Students’ Motivation to Learn Mathematics in the Robotics Environment

IF 1.2 Q2 EDUCATION & EDUCATIONAL RESEARCH

COMPUTERS IN THE SCHOOLS Pub Date : 2022-05-18 DOI:10.1080/07380569.2022.2071227

Wajeeh M. Daher

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引用次数: 7

Abstract

Abstract The robotics context is suggested as a context that supports the learning of the sciences including mathematics. The present study investigates how the robotics context affects students’ motivation for learning mathematics. Two groups of seventh-grade students participated in the present research: a robotics class (32 students) and a regular class (33 students). Data were collected using two methods: questionnaires and interviews. Data from the questionnaires were analyzed using SPSS 23.00, while data from the interviews were analyzed using the constant comparison method. The qualitative results showed that the students in the robotics class described their experience with robotics-based learning of the rectangle topic in terms of interest, mastery, and self-efficacy, where they did that far more than students in the regular class. The quantitative results indicated that the seventh-grade students’ motivation to learn mathematics in the robotics class differed significantly, in favor of the robotics class, in three constructs: interest, mastery, and self-efficacy. Moreover, it did not differ significantly in two constructs: performance and failure.

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机器人环境下学生学习数学的动机

机器人上下文被认为是支持包括数学在内的科学学习的上下文。本研究探讨机器人情境如何影响学生学习数学的动机。两组七年级学生参加了目前的研究:一个机器人班(32名学生)和一个普通班(33名学生)。数据收集采用问卷调查和访谈两种方法。问卷数据采用SPSS 23.00软件进行分析，访谈数据采用常值比较法进行分析。定性结果显示，机器人课堂上的学生在兴趣、掌握和自我效能方面描述了他们在机器人基础上学习矩形主题的经历，他们在这方面的表现远远超过常规课堂上的学生。定量结果显示，七年级学生在机器人课堂上学习数学的动机在兴趣、掌握和自我效能三个构念上有显著差异，对机器人课堂有利。此外，在表现和失败两个构念上没有显著差异。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

COMPUTERS IN THE SCHOOLS EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.40

自引率

11.10%

发文量

期刊介绍： Under the editorship of D. LaMont Johnson, PhD, a nationally recognized leader in the field of educational computing, Computers in the Schools is supported by an editorial review board of prominent specialists in the school and educational setting. Material presented in this highly acclaimed journal goes beyond the “how we did it” magazine article or handbook by offering a rich source of serious discussion for educators, administrators, computer center directors, and special service providers in the school setting. Articles emphasize the practical aspect of any application, but also tie theory to practice, relate present accomplishments to past efforts and future trends, identify conclusions and their implications.