What does research tell high school teachers about student motivation for test performance?

Abstract

Motivation' is a significant concept for teachers and students during programmes of learning which lead explicitly to high stakes assessments and examinations. This systematic literature review surveys current research evidence to find out how secondary school teachers use motivational strategies specifically in respect of student academic assessment and performance.Six research studies were identified describing the behaviours secondary school teachers engaged in to improve student performance in assessment. Taken together, the studies presented show the importance of teacher behaviours to students' academic performance, with both positive and negative impacts. The review highlights a need for further research on teacher knowledge of the effects of teacher behaviour upon the motivation of students. The review recommends collaboration between teachers and students specific to the context of learning programmes that lead to high-stakes assessments, in order to provide a locally sensitive knowledge base for teachers' practice.

How prior knowledge, learning, teaching and assessment affect students’ achievements in Mathematics

“…The result was not consistent with some previously reported works, who argued that prior knowledge influence basic-learning skill scores (James et al, 2008;Lambić & Lipkovski, 2012;Lin & Liou, 2019;Mutodi & Ngirande, 2014;Reinholz & Gillingham, 2017;Richardson et al, 2012). Meanwhile other authors (Fernández & Figueiras, 2014;Flitcroft & Woods, 2018;H. C. Hill et al, 2004;Hollingsworth & Knight-McKenna, 2018;Kizito et al, 2016;Remillard, 2005;Schlomer, 2017;Tachie & Molepo, 2019) revealed the other variables that impact basic-learning skill scores in mathematics, including students' workload, teachers' knowledge, curriculum, and pedagogy.…”

“…The higher levels of mathematical knowledge (H. C. Hill, Schilling, & Ball, 2004;Schlomer, 2017) showed a greater focus on student mathematical thinking, meanwhile, limited mathematics thinking impact a smooth transition into mathematics programs (Hourigan & Leavy, 2017). Flitcroft and Woods (2018) revealed that teacher behaviors to students' academic performance have both positive and negative impacts, according to their positive or negative attitude, and King and Cattlin (2015) found that there are significant negative impacts associated with students' pass rates with large numbers of students enrolling in degrees. Hence, there is evidence of positive relationship between prior knowledge, mathematics preferences, qualification, workload, higher levels of mathematical knowledge, as well as teacher behaviors and mathematics learning.…”

Hybrid-PjBL: Learning Outcomes, Creative Thinking Skills, and Learning Motivation of Preservice Teacher

“…With the motivation to learn, students will be increasingly interested in being involved in the learning process (Ambrosi-randi & Ruži, 2010;Vero & Puka, 2017;Wood, Rowell, & Hong, 2013). A student with high learning motivation tends to achieve learning success (Flitcroft & Woods, 2018;Wood et al, 2013). In fact, some researchers claim that motivation acts as one of the main keys to one's academic success (Hoffman, 2009;Joibari & Mohammadtaheri, 2011;Mohzan, Hassan, & Halil, 2013;Sogunro, 2014).…”

Children’s Views on Children’s Rights: A Systematic Literature Review

“…The quantitative investigations utilised a framework previously used by Flitcroft and Woods (2018), and Woodley-Hume and Woods (2019), and based on research appraisal guidelines (Genaidy et al, 2007;Wallace and Wray, 2011). These were coded with final scores assigned up to 16 points, with criteria including clear research question or hypothesis, multi-level or intergroup analyses, limitations of the research and implications of findings.…”