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How Does Technology Influence Students' Motivation Towards Learning Kiswahili Proverbs?
| Content Provider | Semantic Scholar |
|---|---|
| Author | Turuthi, David Gitau Njagi, Kageni Chemwei, Bernard |
| Copyright Year | 2018 |
| 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. |
| Starting Page | 361 |
| Ending Page | 390 |
| Page Count | 30 |
| File Format | PDF HTM / HTML |
| DOI | 10.4018/978-1-5225-3873-8.ch020 |
| Alternate Webpage(s) | https://www.igi-global.com/viewtitlesample.aspx?id=190376&ptid=181765&t=how+does+technology+influence+students'+motivation+towards+learning+kiswahili+proverbs? |
| Alternate Webpage(s) | https://doi.org/10.4018/978-1-5225-3873-8.ch020 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
