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Impact of Learning Strategies and Motivation on Performance:A Study in Web-Based Instruction. Siva R.Sankaran Tung Bui . Outline. Instruction Research in Distance Education Hypotheses Method Results Additional Analysis Implications conclusion. Instruction.

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impact of learning strategies and motivation on performance a study in web based instruction

Impact of Learning Strategies and Motivation on Performance:A Study in Web-Based Instruction

Siva R.Sankaran

Tung Bui

outline
Outline
  • Instruction
  • Research in Distance Education
  • Hypotheses
  • Method
  • Results
  • Additional Analysis
  • Implications
  • conclusion
instruction
Instruction
  • This study is to investigate how learning strategies and motivation influence performance in web and lecture settings.
  • Learning strategies:
    • Deep
    • Surface
    • undirected
research in distance education
Research in Distance Education
  • The major issues of distance education are :
    • Effectiveness
    • Student background
    • Learning style
    • Motivation
    • Course design
    • Instruction role
    • Cost-benefits
research in distance education effectiveness
Research in Distance Education-Effectiveness
  • Kuramoto(1984) evaluated face to face, teleconferencing, and correspondence study were equally effective.
  • Souder(1993) concluded that distance learner performed better than their classroom counterparts.
  • Poter(1997) contends that distance education is at least as effective as that of traditional lectures.
research in distance education learning strategy
Research in Distance Education-Learning strategy
  • Refer to the activities by which learning is achieved.
  • Two types of learning strategies(Hoekscma,1995)
    • Deep-understand the meaning of a task.
    • Surface-memorize the facts and have reproducing orientation.
  • In practice, using the surface strategy have been found to be successful.
  • The undirected learning was a negative predictor of academic success.
research in distance education motivation
Research in Distance Education-Motivation
  • To be a successful learner, Schuemer points out that the student must have a high degree of motivation
  • Students who choose distance education need a high level of motivation.
  • The types of motivation:
    • Intrinsic motivation
    • Extrinsic motivation
hypotheses
Hypotheses
  • H1
    • Students using deep learning strategy will perform better than using the surface strategy in web and lecture settings.
  • H2
    • Students using surface strategy will perform better than using undirected learning strategy in web and lecture settings.
  • H3
    • There is be no difference in performance among students who use the same learning strategy whether they are in web or lecture group.
hypotheses cont
Hypotheses(cont.)
  • H4
    • The higher the motivation, the better the performance in both web and lecture settings.
  • H5
    • There will be no difference in performance among students who have similar motivational levels whether they are in the web or the lecture group.
method
Method
  • Subjects
    • the students enrolled in a 4-week undergraduate business computer courses.
  • Pre-test
    • To measure their baseline knowledge of course content
  • Learning strategy survey
  • Motivation survey
  • Performance suvey
learning strategy survey
Learning strategy survey
  • Contained 14 items to determine whether the students employed deep, surface and undirected method.
  • LSS(learning strategies score)
    • <2.3-undirected strategy
    • 2.3-3.7-surface
    • 3.7<-deep
motivation survey
Motivation survey
  • Contained 14 items to determine the orientation of motivation
  • MS(Motivation Score)
    • <2.3-low motivation
    • 2.3-3.7-moderate motivation
    • 3.7<-high motivation
results
Results
  • 116 students in this sample, 46 chose to take the web course , 70 chose the lecture course
  • H1:influence of the deep and surface learning on performance
    • Web
      • Deep-45.5
      • Surface-46.1
    • Lecture
      • Deep-46.1
      • Surface-44.6
    • Both difference were not significant
  • Maybe
    • deep learning is not often satisfied with university exams.
    • Surface strategy is more effective in the course
results conts
Results(conts.)
  • H2:influence of surface and undirected learning strategy on performance
    • Web
      • Surface-46.1
      • Undirected-29.6
    • Lecture
      • Surface-44.6
      • Undirected-34.5
    • Both difference were significant
    • Undirected strategy affected performance negatively
results conts15
Results(conts.)
  • H3:influence of similar learning strategies in web and lecture
    • Deep-no difference significant
    • Surface -no difference significant
    • Undirected -no difference significant
    • The explanation could be that the web with no direct verbal interaction
results conts16
Results(conts.)
  • H4:influence of motivation on performance
    • High motivation-better in both web and lecture course
    • Low motivation -no difference significant
    • Students undergo many sacrifices to get an education and motivation is a driving factor that influences their performance
results conts17
Results(conts.)
  • H5:influence of similar motivation levels in web and lecture
    • Each group did not differ significant in their scores between the lecture and web format
additional analysis
Additional Analysis
  • The high correlation between MS and LSS corroborates that those who have high motivation tend to use deep learning strategy.
  • Hispanics had the highest score on MS and LSS
  • Whites had lower MS and LSS but had the highest on test score
  • The causative factor: Whites had started off the course with the advantage
implications
Implications
  • Web course is well suited for students who use deep or surface strategy.
  • Students with similar learning strategy and motivation performed equally well irrespective of web or lecture format.
  • Students who are motivated the most also gained the most incremental learning.
conclusion
Conclusion
  • This study identified learning strategy and motivation as two variables and explained their impact on learning performance.
  • It is important for educators to match technology with the background and needs of the learners if education is to be effective.