Professional Documents
Culture Documents
Brenda Adams
Union University
December 7, 2017
Self-Set Goal Setting an It’s Effect on Student Performance 2
Self-Set Goal Setting and It’s Effect on Student Performance in the Upper Elementary Math
Classroom
Purpose
The purpose of this study is to examine the effect of self-set goals on student
Research Questions
1. How does goal setting change elementary student attitudes towards math?
2. How does goal setting effect the performance of lower performing students versus higher
performing students?
3. How does goal setting effect elementary student attitudes towards working independently
Introduction
motivate elementary math students to perform well on tasks that may not seem applicable to their
current lives as children. While many educators work tirelessly planning engaging lessons which
immerse students in practice that simulates how a skill will be used in the home or work place,
they may still find it is not enough to motivate all students to fully engage themselves in complex
tasks. Due to the impact that student achievement has on teacher effectiveness, as well as the
fact it is imperative today’s students be able to apply their skills and knowledge when entering
college or the work force, it is more important than ever that self-development and the intrinsic
motivation that goes with it must be nurtured in the elementary math classroom (Ugur,
Educators may begin to wonder how to implement strategies that monitor and support
self-development in their students and fit it into a school day that already seems too short to get it
all in. How do educators foster intrinsic motivation in their students in today’s culture of instant
extrinsic rewards?
In the past several years, research has shown that goal setting in the classroom improves
student motivation (Turkay, 2015). Goals set by the teacher may help students understand
exactly how they must perform and what they must produce to master a set of expectations. For
educators to set clear, specific goals for their students, they must know exactly what they expect
students to be able to do in the end. Teachers who backwards plan, or begin their planning with
the already specified end goal in mind, tend to create goals that are more specific and support the
expectations, students do not typically have input in creating the goals. Research has found that
students who help create or independently create their own learning goals have higher motivation
to focus on and persevere through challenging tasks (Turkay, 2015). These students are also
more likely to foster their own self-development. For example, students who set mastery based
goals tend to demonstrate more frequent use of self-regulated learning strategies (Shannon,
Salisbury-Glennon, & Shores, 2012). Students may be more likely to see the value in achieving
Students may ask what they will get for meeting a goal. What’s in it for them? Students
may expect an extrinsic reward such as candy or a trip to the treasure box. While these methods
may motivate students, they may become dependent on the external prize and could create only
temporary motivation. It is important that students set frequently changing goals that are
Self-Set Goal Setting an It’s Effect on Student Performance 4
obtainable, so they experience the intrinsic rewards that come with accomplishing a goal.
Meeting these expectations causes a student to experience arousal, becoming excited and
Many factors contribute to student motivation, but self-set goals give students the
opportunity to have control of their learning. When students are able to set their own goals, the
learning that takes place to reach those goals is relevant to the student. However, student set
goals will need to align with teacher and state set goals for teachers to be considered effective.
With student motivation and the efficacy of goal setting in other grade levels and content areas in
mind, this study will investigate the question: How does self-set goal setting effect student
Elementary School
reading, language, writing, and mathematics. Students are introduced to basic concepts in social
studies and science. Elementary schools may also catch deficits in reading and math at a time in
life when students are able to learn the most. Subjects are typically taught in a self contained
classroom by the same teacher. Most current elementary schools consist of students from
preschool to sixth grade and students typically range in age from around 4-11 years old (Gutek,
History. Early elementary schools in the United States were usually overseen by
churches. Public schools began to replace some church led schools in the 1830’s. In the early
19th century, state supported schools began to emerge. The first school boards were elected and
standards for education were also created around the time (Gutek, Howey, Mccarthy, Post &
Quinn, n.d.).
Self-Set Goal Setting an It’s Effect on Student Performance 5
Teaching of Math
wide range of skills and strategies. At the elementary level, this could include number
basis. Math instruction may include explicit teaching, memorization and rote practice, modeling
With the onset of the Common Core standards initiative, students are required to practice
and master rigorous standards. Not only are students at the elementary level expected to perform
at higher levels on state assessments, the standards themselves are high and tough to master.
