The Effects Of A Multimedia Constructivist Environment On Students' Achievement And Motivation In The Learning Of Chemical Formulae And Equations
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Date
2007-06
Authors
Krishnasamy, Vickneasvari
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Abstract
This study is conducted to examine the effects of a multimedia constructivist
environment on Form Four students' achievement and motivation in the learning of
"Chemical Formulae and Equations". Multimedia Constructivist Instruction (MCI) and
Multimedia Objectivist Instruction (MOl) courseware were developed. The MCI was
assigned to 80 students whereas the MOl was assigned to 89 students. This quasiexperimental
study employed a 2 x 2 factorial design. The independent variables were
the multimedia approaches, i.e. the MCI and the MOl, whereas the dependent variables
were the students' achievement and motivation. Students' ability levels (high-ability, HA
or low-ability, LA), cognitive styles (field-independent, Fl or field-dependent, FD) and
gender (male or female) were the moderator variables.
This study found that (i) the MCI students performed significantly better and were
significantly more motivated than the MOl students, (ii) the HA students performed
significantly better and were significantly more motivated than the LA students, (iii) the Fl
students did not perform significantly better but were significantly more motivated than
the FD students, (iv) the male students did not perform significantly better but were
significantly more motivated than the female students, (v) the HA students performed
significantly better and were significantly more motivated than the LA students in MCI,
(vi) the HA students using MCI performed significantly better but were not significantly
more motivated than the HA students using MOl, (vii) the LA students using MCI did not
perform significantly better but were significantly more motivated than the LA students
using MOl, (viii) the Fl students performed significantly better and were significantly
more motivated than the FD students in MCI, (ix) the Fl students using MCI performed significantly better but were not significantly more motivated than the Fl students using
MOl, (x) the FD students using MCI did not perform significantly better but were
significantly more motivated than the FD students using MOl, (xi) the male students did
not perform significantly better but were significantly more motivated than the female
students in MCI, (xii) the male students using MCI performed significantly better but
were not significantly more motivated than the male students using MOl, and (xiii) the
female students using MCI also performed significantly better but were not significantly
more motivated than the female students using MOl. Overall, these findings support the
positive effect of multimedia constructivist environment on the learning of "Chemical
Formulae and Equations".
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