The Effect of External Motivators During Writing Tasks in Social Studies

Kristen A. Kaufmann

Assignments & Final Report

MATC/MAET/MAE Program
College of Education
Michigan State University

TE 808 - Inquiry into Classroom Teaching & Learning

Spring 2020
 TABLE OF CONTENTS

INTRODUCTION 3

LITERATURE REVIEW 5

DESIGN & METHOD 9

DATA ANALYSIS 12

CONCLUSIONS & DISCUSSION 1​5

REFERENCES 1​7

APPENDIX 19

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INTRODUCTION

Context​:
I’m a 3rd grade social studies teacher in a Southeastern state that borders the Mississippi River.
Military service is the primary occupation in the area because of a nearby military base that
brings a great range of diversity to the region. My school places in the top 20% of the state’s
schools in diversity. With 810 students, 46% are caucassion, 24% African American, 16%
hispanic, 10% two or more races, 2% Asian, 1% Hawaiian/pacific islander, and 1% American
Indian/Alaskan Native. Gender is equally distributive and 44% of our students are from
low-income families and receive free and reduced lunch. Academically, the school performs
above the state on standardized tests.

Challenge
The challenge that I face with my students is their motivation to write--and to write well. As
measured by the state English Language Arts Assessment of 2019 (49% performed in the
proficient zone; the state average was 35%). In this state assessment the students writing
scores were lumped into these averages. My students were in the proficient zone in their
language arts skills at the end of 2019, but not in mastery. In the classroom, I regularly observe
students perform better with the multiple-choice, vs. short-answer the state assessment
indicates. For instance, in their English/Language Arts class, students are taught how to
compose complete sentences and paragraphs while responding to a writing prompt. And in their
Social Studies class, I integrate much of that teaching into the writing activities and projects I
assign. But even with multiple opportunities to practice and review these writing skills, students
are still not motivated and skilled to write--and to write well. In some cases, students write so
poorly that I can not understand their answers, even after six or seven months of practice. And
in other cases, students seem to disregard the lessons they’ve learned from extra writing
prompts. In particular, I often wonder what I can do to motivate them to develop their best
writing in social studies. My hope and aim is for them to write with joy and passion. But their
faces often suggest struggle and anxiety. If I could get my students as excited about writing as
they are when using the computer for social studies activities, I would feel like progress is being
made.

Justification
I choose to study this problem because I want my students to want to write well in response to a
prompt. And I want them to think more critically about the social studies content than what
simple multiple-choice questions can indicate. During my three years in this district, students
have performed lower in their writing abilities with each successive year. To curb this decline,
we recently changed the reading and writing curriculum. This change, however, created gaps in
the way students progress in their writing development. In response,I have done considerable
gap-closing instruction so students learn to write legibly, explain clearly, and think critically

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through their writing. I want my students to be college and career ready and be prepared to be
successful writers someday.

Research Question
Given the context, challenge, and justification outlined above, the research question I choose to
study is: How do external motivators affect my students’ motivation to write in social studies?

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LITERATURE REVIEW

Overview
Using my research question as a guide, I reviewed the literature on how external motivators
affect my students’ motivation to write in social studies. I began my review by explaining the 3
‘big ideas’ I synthesized from the literature. I conclude by summarizing, comparing, discussing,
and evaluating the relevance of these big ideas to the research question I want to answer.

Review
The 3 ‘big ideas’ I synthesized from the literature are identified, explained, and illustrated below.

External motivators that work: verbal praise

Rewards such as candy, pens and stickers can add strength to verbal and written praise given
by teachers and can increase student motivation. Based on Larilyn’s research she found
through another source that “praise during a task enhances interest because students can
readily associate feelings of competence with success at the task” (Gose, 2004).

According to the article, Towards an Integrated Framework of Intrinsic Motivators, Extrinsic

Motivators and Knowledge Sharing, ​when EMs can “provide feedback, recognition and reward
which confirm or improve competences”, this can lead to “increased self-esteem” (​Kuok Kei
Law, ​Andrew Chan, ​and ​Muammer Ozer​ 2017 p.17).

