Pedagogical approach in teaching with ICT :implication towards secondary school students` intrinsic motivation in Jeddah, Saudi Arabia

Abstract

Many researches have proven that teaching with ICT provide positive motivational impact (Wegerif & Dawes, 2004; Cooper & Brra, 2002). Research has also established that intrinsic motivation will promote and autonomous learning (Deci & Ryan, 2004) and student achievement (Galvan, 2012; Almaghlouth, 2008). However, little is known about the effect of teachers? characteristics (affection, managing the classroom and knowledgeability) on student?s intrinsic motivation. Therefore, this study examined factors that influenced student?s intrinsic motivation to learn. Specifically a hypothesised Effective Teaching Model (ETM) which examined Teacher Pedagogy (TP) and Teacher Quality (TQ) on Intrinsic Motivation (IM) in ICT learning environment was employed as a framework for the study. Moreover, student gender (130 male, 156 female) was considered as a possible variable to affect the model. The current study employed a mixed qualitative and quantitative, though a greater part of it utilized the latter approach. A 40-item self-constructed questionnaire assessed on a 5-point Likert-type scale was administered, and a semi-structured group interview (4 students) was conducted to collect data. Data was collected from 286students from two secondary schools who participated in the “laptop for each student program” in Jeddah, Saudi Arabia. Data were analyzed using the Statistical Package for Social Sciences (SPSS) version 16 and descriptive with inferential statistical tools (MAR and Independent t-test) were utilized to generate the findings. Results from the study indicate that using ICT in learning intrinsically motivates students to learn. The hypothesised model showed a statistically significant fit to the data as a whole that signifies a good explanation of the predictors. Teacher Pedagogy and Teacher Quality were statistically significant predictors to Intrinsic Motivation. Moreover, the result shows a significant gender difference, favoring the female students in: 1) Project-Based Learning (PrBL), 2) Problem-Based Learning (PBL) and 3) Affection of teacher. Recommendations and Implications for Further Research were discussed in chapter five