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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
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Contents
2
IV. Results
IIV. Conclusions
I. IntroductionII. Literature Review
III. Methodology
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Introduction
3
Background of the Study
Statement of the Problem
Purposes of the Study
Research Questions
Significance of the Study
Definition of Terms
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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)
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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)
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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)
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Statement of the Problem
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Purposes of the Study
- to investigate the English learning strategies use by English major students at the college level in a WebQuest environment
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What learning strategies do English major students apply when they are doing the project in a WebQuest environment?
What learning strategies do English major students apply when they are doing the project in a WebQuest environment?
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Purposes of the Study
- to examine the relationship between English learning strategies and learning motivation in a WebQuest environment
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Is there any significance between leaning strategies use and motivation among English major students learning in a WebQuest environment?
Is there any significance between leaning strategies use and motivation among English major students learning in a WebQuest environment?
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Purposes of the Study
- to explore the motivated learning strategies use in English teaching and learning field in a WebQuest environment
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Significance of the Study
- to offer teachers directions to encourage students and arise students’ learning interests in a WebQuest environment
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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)
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Definition of Terms
12
WebQuest Environment
The participants complet the task by the use of a website to accomplish the final project based on WebQuest Approach.
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Literature Review
13
WebQuest Application
Motivated Learning Strategies
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Understanding of the student’s learning approaches can benefit the learning efficiency for students.
(Wolfe, Bates, Manikowske, & Amundsen, 2006)
Motivated Learning Strategies
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They use WebQuest to teach literary criticism in a high English classroom.
(Rozema and Robert, 2001)
WebQuest Application
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Methodology
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Research Design
Procedures of the Study
WebQuest Approach
WebQuest Application
Procedures of the Course
Learning Strategy immersion
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Duration
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50 minutes / a week
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Location
Course:Internet Resources for English Teachers
Room: T2-505
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Participants
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Junior Senior Total
Male 1 12 13
Female 8 30 38
Total 9 42 51
Percentage (%) 17.65 82.35 100
Table 1The Distribution of Participants (n = 51)
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Criteria
The Learning Object Review Instrument (LORI) is a tool for eliciting ratings and comments from learning resource evaluators.
(Belfer, Leacock, & Nesbit, 2004)
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LORI Manual Version 1.5
Reliability : .70~.90
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(Belfer, Leacock, & Nesbit, 2004)
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Zimmer Twins
This website is presented for informational, educational and entertainment purposes.
(Zimmer Twins, 2010)
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2006 Webby Awards
The site has been nominated as a finalist in the 2006 Webby Awards.
(Zinc, 2010)
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Procedures of the Study
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Test Questionnaire
Conduct studyTrain students
Create project
Collect MSLQ Analyze Date
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WebQuest Approach
Unambiguous Process
Related Resources
Clear Tasks
Attractive Introduction
Reflective Conclusion
Standard Criteria
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(Dodge, 1995)
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WebQuest Application
Offer the Teaching Manual
Provide Links
Create a Story
Introduce Zimmer Twins
Website
Leave Feedbacks
Follow Criteria
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Procedures of the Course
2week
3-8week
11-12week
13week
9week
10week
1week
Introducing
Practicing
Creating
Evaluating
Revising
Adding
Uploading
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9 Learning Strategies
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9 strategies immersed in a WebQuest task
a re-doable website allows students to practice1. Rehearsal
cute and vivid pictures to make the project fancy2. Elaboration
a logic setting to complete a whole story3. Organization
a conversational style, content arrangement is needed4. Critical Thinking
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Learning Strategy Immersion
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9 strategies immersed in a WebQuest task
Criteria of the story creation for weekly assignment6. Time and Study Management
a scoring project7. Effort Management
a group work in a technology room8. 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
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Data Collection
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)
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LMS Online System
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Data Analysis
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Pearson Correlation Multiple RegressionDescriptive 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?
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Results
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Statistical Results
Discussions
Students’ Perceptions
Final Project Sharing
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Results
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No. Strategy M SD1 Critical thinking 5.57 0.822 Elaboration 5.24 0.863 Help seeking 5.16 1.054 Meta-cognition and self-regulation 5.12 0.855 Time and study management 4.95 0.696 Organization 4.92 1.117 Rehearsal 4.84 1.178 Peer learning 4.73 1.249 Effort 4.13 0.93
Table 2Frequency, 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?What learning strategies do English major students apply when they are doing the project in a WebQuest environment?
