Introduction
Motivation is defined as reasons that inspires behavior and is characterized by eagerness and decisiveness (Guay et al., 2010, p.711). Inherent motivation is exhibited by personal gratification, interest, or contentment, while extrinsic motivation is governed by corroborated contingencies.
Motivation comprises of an assortment of closely related values, interest, beliefs, and conducts. Individual motivation varies across subject areas and increases with age. Motivation among the young children envisages motivation in their later life, and the strength of this relationship solidifies with age (Guay et al., 2010, p.712).
Traditionally, educationalists believe intrinsic motivation to be more desirable and always lead to better learning results than the extrinsic motivation (Guay et al., 2010, p.712). In a broad-spectrum, children tend to go into school with high levels of inherent motivation, though this level tend to decline as they progress through school.
Research studies states that motivation can be manipulated through certain teaching practices, although these studies also reveal both positive and negative effects of the same (Eisenberg, 2010, p. 681; Schunk & Zimmerman, 2007, p. 7).
In this modern world it has become an up hill task to motivate and encourage students to study. Many experts have highlighted the difficulty experienced in motivating students in the classroom setting.
Some students have low capacity when it comes to the power and intuitiveness of decoding both written and spoken words in whichever subject they undertake. This has led to a decrease in the level of motivation among this population of students (Eisenberg, 2010, p. 683; Guay et al., 2010, p.714).
This study aims at exploring different ways of promoting the initiation of the motivation process at the earliest age possible. This may involve motivating students as early as during kindergarten. This is a wondering inquiry research that entails teachers carrying out the task in a specified contextual setting.
Context setting in this case refers to a particular school within a particular state and within a particular country. Many researches have deduced that for any successful reading culture to occur there must be motivation at the earliest time possible (Dana & Yendol-Hoppey, 2009, p. 54).
There are numerous approaches that can be employed in motivation of youngsters to develop a reading culture. Appreciation of self and realization of the value reading holds goes a long way in motivating young people to develop a positive reading culture.
In addition, motivation stems from the daily occurrences such as the time spent talking about books, choice and incentives, all of which bring about motivation among the concerned young people (Gambrell & Marinak, 2009, p. 3; Guay et al., 2010, p.712).
This is the reason that has led the researcher to lay more emphasis on this study. As a result, the study has developed a wondering question: How can teachers use audio books with text to effectively engage and motivate struggling students to read?
Rationale for choosing the Wondering Question
The choice of the wondering question originates from the researcher’s passion to improve or experiment the teaching strategies and teaching techniques which motivates students. It has always been a major challenge to teach young children how to read.
This situation is further complicated in cases where the students come from low-income earning families and the teachers’ lack of prior knowledge of their social and educational experience (Dana & Yendol-Hoppey, 2009, p. 36).
Many research studies have established that the level of motivation of students declines with increase in age and as a result of this there is need to design a system that would ensure that students are constantly motivated towards reading (Schunk & Zimmerman, 2007, p. 7). Based on this, a wondering question that captures all the above issues was developed.
The wondering question is: What new strategies can I use to help motivate my students to become excited about reading? How can the use of audio books with text effectively engage and motivate struggling students to read? In addition, the wondering questions need to be supported with sub questions to ensure all areas are covered.
One sub-question asked about the effects, if any, would occur by allowing the students to choose their own text during independent reading time? From various studies carried out, it has been observed that introduction of new approaches there is a possibility of students becoming life long readers. The researcher hopes to provide more insights on ways of motivating students into lifelong readers.
Literature Review
Over the recent past, researchers have explored numerous ways students can thrive in the classroom. These studies explain that the greatest frustration of many teachers is the lack of motivation by their students to learn.
Most of these studies are centered on the classroom, where learning takes place and where students are most likely to be motivated in their quest to gain knowledge (Guay et al., 2010, p.712; Schraw et al., 2006, p. 111; Schunk & Zimmerman, 2007, p. 7).
