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Final

  1. 1. An Investigation of Motivated Learning Strategy Use in a WebQuest Classroom - A Case of University of Technology in Central Taiwan Advisor: Dr. Po -Yi Hung Advisee: Shin-Yi Liao Date: May 25, 2010
  2. 2. Contents IV. Results IIV. Conclusions I. Introduction II. Literature Review III. Methodology
  3. 3. Introduction Background of the Study Statement of the Problem Purposes of the Study Research Questions Significance of the Study Definition of Terms
  4. 4. Background of the Study The most interesting and important innovation in education in recent years is the widespread introduction of computers into K-12 schools , colleges and universities . (Zheng, Perez, Williamson, & Flygare, 2008)
  5. 5. Page Background of the Study If technology is an important part to the future success of our students, it makes sense that it should also be an important part of our instruction . (Strickland, 2005)
  6. 6. Statement of the Problem Students do not know for what purpose to learn during their learning period, thus, come to have the problem on knowing the ways to successfully achieve the goal. (Moore, 2004)
  7. 7. Purposes of the Study - to investigate the English learning strategies use by English major students at the college level in a WebQuest environment What learning strategies do English major students apply when they are doing the project in a WebQuest environment?
  8. 8. Purposes of the Study - to examine the relationship between English learning strategies and learning motivation in a WebQuest environment Is there any significance between leaning strategies use and motivation among English major students learning in a WebQuest environment?
  9. 9. Purposes of the Study - to explore the motivated learning strategies use in English teaching and learning field in a WebQuest environment
  10. 10. Page Significance of the Study - to offer teachers directions to encourage students and arise students’ learning interests in a WebQuest environment
  11. 11. Page Definition of Terms WebQuest “ An inquiry-oriented activity in which some or all of the information that learners interact with comes from resources on the internet .” (Dodge, 1995)
  12. 12. Definition of Terms WebQuest Environment The participants complet the task by the use of a website to accomplish the final project based on WebQuest Approach.
  13. 13. Literature Review WebQuest Application Motivated Learning Strategies
  14. 14. Understanding of the student’s learning approaches can benefit the learning efficiency for students. (Wolfe, Bates, Manikowske, & Amundsen, 2006) Motivated Learning Strategies
  15. 15. They use WebQuest to teach literary criticism in a high English classroom. (Rozema and Robert, 2001) WebQuest Application
  16. 16. Methodology Research Design Procedures of the Study WebQuest Approach WebQuest Application Procedures of the Course Learning Strategy immersion
  17. 17. Duration Page 50 minutes / a week
  18. 18. Location Page Course: Internet Resources for English Teachers Room: T2-505
  19. 19. Participants Page Table 1 The Distribution of Participants (n = 51) Junior Senior Total Male 1 12 13 Female 8 30 38 Total 9 42 51 Percentage (%) 17.65 82.35 100
  20. 20. Criteria The Learning Object Review Instrument (LORI) is a tool for eliciting ratings and comments from learning resource evaluators. (Belfer, Leacock, & Nesbit, 2004)
  21. 21. LORI Manual Version 1.5 Reliability : .70 ~ .90 (Belfer, Leacock, & Nesbit, 2004)
  22. 22. Zimmer Twins This website is presented for informational , educational and entertainment purposes. (Zimmer Twins, 2010)
  23. 23. 2006 Webby Awards The site has been nominated as a finalist in the 2006 Webby Awards. (Zinc, 2010)
  24. 24. Procedures of the Study Test Questionnaire Conduct study Train students Create project Collect MSLQ Analyze Date
  25. 25. Page WebQuest Approach Unambiguous Process Related Resources Clear Tasks Attractive Introduction Reflective Conclusion Standard Criteria (Dodge, 1995)
  26. 26. Page WebQuest Application Offer the Teaching Manual Provide Links Create a Story Introduce Zimmer Twins Website Leave Feedbacks Follow Criteria
  27. 27. Procedures of the Course Page 2 week 3-8 week 11-12 week 13 week 9 week 10 week 1 week Introducing Practicing Creating Evaluating Revising Adding Uploading
  28. 28. 9 Learning Strategies 9 strategies immersed in a WebQuest task a re-doable website allows students to practice 1. Rehearsal cute and vivid pictures to make the project fancy 2. Elaboration a logic setting to complete a whole story 3. Organization a conversational style, content arrangement is needed 4. Critical Thinking
  29. 29. Learning Strategy Immersion 9 strategies immersed in a WebQuest task Criteria of the story creation for weekly assignment 6. Time and Study Management a scoring project 7. Effort Management a group work in a technology room 8. Peer Learning an instructor and a teacher assistant are provided 9. Help Seeking 5. Meta-cognitive and self-regulation a project task pushed students to be aware of their doing
  30. 30. Data Collection Page Questionnaire Motivated Strategies for Learning Questionnaire - Revised Version (79 items) Time 30 minutes Validity 1. Verified Factor Analysis ( KMO =.61 - .84 ) 2. Expert Validity Reliability Cronbach alpha = .96 Measurement 1 2 3 4 5 6 7 (Not at all true of me Very true of me)
  31. 31. LMS Online System
  32. 32. Data Analysis Page Pearson Correlation Multiple Regression Descriptive Statistics Q1 What learning strategies do English major students apply when they are doing the project in a WebQuest environment? Q3 What motivated learning strategies used to stimulate learning in a WebQuest environment? Q2 Is there any significance between leaning strategies use and motivation among English major students learning in a WebQuest environment?
