How Does Technology Influence Students' Motivation Towards Learning Kiswahili Proverbs?

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Author(s): David Gitau Turuthi (Kabarak University, Kenya), Kageni Njagi (Meru University of Science and Technology, Kenya)and Bernard Chemwei (Kabarak University, Kenya)
Copyright: 2018
Pages: 30
Source title: Handbook of Research on Pedagogical Models for Next-Generation Teaching and Learning
Source Author(s)/Editor(s): Jared Keengwe (University of North Dakota, USA)
DOI: 10.4018/978-1-5225-3873-8.ch020

Keywords: Curriculum Development and Instructional Design / Education / Information Science Reference / Instructional Design

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Abstract

The presumed importance of technology in enhancing students' motivation may call for a profound shift in pedagogy. In an attempt to inform evidence-based practice, this study examined the influence of videos mediated instructions on students' motivation towards learning Kiswahili proverbs in a sample of secondary schools of equal ability in Nakuru County, Kenya. A Solomon Four quasi-experiment research design was used. The 436 students who participated in this study had a mean age of 16.2 years (SD = 0 .89) with a nearly equal sex distribution. The 43 five-point Likert type motivation items used were reduced into three dimensions: affective, behavioral, and cognitive by use of factor analytic methods. Regression analyses highlight equivocal effects of technology on these three dimensions of motivation while teacher experience was a notable confounder. Pre-test effects were also evident. The study has important implications for promoting more ambitious teaching methods.

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How Does Technology Influence Students' Motivation Towards Learning Kiswahili Proverbs?

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