Motivation entails an anthology of values, beliefs, interests, perceptions, and conducts that are interlinked. As a result, numerous approaches to motivation emphasizes on cognitive behaviors (such as observations and tactics use), non-cognitive facets (such as values, attitudes and beliefs) or both.
Schraw et al. (2006) defines academic motivation as pleasure of learning characterized by a mastery orientation, interest, perseverance, task-endogeny, and academic challenges.
On the other hand, Schunk & Zimmerman (2007) considers motivation to be the same as cognitive engagement, which he defines as voluntary use of high level of self regulated strategies such attentiveness, synergies, planning, and screening (Schraw et al., 2006, p. 112; Schunk & Zimmerman, 2007, p. 8).
Intrinsic motivation is exhibited by personal gratification, interest, or contentment, while extrinsic motivation is governed by corroborated contingencies. Motivation is multifaceted and is governed by numerous factors or comprises of an assortment of closely aspects.
Individual motivation varies across subject areas and increases with age. Motivation among the young children envisages motivation in their later life, and the strength of this relationship solidifies with age (Guay et al., 2010, p.712).
Early approaches to the study of motivation emphasized more on the extrinsic motivation. These studies posited that all the behaviors are governed reinforcement contingencies.
Proponents of these studies explained that positive reinforcers or rewards influences the individual behaviors they were contingent on, whereas negative reinforcers influences behaviors by eliminating or minimizing external negative stimulus. Negative reinforcers include punishments that can reduce the probability of a given behavior (Willingham, 2007, p. 11).
A series of study that led to the development of self regulation and volition theories links motivation with cognition. For instance, self regulated students have been found to use numerous strategies, have soaring self efficacy, and set their own goals. These leaner’s also regulate their own activities, assess their performance, and adjust their performance based on these results.
Therefore, self regulation theory proposes that students can strengthen their own motivation by taking part in numerous self-regulatory strategies including setting suitable and attainable goals, applying academic strategies, and assessing and evaluating their own progress (Schunk & Zimmerman, 2007, p. 7).
There are numerous evidences substantiating the existence of motivation in learning and their fundamental characteristics, as well as studies linking motivation to other types of academic results. These evidences shows that motivation varies across different domains depending on individual interest and that motivation in one domain may generalize to other domains.
For instance, Schraw (2006) established that motivation in reading envisages later motivation in academic activities. Simultaneously, motivation inn mathematics tends to be linked to motivation in other math constructs.
Students tend to be more motivated in their perception of math proficiency and teachers ratings of their math grades than in other subject areas. This suggests that motivation to learn mathematics among students in lower classes may be less generalized to other subjects (Schraw et al., 2006, p. 114).
Motivating children in the lower classes is one of the most difficult. Many of these children prefer to have books read to them rather than read the books themselves. Based on this finding, experts have developed programs that can arouse curiosity in this population of students. The books are read and critiqued together with the students (Miller, 2011, p. 8).
In a study by Buschicket al. (2007) it was observed that the maintenance of a motivational status quo as the students grow older was a difficult undertaking. The authors had set out to promote motivation among elementary and middle school students.
The authors employed various approaches in their study. One of the approaches included utilization of Silent Sustained Reading (SSR) system that entails filling of tally sheets to elaborate the behaviors associated with loss of concentration and as such lack of motivation to read (Buschick et al., 2007, p.10).
Buschick et al. (2007) also employed Student Survey as another tool aimed at identifying the habits among students that are associated with poor reading culture. From the study, it was observed that most students detested the idea of reading for fun and reading at home. In addition, it was observed that the students were a reluctant when it came to going to the library and learning new words.
So as to cover all areas, the authors carried out a teacher survey that looked at the lack of reading motivation and corrective strategies at the school under study. They observed that verbal/linguistic and interpersonal intelligences were the most common form of intelligences used while intrapersonal and naturalistic intelligences were the least common used intelligences (Buschick et al., 2007, P.12).
