The Effects of Using Instructional Technology on Student Motivation, Achievement and Resource Management Skills in Higher Education

155 p.Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1998.A study was conducted to determine if the use of a self-paced instructional computer package in higher education effected student motivation, resource management skills and course achievement scores. The sample consisted of predominately freshmen in a 100-level economics course in which half the course sections were taught using a self-paced computer package in a mixed mode format and the other half were taught using a traditional format. Course sections were randomly assigned to the mode of delivery prior to the beginning of the semester. All students were taught by the same professor, using the same text and syllabus and received the same exams. Pre and post tests of a self-report measure of student motivation and resource management skills were administered and class preparation time and perceptions of the course were obtained via self-reports from students. Additionally, exam scores were obtained from the professor. A discriminant analyses indicated very little change in motivation and resource management skills between the two modes of delivery while a MANOVA indicated that students receiving the mixed mode of delivery scored significantly lower on all three exams. There was no interaction between mode of delivery and class preparation time and large differences between the groups in their perceptions of the course.U of I OnlyRestricted to the U of I community idenfinitely during batch ingest of legacy ETD