Students spend a great amount of time learning multiple ways to solve the same problem using
numbers, words, and sketches. Students are also expected to justify, or prove, their solutions to a
problem, even if the answer is correct. This has caused a push back from parents and teachers
who believe that Common Core standards are not developmentally appropriate.
Because of this, many teachers find themselves creating their own curriculum that
provides students with the opportunity to explore, investigate, and problem solve, but also
exposes students to the basic algorithms and math facts that their parents grew up with.
History. The teaching of math in elementary schools in the United States began when
early settlers opened church-run schools (Gutek, Howey, Mccarthy, Post & Quinn, n.d.). These
schools taught basic arithmetic skills. During the 1940’s, the focus on math and other subject
matter instruction fell as the focus on life skills took over. During the 1950’s and 1960’s, more
mathematic classes were offered, but enrollment was slim. Math took another hit in the 1990’s
when parents and educators fought against the simplifying of math instruction when their
Self-Set Goal Setting an It’s Effect on Student Performance 6
students were issued textbooks that did little to progress these students in math (Klein, n.d.).
During the No Child Left Behind initiative, assessments were used to identify those students
with math deficits so that supplemental support can be given as soon as possible (Kubiszyn &
Borich, 2010). During the late 2000’s, many states agreed to adopt Common Core standards
which required students to think both in concrete and abstract terms in order to problem solve
(Klein, n.d.). Students not only are expected to be fluent in computation, but must also be able to
use alternative methods and strategies to demonstrate a conceptual understanding of why the
answer to a problem is what it is. They must also be able to apply their knowledge to real world
scenarios (Nation Governors Association Center for Best Practices & Council of Chief State
Strategies. Quality math instruction does not rely on one strategy, but a combination of
many to be successful. In the elementary classroom, teacher should plan to implement a variety
Explicit instruction is the direct teaching of a skill. During explicit instruction, the
teacher usually models a specific skill for their students; first showing them how to do it, having
them do it with teacher support, and then finally the student can complete the task independently.
After checking for student mastery, the teacher must identify students who would benefit from
further instruction. Explicit instruction requires that the instructor maintain student focus
Cooperative learning involves several students working together to complete a task. This
task may be investigating or thinking of ways to solve problems, or completing a task together
using what they have already learned to solve a new challenge. These groups are typically
Self-Set Goal Setting an It’s Effect on Student Performance 7
heterogenous and require students to work with and engage with peers of different levels.
Studies have shown that cooperative learning groups not only increase motivation, but also
There are many other benefits of cooperative learning. Besides increased motivation,
students improve their communication skills, have improved critical thinking skills, and have
higher levels of retention (Camacho & Legare, 2015). Problem based learning in cooperative
groups, which requires students to solve a problem through research, collecting and analyzing
data, and state their findings, require that students are active rather than passive in their learning
Peer tutoring is the grouping together of two students. In this group, students work
together on previously taught skills. Students have the opportunity to review skills they may be
having difficult mastering with a student who has mastered that skill. It may also be useful as a
Some major advantages of peer tutoring are the students have the opportunity to develop
language and interpersonal social skills, questions can be asked and receive immediate feedback,
and helps raise self-esteem (Baiduri, 2017). It the elementary grades, it may be necessary to
facility and guide your students through the process of asking and answering questions (Baiduri,
2017).
Goal Setting
Definition. Goal setting is the act of deciding on an outcome of some action. Academic
goals usually require learning and can be set by the student or the teacher. Instructors may use
backward design planning to set student goals. The goals must be clear about student
Self-Set Goal Setting an It’s Effect on Student Performance 8
expectations, so students can set their personal goals accordingly. Goals must also be specific
History. It has been known that goal setting is more motivational than asking students to
do their best. Other studies have shown that goal setting increases success rates in educational
Benefits. Students who set their own goals reach higher performance levels and set
higher academic goals. These students have the tendency to take more risks, show more
creativity, be more intrinsically motivated, and demonstrate a higher level of persistence. When
students reach their goals, they experience positive feelings which encourages them to work
Disadvantages. Many students will need to be taught how to set purposeful goals and
how to use different strategies to reach their goals. Teachers will need to spend time modeling
how create and reach goals. Students have to understand how goals can be used (Turkay, 2014).
