Intrinsic Motivation vs. Extrinsic Motivation: A Survey of Middle School Students to Determine Their Motivation for Taking Choir as an Elective Class

Abstract

The purpose of this study was to identify some of the reasons middle school students choose to take choir as an elective. This study has helped identify how a student in middle school is motivated: intrinsically or extrinsically when making the choice of a class like choir. The research includes findings that answer the questions, “What influenced you the most of join choir?”, “How did you feel about choir before you signed up for the class?”, “How do you feel about choir after having the class for 1 or 2 years?”, “What are the attributes that make choir a class to sign up for?”, “How does your family feel about you singing in choir?”, and “How do your peers feel about you singing in choir?” The research was conducted using an anonymous survey that was proctored by another teacher. The survey was given to middle school choir students at a Midwestern middle school. The findings were analyzed through Microsoft Excel and A Statistical Program (ASP) software. The findings indicate that there is more intrinsic motivation among middle-aged students to take choir. This can be useful knowledge for schools and districts needing to recruit and build numbers in choral programs. Knowing a middle school students may be more inclined to do a class like choir on their own choosing, not their families or friends, etc. would be a tool for teachers and districts in the recruitment of young singers. Motivation 3 Introduction Background, Issues and Concerns Choir teachers all across American deal with many issues that are particular to that subject. These issues can range from low numbers, no budget, no support, to huge numbers or students and great (almost too much) support. Some research suggests motivation is affected by more physiological and psychological changes in students. Considerable research has shown a decline in motivation and performance for many children as they move from elementary school into middle school. Often it has been assumed that this decline is due to physiological and psychological changes associated with puberty and, therefore, is somewhat inevitable (National Middle School Association 1997). For the improvement of teaching and retention of students the subject area of middle school vocal music was chosen. A common theme for middle school choir teachers is motivation. Within a middle school choral classroom there are typically large numbers of students, but most middle school vocal teachers see many reasons for motivation in taking choir as an elective class. Of course, building good student/teacher relations is important, but what motivates middle school students to sign up for choir as an elective? Most middle school students only have 1 or 2 choices for elective classes. Some throughout America don’t have any choices. The analysis of the results will help to determine what motivates a middle school student to choose an elective class like choir and what drives them to that decision. Practice Under Investigation The practice under investigation is how to best recruit and teach middle school choir students and potential choir students. Motivation 4 School Policy to be Informed by the Study The middle school choral program used for the study serves 6 – 8 grade students. The students in their 6h grade year have the choice of general music or speech. During their 7 and 8 grade years the students have the between choir, band, orchestra, drama, art, foreign language, and tech. literacy. The students are forced to choose more or less 1 elective course to take along with the required P.E./Health course. The choral teacher must use as many means possible to recruit and retain these 7 and 8 grade students. If a middle school music teacher can better understand why 7 and 8 grade students select choir as a choice over the others listed above, it could lead to better numbers in middle school choir in this given district. Conceptual Underpinning Intrinsic motivation (i.e. engaging in a behavior as an end in itself) and extrinsic motivation (i.e. engaging in a behavior as a means to an end) have both been part of an important topic and debate within middle school educational circles. Some research suggests that there is a disparity between the needs of children transitioning to middle school and their social environment such that this “mismatch” drives students’ decreasing levels of intrinsic motivation (Guerrero, 2005). This would indicate more outside factors potentially motivating the choices students in middle school are making. Many middle educators spend a majority of time trying to understand their students. There are many factors at play due to the pool of hormones and chemicals middle school or adolescent students and their teachers are dealing with daily. The decisions middle school students make are typically perceived as extrinsically motivated – motivated by friends, family, teachers, media, etc. Research is showing otherwise. It is the hope of this survey to understand how a middle school choir student is motivated. Motivation 5 Statement of the Problem Choice is a tough part of being in the middle school curriculum for middle school students. This results are lower numbers in all programs, as well as students who may or may not understand what a class like choir is all about at the middle school level. Purpose of the Study The purpose of the study is to gain knowledge of what motivates middle school students (7 and 8 graders) to take a choir class. There are elements of intrinsic motivation as well as extrinsic motivation in these decisions. The information gained will be able to assist in building the choral programs with the school district of the study.

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