The Effect of Using Technology on the Motivation of Second and Third Grade Science Students
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2016-07-17
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Masters of Education
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Attribution-NoDerivs 3.0 United States
Attribution-NoDerivs 3.0 United States
Abstract
The purpose of this study was to examine how motivation to learn science, which was measured by assessing grades, on-task behavior, and interest in the concepts taught, was affected by regular use of one-to-one technological devices in the classroom. Previous research suggests that technology allows teachers to teach more effective science curricula and may increase students’ motivation. Five female students aged seven through nine at a private school in Maryland were taught similar science units with and without using one-to-one technology. Students completed interest surveys before and after each unit as well as daily exit tickets and an end-of-unit quiz for each unit. Additionally, the researcher recorded students’ on-task behavior throughout both units using time sampling. The results from this study did not reflect a statistically significant difference in student interest or grades between units with or without technology or between days with and without technology in the unit which used it three or more days per week. However, all students reported enjoying using laptops during instruction. Results indicated that students’ on-task behavior was significantly higher during the unit in which one-to-one technology was used. Results and suggestion for future studies regarding the use of technology to enhance motivation are discussed.