effect of using web 2.0 in teaching on students’ intrinsic motivation in learning mathematics

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EFFECT OF USING WEB 2.0 IN TEACHING ON STUDENTS’ INTRINSIC MOTIVATION IN LEARNING MATHEMATICS Rong Yifei Hwa Chong Institution HCI – NYGH IP Ed Seminar 2011

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HCI – NYGH IP Ed Seminar 2011. EFFECT OF USING WEB 2.0 IN TEACHING ON STUDENTS’ INTRINSIC MOTIVATION IN LEARNING MATHEMATICS. Rong Yifei Hwa Chong Institution. About the Author. Mathematics Teacher 4 th Year in HCI iSpark Consortium – SBGE 2011 – Sec 32010 – Sec 2 - PowerPoint PPT Presentation

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Page 1: EFFECT OF USING WEB 2.0 IN TEACHING ON STUDENTS’ INTRINSIC MOTIVATION IN LEARNING MATHEMATICS

EFFECT OF USING WEB 2.0 IN TEACHING ON STUDENTS’ INTRINSIC MOTIVATION IN LEARNING MATHEMATICS

Rong Yifei

Hwa Chong Institution

HCI – NYGH IP Ed Seminar 2011

Page 2: EFFECT OF USING WEB 2.0 IN TEACHING ON STUDENTS’ INTRINSIC MOTIVATION IN LEARNING MATHEMATICS

About the Author

Mathematics Teacher4th Year in HCIiSpark Consortium – SBGE2011 – Sec 3 2010 – Sec 2Projects Day – Category ManagerFuture SchoolMaster in Education

HCI – NYGH IP Ed Seminar 2011

Page 3: EFFECT OF USING WEB 2.0 IN TEACHING ON STUDENTS’ INTRINSIC MOTIVATION IN LEARNING MATHEMATICS

Background of Research

Jeong & Kim (2009)21st Century

Information-Oriented Society Increasing Open Knowledge Rapid-Changing Ed Environment New Learning Methods

HCI – NYGH IP Ed Seminar 2011

Page 4: EFFECT OF USING WEB 2.0 IN TEACHING ON STUDENTS’ INTRINSIC MOTIVATION IN LEARNING MATHEMATICS

Background of Research

Masterplan III for IT in Education 2009FutureSchools@HCI

Borderless & Diverse Climate Learning Anytime, Anywhere IT Technology Pedagogy

HCI – NYGH IP Ed Seminar 2011

Page 5: EFFECT OF USING WEB 2.0 IN TEACHING ON STUDENTS’ INTRINSIC MOTIVATION IN LEARNING MATHEMATICS

Background of Research

Web 2.0 E.g. Blogging, Podcast, Vodcast, etc Virtual Interaction Virtual Classroom Explore Build and Share Knowledge

HCI – NYGH IP Ed Seminar 2011

Page 6: EFFECT OF USING WEB 2.0 IN TEACHING ON STUDENTS’ INTRINSIC MOTIVATION IN LEARNING MATHEMATICS

Background of Research

UWA Masters – Major Paper2010 – Sec 2FutureSchools@HCI

Piloting in Secondary Two Evaluation, Reflection

HCI – NYGH IP Ed Seminar 2011

Page 7: EFFECT OF USING WEB 2.0 IN TEACHING ON STUDENTS’ INTRINSIC MOTIVATION IN LEARNING MATHEMATICS

Research Area

Assess the Learning EffectivenessSwan (2009)

Students learn as much online as in traditional classrooms

Test scores show not significant difference from traditional teaching

Scores vs PassionMotivation

HCI – NYGH IP Ed Seminar 2011

Page 8: EFFECT OF USING WEB 2.0 IN TEACHING ON STUDENTS’ INTRINSIC MOTIVATION IN LEARNING MATHEMATICS

Research Area

Motivation Middleton and Spanias (1999) reasons individuals have for behaving in a given

situation Bomia (1997) a student’s willingness, need, desire and

compulsion to participate in, and be successful in learning process

Ames (1992) part of one’s goal structures, one’s beliefs about

what is important and it determines whether or not one will engage in a given pursuit

