id: 06646821
dt: j
an: 2016f.01440
au: Star, Jon R; Chen, Jason A; Taylor, Megan W; Durkin, Kelley; Dede, Chris;
Chao, Theodore
ti: Studying technology-based strategies for enhancing motivation in
mathematics.
so: Int. J. STEM Educ. 1, No. 1, Paper No. 7, 19 p., electronic only (2014).
py: 2014
pu: Springer (SpringerOpen), Berlin/Heidelberg
la: EN
cc: U73 D43 C23
ut: STEM education; technology; motivation; algebraic reasoning; self-efficacy;
implicit theories of ability
ci:
li: doi:10.1186/2196-7822-1-7
ab: Summary: Background: During the middle school years, students frequently
show significant declines in motivation toward school in general and
mathematics in particular. One way in which researchers have sought to
spark students’ interests and build their sense of competence in
mathematics and in STEM more generally is through the use of
technology. Yet evidence regarding the motivational effectiveness of
this approach is mixed. Here we evaluate the impact of three brief
technology-based activities on students’ short-term motivation in
math. 16,789 5th to 8th grade students and their teachers in one large
school district were randomly assigned to three different
technology-based activities, each representing a different framework
for motivation and engagement and all designed around an exemplary
lesson related to algebraic reasoning. We investigated the relationship
between specific technology-based activities that embody various
motivational constructs and students’ engagement in mathematics and
perceived competence in pursuing STEM careers.{ }Results: Results
indicate that the effect of each technology activity on students’
motivation was quite modest. No gains were found in self-efficacy; for
implicit theory of ability, a lower incremental view of ability was
found; we found modest declines in value beliefs. With respect to math
learning, students in all three inductions had modest improvements in
their scores on the math learning measure. However, these effects were
modified by students’ grade level and not by their demographic
variables. In addition, teacher-level variables did not have an effect
on student outcomes.{ }Conclusions: The present findings highlight the
importance of tailoring motivational experiences to students’
developmental level. Our results are also encouraging about
developers’ ability to create instructional interventions and
professional development that can be effective when experienced by a
wide range of students and teachers. Further research is needed to
determine the degree, duration of, and type of instructional
intervention necessary to substantially impact multi-dimensional,
deep-rooted motivational constructs, such as self-efficacy.
rv: