Browsing by Subject "Instructional systems -- Design"
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Item Effects of goal structure on Chinese elementary school students' goal orientation, achievement, intrinsic motivation, and beliefs about success/failure(Texas Tech University, 1997-12) Lin, Chi-ChauThe primary purpose of this study was to investigate the effects of classroom goal structure (competitive, cooperative, and individualistic) on children's goal orientation, mathematics achievement, intrinsic motivation, and beliefs about success/failure in mathematics environments. A second purpose of this study was to assess gender effects, and the interaction effects between goal structure and gender in these learning situations on the variables related to mathematics learning. Two hundred forty fifth-grade Chinese children (120 boys and 120 girls) from an elementary school in rural Lu-Chou county of Taipei participated in this study. Boys and girls were randomly selected from the student population of the school and randomly assigned to one of the 3 goal structure conditions. This experimental study used a 3 x 2 factorial design. Results showed the significance of goal structure effects on mastery goal orientation, mathematics achievement, intrinsic motivation, and beliefs about success. Children in the cooperative and individualistic goal groups had higher mastery goal orientations than children in the competitive goal group. They also scored higher in mathematics achievement and intrinsic motivation. They were also more likely to believe that effort led to success and to regard the teacher as a helper. The results also showed a significant gender effect on beliefs about success (success due to task). Boys were likely to attribute success to easiness of the task. On the other hand, there were no gender effects on the variables of goal orientation, mathematics achievement, intrinsic motivation, and beliefs about failure. No interaction effect between goal structure and gender was reported. These results suggest that educators should develop a mastery goal climate (an individual or a cooperative goal structure) in their learning contexts, which means to stress the importance of understanding, the process of thinking, monitoring the individual's progress, learning for its own sake, and cooperative learning rather than stressing only the outcomes in the mathematics learning environment.Item The effects of linking classroom instruction in mathematics to a prescriptive delivery of lessons on an integrated learning system(Texas Tech University, 2000-12) Jamison, Mark BrianThe goal of this research was to investigate the effects of using a prescriptive alignment of integrated learning systems with classroom instruction to improve mathematics achievement. While previous research has shown that an integrated learning system can be an effective learning tool, research primarily focused on using the integrated learning system to deliver individualized instruction. This study attempted to try a new approach to linking the delivery of computer instruction to the classroom curriculum. This study focused on mathematics achievement at the fourth grade level to determine if time on task, the percent of correct lesson responses, the number of lessons completed, and level of achievement were significant factors when implementing a prescriptive approach to improve learning. The results of this study suggest that using a prescriptive approach with an integrated learning system may not be effective. Due to limitations in the study, further research is warrantedItem The effects of three teaching models on undergraduate college student achievement in an online self-paced lesson(Texas Tech University, 1998-08) Martindale, Emery SherwoodNon-classroom-based instruction (NCBI) is becoming much more common, particularly due to the growth of computer networks (Harasim, 1995). NCBI is defined in this study as any planned learning environment that is not designed to occur in the traditional classroom. With the rapid expansion of NCBI there is a need to examine its effectiveness in terms of instructional design. A primary method of evaluating various forms of NCBI lies in the examination of the teaching model employed in the instructional design. Many institutions and organizations are providing computer-based instruction for training students and employees. However a large segment of this NCBI remains exclusively in the domain of the behavioral family of teaching models, despite evidence of the effectiveness of other teaching models (Joyce et al., 1992). This is occurring even as the effectiveness of current NCBI is under scrutiny due to high drop-out and failure rates. This quasi-experimental study compared three teaching models from three distinct model classifications for effectiveness in an online self-paced lesson. The models were direct instruction from the behavioral models, concept attainment from the information processing models, and group discussion from the social interaction models. The research questions were: what effect does teaching model have on college students' achievement in a self-paced online lesson?; and what effect does teaching models have on number of test attempts? Participants were a class section of 128 undergraduate college students enrolled in a self-paced campus-based computer literacy course. The study found no significant differences in number of test attempts needed to pass the course instrument. There were also no significant differences in mean test scores or first attempt test scores for participants, regardless of teaching model or prior WWW experience. There was a significant interaction effect between teaching model and WWW experience. This may indicate that certain models are more effective for NCBI environments. Instructors may not have to train for both using the World Wide Web and for the course content. Limitations of the study included the length of time the activities were carried out, and the length, difficulty level, and comprehensiveness of the measurement instmments. Suggestions for further research included: use of other teaching models and combinations of models; increased intervention time with the teaching models; and use of altemative populations and instructional content.