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