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Motivation and achievement effects o...

Conway, Grant D.

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Motivation and achievement effects of a historical simulation.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Motivation and achievement effects of a historical simulation./
作者:	Conway, Grant D.
面頁冊數:	310 p.
附註:	Source: Dissertation Abstracts International, Volume: 66-02, Section: A, page: 0470.
Contained By:	Dissertation Abstracts International66-02A.
標題:	Education, Curriculum and Instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3164077
ISBN:	0496992104

Motivation and achievement effects of a historical simulation.
Conway, Grant D.

Motivation and achievement effects of a historical simulation. - 310 p.

Source: Dissertation Abstracts International, Volume: 66-02, Section: A, page: 0470.

Thesis (Ph.D.)--University of Oregon, 2005.

The central purpose of this study was to test the effects of two teaching models on student motivation and student learning. Comparison conditions consisted of a history simulation unit and a lecture-based history unit. Both units of study depicted the historical causes of World War I. Expectancy-value motivation theory provided the theoretical foundation for the study design. Negative student perceptions about history are often manifested in low motivation for learning history. Thus, motivation is believed to be a key barrier for history educators.

ISBN: 0496992104Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

Motivation and achievement effects of a historical simulation.
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100 1 $a Conway, Grant D. $3 1906023
245 1 0 $a Motivation and achievement effects of a historical simulation.
300 $a 310 p.
500 $a Source: Dissertation Abstracts International, Volume: 66-02, Section: A, page: 0470.
500 $a Adviser: David Moursund.
502 $a Thesis (Ph.D.)--University of Oregon, 2005.
520 $a The central purpose of this study was to test the effects of two teaching models on student motivation and student learning. Comparison conditions consisted of a history simulation unit and a lecture-based history unit. Both units of study depicted the historical causes of World War I. Expectancy-value motivation theory provided the theoretical foundation for the study design. Negative student perceptions about history are often manifested in low motivation for learning history. Thus, motivation is believed to be a key barrier for history educators.
520 $a The subjects consisted of 196 typical 9th grade students from two moderate size public high schools in Eugene, Oregon. Participants included all students from the selected classes of three history teachers. Prior to study implementation, students were tested for group differences in motivation and causal reasoning. The data indicated no significant differences between simulation and lecture students in each of the pretests.
520 $a Posttests consisted of three assessments: Likert scale surveys used to measure student motivation, multiple-choice tests to assess knowledge of key events, and essays to test causal reasoning. Eight out of seventeen survey items revealed significant motivation differences that favored the simulation groups. The remaining nine items showed no significant differences. Simulation students reported higher intrinsic value, utility value and motivation from the unit instructional strategies. Simulation students did not report higher levels of success expectancy. Neither achievement measure showed a simulation advantage.
520 $a In summary, this study adds to the evidence that use of simulation in history instruction motivates students. Raised motivation levels, however, did not correspond to significantly higher learning for simulation students in this study.
590 $a School code: 0171.
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650 4 $a Education, Social Sciences. $3 1019148
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710 2 0 $a University of Oregon. $3 958250
773 0 $t Dissertation Abstracts International $g 66-02A.
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