Mathematics is one of an important tool for engineering and technology students to solve day-to-day problems in life in general and problems posed to them in engineering and technology courses in particular. To help them capture mathematical concepts use of appropriate instructional approach is equally important factor. Instruction supported by technological software is reported to be useful in general terms, but the importance on motivation is debated. To this end, Quasi-experiment research was conducted in Wolkite University to investigate MATLAB Software supported learning and students' motivation in learning Applied Mathematics II. Different instructional approaches: MATLAB Software supported traditional lecture method and MATLAB supported collaborative method were established for this purpose. Two intact classes, Mechanical engineering groups 1 and 2, were selected using a simple random sampling technique, each of which took specific intervention. The numbers of the students involved were initially 30 and 29 respectively. Both pre and post motivation Likert Scale items were prepared and administered to the respondents before and after treatment respectively. The results of the study show that there is no significant mean difference in students' motivation for learning mathematics between the two groups. Besides, there is no significant mean difference between the components of motivation except for intrinsic and extrinsic motivation that seeks further scrutiny. Reasons for non-significant difference were highlighted some of which included a lack of experience, and a lack of motivation to learn mathematics itself. The ability to manipulate technological software and access could also be noted that lay context at the center.
| Published in | Education Journal (Volume 10, Issue 1) |
| DOI | 10.11648/j.edu.20211001.11 |
| Page(s) | 1-7 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2024. Published by Science Publishing Group |
MATLAB Supported Learning Method, Students Motivation, Applied Mathematics
| [1] | Ozdamli, F., Karabey, D., & Nizamoglu, B. (2012). The effect of technology supported collaborative learning settings on behavior of students towards Mathematics learning. 2nd World Conference on Educational Technology Researches. |
| [2] | María Blanca Ibáñez M. B., Portillo A. U., Cabada R. Z., & Barrón M. L. (2019). Impact of augmented reality technology on academic achievement and motivation of students from public and private Mexican schools. A case study in a middle-school geometry course. Computer & Education 145 (2020), https://doi.org/10.1016/j.compedu.2019.103734. |
| [3] | Persico, D., & Pozzi, F. (2011). Task, Team and Time to structure online collaboration in learning environments. World Journal on Educational Technology, 3 (1), 1-15. |
| [4] | Cheng L., Antonenko P. D., Ritzhaupt A. D., Dawson K., Miller D., MacFadden B. J., Grant C., Sheppard T. D., &Ziegler M. (2020). Exploring the influence of teachers’ beliefs and 3D printing integrated STEM instruction on students’ STEM motivation. Computer & Education 158 (2020) https://doi.org/10.1016/j.compedu.2020.103983. |
| [5] | Sandybayev A. (2020). The Impact of E-Learning Technologies on Student’s Motivation: Student Centered Interaction in Business Education. International Journal of Research in Tourism and Hospitality (IJRTH), Vol 6, no. 1, pp. 16-24. doi: http://dx.doi.org/10.20431/2455-0043.0601002. |
| [6] | Liu, E. Z & Lin, C. H. (2010). Survey Study of Mathematics Motivated Strategies for Learning Questionnaire (MMSLQ) for Grade 10–12 Taiwanese Students. The Turkish Online Journal of Educational Technology, 9 (2), 221–233. |
| [7] | Yavuz, G., Ozyildirim, F. & Dogan, N. (2012). Mathematics motivation scale: a validity and reliability. Procedia - Social and Behavioral Sciences 46, 1633–1638. |
| [8] | Pintrich, P. R., & De Groot, E. V. (1990). Motivational and Self-Regulated Learning Components of Classroom Academic Performance. Journal of Educational Psychology, 82, 33-40. |
| [9] | Cavas, P. (2011). Factors affecting the motivation of Turkish primary students for science learning. Science Education International, 2 (1), 31-42. |
| [10] | Lee, O., & Brophy, J. (1996). Motivational patterns observed in sixth-grade science classrooms. Journal of Research in Science Teaching, 33 (3), 585–610. |
| [11] | Rashid S. &Rana R. A. (2019). Relationship between the Levels of Motivation and Learning Strategies of Prospective Teachers at Higher Education Level Bulletin of Education and Research April 2019, Vol. 41, No. 1 pp. 57-66. |
| [12] | Pintrich, P., Smith, D., Garcia, T. & McKeachie, W. (1991). A manual for the use of the motivated strategies for learning questionnaire (MSLQ). National Center for Research to Improve Post-Secondary Teaching and Learning. |
| [13] | Aurah, M. C. (2013). The Effects of Self-efficacy Beliefs and Metacognition on Academic Performance: A Mixed Method Study. American Journal of Educational Research, 1 (8), 334-343. |
| [14] | Mulugeta Atnafu (2012). Motivation, Social Support, Alienation from the School and their Impact on Students’ Achievement in Mathematics: The Case of Tenth Grade Students. Ethiopian Journal of Education& Science. 8 (1), 53-74. |
| [15] | Ryan, R. M. & Deci, E. L. (2000). Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions. Contemporary Educational Psychology 25, 54–67. doi: 10.1006/ceps.1999.1020, available online at http://www.idealibrary.comon. |
| [16] | Taleba, Z., Ahmadib, A., & Musavi, M. (2015). The effect of m-learning on mathematics learning. Procedia Social and Behavioral Sciences 171, 8–89. |
| [17] | Francis J. (2017). The Effects of Technology on Student Motivation and Engagement in Classroom-Based Learning. All Theses and Dissertations, 121. http://dune.une.edu/theses/121. |
| [18] | Shin, Y. E. & Mills, D. (2007). Setting the New Standard with Mobile Computing in Online Learning. The International Review of Research in Open and Distance Learning, 8 (2). |
