Classroom Guidance

Results Report
Topic: Academic Achievement and Success
Varina High School
Kelly Hodgkins

DESIGN
Purpose: This academic achievement and success classroom guidance unit plan is focused on helping to build
students motivation and self-efficacy in order to increase their academic performance. According to Varina High School
s School Report Card, students who took the Virginia Standards of Learning (SOL) tests during the 2014-2015 school year
demonstrated lower passing rates on a majority of subjects as compared to district and statewide assessment scores
(Virginia Department of Education, 2015).
Due to this achievement gap, this unit strives to help ninth-grade students build the foundational elements of
motivation and self-efficacy in hopes of improving their academic results. The lessons included work to strengthen
students understanding of what personally stimulates their desire to learn since lack of motivation is primarily linked to
underachievement in school (Rowell & Hong, 2013). From this identification of personal motivation and growth in selfefficacy, students will work towards achieving their short- and long-term academic goals.

DESIGN
Unit Plan Goals:

Students will be able to create one long- and one short-term goal in addition to naming the five components of creating
SMART goals.

Students will be able to demonstrate their understanding of two or more successful behaviors that will lead them towards
improving academic performance.

Students will be able to utilize rational emotive behavior therapy (REBT) framework to understand their current academic
beliefs and identify a positive mantra to replace negative self-talk.

ASK
One 9th-grade English class was designated by a VHS School Counselor to participate. Approximately
23 students were given a pretest at the beginning of each lesson and a posttest at the end to collect
perception data.
1.

2.

3.

Goal Setting: The pretest and posttest were identical and included three 4-point likert scale
questions asking about their experience with goal setting and one open ended questions asking if
they knew the different elements of the SMART goal acronym.
Academic Confidence: The pretest included a five-point scaling question that asked each student
how they rated their current confidence level in their academic abilities. The posttest included the
same five-point scaling question in addition to asking students to list steps they can take to create
good, quality school work.
Academic Motivation: The pretest included a five-point scaling question that asked each student
how they rated their current motivational level to succeed in school. The posttest asked the same
five-point scaling question in addition to asking students to list action steps that will help to keep
them motivated.

TRACK - Graph

I know what goal

I have set goals

setting is.

for myself.

I know the difference

between long and
short term goals.

TRACK - Graph

TRACK - Graph

TRACK - Highlights
Goal setting:

All students created one long and one short term goal.
Pretest: 9% of students were able to name the five components of the SMART goal acronym.
Posttest: 86% of students were able to name five components of the SMART goal acronym.

Academic Self-Confidence:

After the lesson, 21 students were able to identify two or more behaviors that can help them
create good, quality school work.

Academic Motivation:

All students were able to use the REBT framework to address their negative academic beliefs and
behaviors and work to replace with more positive, motivating self-talk.
After the lesson, 18 students were able to identify two or more actions steps to keep them
motivated to do well in school.

ANNOUNCE
Summary: As a result of this unit, students were able address the major themes of goal setting,
academic self-confidence, and academic motivation through the use of interactive activities and
reflection. More focus should be placed on the academic motivation piece of the unit in order to find
additional interventions that will increase motivational levels.
Implications:

Continue the Academic Achievement and Success Unit Plan

Address additional 9th classes that are not designated as Honors or AP.
Share results with administrators and additional stakeholders.
Use information to create a school culture that encourages academic self-confidence and
motivation.