To counter the challenges, Buschick et al. (2007) came up with a solution that entailed designing a program that used eight multiple intelligences so as to bring about motivation of the students. These intelligences are: linguistic intelligence (word smart), logical-mathematical (number smart) and spatial intelligence (picture smart). Others are bodily-kinesthetic (body smart) and musical intelligence (music smart).
To foster relations and how people deal with emotions they included interpersonal intelligence (people smart), intrapersonal intelligence (self smart), and naturalist intelligence (nature smart) as part of the solution. After implementation, they observed that there was a change in attitudes among students and the students were motivated to choose books that suited their interests.
The number of students paying the library a visit also soared as well as the number of students willing to read at home (Buschick et al., 2007, P.12; Guay et al., 2010, p.714).
According to a study carried out by Miller (2011), there is a consensus that the level of motivation correlates with the ability of students to learn and interpreted what they learn as well as apply it in their day-to-day lives. According to the author, motivation can be in two forms, extrinsic or intrinsic.
Extrinsic motivation is the most utilized and it entails getting students to actively participate in any given chore while intrinsic motivation entails deep seated encouragement and nurturing to bring about motivation (Miller, 2011).
According to Barnes & Monroe (2011) the limitations of most forms of motivation arise from the tendency of most teachers handling different students in a similar manner and forgetting that each student is unique in his or her own way. To address this issue, the authors employed varied reading strategies.
They employed the Garfield Reading Survey that involves setting aside time each day dedicated to what is termed as silent reading time. This is with the hope that an increase in reading motivation would occur with individual student interests and at the end the student shares with other individuals what he has read.
The authors observed that at the end of the four-week study, there was an increase in the number of students requesting silent reading time. Furthermore, the students expressed desire to read on their own.
From the group sessions and book talks, the authors observed that given a chance, the motivated students were able to share whatever that was on their minds with their peers suggesting improved self confidence and as such well motivated (Barnes & Monroe, 2011, p. 5).
The use of audio books as motivational tools has been limited to second-language learners and disabled students (Johnson, 2003, p. 12). Audio books have several benefits as they have been shown to promote good interpretive reading and foster learning of new vocabulary. Consequently, they have been shown to teach critical listening and provide a read-aloud model to highlight the humor in books.
All of these help to promote engagement and motivation to read. According to Wolfson (2008) audio books bring about a wholesome language development as they foster the growth of all the language systems. In addition, audio books provide a forum through which some students are able to recall words and as such they play a role in building a positive reading culture (Esteves & Whitten, 2011, p 25.; Wolfson 2008, p. 22).
Methodology
This chapter details the research methodologies employed in this study. The study method used both primary and secondary data. Primary data collection employed interviews, note taking and standardized tests among others.
Collaboration with colleagues
During the study, the researcher collaborated with his colleagues in the school. This is because teachers in this institution are very supportive and work as a team. These colleagues have vast experience and therefore offered vital information for the study.
In addition, research is not a one man show, rather a team of individuals working together to achieve a specific result. Collaboration was not only useful for the study but also assisted the teachers as a whole in finding ways of achieving student success (Dana & Yendol-Hoppey, 2009, p. 70).
According to Sasson (2009), there are numerous benefits of teachers’ collaborations. First, ccollaboration allows teachers to learn effective classroom management techniques from one another. Secondly, Collaboration is effective in designing joint lessons that cater to diverse student needs and interests.
Thirdly, in their collaborative process, teachers will identify successful classroom activities, methods and ideas Teachers benefit from engaging in a dialogue with colleagues to understand how to incorporate oral instruction in their teaching of English language learners.
Finally, Collaboration also gives teachers insights on using oral instruction in a mixed ability class. Sharing ideas together with colleagues exposes teachers to different types of activities related to oral instruction. In Short, collaboration enables teachers to work together to better meet the needs of their students (Sasson, 2009, p. 2).
Data Collection
This study employed standardized tests, interviews, student work examples, and field notes to collect data. Field notes were used to obtain information regarding the whereabouts of the students. This was achieved by forming student groups and by integrating the study activity with the students’ independent reading time (Dana & Yendol-Hoppey, 2009, p. 74).
