Teachers reported student gains in motivation and confidence to engage in literacy and mathematics learning activities¶

Claim · All claims
Evidence · 1 study · design r2 · q2
Currency · newest study 2011 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q2 i? Fourteen of 16 teachers reported students progressed or grew significantly in motivation and confidence for literacy learning activities. → McCarthy 2011 q2 i? Fourteen of 16 teachers reported the same for mathematics learning activities. → McCarthy 2011

Evidence¶

McCarthy 2011¶

McCarthy, B., Michel, L., Tiu, M., Atienza, S., Rice, J., Nakamoto, J., & Tafoya, A. (2011). Evaluation of The Electric Company Summer Learning Program. WestEd. https://eric.ed.gov/?id=ED533408

q2 · i? · design · r2

Teacher exit survey and interview data from the 16 participating teachers; the report states "Fourteen out of 16 teachers reported that the students progressed or grew significantly" in motivation and confidence for literacy activities, with the same count reported for mathematics.

"Fourteen out of 16 teachers reported that the students progressed or grew significantly in the area of "motivation and confidence to engage in learning activities related to literacy.""

Discussion¶

Learner Variables¶

Motivation — outcome: instruction changes it
Self-Efficacy — outcome: instruction changes it

Teachers rated Session 1 DVD episodes and Prankster Planet as the most appealing TEC elements and worksheets as least appealing — related
Students in the TEC Summer Learning Program showed a 17% pre-to-post gain in phonics skills — related
Nearly all teachers implemented the TEC Summer Learning Program as planned despite wide variation in program conditions — related
Teachers reported increased motivation and confidence leading groups and new instructional strategies from using the TEC curriculum — related
Educators grew more confident supporting student autonomy and leading media production through the program — related
Learners' task-specific self-efficacy beliefs predict whether they initiate, persist through, and recover from difficulty on academic tasks. — related
Self-determination theory holds that autonomy support raises intrinsic motivation, and a meta-analysis finds expected tangible rewards undermine it — related
Delayed Treatment teachers more frequently simplified GC/CoV-lean lessons in ways that removed opportunities for figuring out, while Treatment teachers added graphing-skill opportunities — related
Qualitative findings: ease of use supports engagement and confidence, but challenge must be tailored to ability and content must be culturally relatable — related

Page metadata

Field	Value
`type`	`claim`
`id`	`tec-summer-teacher-reported-motivation-gains`
`title`	`Teachers reported student gains in motivation and confidence to engage in literacy and mathematics learning activities`
`description`	`Teachers reported student gains in motivation and confidence to engage in literacy and mathematics learning activities`
`status`	`review`
`evidence_strength`	`weak`
`newest_evidence`	`2011`
`source_checked`	`2026-10-20`
`generated`	by `process:wiki-ingest` on `2026-10-10`
`trust`	unverified — no one has confirmed this page's content
`sources`	1 — `mccarthy-2011`

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