An analysis of motivation strategies used within the small‐group Accelerating Mathematics Performance through Practice Strategies (AMPPS‐SG) program

Abstract

More than half of students in the USA perform below a proficient level in math. Although evidence suggests that intervention in elementary school is critical to supporting struggling learners, and there are several research‐supported instructional practices to support students with math difficulties, the existing research is limited with regard to the impact of motivational strategies designed to improve students’ math skills. This study examined the effectiveness of specific motivational strategies used in the small‐group Accelerating Mathematics Performance through Practice Strategies (AMPPS‐SG) intervention program. A multiple baseline design was used with three instructional groups of second grade students to compare the relative effectiveness of three different conditions on students’ math computation skills. Condition 1 included all of the AMPPS‐SG instructional components. Condition 2 included all instructional procedures as well as goal‐setting, performance feedback, and reinforcement for performance. Condition 3 included all components used in Condition 2, as well as a group‐based reward contingency. Results showed that students’ performance during Condition 3 was significantly better than performance during Conditions 1 and 2.

Students home alone—profiles of internal and external conditions associated with mathematics learning from home

“…These are the students—who are often male and from the lower secondary school track—we should specifically attend to (see Agasisti & Longobardi, 2017 ). Interventions targeting the materials as well as the structure and guidance provided by teachers during learning from home (e.g., Begeny et al, 2020 ), on the one hand, and the home learning environment, on the other hand, could be aimed at this group of particularly vulnerable students (see Elliott & Bachman, 2018 ). Importantly, educators might assist these students in developing higher internal resources to be more resilient in the face of unfavorable external conditions.…”

Strategi Guru Membantu Siswa dalam Melakukan Penyesuaian Sikap: Studi pada Siswa Tahun Pertama Sekolah Dasar Pedesaan

“…Pemberian reward dapat berbentuk tepuk tangan, penghargaan, memajang hasil kerja siswa yang terbaik, atau memajang foto dan ucapan selamat pada papan majalah dinding (Aningsih et al, 2022). Pemberian reward secara berkelompok juga terbukti efektif dapat menunjang kompetensi siswa (Begeny et al, 2020). Guru juga tidak perlu terlalu lama menjelaskan topik pembelajaran asalkan terdapat reward dan penguatan diberikan kepada siswa (Wah & Sim, 2020).…”

Digital support principles for sustained mathematics learning in disadvantaged students

“…About 20% of the 15-year-olds in PISA demonstrate mathematical competence that is below the baseline level considered necessary for full participation in society—and this number is broadly stable from 2006 to 2018 [ 5 ]. A considerable number of students does not acquire sustainable knowledge (i.e., knowledge that is maintained after instruction) about basic mathematical principles in their mathematics classes [ 6 ]. Generating sustainable learning effects that endure over a longer period of time after instruction—hopefully forever—is challenging and, as evidenced in various standardized large-scale assessments, often failing [ 7 , 8 ].…”