External motivators that work: Making writing tasks attractive, challenging, and meaningful
In the field of social studies some topics can come across as “boring” or not as fun to write
about for students. According to a study, “third graders preferred high challenge to low
challenge reading and writing tasks” (Graham, S., MacArthur, C., Fitzgerald, J. 2013). “Writing
should be looked at as a problem solving process, where the solution is the production of the
text/answer to the prompt given” (Graham, S., MacArthur, C., Fitzgerald, J. 2013).

A way to make writing more attractive to students according to “The Best Practices in Writing
Instruction” is to let students “play” with writing. This type of writing is “creative” because it is
aimed at creating “new” meanings (Graham, S., MacArthur, C., Fitzgerald, J. 2013). or in my
field, solidifying more complex concepts in social studies.

Another way to make writing more attractive for students is through extrinsic motivators
according to Larilyn Gose (2004) she points out from multiple sources that extrinsic rewards
may “increase initial interest in a task, which in turn may assist in increasing intrinsic motivation”
(pp. 17-20). “Rewards can be successful in promoting interest in activities that lack initial
interest” (Gose, 2004, pp. 17-20). She also states through multiple sources that “an individual’s
interest and performance may be changed when rewards are offered” (Gose, 2004, pp. 17-20).
“Rewards can be used to maintain and increase effort and attentiveness to tasks that were
initially non-interesting” (Gose, 2004, pp. 17-20). Larilyn Gose (2004) also states in her research

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that “the use of rewards may assist in expanding attentiveness, which may increase student
effort” (pp. 17-20).

Some examples given by author Dennis Rowen of “The Write Motivation” to make the writing
process more “attractive” or challenging” could be to tap into their interests, and either contact
an expert in what the students are learning about or create your own alter ego of an expert.
When Dennis taught about Native American cultures with his 4th grade students he contacted a
woman from a Native American museum and had the students write emails to her about
questions they had and their understanding of Native American cultures. In regards to creating
one's own alter ego, Dennis made up a character called mini-mini-micro man that the students
could email their writing and questions about science concepts. “ When students know someone
other than me (Dennis) will see their writing, it becomes easy to help them with process and
mechanics” (Rowen, D. 2005).

It’s important for students to find personal meaning and value in the material they are writing
about and it’s important for the educator to be enthusiastic about their subject area. If the
teacher is excited about the writing prompt then the students will follow suit (Davis, B. 1999).

External motivators that work: Encourage students to discuss before writing

According to multiple sources, it’s important to allow students to discuss and talk about the topic
or prompt given. This allows students to verbally think out loud what they want to write about.

In Jason’s story about motivating him to write. The researcher found discussing with him about
the topic first helped Jason get a clear idea of what he wanted to say and explain in his writing.
Jason was able to lay out what he said out loud into a basic writing template
(Carignan-Belleville, L. 1989).

“During the writing process, students and the teacher talk about what they are going to write.
These talking opportunities not only extend student language, but become the rehearsal for
writing the text” (Borba, M. 2011).

“Readers must be involved in the communication process, during as well as after writing.
Several studies indicated that such an approach may have beneficial effects on the quality of
students’ writing” (Van Drie, J., Janssen, T., and Groenendijk, T. 2017 p. 277).

Relevance

Summary​.
When it comes to writing in social studies, students face various difficulties as they have to
combine their content knowledge and disciplinary reasoning abilities with their knowledge of
how to present their ideas in discipline-specific forms of text (Van Drie, J., Janssen, T., and
Groenendijk, T. 2017). In order to motivate students to write the teacher needs to show

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enthusiasm and get the students excited. If the teacher is excited usually students will be too.
With how complex social studies topics can get it’s important to promote extrinsic motivators to
allow students feel more confident and perform better in a topic that might not interest them as
much. Extrinsic motivators such as verbal praise and rewards can benefit students to want to try
and perform well. Verbal praise could consist of positive feedback and rewards could be
anything that interests the students. Some aspects of extrinsic rewards include: candy, eating
with the teacher, getting to pick a partner for kaegan activities, stickers, etc. Lastly, Letting
students verbally praise each other and give feedback is important especially in the writing
process. Having discussions with their peers and having whole group discussions, ensures that
students understand the content and can verbally think out loud what to write. This can provide
students with the confidence and validation that their thinking is correct and therefore their
writing will be correct.

