connections – group 4

How do games and competition impact student motivation in the (mathematics) classroom?

The expectancy-value theory maintains that motivation is determined by how highly a goal is valued and by the degree to which the person expects to succeed (MOTIVATION = VALUE x EXPECTANCY). Jones therefore states that since students view math class as being so difficult, they have little confidence in their ability to succeed, and as a result, they lack motivation.

Jones points out that teachers are under a lot of pressure to find ways to motivate students. He presents theories of the importance of classroom games in increasing motivation to learn, and improving student self-correction in their own esteem and efficiency skills.

Jones’ research study took place over a period of 26 school days. Jr high students were asked to assess their feelings towards statements regarding their motivation in class, as games and competitions were introduced and then incorporated in the lessons.

Results clearly indicated that game incorporation led to a more positive feeling about the class and the student’s ability to succeed.

Research results also suggest that the more games were incorporated, there was a climbing positive effect and overall stronger comprehension of lesson concepts, resulting in higher quiz scores. Furthermore, the positive effect on students was not limited to the teams that won.

*While this research focuses on a math class, results and recommendation can be put to use in L2 classes, right from day one.

Jones, J. (2015) How Do Games and Competition Impact Student Motivation in the Mathematics Classroom. A Master’s Research Project Presented to The Faculty of the Patton College of Education and Human Services, Ohio University

Establishing a Comfortable Classroom From Day One:

Student Perceptions of the Reciprocal Interview

(Case, Bartsch, McEnery, Hermann and Foster, 2008. College Teaching 56: 210-4)

In this article, the authors examine the effects of implementing the ‘reciprocal interview’ on or close to the first day of school in university in various courses. This technique allows students and their professors the opportunity to acquire essential information about themselves through the use of questionnaires. In both instances, the students are divided into groups and are given time to list various important questions concerning the course curriculum and their professor’s expectations. The students then choose a representative who voices the groups questions and concerns in front of the class (p.211). Not only does this activity appear to foster a comfortable learning environment but it also helps to create a sense of community amongst the students (p.212). The findings suggest that the students feel more “invested in contributing to and defining the type of learning environment” (p.213).  Overall, it appears that this activity  helps to create (from the beginning of the year) an atmosphere of openness and mutual respect (between the students and their teachers) as well as a “clear vision of instructor expectations” (p.214).