Throughout my current role as a Home Economics teacher it has came to my attention that pupils tend to become disengaged and lack motivation if lessons are deemed to be boring and non-interactive. The General Teaching Council for Scotland (GTCS) have stipulated in their standards that teachers are responsible to plan stimulating and progressive teaching programmes that match the needs and abilities of their teachers, allowing pupils to remain focused and willing to learn (Standards for Professional Registration (3.1.1), 2011). I believe that although teachers cannot force a child to become motivated, they can build positive relationships and set up the conditions that will motivate all learners (McLean, 2003). Therefore, with this in mind I had the idea to adjust my lessons by using effective strategies and the use of immediate feedback to help stimulate all age levels, provide opportunities for pupils to positively interact and engage within both practical and theory lessons.
My aim was to conduct a classroom-based enquiry, which would identify if immediate feedback both in practical and theoretical lessons could increase pupil motivation and pupil engagement.