| [19] | MacLuckie, J. (2010). Mobile learning for Mathematics: Nokia project in South Africa. Symbian tweet, http://www.symbiantweet.com/mobile-learning-for-Mathematics-in-south-africa. |
| [20] | Ogbuanya T. C., & Efuwape B. M (2018). Technology-aided learning environment: An investigation into electrical/electronic students’ instructional preferences, attitude and approaches to learning. South African Journal of Education, Volume 38, Supplement 2, doi.org/10.15700/saje.v38ns2a1535. |
APA Style
Eyasu Gemechu, Kassa Michael, Mulugeta Atinafu. (2021). Effects of MATLAB Supported Learning on Students’ Motivation on Learning Applied Mathematics: A Case of Mechanical Engineering Students, Wolkite University. Education Journal, 10(1), 1-7. https://doi.org/10.11648/j.edu.20211001.11
ACS Style
Eyasu Gemechu; Kassa Michael; Mulugeta Atinafu. Effects of MATLAB Supported Learning on Students’ Motivation on Learning Applied Mathematics: A Case of Mechanical Engineering Students, Wolkite University. Educ. J. 2021, 10(1), 1-7. doi: 10.11648/j.edu.20211001.11
AMA Style
Eyasu Gemechu, Kassa Michael, Mulugeta Atinafu. Effects of MATLAB Supported Learning on Students’ Motivation on Learning Applied Mathematics: A Case of Mechanical Engineering Students, Wolkite University. Educ J. 2021;10(1):1-7. doi: 10.11648/j.edu.20211001.11
Share This Article
Twitter
Linked In
Facebook
Copy
Download@article{10.11648/j.edu.20211001.11,
author = {Eyasu Gemechu and Kassa Michael and Mulugeta Atinafu},
title = {Effects of MATLAB Supported Learning on Students’ Motivation on Learning Applied Mathematics: A Case of Mechanical Engineering Students, Wolkite University},
journal = {Education Journal},
volume = {10},
number = {1},
pages = {1-7},
doi = {10.11648/j.edu.20211001.11},
url = {https://doi.org/10.11648/j.edu.20211001.11},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20211001.11},
abstract = {Mathematics is one of an important tool for engineering and technology students to solve day-to-day problems in life in general and problems posed to them in engineering and technology courses in particular. To help them capture mathematical concepts use of appropriate instructional approach is equally important factor. Instruction supported by technological software is reported to be useful in general terms, but the importance on motivation is debated. To this end, Quasi-experiment research was conducted in Wolkite University to investigate MATLAB Software supported learning and students' motivation in learning Applied Mathematics II. Different instructional approaches: MATLAB Software supported traditional lecture method and MATLAB supported collaborative method were established for this purpose. Two intact classes, Mechanical engineering groups 1 and 2, were selected using a simple random sampling technique, each of which took specific intervention. The numbers of the students involved were initially 30 and 29 respectively. Both pre and post motivation Likert Scale items were prepared and administered to the respondents before and after treatment respectively. The results of the study show that there is no significant mean difference in students' motivation for learning mathematics between the two groups. Besides, there is no significant mean difference between the components of motivation except for intrinsic and extrinsic motivation that seeks further scrutiny. Reasons for non-significant difference were highlighted some of which included a lack of experience, and a lack of motivation to learn mathematics itself. The ability to manipulate technological software and access could also be noted that lay context at the center.},
year = {2021}
}
TY - JOUR T1 - Effects of MATLAB Supported Learning on Students’ Motivation on Learning Applied Mathematics: A Case of Mechanical Engineering Students, Wolkite University AU - Eyasu Gemechu AU - Kassa Michael AU - Mulugeta Atinafu Y1 - 2021/01/28 PY - 2021 N1 - https://doi.org/10.11648/j.edu.20211001.11 DO - 10.11648/j.edu.20211001.11 T2 - Education Journal JF - Education Journal JO - Education Journal SP - 1 EP - 7 PB - Science Publishing Group SN - 2327-2619 UR - https://doi.org/10.11648/j.edu.20211001.11 AB - Mathematics is one of an important tool for engineering and technology students to solve day-to-day problems in life in general and problems posed to them in engineering and technology courses in particular. To help them capture mathematical concepts use of appropriate instructional approach is equally important factor. Instruction supported by technological software is reported to be useful in general terms, but the importance on motivation is debated. To this end, Quasi-experiment research was conducted in Wolkite University to investigate MATLAB Software supported learning and students' motivation in learning Applied Mathematics II. Different instructional approaches: MATLAB Software supported traditional lecture method and MATLAB supported collaborative method were established for this purpose. Two intact classes, Mechanical engineering groups 1 and 2, were selected using a simple random sampling technique, each of which took specific intervention. The numbers of the students involved were initially 30 and 29 respectively. Both pre and post motivation Likert Scale items were prepared and administered to the respondents before and after treatment respectively. The results of the study show that there is no significant mean difference in students' motivation for learning mathematics between the two groups. Besides, there is no significant mean difference between the components of motivation except for intrinsic and extrinsic motivation that seeks further scrutiny. Reasons for non-significant difference were highlighted some of which included a lack of experience, and a lack of motivation to learn mathematics itself. The ability to manipulate technological software and access could also be noted that lay context at the center. VL - 10 IS - 1 ER -
Information
Email: