that will

increase students motivation and achievement. Consequently, the problem of the action research

study is to determine if experiments conducted in biology class will increase achievement and

motivation in students.

Research has shown that students who are allowed to demonstrate self-efficacy in science

convey greater motivation and achievement. Performing hands-on-activities such as experiments

provides students with the opportunities to demonstrate their understanding of the field while

making connections to their personal lives. Experiments will increase students interest in

Biology and create a more positive attitude about the subject. Bryan, Glynn, & Kittleson (2011)

found in their study that students who participate in experiments enjoyed the topic more because

it challenged them and gave them a sense of accomplishment. The study also revealed that

students who took part in inquiry-guided experiments were highly motivated to create individual

projects and work with their peers (2011).

Review of Literature

Motivation and Learning

Historians have documented a general decline in respect for authority and institutions

among students. The reasons theyve proposed for this decline relate to the students lack of
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motivation to reach the academic expectations imposed by teachers and school administrators

(Anderman, Anderman, & Meece, 2006). Motivation plays a major significance in the learning

process. Research has shown that students cannot learn unless they are motivated. Based on the

constructivist theory learning is viewed as an active process that requires effort on the part of the

students (Palmer, 2008). Therefore, many researchers have concluded that motivation is a

significant pre-requisite and co-requisite for learning (Palmer, 2008).

In a report from the National Research Council & Institute of Medicine, the words

engagement and motivation are used interchangeably. However, motivation is defined in social

cognitive theory as an internal state that arouses, directs, and sustains goal-oriented behavior

(Bryan, Glynn, & Kittleson, 2011). Research has shown that motivated students will excel

academically when engaged in behaviors like studying, inquiry, class participation, labs, and

study groups (Bryan, Glynn, & Kittleson, 2011). The major challenge in science education is

creating a classroom environment where motivation leads to achievement. A number of studies

in science education have found that in order to counter this decline in motivation teachers must

play the pivotal role as key influencers in student motivation.

Motivational Factors in the Science Classroom

Research has shown that many students are lacking in motivation in the field of science.

This lack of motivation seems to affect adolescents mostly as they view science as both difficult

and boring. Palmer (2008) stated that this implies that in many cases motivation in school

science classes are not at the optimum levels which reduces the amount of meaningful learning.

Bryan, Glynn, and Kittleson (2011) described three motivational components that play

significant roles in the learning of science. These components are intrinsic motivation, self-

efficacy, and self determination. With intrinsic motivation students will have inherent
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satisfaction in science education (Bryan, Glynn, & Kittleson, 2011). Self-efficacy deals with the

students belief that they can achieve well in science and self-determination is the control

students believe they have over their learning of science (Bryan, Glynn, & Kittleson, 2011).

Research has shown that these motivation components can potentially have a major influence on

the sustainment of students science-learning behavior (Bryan, Glynn, & Kittleson, 2011). While

these components have been studied before and documented in literature individually, they have

not been studied in relation to each other (Bryan, Glynn, & Kittleson, 2011).

In a study conducted by Bryan, Glynn, and Kittleson (2011) it was found that hands-on-

activities were an important motivating factor for students in learning science. The students that

were used to conduct this research were in a first year Biology course. Students were presented

with a questionnaire asking questions about the factors that affected motivation. Results showed

that students were motivated during hands-on-activities such as experiments because there were

more people in the group to provide assistance and share ideas. When asked directly, What

aspects of your science courses motivate you to learn? students associated their statements with

lab experiments. They found that with experiments there was less of an information overload and

that made them more enthusiastic about learning the topics. Students remarked that they were

discouraged by teachers who relied excessively on PowerPoint presentations as opposed to

hands-on-activities. Palmer (2009) describes this as situational interest which is a short-term

form of motivation which occurs when a specific situation stimulates the focused attention of

students.

Research showed that students reported their interest was aroused by factors such as

group work, hands-on activities, novelty, and surprise (Palmer, 2009). Some science educators

reported studies that indicate laboratory work as an important medium for stimulating interest,
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enhancing attitudes, and motivating students to learn science (Clough, Hofstein, & Lunetta,

2007). Palmer (2009) suggests that motivational strategies need to be used in tandem with

instructional strategies which focus on the development of scientific understandings and

achievement (p. 162).

Academic Achievement in Science

Anderman, Anderman, and Meece (2006) studied the influence of classroom and school

environments on students motivation and achievement. They used combined survey and

observational data to study the differences in the goal structures of 10 science classrooms.

Classes were characterized as low or high mastery based on student mastery goal ratings. The

observational records were then analyzed to identify the differences in teaching approaches

(2006). They found that the teachers of low-and high-mastery-oriented students differed in the

degree in which they promoted meaningful learning and understanding (p. 494). They also

differed in the degree in which they adapted their instruction to the developmental levels and

personal interests of the students (p. 494). Research suggested that higher achievement in the

science classroom occurred when there were established learning structures supportive of student

autonomy and peer collaboration (Anderman, Anderman, & Meece, 2006). It was also found that

the use of a hands-on laboratory program improved students attitude towards science while

increasing student achievement levels in science knowledge (Clough, Hofstein, & Lunetta,

2007).

Clough, Hofstein, and Lunetta (2007) detailed findings of a study that analyzed the

relation between the amount of time students experienced hands-on science activities such as

experiments and science achievement. In this study student achievement was measured by

utilizing a cognitive test battery developed by the Educational Testing Service (Clough, Hofstein,
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& Lunetta, 2007). The information gathered regarding the frequency of hands-on experience was

collected through self administered teacher questionnaires. This questionnaire included a series

of questions that were specific to the science curriculum (Clough, Hofstein, & Lunetta, 2007).