Comparison/Connection​.
Based on the research collected, most of the articles point to the importance of student
motivation. Without motivation it seems that there is no point in doing the work. The articles
really point out the importance of collaboration. Whether that collaboration is between the
teacher and student or student and student. Through verbal praise and reassurance of one's
answer before writing it, students can find the extrinsic positives through collaboration. Extrinsic
rewards can also be beneficial. The articles compare teacher enthusiasm to extrinsically
motivate students. Extrinsic motivators can even be physical objects such as candy, stickers,
etc. Even framing the prompt in creative ways or having students write in a different type of
outlet can make the writing process better for them in social studies.

Discussion​.
I think that the three big ideas I found are very relevant to my research question. As a teacher, it
will be important for me to motivate my students in a way that they and I find beneficial to their
writing process. I want my students to become better writers and through the use of extrinsic
motivators such as making the writing process more attractive, challenging, and meaningful,
verbal praise/feedback and peer discussion.

Evaluation​.
It appears extrinsic motivators are worthwhile to use in the classroom. Most of the research
presented was focused on motivating students extrinsically in a general state of learning not in
any subject or content area specifically. I did research motivating students to write in a social
studies context, but the research also focused on the writing process as a multiple day process.
I don’t get multiple days to take the students through a writing process, so it will be interesting to
see how extrinsic motivators work to motivate them through quick 45 minute writing tasks.

Relevance​.
I plan to utilize the strategies presented in the research in my classroom to see if continued
extrinsic motivators can push my students to write--and write well to social studies prompts. The

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research shows that students who are extrinsically motivated are more interested in the
non-interesting task given and put in more effort.

Questions​.
Given what I learned from the literature review, I am still wondering how I am going to
extrinsically motivate my students in the allotted time (45 min) in my classroom each day?
Which extrinsic rewards will be the best ones to use? I hope to find a balance in my teaching
time and the best rewards to use to successfully move forward in my research.

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DESIGN & METHOD

Participants
Twenty-two third-grade participants were part of my teacher inquiry project. 11 were female and
11 were male. 0 participants were Native American, 1 was Hispanic, 6 were African American,
and 14 were causcasion. I chose the participants by having them complete a survey on their
thoughts and feelings about writing, selecting those who indicated that they do not enjoy writing
nor are they motivated to write intrinsically.

Setting
Two features of my classroom setting are important for answering the research question for this
project. First, the classroom environment is designed to be very welcoming and to promote
collaboration amongst students. In writing, it’s important for students to share what they are
thinking and to provide feedback to one another and receive feedback in return. My desks are
arranged into table groups of 4, so each student has a partner to collaborate and share thinking
with in the writing process.

Another feature of my classroom setting is having extrinsic motivators visible for students to see.
For example, my starburst jar, treasure chest, and other rewards can be easily seen by
students, keeping them aware of the external reward throughout the writing process.

Data
Pre and post surveys will be my first data source. I chose this source because I want to
understand my students feelings towards writing and the writing process. If I get a better
understanding about their feelings in the process it could help me identify which extrinsic
motivators will aid them in writing better. I will collect the data by giving each student the survey
and seeing which students need more extrinsic motivators than others. This data can also help
in seeing what students thought about writing before extrinsic motivators and what they thought
afterwards.

Observations and fieldnotes are my second data source. I chose this source because the notes
will aid in seeing if any attitudes change during writing time in social studies. I can track
motivation in my notes to see if it is high one day or less the next. I can also use different
extrinsic motivators and keep track of which ones sparked my students' motivation more over
others. Field notes can also help in writing down things students say, whether they are positive
or negative about the writing process and the extrinsic motivator used. I can use quotes the
student says to change anything I need to during the process. I will collect the data by taking
notes everytime we look and answer a writing prompt in class.

