Motivation in online course design using self-determination theory: an action research study in a secondary mathematics course

Abstract

With continued growth in online learning, motivation remains a key factor in persistence and achievement. Online mathematics students struggle with self-regulation and self-efficacy. As reported by Ryan and Deci (Self-determination theory: basic psychological needs in motivation, development, and wellness, Guilford Press, 2017, https://doi.org/10.3233/EFI-2004-22201), in their well-established self-determination theory, contended that satisfying the psychological needs of autonomy (involving self-regulation), competence (involving self-efficacy), and relatedness (involving a sense of belonging) creates a suitable environment for integrated extrinsic and intrinsic motivation to thrive. The purpose of this action research was to implement a self-determination theory-based online unit for mathematics students to improve their motivation levels. A convergent mixed methods action research design was employed to identify changes in the levels of autonomy, competence, and relatedness of the participants in an Algebra 2 course (n = 50) at a fully online school in the northeastern United States. Results from the motivation questionnaire and student interviews indicated a significant increase in competence and relatedness after completing the intervention. While no significant increase in autonomy was evident in the quantitative results, the qualitative findings showed some support for improved autonomy. Recommendations for online mathematics course design to support increased motivation are provided.