The effects of student-sequenced learning objects and student-selected multimedia formats on motivation and achievement in a family finances learning unit DISSERTATION
Kimball J. Galbraith, Idaho State University, United States
Idaho State University . Awarded
The purpose of this study was to determine the effectiveness of a self-directed learning unit on student achievement and motivation based upon the level of freedom students were given to self-direct the sequence of learning objects and self-select multimedia formats for those learning objects in an online Family Finances learning unit. This study focused on student achievement and motivation by employing a posttest-only control group design with random assignment to one of four groups. Participants in the control group were not allowed to self-direct the sequence of learning objects (Los) or self-select multimedia formats for those LOs. However, participants in the other three experimental groups were given varied levels of freedom to self-direct the sequence of LOs and self-select preferred multimedia formats for those LOs.
The LOs and multimedia content in the unit were developed using the ADDIE (analyze, design, develop, implement, evaluate) model of instructional design. Twelve LOs were created using a variety of multimedia formats including text, PowerPoint, audio (MP3), video (Flash), video (iPod), and video (WMV). The unit utilized a researcher-designed achievement instrument and Keller's (2010) Instructional Materials Motivation Survey (IMMS) to measure student performance and motivation.
Results of the data analyses that focused on student achievement indicated there was a significant difference between students who self-directed the sequence of LOs and an instructor-directed LO sequence. Interestingly, instructor sequenced LOs improved student achievement more than student sequenced LOs. In contrast, however, there was no significant difference found in student achievement between student- and instructor-selected multimedia formats. This finding suggested that no improvement in student achievement occurred by allowing students the ability to self- direct the sequence of LOs.
Data analyses results focused on student motivation indicated there was no significant difference between student- and instructor-sequenced LOs. Additionally, there was no significant difference found in student motivation between student- and instructor-selected multimedia formats. Both results implied that student motivation was not improved by allowing students the freedom to self-direct the sequence of LOs or self-select multimedia formats for those LOs.
Galbraith, K.J. The effects of student-sequenced learning objects and student-selected multimedia formats on motivation and achievement in a family finances learning unit. Ph.D. thesis, Idaho State University. Retrieved September 20, 2018 from https://www.learntechlib.org/p/120416/.
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