HCI – NYGH IP Ed Seminar 2011

Page 9: EFFECT OF USING WEB 2.0 IN TEACHING ON STUDENTS’ INTRINSIC MOTIVATION IN LEARNING MATHEMATICS

Research Area

Motivation Hermitt (2007) Few things are more important in educating a child

than motivation Gagné & Driscoll (1988) reason for remaining engaged in learning turns to

"incentive motivation," wherein the individual strives to achieve a pre-established goal or target for which they perceive a reward for fulfilling their intended goal

HCI – NYGH IP Ed Seminar 2011

Page 10: EFFECT OF USING WEB 2.0 IN TEACHING ON STUDENTS’ INTRINSIC MOTIVATION IN LEARNING MATHEMATICS

Research Purpose

To study empirically the impact of using Web 2.0 in teaching of Mathematics on the intrinsic motivation of the learners towards the subject

HCI – NYGH IP Ed Seminar 2011

Page 11: EFFECT OF USING WEB 2.0 IN TEACHING ON STUDENTS’ INTRINSIC MOTIVATION IN LEARNING MATHEMATICS

What is Intrinsic Motivation?

Deci & Ryan (1985) non-drive-based

Malone and Lepper (1987) what people will do without external

inducement Viadero (1999)

a genuine interest or desire to learn on the part of the student

Extrinsic – Rewards / Punishment

HCI – NYGH IP Ed Seminar 2011

Page 12: EFFECT OF USING WEB 2.0 IN TEACHING ON STUDENTS’ INTRINSIC MOTIVATION IN LEARNING MATHEMATICS

Why Intrinsic Motivation?

Affects Learning OutcomesMore Effective in the Long Run

Real InterestCsikszentmihalyi & Larson (1984)

students rarely say that they find studying to be intrinsically rewarding

Observation

HCI – NYGH IP Ed Seminar 2011

Page 13: EFFECT OF USING WEB 2.0 IN TEACHING ON STUDENTS’ INTRINSIC MOTIVATION IN LEARNING MATHEMATICS

Literature Review – E-Learning

Detya (2000) The integration of information and

communication technology (ICT) into school educational practice is seen as being crucial to prepare “young people to participate in and contribute to an information society that requires high levels of literacy, numeracy, technological competence and a spirit of creativity and enterprise”

HCI – NYGH IP Ed Seminar 2011

Page 14: EFFECT OF USING WEB 2.0 IN TEACHING ON STUDENTS’ INTRINSIC MOTIVATION IN LEARNING MATHEMATICS

Literature Review – E-Learning

Theroux (1994) Educators widely believe that computers and

technology intrigue students and lead to higher quality work

Pegrum (2008) Educators are responsible to influence the evolution

of E-learning in the directions beneficial to the students

Online technology is just a medium Educators determine the methodology and

pedagogy to be used

HCI – NYGH IP Ed Seminar 2011

Page 15: EFFECT OF USING WEB 2.0 IN TEACHING ON STUDENTS’ INTRINSIC MOTIVATION IN LEARNING MATHEMATICS

Literature Review – Motivation

Yunus & Ali (2009) students’ motivation in solving mathematical

problems in Malaysia establish relationship between levels of

motivation and students’ mathematics achievement

Result: high motivation – high level of efforts – better achievement

Page 16: EFFECT OF USING WEB 2.0 IN TEACHING ON STUDENTS’ INTRINSIC MOTIVATION IN LEARNING MATHEMATICS

Literature Review – Motivation

Deaney, Ruthven, and Hennessy (2003) computer-based lessons as having a more

relaxed atmosphere and being more interesting

the positive effects of computer-based lessons could lessen as the novelty fades

Page 17: EFFECT OF USING WEB 2.0 IN TEACHING ON STUDENTS’ INTRINSIC MOTIVATION IN LEARNING MATHEMATICS

Literature Review – Instrument

Ryan (1982) Intrinsic Motivation Inventory multidimensional measurement device six subscale scores

interest/enjoyment (*) perceived competence Effort value/usefulness felt pressure and tension perceived choice