  33. 33. Results Statistical Results Discussions Students’ Perceptions Final Project Sharing
  34. 34. Results Table 2 Frequency, Distribution of the Learning Strategy Subscale (n = 51) What learning strategies do English major students apply when they are doing the project in a WebQuest environment? No. Strategy M SD 1 Critical thinking 5.57 0.82 2 Elaboration 5.24 0.86 3 Help seeking 5.16 1.05 4 Meta-cognition and self-regulation 5.12 0.85 5 Time and study management 4.95 0.69 6 Organization 4.92 1.11 7 Rehearsal 4.84 1.17 8 Peer learning 4.73 1.24 9 Effort 4.13 0.93
  35. 35. Discussion
  36. 36. Results Table 3 Correlation Between Learning Strategies and Motivation (n = 51) Is there any significance between leaning strategies use and motivation among English major students learning in a WebQuest environment? Note. ***p < .001. No. Learning Strategy r Sig. (1-tailed) 1 Critical thinking .669 .000*** 2 Elaboration .733 .000*** 3 Help seeking .294 .018* 4 Meta-cognition and self-regulation .686 .000*** 5 Time and study management .216 .064 6 Organization .420 .001** 7 Rehearsal .583 .000*** 8 Peer learning .500 .000***
  37. 37. Results Note. ***p < .001. Table 4 Regression on Learning Strategies and Intrinsic Goal Orientation (n = 51) What motivated learning strategies used to stimulate learning among English major students learning in a WebQuest environment? No. Learning Strategy T value Sig. (1-tailed) 1 Critical thinking .454 .652 2 Elaboration 8.209 .000(***) 3 Help seeking .362 .719 4 Meta-cognition and self-regulation 2.315 .025 5 Organization -.171 .865 6 Rehearsal .454 .652 7 Peer learning -.171 .865 If teachers want to increase students’ intrinsic goal orientation , elaboration skill might help.
  38. 38. Results Table 5 Regression on Learning Strategies and Extrinsic Goal Orientation (n = 51) Note. ***p < .001. No. Learning Strategy t Sig. (1-tailed) 1 Critical thinking 1.546 .129 2 Elaboration .119 .906 3 Help seeking 1.231 .224 4 Meta-cognition and self-regulation 5.375 .000(***) 5 Organization .520 .606 6 Rehearsal 1.098 .278 7 Peer learning 1.079 .286 If teachers want to increase students’ extrinsic goal orientation , meta-cognition and self-regulation skill might help.
  39. 39. Results Table 6 Regression on Learning Strategies and Task Value (n = 51) Note. ***p < .001. No. Learning Strategy t Sig. (1-tailed) 1 Critical thinking .989 .327 2 Elaboration 7.301 .000(***) 3 Help seeking -1.881 .066 4 Meta-cognition and self-regulation 1.439 .157 5 Organization -2.189 .034 6 Rehearsal -.151 .881 7 Peer learning -.446 .658 If teachers want to increase students’ task value , elaboration skill might help.
  40. 40. Results Table 7 Regression on Learning Strategies and Learning Beliefs (n = 51) Note. ***p < .001. No. Learning Strategy T value Sig. (1-tailed) 1 Critical thinking 1.235 .223 2 Elaboration 4.908 .000(***) 3 Help seeking -2.370 .022 4 Meta-cognition and self-regulation .588 .559 5 Organization -1.723 .092 6 Rehearsal -.608 .546 7 Peer learning 3.598 .001(***) If teachers want to increase students’ learning beliefs , elaboration , and peer learning might help.
  41. 41. Results Table 8 Regression on Learning Strategies and Self-efficacy for learning and performance (n = 51) Note. ***p < .001. No. Learning Strategy T value Sig. (1-tailed) 1 Critical thinking 5.262 .000(***) 2 Elaboration 2.004 .051 3 Help seeking -1.105 .275 4 Meta-cognition and self-regulation .124 .220 5 Organization -.225 .823 6 Rehearsal -.277 .783 7 Peer learning .706 .483 If teachers want to increase students’ self-efficacy , critical thinking skill might help.
  42. 42. Results Table 9 Regression on Learning Strategies and Anxiety (n = 51) Note. **p < .01. No. Learning Strategy T value Sig. (1-tailed) 1 Critical thinking -.610 .544 2 Elaboration -.165 .869 3 Help seeking -1.366 .178 4 Meta-cognition and self-regulation -1.056 .296 5 Organization -.146 .885 6 Rehearsal 2.710 .009(**) 7 Peer learning .139 .890 If teachers want to decrease students’ anxiety , rehearsal skill might help.
  43. 43. Results 84.31% 15.69% What are the English major students’ perceptions of learning when they are doing the project in a WebQuest environment? Figure 1. Distribution of task-taking attitudes (n = 51).
  44. 44. Comments A comment from documents reveals students ‘ learning attitude on the project which holds the postive perception states that: Student A It ’ s really an interesting website ! Not only for children, but adults must love it, too. Student B In this website, I can make movie by myself. It is so cool for me.
  45. 45. Comments Comments from documents reveal students‘ learning attitude on facing the diffculties when completing the project states that: Student C Sometimes, I cannot find the pictures in that I want to put in my film, so I have to change my ideas, it’s really bad. Student D Sometimes when I couldn’t find the action or facial expression , I’ll get angry!!!
  46. 46. Final Project Sharing
  47. 47. Conclusions Summary Limitations Suggestions
  48. 48. Summary <ul><li>WebQuest is one of the way to train students’ critical thinking. </li></ul>2. Different strategies used could stimulate different motivation to learn.
  49. 49. Limitations 1. Limited sample size 2. Limited in one class 3. Limited in a technological environment
  50. 50. Suggestions
  51. 51. Page Thank You for Your Attention.

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