Journal Review: Promoting Intrinsic and Extrinsic Motivation among Chemistry Students Using Computer-Assisted Instruction

Gambari, I. A., Gbodi, B. E., Olakanmi, E. U., & Abalaka, E. N. (2016). Promoting Intrinsic and Extrinsic Motivation among Chemistry Students Using Computer-Assisted Instruction. Contemporary Educational Technology, 7(1), 25-46.

PURPOSE
The purpose of this study was to determine which method of teaching increased student achievement and motivation among high school students learning chemistry;

1. Computer Simulation Instructional Package (CSIP) - Students learn one concept at a time in a prescribed order, but at their own pace. Once they have been taught a concept, they are asked questions, if they answer enough correct, they move on to the next concept. If not, they try again.
2. Computer Tutorial Instructional Package (CTIP) - Similar to the simulation package, except once students are quizzed, if they don't receive at least a 70%, the computer will provide support specific to the questions the student missed.
3. Traditional Teaching Method (TTM)

The researchers also wanted to see if there was any difference between male and female students.

PARTICIPANTS

The study included 90 high school students. Half were male and half were female. 

METHODOLOGY

The students took the Chemistry Achievement Test twice (pre-test and post-test) to test for content knowledge. Then students filled out a survey twice (pre and post-test) and were interviewed to understand motivation.

FINDINGS

It was found that students who were exposed to the CSIP achieved significantly higher on the Chemistry Achievement Test than those exposed to the CTIP and TTM instructional methods. Subsequently, it was found that students exposed to the CTIP achieved significantly higher on the test than those exposed to the TTM. Similar trends were also found when looking at intrinsic and extrinsic motivation while learning chemistry. The researchers found no difference between the male and female students in terms of motivation or achievement.

REFLECTION/APPLICATION

It doesn't surprise me that students achieved more when using technology because it is hard to visualize a lot of chemistry concepts. Also, the programs allowed the students to move at their own pace, which should allow for higher achievement since students learn at different paces and TTM isn't conducive to that. 

In the past I have tried creating my own CSIP within schoology and had varying success. Many students resisted the drastic change thinking that I was trying to be lazy even though I created every video, every quiz, and every practice worksheet that students did. This perception caused some students to not try. I would like to go back to that, but provide different ways for students to practice and demonstrate understanding, hoping that will increase motivation and willingness.