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Timeline
The table below outlines the timeframe for conducting my teacher inquiry. It will begin with a
pre-survey administered to my students (see Appendix A). I will administer several writing
prompts and will make notations in my journal--from observations and field notes--about myself,
the students, and which extrinsic motivators work better than others on various days. Following
several days of making observations and field notes over four different writing prompts covering
new material, I will administer a post-survey (see Appendix B) to include student responses to
the writing prompts in my research. The post-survey will help me gage whether the students'
motivation will increase or decrease due to various extrinsic motivators.

Table 1: Timeline for Conducting my Teacher Inquiry Project

Monday Tuesday Wednesday Thursday Friday

Administer 1) Social studies Social studies Social studies Social studies

pre-survey writing prompt 1 writing prompt 2 writing prompt 3 writing prompt 4
(Appendix A) with starburst as with treasure with verbal with partner
extrinsic chest items such praise as discussion/
motivator (each as: toys, big extrinsic collaboration
student just gets candy, passes motivator and
one if earned) (eat with brainstorming as
teacher, wear 2) Make extrinsic
2) Make pjs, bring stuffed observations/ motivator
observations/ animal, etc. ) as field notes and
field notes and extrinsic enter into journal 2) Make
enter into journal motivator observations/
3) Be extra field notes and
3) Be extra 2) Make excited about enter into journal
excited about observations/ writing to make
writing to make field notes and the writing 3) Be extra
the writing enter into journal prompt seem excited about
prompt seem more interesting writing to make
more interesting 3) Be extra the writing
excited about prompt seem
writing to make more interesting
the writing
prompt seem
more interesting

Monday Tuesday Wednesday Thursday Friday

Administer post-
survey
(Appendix B)

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Role
I will balance my role as a classroom teacher and a teacher inquirer in 2 ways. First, I play an
important role in motivating my students, not just the rewards. I plan to be very supportive about
what the students are writing about and strive to make it sound as interesting as possible. As an
educator I will make learning interesting and as an inquirer I will continue to make the writing
process exciting to see if engaged teacher support motivates the students in addition to the
external rewards given. The second role is making my students feel safe in a positive learning
environment where it's okay to make mistakes and grow from them. While I already enact this
role, I will focus my field notes and observations on it to monitor students' feelings, actions, and
attitudes.

Issues
If an ethical issue arises while conducting my teacher inquiry project, there are two ways I will
handle it. First, I will include my administration from the start so that they are aware of what I am
researching and the issue that arose. Second, I will keep my students’ identities confidential so
information about them will remain anonymous.

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DATA ANALYSIS

Procedures
I had planned to analyze my data using a formal analysis as described in Falk and
Blumreich (2005). Doing a formal analysis would have helped me avoid becoming overwhelmed
by the data. During the formal analysis I planned to organize my data into themes. According to
Falk and Blumenreich, “organizing your evidence into themes or categories helps you make
sense of your data in order to come up with a set of findings” (Falk & Blumenreich 2005, p. 116).
After organizing my data into themes I wanted to put it into a data analysis chart. Putting my
observations and field notes into a chart of themes would have helped me in “seeing clearly in
one place all of my evidence” (Falk & Blumenreich 2005 p. 124-125 ).
Due to COVID-19 I can not obtain evidence in my classroom with my students. Although
what was described were ways I wanted to analyze my data I now have to analyze data I do not
have in other ways. One of those ways is through grounded theory. Grounded theory is the
“research methodology that results in the production of a theory that explains patterns in data,
and that predicts what social scientists might expect to find in similar data sets. When practicing
this popular social science method, a researcher begins with a set of data, ​either quantitative​ ​or
qualitative​, then identifies patterns, trends, and relationships among the data. Based on these,
the researcher constructs a theory that is "grounded" in the data itself. This research method
differs from the traditional approach to science, which begins with a theory and seeks to test it
through the scientific method. As such, grounded theory can be described as an inductive
method, ​or a form of inductive reasoning​” (Crossman 2019). I have a few observations and field
notes that I have taken and with using those pieces of evidence and what I have read
about/researched about in context with extrinsic motivation I will create a data analysis chart to
discover themes/findings to my research question.

