An Exploratory Study of the Role of Teaching Experience in Motivation and Academic Achievement in a Virtual Ninth-Grade English I Course

• In Event: Online Teaching and Learning in K-12 Environments

Abstract

This paper explores differences in Keller’s ARCS motivational constructs in virtual ninth grade English I students based on instructor experience, and the perceived instructional practices that contribute to motivation in the course. Quantitative data were student responses to the Course Interest Survey (CIS) of novice teachers with 1-5 years experience teaching language arts and experienced teachers with 6 or more years experience. Qualitative data were collected via survey to assess student perceptions of ARCS constructs in the course, and their assessment of motivating course design and instructor practices. On the CIS, there were no differences in Attention and Relevance scores between students of novice and experienced teachers, but there were significant differences in Confidence and Satisfaction scores between the groups.

Authors

• Julia Kathryn Carpenter, University of Florida

• Cathy Cavanaugh, University of Florida