The information obtained using this strategy was recorded in a number of ways. The researcher recorded the data using a coded form to facilitate recording of the responses. In order to avoid student from becoming apprehensive of note taking, the researcher used a notebook. In this case, he could explain to the students that he was conducting a normal routine work (Dana & Yendol-Hoppey, 2009, p. 74).
Another strategy used by the researcher was the documentation of students work. In this case, the researcher was able to establish the students’ level of literacy. The researcher was also able to assess how the students work, both independently and in groups.
This strategy enabled the study to establish students’ progress. Interviews were conducted to determine students’ attitude towards reading and to find out their opinion on different strategies used in the learning process (Dana & Yendol-Hoppey, 2009, p. 84).
The last technique used in the data collection was conducting of standardized tests. These tests were based on Texas Primary Reading Inventory (TPRI) (Dana & Yendol-Hoppey, 2009, p. 99).
These tests were conducted four times; before the study, at the beginning of the study, when the study is half way, and at the end of the study. The researcher incorporated progress monitoring tools to evaluate the progress the study (Dana & Yendol-Hoppey, 2009, p. 103).
Analysis of Data
The study used triangulation method of analysis. Triangulation entails the application of more than one from of collected data (Dana & Yendol-Hoppey, 2009, p. 112). Triangulation may result in a layered analysis and eventually, “convergent validity” (Farmer, Robinson, Elliott, & Eyles, 2006, p. 378).
Triangulation method of data analysis has its disadvantages as well. For example, triangulation could cause and magnify bias and errors (Farmer, Robinson, Elliott, & Eyles, 2006, p. 379).
The analysis of the potential errors and biases is important, along with the common layers. An evaluation of these biases and errors could in fact enable the researcher to discover new inquiries and questions that requires to be scrutinized carefully. Besides creating more research, the triangulation tool also generates more wonderings (Dana & Yendol-Hoppey, 2009, p. 74).Analysis of data involved four steps.
First, the data collected was spread out and analyzed closely. This was to sort and group data to establish their level of significance to the study. The next steps involve, organizing data, making notes on the available data and making inferences (Dana & Yendol-Hoppey, 2009, p. 120).
Results
Research findings indicate that audio books with accompanying texts have proved to be an effective tool for assisting struggling readers to overcome this difficulty. Audio books can also increase the fluency and comprehension of students in the upper grades.
Also, these students are more likely to read more pages within a short time. The state tests require students to have increased reading comprehension, and this is a vital achievement for students between the third and fifth grades.
Teachers too will be in a better position to individualize the educational needs and plans of their students. When our students cultivate an interest in reading certain subjects, they are more likely to work either in small groups, or independently, at their own pace.
They are also likely to end up learning more because they have a keen interest in the subject. In addition, struggling readers can also follow and listen to readings from books that are above their level of reading.
Writing Plan
Writing plan provides the direction for a particular project within a given timeframe. One way of developing meaningful goals and objectives is by highlighting outstanding actions in the previous year, assessing successes, and summarizing the objectives for the coming year. Lamb (2009) states that the only way of knowing that you have reached your destination is first to know where you are headed.
Empowerment, clarification, accomplishment and generative are the four most persuasive reasons why one would need a writing plan (Dana & Yendol-Hoppey, 2009, p. 134). For purposes of clarity, the writer has to ensure that he/she has presented the topic in question to the reader(s) as if they had no knowledge of it at all. This is to facilitate a clearer picture of the information.
In completing the study, the researcher intend to make use of empowerment as a way of confronting own assumptions, along with those of the peers. The study findings will be shared with share with the peers, parents, and the administration. The study findings are also meant to motivate and empower the students, so that they can succeed in their learning.
Plan for Dissemination
The current research would be quite beneficial to a number of key groups. First and foremost, the results of the study will be shared with the colleagues of the researcher. This group fully acknowledges the significance of motivating and engaging our struggling students to read, not to mention the importance of sharing research materials, experiences, and suggestions.
