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Analyzing and Applying Student Input

Module 2 Application

Jessyca Kohan

CI 5333

Dr. Dannett Babb

November 27, 2022

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Analyzing and Applying Student Input
During week one we were asked to create a survey based on student goal orientations and

perceptions. During week two we are asking to then administer the survey created to a group of

students. I currently teach third grade resource and in-class support. I decided to administer my

survey to the sixteen students that make up a third-grade general education class that include two

students who receive in-class support. I have been working with this group of students since

September and have created a rapport with each student. I administered this survey verbally to

help students understand the statement or question asked. Once we had a small discussion, I had

the students rate it on a scale of one to five. One meaning not at all true, two meaning between

not at all true and somewhat true, three meaning, somewhat true, four meaning between

somewhat true and very true, and five meaning very true. The student surveys are based on the

Patterns of Adaptive Learning Scales (PALS) manual (Midgley, et al., 2000).

Part 1: Administer the Student Survey

Below showcases the survey that was given to my students. I verbally read each

statement aloud and answered questions for clarification. Once my students had a full

understanding of what the statement was discussing, they had rating it using the scale of one to

five as mentioned before. Below showcase my responses as a student at American College of

Education.

Student Survey Questions Rating (1-5)

1. It’s important to me that I learn a lot of new concepts this year. 4

2. It’s important to me that I improve my skills this year. 4

3. It’s important to me that other students in my class think I am good at 1

4. Once of my goals is to show others that I’m good at my class work. 1

5. In our class, trying hard is very important. 5

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Analyzing and Applying Student Input

Student Survey Questions Rating (1-5)

6. In our class, it’s OK to make mistakes as long as you are learning. 5

7. In our class, getting good grades is the main goal. 4

8. In our class, getting right answers is very important. 3

9. I’m certain I can figure out how to do the most difficult class work. 3

10. Even if the work is hard, I can learn it. 3

11. Some students purposely get involved in lots of activities. Then if they 2
don’t do well on their class work, they can say it is because they were
involved with other things. How true is this of you?

12.Some students look for reasons to keep them from studying (not feeling 3
well, having to help their parents, taking care of a brother or sister, etc.).
Then if they don’t do well on their class work, they can say this is the
reason. How true is this of you?

To take your survey, students will use this rating scale to answer each question:

1 2 3 4 5
NOT AT ALL SOMEWHAT VERY TRUE
TRUE TRUE

Part 2: Summarize the Results

The data chart below summarizes the results of the sixteen students answers for each

question. The chart showcases the sum per student, the sum of every student, and the average for

each category. The data chart also includes my self-assessment as a student at American College

of Education. It includes my sum for each sub-category as well as the average included with the

other sixteen third grade students.

Student Summary Chart

Sub-categories Average Score

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Analyzing and Applying Student Input

Personal Achievement Goal Orientations

Mastery Goal Orientation (Revised) 4.26

Performance-Approach Goal Orientation (Revised) 2.08

Perception of Classroom Goal Structures

Classroom Mastery Goal Structure 4.38

Classroom Performance-Approach Goal Structure 3.29

Academic-Related Perceptions, Beliefs, and Strategies

Academic Efficacy 4.41

Academic Self-Handicapping Strategies 2.2

Part 3: Analyze the Results

The survey results are based on three major categories: personal achievement goal

orientations, perception of classroom goal structures, and academic-related perceptions, beliefs,

and strategies. After administering the survey above to my class, I was very interested in looking

into the data I have received. Both myself and my co-teacher sat down to look over and discuss

the student responses. Both myself and my co-teacher now have a greater understanding of how

our students feel within our classroom environment. When reflecting on the data, the area in

which my students need more motivation and where I find I could make a change is within the

personal achievement goal orientations. My students currently have great motivation in wanting

to learn new concepts and knowing that if they keep a strong work ethic, they can learn almost

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Analyzing and Applying Student Input
everything. Martin and Dowson mention that the greater the connectedness on personal and

emotional levels in the academic context, the greater the scope for academic motivation,

engagement, and achievement (2009, p. 328). When students can engage and make connections

with the content being taught, they are able to find more of a reason to stay engaged.

In addition, my students know that it is okay to make mistakes and understand that

making mistakes and errors is how we learn. Most [students] do not yet know that it is acceptable

to make errors in the classroom (DeBrincat, 2015, p.10). I find this to be a positive practice for

my students to withhold because it shows that they can continue and stay positive to learn more

despite a minor setback. Within the personal achievement goal orientation category, I was very

intrigued when seeing that majority of my students do not find other perspectives or opinions of

them based on their work is important to them. Typically, I find students wanting the satisfaction

of their peers in showing what they know and how good they are. As I continue in my career as

an educator, I want to continue this outlook with my students and ensure that making mistakes is

okay and that everyone learns differently and will eventually reach the same end goal.

No matter what grade or what level of schooling I were at, I always put myself to a

higher standard. I always pushed myself to be the best student I could be and that always came

from intrinsic motivation. I knew if I were not trying my hardest that I would just be cheating

myself. As a teacher my philosophy is that everyone is a lifelong learner. Every day I try to learn

or apply a new strategy or skill. I also constantly am evaluating my students and reflecting on

their work to see how to proceed. A key word I find to be most important as an educator is

reflection or reflecting on what one has done. Completing the survey as a student for American

College of Education, it gave me the opportunity to reflect and put myself in my students’ shoes.

