Development of A Model of Mathematics Instruction to Foster Learning Motivation and Achievement Based on Self-efficacy and Social Cognitive Development Theories for Lower Primary Students in International Schools in Bangkok

Abstract

The purpose of this study was to develop and evaluate the effectiveness of an instructional model in promoting lower primary students’ motivation and achievement in mathematics. The model was developed based on the theories that people’s beliefs about their own ability affect their motivation and performance, and that social interaction plays a fundamental role in the development of cognition. The instructional procedures in the model emphasized the teacher’s role to maintain a positive learning ambience and communicate faith in the students’ ability to learn. The children were given options of mathematics tasks to choose from and were graded individually based on their selected tasks. A single-group time series design was used to investigate the effects of the instruction. A modified version of the Young Children’s Academic Intrinsic Motivation Inventory (Gottfried, 1988) was used with permission to measure the children’s motivation to learn mathematics. Significant improvement was found in the mathematics achievement and motivation especially of the less academically talented children.