Motivation Assessment Model for Constructivism Learning

Motivation Assessment Model for Constructivism Learning Azliza Bt Yacob, Mohd Hafiz Bin Yusoff, Md Yazid Bin Mohd Saman

Motivation Assessment Model for Constructivism Learning 1

Azliza Bt Yacob, 2 Mohd Hafiz Bin Yusoff, 3 Md Yazid Bin Mohd Saman 1 TATi University College, Terengganu, [email protected] 2 University Malaysia Terengganu, Terengganu, [email protected] 3 University Malaysia Terengganu, Terengganu, [email protected]

Abstract Evolutions are happening in everyday life including teaching and learning process. With the used of e-learning, it was an innovative technology that was implemented in many different fields regarding to its benefits. This paper presents motivation assessment models that were used for constructivism learning theory. It also proposed for learning programming through an e-learning. This learning theory hopefully will help to improve level of motivation among novice.

Keywords:

Constructivism, PDCA, Programming Learning, TQM, Motivation assessment

1. Introduction Continuous improvement is one of the core values of TQM. It can amount collectively to considerable gains in quality and reduction of costs [1]. People can take advantages of applying PDCA cycles in their application including computer programming learning. Implement and maintain the continuous improvement of educational quality in higher education institutions are very reasonable and at the same time challenging [2]. According to [3], distance learning is becoming a new way of gaining knowledge, as an alternative to traditional education and the existing educational structures. Thus, higher education’s institutions face the task of incorporate the e-learning as a new model and solutions of modern education. Learning styles are learners’ preferences in learning. Many studies have shown that learning styles play an important role in students' academic performance. There are varieties of learning style model, and every of them have its own assessment tool in the form of a questionnaire. This work is organized as follow: introduction in Section 1, Section 2 sheds some light on the literature review, including learning programming, constructivism learning, TQM and Motivational Design. Section 3 will discuss about constructivism learning theory for programming. Section 4 is about the implementation of motivation assessment model and finally, conclusion for this work will be presented in Section 5.

2. Literature Review Education is a continuous process of converting information into knowledge that can help students develop and explore further information. The problems and challenges faced by current educational systems suggest improving the teaching and learning process to suit current needs of industry and society [4].

2.1Learning Programming Programming subject is the foundation of computer science education. Student’s achievement and competitiveness are measured by programming skills learned during their studies. However, as mentioned by [5][6], teaching and learning programming subject is never an easy task. Research from [7] found that 60% of the engineering students expect that this particular subject should be more fun, more user friendly and more entertaining. Learning styles in higher education has received increasing attention and plays a role in classroom performance. Besides, the culture factor also has an impact on the learning style scales [8]. Several studies have shown that academic performance of university students is related to their learning styles. Many tools have been developed to assist teaching and learning process and each of those tools has its own benefits. However it is difficult to find one suitable for all students needs. Depending on the actual International Journal of Digital Content Technology and its Applications(JDCTA) Volume7,Number9,May 2013 doi:10.4156/jdcta.vol7.issue9.67

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knowledge level and preferable study method of each student, we need to make the right tool available at the right time. Once again it is almost impossible for teachers to do this work due to class sizes [9]. There are different approaches to improve programming learning style. Previous research shows that visual programming can be more efficient than classical textual programming. By this way, students can be more motivated, less bored and not burden with the syntax of programming languages. Pseudo-code and flowchart have been widely use to explain programming solution. Many different approaches have been suggested for programming teaching: Scratch System, collaborative work, simulation, games[10], teamwork skill, graphical programming, learning by doing approach and many more. Technology plays an important role to improve learning process. Scribbler robot and Alice used to allow students to interact with the fast world of programming through the use of instructions and programming structures represented by icons. In the context of this problem, it has been the need to implement more attractive methods in the teaching of programming [11]. Blog is also an alternative used in programming learning [12]. These tools used an internet as a media to make an online discussion and will be very helpful for educators. The above tools are important to motivate people in teaching and learning programming. However, it sometimes faced with some limitations. Research from [13] to improve student interest in software engineering learning using game faced with some limitations. It including that approach available in lab and not at classroom, took a lot of time getting know C#, need more technical support and too little on software architecture (too much on C#, XNA and games). As stated by [14], even visual programming language using Scratch is a good example for introductory programming[15][16], but it doesn’t present the user with the source code from the flowchart generated. Versatile, simple and motivating potential makes LEGO kits a powerful help in a variety of learning scenarios. According to [17], students sometimes have certain difficulties to reinforce those basic concepts and also cannot focus the entire course contents because of didactic approach. Previous research [18][19] found several factors that often present challenges to collocated pair programming are limited facilities, geographic separation, and scheduling. Also, it was found that three reasons for difficulties of first year programming students are lack of experience in problem solving skills, difficult to imagine abstract terms in programming and difficult to turn the pseudo-code into a syntactically correct computer program [20]. [9] Mentioned that contribution to minimize some of limitation from the class size and students heterogeneity in knowledge and pace should be taken by using suitable tools.