As an adult student, I have my priorities and goals set, I know what is important to worry about

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Analyzing and Applying Student Input
and how I learn best as a student. I do not find a need in impressing my peers with my

knowledge nor do I find using other excuses or life scenarios an excuse to not complete ones’

work. Personally, I do need to prioritize on giving myself more the benefit of the doubt in

figuring things out despite how hard the concept or task may be. I find trying ones’ best is very

important, therefore I need to work on translating that effort and motivation when it comes to

more daunting tasks.

Every educator has their priorities and goals set for what they want to instill and

implement in the classroom. These goals and priorities can come from the district’s perspective

or one’s own. Whether it is district prone or self, it creates the motivation to implement. In most

cases, if it is not important to you, then you will not go out of your way to make sure it happens.

No matter if I am in my classroom or at home, there are goals and priorities I set for myself each

day. My personal goal orientation is to create a positive learning environment that allows for my

students to make mistakes and know that is how we learn, and it is not something to be

embarrassed about. Majority of the time where students do not like to participate due to this

reason is during whole class guided practice and group work. They are afraid that if they make a

mistake, that their peers will look down upon them. Students hardly see mistakes as measured

only against a teacher’s expectations. Instead, for many students, being wrong is personal—a

reflection of their failures, their poor preparation, and their errors. Some even internalize error as

a shortcoming in their own intelligence (DeBrincat, 2015, p.11). I want my students to

understand that making mistakes is part of learning and how it can be the best way to learn. I

want to instill in my students that they should change making mistakes as a fear and change it

into a motivation to learn.

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Analyzing and Applying Student Input
In the past I always found myself on trying to be perfect in relation to academics. I

wanted those straight A’s and high honor roll or dean’s list. Becoming a student first as an

undergraduate student and now at the American College of Education, my goal structure has

changed. I have learned that making mistakes, not being perfect, and having the room for growth

is a positive thing. One of the hardest things I had to learn academically was taking feedback

because I always thought I knew it and had incorporated everything that was needed into my

work. Research has also indicated that the effects of teacher feedback on students’ learning

depend on specific elements, and the students’ own perceptions of those elements (Wang, et al.,

2020, p.975). Dr. Babb helps create my similar goal structure by providing feedback on all

discussion posts, applications, and analysis’. The feedback given not only comments on what

was done well, but on how to better my work for the assignment that was just submitted as well

as future tasks.

A person’s perception, belief, and strategies on learning can have a major effect on their

achievement and success. Perception, beliefs, and strategies is something we have gained over

time, and it can become hard to change once we are set in our ways. Personally, perception is one

that I find affects me most as a student. I like to take in and see what others are doing around me.

Over time I have perceived that hard work and knowledge get you far in life and deem success.

Therefore, I believe that it is important to always do your best when given any task. This

perception is not always followed by others, but it should always be encouraged and modeled.

Now as a teacher, I find it important to instill this work ethic with my students as a strategy to

help do their best.

A great educator is one who reflects on what they have done and think about what they

can do to improve. Reflecting on the students’ surveys and my self-assessment helps gives me a

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Analyzing and Applying Student Input
new perspective. Looking through the student surveys I found to be both comforting and

enlightening. Knowing how my students perceive different scenarios helps showcase and

highlight the positive classroom environment set by myself and my co-teacher. Based on the

student surveys, an educator can see that my students want to do their best and have no pressure

in not making mistakes. The survey also helps myself see if my students feel supported and have

confidence that they will be successful within the classroom. As an educator, I find it important

to continue to find new ways to help continue to instill this positive engagement in the classroom

as well as ways to promote improvement.

References

DeBrincat, D. (2015). Yes, No, Wait, What?: The Benefits of Student Mistakes in the

Classroom. The History Teacher, 49(1), 9–34.

Martin, A. J., & Dowson, M. (2009). Interpersonal Relationships, Motivation, Engagement, and

Achievement: Yields for Theory, Current Issues, and Educational Practice. Review of

Educational Research, 79(1), 327-365.

https://go.openathens.net/redirector/ace.edu/login?

url=https://www.proquest.com/scholarly-journals/interpersonal-relationships-motivation-

engagement/docview/214136090/se-2

Midgley, C., Maehr, M., Hruda, L., Anderman, E., Anderman, L., Freeman, K., Gheen, M.,

Kaplan, A., Kumar, R., Middleton, M., Nelson, J., Roeser, R., Urdan, T. (2000). Manual

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Analyzing and Applying Student Input
for the patterns of adaptive learning scales.

http://websites.umich.edu/~pals/PALS%202000_V13Word97.pdf

Wang, S., & Zhang, D. (2020). Perceived teacher feedback and academic performance:

the mediating effect of learning engagement and moderating effect of assessment

characteristics. Assessment & Evaluation in Higher Education, 45(7), 973–987.

https://doi.org/10.1080/02602938.2020.1718599

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