Problem
Case Study: Passing Algebra
Fourteen-year-old Michael has been getting failing grades in his eighth-grade algebra class, prompting his family to ask graduate student Valerie Tucker to tutor him. In his initial tutoring session, Michael tells Ms. Tucker that he has no hope of passing algebra because he's not very good at math and his teacher doesn't teach the subject matter very well. In his mind, he's powerless to change either his own ability or his teacher's instructional strategies, making continuing failure inevitable.
As Ms. Tucker works with Michael over the next several weeks, she encourages him to think more about what he can do to master algebra and less about what his teacher may or may not be doing to help him. She points out that he did well in math in earlier years and so certainly has the ability to learn algebra if he puts his mind to it. She also teaches him a number of strategies for understanding and applying algebraic principles. Michael takes a giant step forward when he finally realizes that his own efforts play a role in his classroom success:
Maybe I can try a little harder. . . . The teacher is still bad, but maybe some of this other stuff can work.
When Michael sees gradual improvement on his algebra assignments and quizzes, he becomes increasingly aware that the specific strategies he uses are just as important as his effort:
I learned that I need to understand information before I can hold it in my mind. . . . Now I do things in math step by step and listen to each step. I realize now that even if I don't like the teacher or don't think he is a good teacher, it is my responsibility to listen. I listen better now and ask questions more.
As Michael's performance in algebra continues to improve in later weeks, he gains greater confidence that he can master algebra after all, and he comes to realize that his classroom success is ultimately up to him:
The teacher does most of his part, but it's no use to me unless I he do part. . . . Now I try and comprehend, ask questions and figure out how he got the answer. . . . I used to just listen and not even take notes. I always told myself I would remember but I always seemed to forget. Now I take notes and I study at home every day except Friday, even if I don't have homework. Now I study so that I know that I have it. I don't just hope I'll remember.
Task
On what factors does Michael initially blame his failure? To what factors does he later attribute his success? How do his changing beliefs affect his learning strategies? What inferences about motivation might you draw from the case study? How might learners' cognitive processes influence their motivation? How might teachers' behaviors also have an impact?