HCI – NYGH IP Ed Seminar 2011

Page 18: EFFECT OF USING WEB 2.0 IN TEACHING ON STUDENTS’ INTRINSIC MOTIVATION IN LEARNING MATHEMATICS

Literature Review – Instrument

Shia (1998) Academic Intrinsic Motivation Inventory 7-point Likert scale both intrinsic and extrinsic motivation designed for University students Not appropriate

HCI – NYGH IP Ed Seminar 2011

Page 19: EFFECT OF USING WEB 2.0 IN TEACHING ON STUDENTS’ INTRINSIC MOTIVATION IN LEARNING MATHEMATICS

Research Question

General Question To what extent, can the use of IT technology in

teaching increase the students’ level of motivation in learning?

Specific Question To what extend, does the use of Web2.0

(Wetpaint) in teaching Mathematics, increase the level of intrinsic motivation in learning the subject, for Secondary Two students in Hwa Chong Institution?

HCI – NYGH IP Ed Seminar 2011

Page 20: EFFECT OF USING WEB 2.0 IN TEACHING ON STUDENTS’ INTRINSIC MOTIVATION IN LEARNING MATHEMATICS

Methodology - Participants

Two Secondary Two ClassesFrom iSpark

Similar education profile & academic background25 students each

50% of the consortium12.5% of the total cohort

HCI – NYGH IP Ed Seminar 2011

Page 21: EFFECT OF USING WEB 2.0 IN TEACHING ON STUDENTS’ INTRINSIC MOTIVATION IN LEARNING MATHEMATICS

Methodology - Design

Quantitative ApproachComparison groups – two classes

Future class – Teaching with Web2.0 Non-Future class – Traditional Teaching

Pre & Post Questionnaires on Levels of Intrinsic Motivation

Online Platform – WetpaintDuration – One Month

Page 22: EFFECT OF USING WEB 2.0 IN TEACHING ON STUDENTS’ INTRINSIC MOTIVATION IN LEARNING MATHEMATICS

Methodology - Design

Quantitative Approach the independent variable was the use of

Web 2.0 in teaching dependent variable was the level of intrinsic

motivation

Page 23: EFFECT OF USING WEB 2.0 IN TEACHING ON STUDENTS’ INTRINSIC MOTIVATION IN LEARNING MATHEMATICS

Methodology - Instrument

The Intrinsic Motivation Inventory (IMI) 21 Items:1. While I was learning Mathematics I was thinking about how

much I enjoyed it. 5. I found Mathematics very interesting.8. Learning mathematics was fun.10. I enjoyed learning Mathematics very much.13. I thought learning Mathematics was very boring. (R)16. I thought learning Mathematics was very interesting.19. I would describe learning Mathematics as very enjoyable. 7-point Likert Scale:

