Using Choice to Promote Intrinsic Motivation within Students during their Literacy Activities

Abstract

The lingering question that I sought to answer was: in what ways can I build intrinsic motivation within my third grade students. Drawing on social constructivist theory, I examined how implementing student choice as part of a project-based learning inquiry about frogs influenced my students’ intrinsic motivation. The students were given free choice within set parameters as part of a project-based inquiry unit around frogs. I included data examples from student work and interviews to showcase my findings through the study. The significance of my study stems from a personal desire to build engagement and self-efficacy in my own classroom.