Low academic motivation for at-risk students: a self-study
Date
2011-06-30
Authors
Wignall, Jennifer
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
Self-study research method allows for the reflection of one’s practice for the
purpose of understanding and often to facilitate change. This study of myself in relation
to at risk students who struggle with low motivation embodies the qualitative research
method, self-study, along with narrative inquiry and an arts-based method, creative
writing, in order to reflect on my practice as an educator and bring a greater awareness to
my work. This study sought to answer the following question: How does my story as a
teacher of at risk students within an inner city school facilitate a greater understanding of
the possibility of achievement and success for at risk students who struggle with a lack of
academic motivation?
Over the course of this study, I collected eight journal entries of my own
reflections of my time with the classroom. I then organized this data into various themes
and created short stories of my learning and experience. After analyzing both my data
and my short stories, I was able to reflect on the various themes and lessons, reflect on
my learning process, and on the meaning of this learning for myself as teacher and a
professional.
The outcome of my study allowed me to facilitate a change in my practice that
will lead to an increase of success for some of my students. My plan is to share my
learning with my colleagues and hopefully facilitate a greater awareness of the struggles
and successes of at risk students.
Description
Keywords
Low Academic Motivation, At-Risk Students, Self-Study, Narrative Inquiry, Arts-Based Method of Inquiry