The findings showed that there were significant differences which existed across the hands-on

frequency variable with respect to science achievement (Clough, Hofstein, & Lunetta, 2007). In

particular students that actively engaged in hands-on activities such as experiments every day or

once a week scored significantly higher on standardized tests of science achievement compared

to their peers who never engaged in hands-on activities (Clough, Hofstein, & Lunetta, 2007).

Bryan, Glynn, and Kittleson (2011) found that self-efficacy was the motivation factor

most related to achievement. Collaborative-learning activities such as lab experiments fostered

students motivation achievement as well as interest in the field of science (p. 1049). Some

science educators reported studies that indicate laboratory work as an important medium for

stimulating interest, enhancing attitudes, and motivating students to learn science (Clough,

Hofstein, & Lunetta, 2007).

Clough, Hofstein, and Lunetta (2007) reported that there were significant correlations

between students perceptions of the science laboratory learning environment and their attitudes

regarding science achievement. The study investigated students who participated in a series of

inquiry-type laboratory investigations where the laboratory learning environment was more

open-ended and integrated with the conceptual framework they were developing (2007). They

found that students who learned biology in small cooperative groups scored much higher in

achievement as well as several inquiry skills (p. 19). Large number of studies indicated that there

are distinct benefits in students achievement and productivity when cooperative learning

strategies were successfully used in the classroom-laboratory (p. 19).

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Research Questions

1. Will participation in laboratory experiments promote student achievement in Biology class?

2. Does engaging in laboratory experiments increase student motivation in Biology class?

Methodology

Participants

High School A (9th-12th) located in a suburb of Hyattsville, Maryland in Prince Georges

County. The demographics of High School A are as follows. There is 56% Hispanic, 38% Black,

3% White, 2% Asian or Asian/Pacific Islander, 1% two or races, and 0% Hawaiian

Native/Pacific Islander and American Indian/Alaska Native. There is a 47% female population

and a 53% male population. In addition, 67% of the students receive free or reduced lunch. Of

the 2217 students at High School A, 581 of them are English language learners and 249 of the

population have learning disabilities. There is a typically a 15:1 student to teacher ratio.

This study will have four biology classes with one being an Advanced Placement biology

class. The student participants were recruited from an introductory biology course and laboratory

class. The class is delivered in four lecture sections with 100 participants included in the study.

The standard class has 80 students (47 females, 33 males) and the smaller section of advanced

placed students has 20 students (11 females, 9 males). One of the biology courses has an

inclusive classroom.

Procedures
In order for students to comprehend scientific concepts they must engage in activities

where they can practice inquiry. Teachers must ensure that students look beyond textbooks and

conventional classroom teaching to understand the relationships in science between action and

reaction. In Biology classes, laboratory experiments encourage deep understanding of concepts

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by handling and manipulating real objects and materials. In one study Palmer (2009) found that

when students take part in inquiry-based laboratory experiments that require them to develop

hypotheses, design and conduct experiments, as well collecting and interpret data they express

high content retention necessary for achievement. It was also found that these students indicated

higher motivation.

Students are more motivated to learn biology when conducting experiments as they are

able to retain the knowledge for longer periods of time and essentially act as scientists. All

students will have the opportunity to take part in laboratory experiments conducted during

regular school hours. Students will be provided with up-to-date laboratory equipment and

engaging biology activities for their experiments. Throughout the year students will partake in

DNA experiments, cell biology labs, enzyme experiments, scientific method experiments,

ecology labs, plant science experiments, and animal science labs. All of these laboratory

experiments comply with Maryland State Curriculum for high school Biology.

To determine if motivation and student achievement are increased when students partake

in experiments student performance measures will be evaluated. Pre and post content tests will

be administered through use of a multiple-choice test of biological content knowledge. The

content exam is part of the research study and not for a grade in the class. The questions

provided will reflect major content areas of the course that students are familiar with and are also

included in the experiments. The same 25 questions were placed on the pre- and posttest.

Over the course of the year four surveys will be administered to students in the class. I

will use both qualitative and quantitative data to determine motivation. The data will include the

use of multiple choice and open-ended questions. I will utilize Survey Monkey which is an

Internet-based survey application. The surveys will be sent to all of the participants via email and
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will be informed about the survey in class. There will be no incentive for participation and

parents will be contacted in order to gain approval for the students to participate. The surveys

will be distributed the first week of class and then immediately following the posting of grades

for each of the laboratory experiments. Each of the four surveys will have unique questions. In

order to link participant responses on the surveys and pre-post content tests, the participants will

provide their own unique identifier. This will be an alphanumeric identifier.

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References

Anderman, E. M., Anderman, L. H., & Meece, J. L. (2006). Classroom goal structure, student

motivation, and academic achievement. Annual Review of Psychology, 57, 487-503.

Bryan, R. R., Glynn, S. M., & Kittleson, J. M. (2011). Motivation, achievement, and advanced

placement intent of high school students learning science. Science education, 95(6),

1049-1065.

Clough, M. P., Hofstein, A., & Lunetta, V. N. (2007). Learning and teaching in the school

science laboratory: An analysis of research, theory, and practice. Handbook of research

on science education, 393-441.

Palmer, D. H. (2009). Student interest generated during an inquiry skills lesson. Journal of

Research in Science Teaching, 46(2), 147-165.

Wood, William B. (2009) Innovations in teaching undergraduate biology and why we need them.

The Annual Review of Cell and Developmental Biology, 25: 93-112.