Investigating the Impact of Differing Levels of Autonomy on Learning and Motivation in a Key Stage 4 Science Class

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Authors

Seargeant, Patrick J. M.
Elizabeth Rawlinson-Mills

Issue Date

2024-05-01

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Abstract

This study investigated the impacts of autonomy-supportive interventions on student learning and motivation within a secondary school context. Employing Self-Determination Theory (SDT), the study aimed to understand how increasing student autonomy through choice in both the quantity and nature of work impacts learning outcomes and engagement. Interventions consisted of an autonomous homework model and an independent revision session. Homework completion rates improved modestly from a pre-intervention average of 84% to 92% during the intervention. Moreover, the quantity of homework completed showed a modest increase, and more students engaged in self-marking their work over time, indicating enhanced self-regulatory skills. The autonomous revision session resulted in mixed student feedback and slightly lower test scores compared to previous ones. However, positive signs of engagement were observed. Further research could focus on the long-term effects, sustainability of such interventions, and teacher perspectives to provide a more comprehensive understanding.

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Keywords (free text)

PGCE Secondary , Autonomy , Self-Determination Theory (SDT) , Homework , Revision , Key Stage 4

Permanent link to cite this item

https://hdl.handle.net/20.500.14069/932

Link to Original Source

https://www.repository.cam.ac.uk/handle/1810/371900

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