1 2 3 4 5 6 7

not at all true

somewhat true

very true

HCI – NYGH IP Ed Seminar 2011

Page 24: EFFECT OF USING WEB 2.0 IN TEACHING ON STUDENTS’ INTRINSIC MOTIVATION IN LEARNING MATHEMATICS

Methodology - Procedures

Prior ExperimentConsent forms

Both Students & Parents Agree and SignPre experiment questionnaire given to both

classes

HCI – NYGH IP Ed Seminar 2011

Page 25: EFFECT OF USING WEB 2.0 IN TEACHING ON STUDENTS’ INTRINSIC MOTIVATION IN LEARNING MATHEMATICS

Methodology - Procedures

ExperimentOne month teaching and learning

Traditional classroom teachingWeb2.0 enabled teaching

HCI – NYGH IP Ed Seminar 2011

Page 26: EFFECT OF USING WEB 2.0 IN TEACHING ON STUDENTS’ INTRINSIC MOTIVATION IN LEARNING MATHEMATICS

Methodology - Procedures

Post ExperimentPost experiment questionnaire given to both

classes

HCI – NYGH IP Ed Seminar 2011

Page 27: EFFECT OF USING WEB 2.0 IN TEACHING ON STUDENTS’ INTRINSIC MOTIVATION IN LEARNING MATHEMATICS

Findings – Pre Experiment

Relatively close levels of intrinsic motivation Future class – 5.14 Higher Non Future class – 4.60 Lower

Pre-test Intrinsic Motivation Levels of Two Classes - Mean Score

5.144.60

1.00

2.00

3.00

4.00

5.00

6.00

7.00

Classes

Mean ScoreWetppaint

Trad

HCI – NYGH IP Ed Seminar 2011

Page 28: EFFECT OF USING WEB 2.0 IN TEACHING ON STUDENTS’ INTRINSIC MOTIVATION IN LEARNING MATHEMATICS

Findings – Pre Experiment

Higher than average levels of intrinsic motivation for both classes

0.00

1.00

2.00

3.00

4.00

5.00

6.00

Mean Score

Q1 Q5 Q8 Q10 Q13 Q16 Q19

Question Number

Pre-test Intrinsic Motivation Levels of Two Classes - Individual Mean Score

Wetppaint

Trad

HCI – NYGH IP Ed Seminar 2011HCI – NYGH IP Ed Seminar 2011

Page 29: EFFECT OF USING WEB 2.0 IN TEACHING ON STUDENTS’ INTRINSIC MOTIVATION IN LEARNING MATHEMATICS

Findings – Pre Experiment

“found Mathematics very interesting” Future class – 72% Non Future class – 60%

Q5 I found Mathematics very interesting.

0% 8%

4%

16%

24%

24%

24%

1

2

3

4

5

6

7

Not at all true

Somewhat true

Very true

Q5 I found Mathematics very interesting.

0%

0%

8%

32%

36%

12%

12%

1

2

3

4

5

6

7

Not at all true

Somewhat true

Very true

HCI – NYGH IP Ed Seminar 2011

Page 30: EFFECT OF USING WEB 2.0 IN TEACHING ON STUDENTS’ INTRINSIC MOTIVATION IN LEARNING MATHEMATICS

Findings – Pre Experiment

“enjoyed learning Mathematics very much” Future class – 64% Non Future class – 52%

Q10 I enjoyed learning Mathematics very much.

0%

4%

12%

20%

28%

20%

16%

1

2

3

4

5

6

7

Not at all true

Somewhat true

Very true

Q10 I enjoyed learning Mathematics very much.

0% 4%

16%

28%

24%

24%

4% 1

2

3

4

5

6

7

Not at all true

Somewhat true

Very true

HCI – NYGH IP Ed Seminar 2011

Page 31: EFFECT OF USING WEB 2.0 IN TEACHING ON STUDENTS’ INTRINSIC MOTIVATION IN LEARNING MATHEMATICS

Findings – Post Experiment

Relatively close levels of intrinsic motivation Future class – 5.22 Higher Non Future class – 4.57 Lower

