IMPACT OF SELF DETERMINATION THEORY MODEL AS AN INTERVENTION TO IMPROVE HIGH SCHOOL ACADEMIC OUTCOMES
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2023-05
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Students who are reluctant to participate in their own education may be in a state of learned helplessness for a variety of reasons which may or may not be within their ability to control. Research from across the past 100 years, as well as more recent education practitioners, indicate learned helplessness can be reversed with non-academic supports. A model of education based on incorporating the components of self determination theory applied to classroom instruction was developed and named self determination theory model (SDTM). Research questions included what correlation is found between student academic outcomes and teachers’ professional relationships with students when using SDTM in sample classrooms, what student academic learning differences are found in sample SDTM classrooms where teachers purposefully invest in professional relationships with students as contrasted with classrooms where SDTM is not incorporated during instructional time, and how does using the SDTM approach cause teachers to deliberately focus on improving teacher-student relationships to increase student academic learning and achievement and teacher engagement for student success. Volunteer teachers were split into two groups, and one received training in SDTM while the other did not. Student outcome data were compared between volunteer-trained, volunteer-untrained, and non-volunteer teachers. Students taking core classes from volunteer-trained teachers performed significantly better than students taking core classes from volunteer untrained or non-volunteer teachers. Further research is needed to determine if external factors influenced these or other finding
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