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Discussion
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Results
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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***
Table 3Correlation 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?Is there any significance between leaning strategies use and motivation among English major students learning in a WebQuest environment?
Note. ***p < .001.
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Results
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No. Learning Strategy T value Sig. (1-tailed)1 Critical thinking .454 .6522 Elaboration 8.209 .000(***)3 Help seeking .362 .7194 Meta-cognition and self-regulation 2.315 .0255 Organization -.171 .8656 Rehearsal .454 .6527 Peer learning -.171 .865
Note. ***p < .001.
Table 4Regression on Learning Strategies and Intrinsic Goal Orientation (n = 51)
If teachers want to increase students’ intrinsic goal orientation, elaboration skill might help.
What motivated learning strategies used to stimulate learning among English major students learning in a WebQuest environment?What motivated learning strategies used to stimulate learning among English major students learning in a WebQuest environment?
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Results
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No. Learning Strategy t Sig. (1-tailed)1 Critical thinking 1.546 .1292 Elaboration .119 .9063 Help seeking 1.231 .2244 Meta-cognition and self-regulation 5.375 .000(***)5 Organization .520 .6066 Rehearsal 1.098 .2787 Peer learning 1.079 .286
Table 5Regression on Learning Strategies and Extrinsic Goal Orientation (n = 51)
If teachers want to increase students’ extrinsic goal orientation, meta-cognition and self-regulation skill might help.
Note. ***p < .001.
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Results
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No. Learning Strategy t Sig. (1-tailed)1 Critical thinking .989 .3272 Elaboration 7.301 .000(***)3 Help seeking -1.881 .0664 Meta-cognition and self-regulation 1.439 .1575 Organization -2.189 .0346 Rehearsal -.151 .8817 Peer learning -.446 .658
Table 6Regression on Learning Strategies and Task Value (n = 51)
If teachers want to increase students’ task value, elaboration skill might help.
Note. ***p < .001.
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Results
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No. Learning Strategy T value Sig. (1-tailed)1 Critical thinking 1.235 .2232 Elaboration 4.908 .000(***)3 Help seeking -2.370 .0224 Meta-cognition and self-regulation .588 .5595 Organization -1.723 .0926 Rehearsal -.608 .5467 Peer learning 3.598 .001(***)
Table 7Regression on Learning Strategies and Learning Beliefs (n = 51)
If teachers want to increase students’ learning beliefs, elaboration, and peer learning might help.
Note. ***p < .001.
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Results
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No. Learning Strategy T value Sig. (1-tailed)1 Critical thinking 5.262 .000(***)2 Elaboration 2.004 .0513 Help seeking -1.105 .2754 Meta-cognition and self-regulation .124 .2205 Organization -.225 .8236 Rehearsal -.277 .7837 Peer learning .706 .483
Table 8Regression on Learning Strategies and Self-efficacy for learning and performance (n = 51)
If teachers want to increase students’ self-efficacy, critical thinking skill might help.
Note. ***p < .001.
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Results
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No. Learning Strategy T value Sig. (1-tailed)1 Critical thinking -.610 .5442 Elaboration -.165 .8693 Help seeking -1.366 .1784 Meta-cognition and self-regulation -1.056 .2965 Organization -.146 .8856 Rehearsal 2.710 .009(**)7 Peer learning .139 .890
Table 9Regression on Learning Strategies and Anxiety (n = 51)
If teachers want to decrease students’ anxiety, rehearsal skill might help.
Note. **p < .01.
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Results
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What are the English major students’ perceptions of learning when they are doing the project in a WebQuest environment?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).
84.31%
15.69%
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Comments
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A comment from documents reveals students‘ learning attitude on the project which holds the postive perception states that:
Student AStudent A
It’s really an interesting website! Not only for children, but adults must love it, too.
Student BStudent B
In this website, I can make movie by myself. It is so cool for me.
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Comments
45
Comments from documents reveal students‘ learning attitude on facing the diffculties when completing the project states that:
Student CStudent 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 DStudent D
Sometimes when I couldn’t find the action or facial expression, I’ll get angry!!!
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Final Project Sharing
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Conclusions
Summary
Limitations
Suggestions
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Summary
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1. WebQuest is one of the way to train students’ critical thinking.
2. Different strategies used could stimulate different motivation
to learn.
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Limitations
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1. Limited sample size
2. Limited in one class
3. Limited in a technological environment
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Suggestions
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Thank You for Your Attention.