Studying technology-based strategies for enhancing motivation in mathematics
Tóm tắt
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 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. 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.
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