Student Performance
Description. Student performance is both how students learn and interact in an academic
setting and how they perform on academic tasks. Performance expectations are usually set in the
form of state standards. Students may be evaluated on their performance using methods such as
rubrics, multiple choice or multiselect questioning, essays, and projects. Many states base
student performance on mandated summative testing scores, also known as high-stakes testing
Summation
Mathematics instruction has changed drastically over the years. To keep up in a world
that seems to see new technological and scientific innovations break through on a daily basis, we
Self-Set Goal Setting an It’s Effect on Student Performance 9
must continue to ensure the success of our students in the math classroom. It is imperative that
students at the elementary level have a stronger foundation than ever to meet the growing
demand of rigorous expectations. Students can no longer be successful with basic skills. A
thorough conceptual understanding of math concepts and strong reasoning skills are required to
be successful.
Government leaders are doing more to ensure student success in math. After the
textbook debacle of the 1990’s, it became clear that parents and teachers were not happy
watering down math for their students. Standards and expectations have been raised and are
more challenging than ever before. Students are not just expected to answer questions, but are
also expected to prove their answers and apply their knowledge to real world scenarios (Nation
Governors Association Center for Best Practices & Council of Chief State School Officers,
2017).
Due to the demands placed on students, intrinsic motivation is more important than ever.
Educators must find a way to keep their students motivated and engaged throughout the lesson.
This can be accomplished through using a variety of instructional strategies, ensuring that
students have time to work in groups as well one-on-one with their peers. It can also be
Studies have shown that goal setting improves student motivation. When students reach
a goal, they are naturally rewarded. They feel good and have an overall feeling of excitement
and accomplishment. To be successful, students will need to be taught how to set goals that are
specific, measurable, reasonable, and obtainable. While it may seem that your time may be more
valuable being used on direct instruction, goal setting is a skill that students will need to use for
Self-Set Goal Setting an It’s Effect on Student Performance 10
the rest of their lives. Based on research findings, it is reasonable to say that the time spent up
With the high expectations set for students, it is important for them to feel that they have
some control over their learning. By teaching them to set goals for themselves, students have
some autonomy over their learning. Pairing this with cooperative learning, students are able to
learn in a way that is comfortable and natural for them, but they also have set standards for their
self, giving their learning direction. Goal setting should be part of the elementary classroom.
Self-Set Goal Setting an It’s Effect on Student Performance 11
References
Baiduri (2017, March 31). Elementary School Students' Spoken Activities and Their Responses
https://eric.ed.gov/?q=peer%2Btutoring&pr=on&ft=on&ff1=dtySince_2014&id=EJ1138
368
Camacho, D. J., & Legare, J. M. (2014, November 30). Opportunities to Create Active Learning
https://eric.ed.gov/?q=cooperative%2Blearning%2Bgroups&pr=on&ft=on&ff1=dtySince
_2014&id=EJ1127696
Doabler, C. T., Kosty, D. B., Smolkowski, K., Clarke, B., Miller, S. J., & Fein, H. (2015,
http://www.journals.uchicago.edu/doi/abs/10.1086/679969
Gutek, G. L., Howey, K. R., Mccarthy, J., Post, L. M. & Quinn, L. F., (n.d.). Elementary
Education.html
Klein, D. (n.d.). A Brief History of American K-12 Mathematics Education in the 20th Century.
Kubiszyn, T., & Borich, G. (2010). Educational testing and measurement: classroom application
Nation Governors Association Center for Best Practices, & Council of Chief State School
Officers. (2017). Common Core State Standards. Retrieved December 7, 2017, from
www.corestandards.org
Shannon, D., Salisbury-Glennon, J., & Shores, M. (2011, November 30). Examining the
https://hilt.harvard.edu/files/hilt/files/settinggoals.pdf
Turkay, S. (2015). Setting Goals: Who, Why, How? Retrieved November 22, 2017, from
https://hilt.harvard.edu/files/hilt/files/settinggoals.pdf
Ugur, H., Constantinescu, P., & Stevens, M. J. (2014, November 30). Self-Awareness and
What evidence-based mathematics instructional strategies can teachers employ? (n.d.). Retrieved
https://iris.peabody.vanderbilt.edu/module/math/cresource/q3/p05/