To identify themes I used a data analysis chart like the example below.
Data Sources Engagement Work Ethic Teacher Involvement

Field Notes Most students became Most students showed When I became more
more excited and more work ethic when excited/positive about the
engaged about the writing candy was presented writing prompt the
task when candy was students did too.
presented

To ensure that the procedures for developing themes were reliable and valid, I wanted to
conduct a member check with my students. I unfortunately was not able to do so due to recent
circumstances of the Covid-19 pandemic and the inability to be with my students.

Findings

Using my research question as a guide, the 3 themes I induced from the data are identified,
explained, and substantiated below. Again, due to Covid-19 and the inability to be with my
students to test my research further I had to settle with my field notes and grounded theory. I
was able to get two instances of field notes with my kids as I observed their increase or

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decrease in motivation when the introduction of starbursts candy was implemented in two
lessons as my extrinsic motivator.

Engagement
In the two instances I used starbursts candy to motivate my students I noticed a huge increase
in engagement and excitement. Students who normally slouched in their seats were sitting up
right. Students who normally drifted off into space had their eyes on me attentively. All it took
was taking the jar out of my desk and putting it on top for all of them to see. They didn’t know
what it was for yet or whether they were going to get one. As soon as it came out they
instinctively wanted to be more engaged in the hopes of getting a piece.

I explained to my students that we were going to practice writing in complete sentences. If they
could follow their CHOPS rules (Capitalization, handwriting, oral language, punctuation, and
spelling), write in a complete sentence by restating the question, and have the correct answer
then they would get a starburst. Keep in mind, we have been working on these skills all year,
but most of my students still seemed to struggle with it. The students got out their whiteboards
and markers and were ready to go immediately, where in the past as soon as I I said we were
practicing writing they would seem to take longer to get those items out.

When given the question: Why were the Americas named after Amerigo Vespucci instead of
Christopher Columbus? The students got straight to work. They already knew the answer,
because it had already been taught. If the students could not recall the answer or needed more
support they could use their workbooks to go back into the passage and find the answer. As
soon as I said they could use their workbooks almost all of them got it out quickly. It was
amazing to witness the excitement and engagement my students had for this writing practice all
in the hopes of getting a starburst.

Work Ethic
With engagement came the natural theme of work ethic. I witnessed my students not only sit up
straighter, have their eyes on me more, and get their materials out more quickly, but also work
harder. When doing practice like this in the past, observations I had made consisted of my
students not wanting to look back in their workbooks and write down the first answer they could
think of, because they did not want to take the extra time. With the hopes of getting one
starburst I saw them reading back into their workbooks, some highlighting the answer to help
copy it, some underlining it, and most getting out their CHOPS check cards in their caddies to
check off they had completed the correct rules for their sentences.

Teacher Involvement
In my reflections of my teaching in both those instances and looking back into my field notes, I
noticed a difference in myself. When the students got excited seeing the starburst jar come out I
instinctively got excited as well. I usually would dread doing writing practice with my students,
because I knew they didn't want to do it and they gave me sentences that either were not
complete, did not follow the rules of CHOPS, or didn’t have the correct answer when they could

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have used their notes to find it. I would find myself getting frustrated with them and think “it’s not
that hard!” “I’ve given you all the tools to be successful!” “just try please!” Those frustrations I
know affected my teaching practice in a negative way.

With using the straburts as an extrinsic motivator I noticed I was just as excited to reward them
for trying and doing their sentences correctly, as they were in receiving the reward for working
hard. I reflected on how much more goofy and charismatic I was with them and how when I got
excited over a starburst they got excited too. It amazed me to see how something so small as a
piece of candy not only changed my teaching, but my students' willingness and excitement in
their writing as well.

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CONCLUSIONS & DISCUSSION

Summary
The main themes I identified in the Data Analysis section were when: candy was
presented during a writing task, most students became more excited and engaged, most
students showed more work ethic, and I became more excited/positive about the writing prompt
my students did too.
Students who normally slouched in their seats were sitting up right. Students who
normally drifted off into space had their eyes on me attentively. All it took was taking the jar out
of my desk and putting it on top for all of them to see. As soon as it came out they instinctively
wanted to be more engaged in the hopes of getting a piece.
With the hopes of getting one starburst I saw them reading back into their workbooks,
some highlighting the answer to help copy it, some underlining it, and most getting out their
CHOPS check cards in their caddies to check off they had completed the correct rules for their
sentences.
With using the straburts as an extrinsic motivator I noticed I was just as excited to reward
them for trying and doing their sentences correctly, as they were in receiving the reward for
working hard. I reflected on how much more goofy and charismatic I was with them and how
when I got excited over a starburst they got excited too.