Post-test Intrinsic Motivation Levels of Two Classes - Mean Score

5.224.57

1.00

2.00

3.00

4.00

5.00

6.00

7.00

Classes

Mean ScoreWetpaint

Trad

HCI – NYGH IP Ed Seminar 2011

Page 32: EFFECT OF USING WEB 2.0 IN TEACHING ON STUDENTS’ INTRINSIC MOTIVATION IN LEARNING MATHEMATICS

Findings – Pre Experiment

Higher than average levels of intrinsic motivation for both classes

Post-test Intrinsict Motivation Levels of Two Classes - Individual Mean Score

1.00

2.00

3.00

4.00

5.00

6.00

7.00

Q1 Q5 Q8 Q10 Q13 Q16 Q19

Question Number

Mean ScoreWetpaint

Trad

HCI – NYGH IP Ed Seminar 2011

Page 33: EFFECT OF USING WEB 2.0 IN TEACHING ON STUDENTS’ INTRINSIC MOTIVATION IN LEARNING MATHEMATICS

Findings – Post Experiment

“found Mathematics very interesting” Future class – 80% Non Future class – 64%

Q5 I found Mathematics very interesting.

0% 8%

4%

8%

28%36%

16% 1

2

3

4

5

6

7

Not at all true

Somewhat true

Very true

Q5 I found mathematics very interesting.

0%

0%

20%

16%

24%

32%

8%1

2

3

4

5

6

7

Not at all true

Somewhat true

Very true

HCI – NYGH IP Ed Seminar 2011

Page 34: EFFECT OF USING WEB 2.0 IN TEACHING ON STUDENTS’ INTRINSIC MOTIVATION IN LEARNING MATHEMATICS

Findings – Post Experiment

“enjoyed learning Mathematics very much” Future class – 80% Non Future class – 48%

Q10 I enjoyed learning mathematics very much.0%

0%

12%

8%

32%

36%

12% 1

2

3

4

5

6

7

Not at all true

Somewhat true

Very true

Q10 I enjoyed learning Mathematics very much.

0% 4%

16%

32%24%

20%

4% 1

2

3

4

5

6

7

Not at all true

Somewhat true

Very true

HCI – NYGH IP Ed Seminar 2011

Page 35: EFFECT OF USING WEB 2.0 IN TEACHING ON STUDENTS’ INTRINSIC MOTIVATION IN LEARNING MATHEMATICS

Findings – Future Class

a slight increase in level of intrinsic motivation

Intrinsic Motivation Levels Shown in Pre & Post-test Questionnaires - Wetpaint Class

5.27

5.14

5.05

5.10

5.15

5.20

5.25

5.30

Pre-test Post-test

Mean ScorePre-test

Post-test

HCI – NYGH IP Ed Seminar 2011

Page 36: EFFECT OF USING WEB 2.0 IN TEACHING ON STUDENTS’ INTRINSIC MOTIVATION IN LEARNING MATHEMATICS

Findings – Future Class

Percentage change in responses in different questions: interest in the subject of Mathematics changed little motivation towards learning the subject has

improved

HCI – NYGH IP Ed Seminar 2011

Page 37: EFFECT OF USING WEB 2.0 IN TEACHING ON STUDENTS’ INTRINSIC MOTIVATION IN LEARNING MATHEMATICS

Findings – Future ClassIntrinsic Motivation Levels Shown in Pre & Post-test

Questionnaires - Wetpaint Class

4.00

4.50

5.00

5.50

6.00

Q1 Q5 Q8 Q10 Q13 Q16 Q19

Questions

Individual Mean Score

Pre-test

Post-test

Percentage Change in Intrinsic Motivation Levels of Wetpaint Class - Individual Mean Score

5.22%

0.76%

2.29%

6.45%

1.44%

0.00%

2.34%

0.00%

1.00%

2.00%

3.00%

4.00%

5.00%

6.00%

7.00%

Q1 Q5 Q8 Q10 Q13 Q16 Q19

Questions

Percen

tag

e C

han

ge

HCI – NYGH IP Ed Seminar 2011

Page 38: EFFECT OF USING WEB 2.0 IN TEACHING ON STUDENTS’ INTRINSIC MOTIVATION IN LEARNING MATHEMATICS

Findings – Non Future Class

a slight decrease in level of intrinsic motivation

Intrinsic Motivation Levels Shown in Pre & Post-test Survey - Traditional Class

4.60 4.57

4.00

4.10

4.20

4.30

4.40

4.50

4.60

4.70

Pre-test Post-test

Mean CorePre-test

Post-test

HCI – NYGH IP Ed Seminar 2011

Page 39: EFFECT OF USING WEB 2.0 IN TEACHING ON STUDENTS’ INTRINSIC MOTIVATION IN LEARNING MATHEMATICS

Findings – Non Future Class

Percentage change in responses in different questions: interest in the subject of Mathematics maintained motivation towards learning the subject not

