Impact of Learning Strategies and Motivation on Performance:A Study in

Web-Based Instruction

Siva R.SankaranTung Bui

OutlineInstructionResearch in Distance EducationHypothesesMethodResultsAdditional AnalysisImplicationsconclusion

Instruction

This study is to investigate how learning strategies and motivation influence performance in web and lecture settings.Learning strategies:

DeepSurfaceundirected

Research in Distance Education

The major issues of distance education are :

EffectivenessStudent background Learning styleMotivationCourse designInstruction role Cost-benefits

Research in Distance Education-Effectiveness

Kuramoto(1984) evaluated face to face, teleconferencing, and correspondence study were equally effective.Souder(1993) concluded that distance learner performed better than their classroom counterparts.Poter(1997) contends that distance education is at least as effective as that of traditional lectures.

Research in Distance Education-Learning strategy

Refer to the activities by which learning is achieved.Two types of learning strategies(Hoekscma,1995)

Deep-understand the meaning of a task.Surface-memorize the facts and have reproducing orientation.

In practice, using the surface strategy have been found to be successful.The undirected learning was a negative predictor of academic success.

Research in Distance Education-Motivation

To be a successful learner, Schuemer points out that the student must have a high degree of motivationStudents who choose distance education need a high level of motivation.The types of motivation:

Intrinsic motivationExtrinsic motivation

HypothesesH1

Students using deep learning strategy will perform better than using the surface strategy in web and lecture settings.

H2Students using surface strategy will perform better than using undirected learning strategy in web and lecture settings.

H3There is be no difference in performance among students who use the same learning strategy whether they are in web or lecture group.

Hypotheses(cont.)H4

The higher the motivation, the better the performance in both web and lecture settings.

H5There will be no difference in performance among students who have similar motivational levels whether they are in the web or the lecture group.

Method Subjects

the students enrolled in a 4-week undergraduate business computer courses.

Pre-testTo measure their baseline knowledge of course content

Learning strategy surveyMotivation surveyPerformance suvey

Learning strategy surveyContained 14 items to determine whether the students employed deep, surface and undirected method.LSS(learning strategies score)

<2.3-undirected strategy2.3-3.7-surface 3.7<-deep

Motivation survey

Contained 14 items to determine the orientation of motivationMS(Motivation Score)

<2.3-low motivation2.3-3.7-moderate motivation 3.7<-high motivation

Results116 students in this sample, 46 chose to take the web course , 70 chose the lecture courseH1:influence of the deep and surface learning on performance

WebDeep-45.5Surface-46.1

LectureDeep-46.1Surface-44.6

Both difference were not significant

Maybe deep learning is not often satisfied with university exams.Surface strategy is more effective in the course

Results(conts.)H2:influence of surface and undirected learning strategy on performance

WebSurface-46.1Undirected-29.6

LectureSurface-44.6Undirected-34.5

Both difference were significantUndirected strategy affected performance negatively

Results(conts.)H3:influence of similar learning strategies in web and lecture

Deep-no difference significantSurface -no difference significant Undirected -no difference significantThe explanation could be that the web with no direct verbal interaction

Results(conts.)H4:influence of motivation on performance

High motivation-better in both web and lecture courseLow motivation -no difference significantStudents undergo many sacrifices to get an education and motivation is a driving factor that influences their performance

Results(conts.)H5:influence of similar motivation levels in web and lecture

Each group did not differ significant in their scores between the lecture and web format

Additional Analysis

The high correlation between MS and LSS corroborates that those who have high motivation tend to use deep learning strategy.Hispanics had the highest score on MS and LSSWhites had lower MS and LSS but had the highest on test scoreThe causative factor: Whites had started off the course with the advantage

Implications

Web course is well suited for students who use deep or surface strategy.Students with similar learning strategy and motivation performed equally well irrespective of web or lecture format.Students who are motivated the most also gained the most incremental learning.

Conclusion

This study identified learning strategy and motivation as two variables and explained their impact on learning performance.It is important for educators to match technology with the background and needs of the learners if education is to be effective.