Connections
The themes I identified relate back to the Literature Review in two ways. First, verbal
praise. As I became more excited about the writing task my students did as well. With that
excitement and with my students showing more work ethic I noticed I gave out more verbal
praise. Second, was making the writing task more meaningful, challenging, and attractive. By
providing candy as the extrinsic motivator, the task automatically became more attractive. It also
seemed like the task became more meaningful for the students as well as they showed more
interest in the writing prompt. Lastly, it challenged my students to look back in their
notes/passages for the answers and check their sentences for any mistakes.

Implications
The findings from this inquiry project imply two things for my own teaching and others in
the profession. First, extrinsic motivators such as candy work! My students seemed much more
engaged and willing to put in the extra effort to do well and earn a piece of candy. Second, this
research made me realize that younger students need more extrinsic motivators vs. intrinsic.
Some had intrinsic motivation, but more needed the extrinsic reward.

Further Study

One new question was generated by the findings of this inquiry project. How do I create
a classroom atmosphere that attracts intrinsic motivation? I have always been more fond of

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intrinsic motivation when it comes to teaching over extrinsic, but wanted to see if extrinsic
motivators affected my students writing in a positive way and I felt that it did! I would like to know
how to possibly transition that more into intrinsic motivation.

Reflections
One experience stands out from doing this inquiry project and what it means to me and
the teaching profession. I have never felt that students should get a piece of candy for
answering a question. I have always wanted them to love learning and learn because they want
to learn. I have always felt that giving a student a reward for every little thing never helps them
for the realities of the real world. Through this research though I found that there could be a
good balance of both. Not every kid is going to like writing and I shouldn’t force them to like
something they don’t. But I can use extrinsic motivators to get them to still do the work,
hopefully do it successfully, and later down the road instill more of an intrinsic motivation for
writing.

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REFERENCES

Borba, M. (2011). Linking interactive writing with social studies. ​California Council for Social
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ALE%7CA277520065&v=2.1&it=r&sid=summon

Carignan-Belleville, L. (1989). Jason’s Story: Motivating the Reluctant Student to Write. ​English
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Crossman, A. (2019). Definition and Overview of Grounded Theory. Retrieved from:

https://www.thoughtco.com/grounded-theory-definition-3026561

Davis, G. B. (2006, September 15). Motivating Students. ​Tools For Teaching. ​1-8. Retrieved
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Dennis, R. (February 2005). The Write Motivation Using the Internet to Engage Students in
Writing across the Curriculum. Learning Connections--Language Arts. ​Learning & Leading with
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Falk, B., Blumenreich, M. (2005). The Power of Questions A Guide to Teacher and Student
Research. Portsmouth, NH. Heinemann.

Graham, S., MacArthur, C., Fitzgerald, J. (2013). Best Practices in Writing Instruction second
edition. ​The Guilford Press. ​285-294. Retrieved from
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motivate%20students%20to%20write)&f=false

Gose, L. (2004). ​Effects of Tangible Extrinsic Rewards: How do tangible extrinsic rewards affect
motivation and academic performance in learning disabled elementary students?​ (publication
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Law, K.K., Chan, A., Ozer, M. (2017, October 9). Towards an integrated framework of intrinsic
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https://www-emerald-com.proxy2.cl.msu.edu/insight/content/doi/10.1108/JKM-03-2016-0119/full
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Schunk, D. H. (1984). Enhancing self-efficiency and achievement through rewards and goals:
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Van Drie, J., Janssen, T., and Groenendijk, T. (2017, August 31). ​Improving writing in social
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students’ writing. ​European Journal of Applied Linguistics. 5​(2), 273-308. Retrieved from
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APPENDIX

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