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The Effects Of Group-Based Context Personalization On Learning Outcomes And Motivation, Jessica J. Resig
The Effects Of Group-Based Context Personalization On Learning Outcomes And Motivation, Jessica J. Resig
STEMPS Theses & Dissertations
The rise of online course enrollments in higher education has highlighted the need to establish and validate effective online instructional strategies focused on improving learning outcomes and affective responses towards instruction. One such strategy, group-based context personalization, frames instructional materials within contexts relevant to shared interests among groups of students. This study sought to investigate the effects of group-based context personalization on learning outcomes and motivation towards the instruction when materials were contextualized based on a learner’s academic major.
This study employed a true experimental design to explore the effects of group-based context personalization on learning outcomes and motivation for …
Motivation, Persistence, And Achievement In Community College Asynchronous Online Courses, Rachel Michelle Desmarais
Motivation, Persistence, And Achievement In Community College Asynchronous Online Courses, Rachel Michelle Desmarais
STEMPS Theses & Dissertations
Community college students enrolled in asynchronous online courses were examined for the correlational effects of motivation factors upon achievement and persistence in major and non-major courses. A modified version of the Motivated Strategies for Learning Questionnaire (MSLQ) (Pintrich, Smith, Garcia, & McKeachie, 1991) was employed to obtain measurements on motivation and self-regulatory factors. Demographic factors and first generation student status were used to determine any interaction effects.
A series of binary logistic regressions demonstrated significant, positive correlations between self-efficacy and modified MSLQ task value on persistence for these students. A series of ordinal logistic regressions demonstrated significant, positive correlations between …