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A proposed instructional design framework for enhancing student motivation to learn
Author
Tang, Buay Choo
Supervisor
Hung, David
Abstract
Why do some students approach classroom tasks eagerly and employ effective learning strategies while others avoid such tasks or give up easily? Most of us know the answer lies in motivation - a topic that most teachers know is important and is continuously discussed by researchers. Generally, motivational research scientists agree that motivation can explain why people think and behave in a certain manner (Weiner, 1992) but beyond this common understanding, the topic of motivation appears to be filled with a vast array of competing and conflicting theories and research findings (Wlodkowski, 1993).
Hence, it can be a big challenge for teachers to integrate appropriate motivational principles from theories and researchers with their instruction. A structure is needed to ensure consistent application of motivational principles into instructional design. This dissertation is intended to provide such a structure. More specifically, the purpose of this dissertation is to develop a practical instructional framework, incorporating relevant motivation principles from theories and research findings (especially those from the cognitive and socio-cultural perspectives) to guide instructional design.
First, an activity-theoretical approach was used to guide the study of motivational research findings in an organised and systematic manner. Relevant motivational implications were identified. Second, the implications were translated into guiding principles (in the form of guiding questions). Third, adopting Merill's First principles of instruction (Merrill, 2002), these guiding questions were than organised into an instructional framework. Finally, an instructional package was designed and developed based on this instructional framework. Formative evaluation was conducted during the design and development of this instructional package to ensure that the package applies the guiding principles appropriately. In addition, the findings from the formative evaluation also indicated that the instructional package is likely to enhance student motivation to learn when implemented in a real classroom.
Hence, it can be a big challenge for teachers to integrate appropriate motivational principles from theories and researchers with their instruction. A structure is needed to ensure consistent application of motivational principles into instructional design. This dissertation is intended to provide such a structure. More specifically, the purpose of this dissertation is to develop a practical instructional framework, incorporating relevant motivation principles from theories and research findings (especially those from the cognitive and socio-cultural perspectives) to guide instructional design.
First, an activity-theoretical approach was used to guide the study of motivational research findings in an organised and systematic manner. Relevant motivational implications were identified. Second, the implications were translated into guiding principles (in the form of guiding questions). Third, adopting Merill's First principles of instruction (Merrill, 2002), these guiding questions were than organised into an instructional framework. Finally, an instructional package was designed and developed based on this instructional framework. Formative evaluation was conducted during the design and development of this instructional package to ensure that the package applies the guiding principles appropriately. In addition, the findings from the formative evaluation also indicated that the instructional package is likely to enhance student motivation to learn when implemented in a real classroom.
Date Issued
2003
Call Number
LB1065 Tan
Date Submitted
2003