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The purpose of this action research project was to determine what motivational strategy was more effective with elementary students between intrinsic and extrinsic motivation. Students in a special education setting were taught a motivational strategy for a month prior to it being implemented and data collected. Then the data was collected through qualitative observations and quantitative scores based off the students specific disruptions. Analysis of the data collected suggests that while both strategies are an effective way to promote positive behavior, intrinsic motivation is the more effective form of motivation used in the classroom.

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