Transcript Impact of Learning Strategies and Motivation on

Impact of Learning Strategies
and Motivation on
Performance:A Study in WebBased Instruction
Siva R.Sankaran
Tung Bui
Outline
Instruction
Research in Distance Education
Hypotheses
Method
Results
Additional Analysis
Implications
conclusion
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
The major issues of distance education are :
Effectiveness
Student background
Learning style
Motivation
Course design
Instruction role
Cost-benefits
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 EducationLearning 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
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
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.)
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.
Subjects
Method
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
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
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
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.)
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(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(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(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
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
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
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.