Key Instructional Strategies and Behaviors to Support Student Motivation and Learning in the High School STAAR English Remedial Classroom

Abstract

The purpose of this study was to identify key instructional strategies and behaviors that support student motivation and learning in a high school STAAR English remedial program. Research was conducted within one summer school semester during 10-days of instruction and focused on high school students who Did Not Meet Grade Level through the STAAR End-of-Course English exam. This study utilized a qualitative methods approach. Teacher interviews, student surveys, and classroom observations were used to gather insight of how motivation was defined, characterized, supported, and not supported in the high school STAAR English remedial class. Data collection focused on identifying instructional strategies and behaviors used in the learning process to support student motivation. Data was analyzed after summer school concluded. Analysis of the data from the study showed that the teacher, as someone, and the classroom climate, as something that, played a key role to support students’ motivation. Specific behaviors regarding the teachers’ attitude, instruction, and classroom management were noted by students as something that supports motivation and learning, all which establish the classroom climate that a teacher creates. Ultimately, teachers implemented instructional strategies and behaviors that supported student learning and also created a classroom environment that developed student self-efficacy and motivation.