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Enhancing learner motivation in an instructor-facilitated learning context
Title
Enhancing learner motivation in an instructor-facilitated learning context.
Creator
Visser, Jan., Florida State University
Abstract/Description
In this study the results are presented of a disciplined inquiry into the area of motivation to learn and systematic ways of influencing learners in this regard. Attention focuses on the clinical use of motivational messages, a strategy based on Keller's (1984, 1987a&b) ARCS model. Through this strategy learners are prompted, by means of, usually written, messages, normally delivered outside the classroom periods, to adjust their disposition to undertake learning tasks. Such messages are...
Show moreIn this study the results are presented of a disciplined inquiry into the area of motivation to learn and systematic ways of influencing learners in this regard. Attention focuses on the clinical use of motivational messages, a strategy based on Keller's (1984, 1987a&b) ARCS model. Through this strategy learners are prompted, by means of, usually written, messages, normally delivered outside the classroom periods, to adjust their disposition to undertake learning tasks. Such messages are designed and used according to a systematic, replicable process., It is defended that a naturalistic mode of inquiry is the most appropriate one for the particular research interest, and that, within that mode, a case study approach, within an embedded multiple-case perspective, is called for. Reference is made to the existing knowledge base in the area of motivational design, as well as to that of the chosen research paradigm and methodology., Three basic research interests are addressed in the study, i.e. that of the validity of the strategy under consideration, the question as to how and why the messages work, and the issue of their optimality. Evidence is presented and discussed to substantiate the proposition that the motivational messages strategy worked similarly well in the case of two of its applications almost three years apart. Of a total of ten propositions regarding the interaction between the messages and the learners, the messages and the instructor, and the messages and the environment, nine are found substantiated and one insubstantiated in the light of the data collected. It is also argued that evidence supports the contention that the strategy adapts itself to the circumstances of its application., As to the overall interpretation of the totality of phenomena discussed, the study concludes that motivational messages should not be looked upon in isolation, but as part of a more complex motivational system, in the context of which they enhance the effectiveness of the other components involved.
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Date Issued
1990, 1990
Identifier
AAI9016507, 3161980, FSDT3161980, fsu:78179
Format
Document (PDF)
An examination of the effectiveness of the Values Integration Pyramid module among graduate social work students
Title
An examination of the effectiveness of the Values Integration Pyramid module among graduate social work students.
Creator
Haynes, Dennis Tilton., Florida State University
Abstract/Description
The profession of social work has historically placed great emphasis on the centrality of values. However, there have been few empirical studies of specific values education strategies to enhance the professional socialization of social work students. This study assumes that the infused approach of values education is a "necessary but not sufficient" model. It highlights the development of an educational module teaching values integration to graduate social work students. This module...
Show moreThe profession of social work has historically placed great emphasis on the centrality of values. However, there have been few empirical studies of specific values education strategies to enhance the professional socialization of social work students. This study assumes that the infused approach of values education is a "necessary but not sufficient" model. It highlights the development of an educational module teaching values integration to graduate social work students. This module integrates the dimensions of personal, social, political, and professional values. The Values Integration Pyramid (VIP) module is theoretically grounded, and incorporates Jack Mezirow's (1991) Transformation Theory, one of the newer adult learning theories., A quasi-experimental design was utilized to examine the effectiveness of the VIP module. The study also describes the differences among values that entering two-year MSW students enrolled in an introductory practice course at a southern university bring to social work education. Concurrence with social work values was measured by the Professional Opinion Scale (POS) developed by Abbott (1988). The association of students' political philosophy and previous exposure to oppression content course(s), and concurrence with social work values is examined., ANOVA and ANCOVA procedures did not identify a significant intervention effect of the VIP module. Students' political philosophy and oppression course(s) exposure were found to be associated with social work value concurrence when examined through biserial correlation. Further development of the VIP module is needed, along with continuing research in values education strategies' effectiveness. Additionally, values research is needed to examine differential strategies with students of varying political philosophies.
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Date Issued
1993, 1993
Identifier
AAI9334249, 3088139, FSDT3088139, fsu:76946
Format
Document (PDF)
A study of the usefulness and effectiveness of a self-instructional print module on multicultural behaviour change in apprentices in Manitoba
Title
A study of the usefulness and effectiveness of a self-instructional print module on multicultural behaviour change in apprentices in Manitoba.
