The Effects Of Sms-Based Learning Towards Undergraduates’ Motivation And Performance

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Date
2015-03
Authors
MARAYANANSAMY, MAHALECUMY
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Abstract
The unique features of mobile phones, the flexibility and reliability of SMS introduced a new pedagogical innovation in the existing learning system. Instructional design (ID) plays a crucial role in teaching and learning process. This study investigated the effectiveness of ID based on Park’s (2011) modified pedagogical framework of mobile learning towards full time Management students’ motivation. This study was conducted among 80 full time students from School of Management, Universiti Sains Malaysia. The students were divided into two groups that were the control group and the experimental group. A quantitative analysis was used to identify if there were any significant difference on students' achievement and motivation. Park’s (2011) “Modified Pedagogical Framework of Mobile Learning” was widely applied to design and develop the course content. Furthermore, Keller’s (1983) ARCS model has been applied to evaluate students’ motivation towards the implementation of SMS-based learning. Instructional Material Motivational Survey (IMMS) was used to collect the data. A paired sample t-test was carried out to scrutinize if there was any significant difference on students' motivation between pre and post questionnaire. The findings illustrated that, there were significant difference between the mean scores of students' motivation of pre and post questionnaire. In addition, there were significant relationships between the motivation factors attention, relevance, confidence and satisfaction. Briefly, the designed and developed SMS-based learning contents based on Park’s (2011) “Modified Pedagogical Framework of Mobile Learning” gave positive impact on students' achievement and motivation in learning.
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The Effects Of Sms-Based Learning Towards Undergraduates , Motivation And Performance
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