{"id":{"repo_id":"brock","oai_identifier":"oai:brocku.scholaris.ca:10464/14597"},"canonical_url":"https://search.dev.ndltd.org/etd/brock/oai:brocku.scholaris.ca:10464/14597","repository":{"repo_id":"brock","name":"Brock University","base_url":"https://brocku.scholaris.ca/server/oai/request"},"display":{"title":"Investigating the Impact of Lessons Based on Marzanoʼs Theory of Learning on Student Attitude, Engagement, and Achievement in Grade 10 Academic Mathematics","abstract":"Motivation is an important construct in education, both for its links to student learning and in its own right as a factor in student development. The relationship between motivation and student learning is particularly important in mathematics since numerous studies have demonstrated that motivation in mathematics is linked to student achievement, and that student achievement and student attitudes toward mathematics are reciprocally related. This study investigated the impact of an instructional intervention that specifically addressed two dimensions of motivation: engagement and student attitudes. Based on Marzano’s (1998, 2007) New Taxonomy of Educational Objectives©, a unit of study in Grade 10 Academic Mathematics was developed that utilized targeted activities and complete lessons to positively influence student engagement and attitudes. This mixed methods study used pre–post comparisons as well as treatment-control comparisons of 70 students in 3 classes of Grade 10 mathematics to investigate the impact of the instructional intervention on student engagement, attitude, and achievement in order to determine whether such an intervention could function as an exemplar for development of similar interventions that positively impacted student learning. The results of the study showed statistically significant changes in student engagement and student attitudes, but not for student achievement. Implications of these results pointed to directions for future research in this area.","abstract_html":"Motivation is an important construct in education, both for its links to student learning and in its own right as a factor in student development. The relationship between motivation and student learning is particularly important in mathematics since numerous studies have demonstrated that motivation in mathematics is linked to student achievement, and that student achievement and student attitudes toward mathematics are reciprocally related. This study investigated the impact of an instructional intervention that specifically addressed two dimensions of motivation: engagement and student attitudes. Based on Marzano’s (1998, 2007) New Taxonomy of Educational Objectives©, a unit of study in Grade 10 Academic Mathematics was developed that utilized targeted activities and complete lessons to positively influence student engagement and attitudes. This mixed methods study used pre–post comparisons as well as treatment-control comparisons of 70 students in 3 classes of Grade 10 mathematics to investigate the impact of the instructional intervention on student engagement, attitude, and achievement in order to determine whether such an intervention could function as an exemplar for development of similar interventions that positively impacted student learning. The results of the study showed statistically significant changes in student engagement and student attitudes, but not for student achievement. Implications of these results pointed to directions for future research in this area.","abstract_has_math":false,"creators":["IRVINE, JEFF"],"institution":"Brock University","degree_name":"Ph.D. Educational Studies","degree_level":"Doctoral","degree_discipline":"Faculty of Education","degree_department":"Department of Graduate and Undergraduate Studies in Education","school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2020,"date_issued":"2020-01-06T16:59:51Z","date_published":"2020-01-06T16:59:51Z","updated_at":"2026-07-24T01:23:20Z","subjects":["engagement, attitude, Marzano's New Taxonomy, mixed methods"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/10464/14597","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.department","label":"Department","values":["Department of Graduate and Undergraduate Studies in Education"]},{"key":"dc:creator","label":"Author","values":["IRVINE, JEFF"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2020-01-06T16:59:51Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2020-01-06T16:59:51Z"]},{"key":"dc:date.issued","label":"Date","values":["2020-01-06T16:59:51Z"]},{"key":"dc:type","label":"Dc Type","values":["Electronic Thesis or Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Faculty of Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D. Educational Studies"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Brock University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["engagement, attitude, Marzano's New Taxonomy, mixed methods"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/10464/14597"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Motivation is an important construct in education, both for its links to student learning and in its own right as a factor in student development. The relationship between motivation and student learning is particularly important in mathematics since numerous studies have demonstrated that motivation in mathematics is linked to student achievement, and that student achievement and student attitudes toward mathematics are reciprocally related. This study investigated the impact of an instructional intervention that specifically addressed two dimensions of motivation: engagement and student attitudes. Based on Marzano’s (1998, 2007) New Taxonomy of Educational Objectives©, a unit of study in Grade 10 Academic Mathematics was developed that utilized targeted activities and complete lessons to positively influence student engagement and attitudes. This mixed methods study used pre–post comparisons as well as treatment-control comparisons of 70 students in 3 classes of Grade 10 mathematics to investigate the impact of the instructional intervention on student engagement, attitude, and achievement in order to determine whether such an intervention could function as an exemplar for development of similar interventions that positively impacted student learning. The results of the study showed statistically significant changes in student engagement and student attitudes, but not for student achievement. Implications of these results pointed to directions for future research in this area."]},{"key":"dc:title","label":"Title","values":["Investigating the Impact of Lessons Based on Marzanoʼs Theory of Learning on Student Attitude, Engagement, and Achievement in Grade 10 Academic Mathematics"]}]}],"canonical_facts":{"dc:contributor.department":["Department of Graduate and Undergraduate Studies in Education"],"dc:creator":["IRVINE, JEFF"],"dc:date.accessioned":["2020-01-06T16:59:51Z"],"dc:date.available":["2020-01-06T16:59:51Z"],"dc:date.issued":["2020-01-06T16:59:51Z"],"dc:description.abstract":["Motivation is an important construct in education, both for its links to student learning and in its own right as a factor in student development. The relationship between motivation and student learning is particularly important in mathematics since numerous studies have demonstrated that motivation in mathematics is linked to student achievement, and that student achievement and student attitudes toward mathematics are reciprocally related. This study investigated the impact of an instructional intervention that specifically addressed two dimensions of motivation: engagement and student attitudes. Based on Marzano’s (1998, 2007) New Taxonomy of Educational Objectives©, a unit of study in Grade 10 Academic Mathematics was developed that utilized targeted activities and complete lessons to positively influence student engagement and attitudes. This mixed methods study used pre–post comparisons as well as treatment-control comparisons of 70 students in 3 classes of Grade 10 mathematics to investigate the impact of the instructional intervention on student engagement, attitude, and achievement in order to determine whether such an intervention could function as an exemplar for development of similar interventions that positively impacted student learning. The results of the study showed statistically significant changes in student engagement and student attitudes, but not for student achievement. Implications of these results pointed to directions for future research in this area."],"dc:identifier.uri":["http://hdl.handle.net/10464/14597"],"dc:language.iso":["eng"],"dc:subject":["engagement, attitude, Marzano's New Taxonomy, mixed methods"],"dc:title":["Investigating the Impact of Lessons Based on Marzanoʼs Theory of Learning on Student Attitude, Engagement, and Achievement in Grade 10 Academic Mathematics"],"dc:type":["Electronic Thesis or Dissertation"],"thesis:degree_discipline":["Faculty of Education"],"thesis:degree_level":["Doctoral"],"thesis:degree_name":["Ph.D. Educational Studies"],"thesis:institution_name":["Brock University"]},"updated_at":"2026-07-24T01:23:20Z"}