| Researchers have studied the relationship of student motivation, self-efficacy, and the use of formative assessments that might improve student learning. The local problem involved low standardized math test scores resulting in students not graduating, not qualifying for college, and having lower job readiness. The research question considered the effects of using a specialized formative assessment treatment to improve students’ motivation and perceived self-efficacy for learning math content. Self-efficacy and motivation theories provide the theoretical foundation for this study. This quasiexperimental, quantitative study considered the convenience sample of two intact classrooms of at-risk ninth grade students from a rural high school in the southeastern United States, who were at-risk for low academic performance in a course ( n = 35) over a 9-week period. The students’ pre and post data for perceived self-efficacy and motivation levels were measured using subscales questions from the Pattern of Adaptive Learning Scales Survey. The study used analysis of covariance to address the research question, accounting for possible extraneous variables. The results failed to reject the null hypothesis. However, the results may be used to design future action research to guide the leadership team for addressing the local problem of low standardized test math scores. Suggested recommendations may support positive social change by helping to improve the graduation rate, post secondary options, and job readiness of students, and the socioeconomic status of the rural community. |