improved Could be due to lack of variety in traditional teaching

HCI – NYGH IP Ed Seminar 2011

Page 40: EFFECT OF USING WEB 2.0 IN TEACHING ON STUDENTS’ INTRINSIC MOTIVATION IN LEARNING MATHEMATICS

Findings – Non Future Class

Percentage Change in Intrinsic Motivation Levels of Traditional Class - Individual Mean Score

-3.67%

0.82%

3.54%

-1.74%

0.81%

-2.70%-1.79%

-4.00%

-3.00%

-2.00%

-1.00%

0.00%

1.00%

2.00%

3.00%

4.00%

Q1 Q5 Q8 Q10 Q13 Q16 Q19

Percentage Change

Qu

estio

ns

Percentage Change

Intrinsic Motivation Levels Shown in Pre & Post-test Survey - Traditional Class

4.00

4.25

4.50

4.75

5.00

5.25

Q1 Q5 Q8 Q10 Q13 Q16 Q19

Individual Mean Score

Pre-test

Post-test

HCI – NYGH IP Ed Seminar 2011

Page 41: EFFECT OF USING WEB 2.0 IN TEACHING ON STUDENTS’ INTRINSIC MOTIVATION IN LEARNING MATHEMATICS

Findings – Discussions

Web2.0 technology To Students

Variety More interaction More cooperation More time to think Easy access of resources More participation More time on task

HCI – NYGH IP Ed Seminar 2011

Page 42: EFFECT OF USING WEB 2.0 IN TEACHING ON STUDENTS’ INTRINSIC MOTIVATION IN LEARNING MATHEMATICS

Findings – Discussions

Web2.0 technology To Teacher

Variety Tools for differentiation Ways of engaging students Challenge

Planning Scaffolding Time

HCI – NYGH IP Ed Seminar 2011

Page 43: EFFECT OF USING WEB 2.0 IN TEACHING ON STUDENTS’ INTRINSIC MOTIVATION IN LEARNING MATHEMATICS

Findings – Discussions

Web2.0 technology To Parents

Variety – alternative way to check Challenge

Control On task? Time

HCI – NYGH IP Ed Seminar 2011

Page 44: EFFECT OF USING WEB 2.0 IN TEACHING ON STUDENTS’ INTRINSIC MOTIVATION IN LEARNING MATHEMATICS

Conclusions

Using Web2.0 in teaching has positive effect in intrinsic motivation in students in learning mathematics Interest in the subject maintained Interest / enjoyment in learning the subject

improved

Opportunities + Challenges

HCI – NYGH IP Ed Seminar 2011

Page 45: EFFECT OF USING WEB 2.0 IN TEACHING ON STUDENTS’ INTRINSIC MOTIVATION IN LEARNING MATHEMATICS

Reflections

Pedagogy, Pedagogy, Pedagogy Key - Engaging Students Duration of research

HCI – NYGH IP Ed Seminar 2011

Page 46: EFFECT OF USING WEB 2.0 IN TEACHING ON STUDENTS’ INTRINSIC MOTIVATION IN LEARNING MATHEMATICS

Acknowledgement

HCI Colleagues Prof. Steven Houghton My dear students

HCI – NYGH IP Ed Seminar 2011

Page 47: EFFECT OF USING WEB 2.0 IN TEACHING ON STUDENTS’ INTRINSIC MOTIVATION IN LEARNING MATHEMATICS

HCI – NYGH IP Ed Seminar 2011