V22 Report for EMOD59B.docxVIP

EM0D 59B –Research in Professional PracticeMotivating students throughsmall group learninginthe student-centred learning context: asmall-scale literature reviewSubmitted by: Guoqiang CaoSubmitted to: Dr. Anthony ColesDate: 28th Jan 2011MA EducationYear 1Birmingham City UniversityFaculty of Education, Law and Social ScienceAcknowledgementsI would like to thank the following: Dr. Anthony Coles -- Reader in Post-Compulsory Education, my supervisor, for his encouragement, patience and expert advice; Dr. Jim McGrath and Dr. Tony Armstrong, for supplying so much invaluable information;and finally special thanks go to my friends and family who have supported me throughout my research.Table of contents____________________________________________________________________________________Abstract (100 words)4Introduction (350)5Methodology (1200)7Literature Review (2000)12Critical Reflection on Literature (800)20Conclusion (300)25References26AbstractAcademic achievement can be affected by an individual’s motivation. Students’ motivation could be divided in to extrinsic and intrinsic motivation in the classroom. First, it has been considered intrinsic motivation served as the dominant function for the learning (Law, 2009). Secondly, some factors of extrinsic motivation could have the negative effect on learning (Law, 2009).At the same time, intrinsic motivation could be affected by many factors. For example, the forms of learning (such as the lecture and the small-group learning) could also affect students’ intrinsic motivation (Springer,1999); setting goalsmay also benefit the academic outcome of intrinsic motivation(Linnenbrink, 2005); however, theinstruction procedures may did not have significant effect on students’ intrinsic motivation (Berger, 2009).IntroductionThe topic of this report was motivation in relation to student centered learning methods (small group learning). According to my work experience, some students were not interested in learning at the start of the firs