Unless that inquiry is tossed into the professional conversation and dialog that contributes to the knowledge base for teaching, the inquiry has little chance of creating change. However, once tossed in the inquiry disturbs the status quo of education practices, creating a ripple effect (Dana & Yendol-Hoppey, 2009, p. 188).
A thorough assessment of the study goals, audience, objectives, sources, content access, availability, success and barriers will ensure that the results get an effective dissemination plan. The goal here is to promote comprehension, understanding, a love for reading, and motivation among all the students within the school.
The researcher will first meet with members of the team to present the research findings at the weekly planning session. The researcher will share certain key components of valuable articles with the group using power point presentation. In addition, the researcher will use audio books available in their library to disseminate the study results. This way, it is easier for the peers to offer suggestions and or/feedback in a familiar and safe setting.
Consequently, the researcher will the meet the school administration and explore the possible impact of sharing the research findings with other members of the staff who could also be faced with struggling readers. There is also the need to share the research with parents.
Electronic Audio books can be downloaded on the Internet and since many homes have access to the Internet and computers, parents too can take an active role in assisting their children with reading. The academic success of the children depends on the contributions made by each of the aforementioned groups.
There is the need therefore to forge an alliance between teachers, and parents in order to promote audio books as a rewarding and exciting experience to enhance the reading skills of students at various grade levels and ages.
Tentative Timeline
The table below shows the provisional timeline for this research project. However, the timeline could change at any one given point since it is never a clear-cut process. Reinventions and changes are likely to be witnesses at various stages.
An inquiry research tends to be “murky”, “messy” and yet, “creative”. It is important that you remain patient and focused because you are likely to discover new findings that enable you to become an efficient teacher (Dana, Yendol-Hoppey, 2009, p. 189). Inquiry research entails improving your teaching skills to ensure the success of your students.
This process has taught me the best way to formulate my wondering questions. I have also learned the need to solicit the help of others even as my research starts taking shape.
The experience has also taught me how to seek the right research, collect the needed data and prepare a resounding conclusion for my research findings. I can now claim to know when and how to share my research findings, and the importance of including others in the project.
One’s teaching skills can improve tremendously through research. It is important therefore that we all view the entire process of conducting research and compiling the findings as a way of changing how our education systems and schools operate on behalf of our students.
References
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Dana, N. F., & Yendol-Hoppey, D. (2009). The reflective educator’s guide to classroom research: Learning to teach and teaching to learn through practitioner inquiry (2nd ed.). Thousand Oaks, CA: Corwin Press.
Eisenberg, N. (2010). Self-regulation and school readiness. Early Education and Development, 21(5), 681–698.
Esteves, K. J., & Whitten, E. (2011). Assisted Reading with Digital Audio books for Students with Reading Disabilities. Reading Horizons, 51(1), 21-40. Retrieved from EBSCOhost. (ERIC Document Reproduction Service no. ED61992966).
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Johnson, D. (2003). Audiobooks: Ear-resistible! Illinois: Saint Xavier University. (ERIC Document Reproduction Service no. EJ671193).
Miller, C. P. (2011). Education World: Motivating the Reluctant Reader. Web.
Sasson, D. (2009). 5 Ways Teachers Can Collaborate With Each Other. Web.
Schraw, G., Crippen, K. J., & Hartley, K. (2006). Promoting self-regulation in science education: Metacognition as part of a broader perspective on learning. Research in Science Education, 36, 111–139.
Schunk, D. H., & Zimmerman, B. J. (2007). Influencing children’s self-efficacy and self-regulation of reading and writing through modeling. Reading & Writing Quarterly, 23(1), 7–25.
Willingham, D. T. (2007). Critical thinking: Why is it so hard to teach? American Educator, 31(2), 8–19.
Wolfson, G. (2008). Using Audiobooks to Meet the Needs of Adolescent Readers. American Secondary Education, 36.