Creator
Cap, Ihor., Florida State University
Abstract/Description
This study assessed the usefulness and effectiveness of a self-instructional print module on multicultural behaviour change (i.e., knowledge and ideology) in apprentices in the province of Manitoba. The review of literature reported the results of individual experimentation studies on the effectiveness of instructional media (technology) in relation to Information (Knowledge) and Attitude Change, and Persuasiveness with various ethnocultural subjects., The Multicultural Ideology Scale,...
Show moreThis study assessed the usefulness and effectiveness of a self-instructional print module on multicultural behaviour change (i.e., knowledge and ideology) in apprentices in the province of Manitoba. The review of literature reported the results of individual experimentation studies on the effectiveness of instructional media (technology) in relation to Information (Knowledge) and Attitude Change, and Persuasiveness with various ethnocultural subjects., The Multicultural Ideology Scale, Instructional Materials Motivation Survey, Background Information Questionnaire, researcher-constructed Canadian Multiculturalism Knowledge Inventory and self-study module, underwent a one-to-one evaluation and a field-trial (test) run. The Kuder-Richardson 20 measure and Cronbach's Alpha defined the reliability of the instruments. Measurement and content review experts gave feedback and suggestions for revision before field testing. This phase of the study provided the necessary "pretest" data for (1) clarifying procedures, test directions and materials, and (2) estimating the effectiveness and usefulness of the final prototype. T-tests determined that the pre- to posttest gains were significant., The main experimental research study followed a "Pretest-Posttest Control Group Design" with randomization. Descriptive and inferential statistics provided answers to the hypotheses posed. All data were analyzed at the.05 level of significance using the SAS System at the University of Manitoba in Winnipeg., The findings of the study revealed: (1) no significant entry knowledge or attitudinal differences between majority and minority apprentices regarding Canadian multiculturalism or their acceptance of a multicultural ideology. (2) a large and significant posttest difference between the experimental group and the nontreatment control group regarding apprentices knowledge of multiculturalism after adjusting for initial baseline differences. (3) a moderate but nonsignificant posttest difference between the experimental group and the nontreatment control group regarding apprentices acceptance of a multicultural ideology after adjusting for initial baseline differences. (4) no significant posttest interaction effects between ancestry and type of group regarding knowledge of multiculturalism or acceptance of a multicultural ideology after adjusting for initial baseline differences. (5) no significant motivational module appeal difference between majority and minority apprentices., The conclusion was drawn that the same or similarly designed instruction provides one avenue to fostering multicultural behaviour change in learners in trade apprenticeships.
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Date Issued
1995, 1995
Identifier
AAI9525912, 3088594, FSDT3088594, fsu:77396
Format
Document (PDF)
The use of the personal reflexive journal in the adult literacy tutorial: The case of Jane
Title
The use of the personal reflexive journal in the adult literacy tutorial: The case of Jane.
Creator
Alexander, Mary M. Cozean., Florida State University
Abstract/Description
This ethnographic, single-case study was conducted over a two-year period. It documents the changes that occurred in the life of a forty-two year old female as she gained reading and writing skills in a literacy tutorial. This documentation was based on numerous personal journals that she dictated and wrote., Although her income level or economic status did not change significantly during the period of the study, her individual reading scores rose from lower elementary to post-secondary level...
Show moreThis ethnographic, single-case study was conducted over a two-year period. It documents the changes that occurred in the life of a forty-two year old female as she gained reading and writing skills in a literacy tutorial. This documentation was based on numerous personal journals that she dictated and wrote., Although her income level or economic status did not change significantly during the period of the study, her individual reading scores rose from lower elementary to post-secondary level. In addition, according to her, what changed in her life was her self-concept with respect to reading and writing, and her insight into the historical value of what she had learned outside of any educational setting. This change or growth process was paralleled to the Kubler-Ross model (1975), and was compared to the Belenky, et al. model (1986)., A ten-step program and process model for the Personal Reflexive Journal was developed and is included in this study for use with adult literacy students who are learning to express themselves through writing.
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Date Issued
1989, 1989
Identifier
AAI9014594, 3161942, FSDT3161942, fsu:78141
Format
Document (PDF)