2.2Constructivism Learning According to[21], a traditional class assume that teaching and learning are two totally different steps. Firstly teacher introduces basic theory and concept, and then students practice and try to answer different kinds of questions. Constructivism learning using Web-based environment is a most powerful model when considering more of improving student’s learning interest, creativity and learning skills. The advanced multimedia and online technology are very helpful and efficiently collaborate in building constructivism learning environment. Teachers should use effective methods to motivate students in learning. During class, [22]had applied the constructivism for teaching discrete mathematics that emphases to the real scenario to discover the problems. This strategy effect to the students’ learning interests, help them to understand the course better and can motivate the collaboration among students. Through Online Collaborative Examinations, [23] found constructivism able to reduced surface learning in exam study, enhanced interactions and the sense of an online learning community, and increased perceived learning. Regarding to [24], constructivism based learning will improve learning outcome by facilitate with collaboration, communication, interaction and knowledge construction and sharing. This also effect to the shift from teacher-centered to learner-centered learning, effect to active in creating knowledge and also improve the learning outcomes. As stated by [25], technology used in class session as a collaboration tool in mediating and negotiating learning for both instructor and students. As mentioned by [21], web-based learning model able to improve student’s learning interest, creativity and learning skills. Based on [26], as academic programs growth, e-learning has become an increasingly important delivery format in workplace training. It effect on highest level of motivation. Also, [27] has predicted that e-learning would become the dominant form of training within organizations in the near future. Many of the traditional instructional-design theories focus on simple, domain-dependent, cognitive learning. As mentioned by [28], using constructivism, learner construct their own learning by 564


combining new information with existing knowledge and experience. Constructivism helps in developing skills through teaching methods as group-based and cooperative work, problem-based activities, and discovery learning [29]. As found by [30], the constructivism has been accepted by many educators and it was widely applied at China in variety of modern teaching practice like Classroom Teaching Mode, Individualized Learning Mode, Network Classroom Mode, Distance Education Mode and Virtual Reality Mode. Also, [31] found that team learning provide an important guiding significance for improving the effectiveness of knowledge transfer. As found by [32], the interactive thematic video also could help students to understand the learning content and get their high satisfaction in learning. However, the scope of the study is limited and author stated the limitation of the research which may-be better suited to e-learning.

2.3 Total Quality Management Continuous improvement is one of the core values of TQM. This approach is built around the premise that every step of the process, service and operation has room for improvement. TQM was not necessarily an outcome measure, but seeks to satisfy customer needs continuously. TQM principles can be grouped into Customer Focus, Leadership, Teamwork, Continuous Improvement, Measurement and Benchmarking. PDCA is the acronym for Plan, Do, Check and Actions, developed by W. Shewhart in the 1930's. It also known as the Deming cycle, which is a classic quality management model promoted and practiced in Japan by Dr. W. Edwards Deming. The PDCA Cycle is a conceptual model for the adjustment of systematized processes improvement. It is the scientific summarization to the continuous and spiral improvement. The improved PDCA theory has been widely used in the enterprise quality management. Meanwhile, the PDCA is also becomes a logical work processes that allow such activities effectively [33]. According to [34], PDCA is the basic procedure of TQM. Previous researches have proved that TQM methodologies have been successfully implemented in many different fields like automotive industry, software, medical, management and education. TQM benefits are including improves business from top to bottom, enhancing customer's satisfaction, reduce or eliminate problems, improved attitudes, enhanced communication, reduce waste and rework, improved customer/supplier relationships and for market competitiveness. Research from [35], was found that there are a significant relationship between the TQM implementation and the students’ satisfaction of academic performance. It was suggested that TQM should be effectively implemented in the institutions of higher education. [3] Has applied TQM to the e-learning project and it effect to better quality of distance learning education. TQM can make understanding for whole process and manage performance better [34]. According to [36], TQM was successfully implemented in software quality which impact to the number of software defects and percentage of requirement problems reduced. Regarding to [37], implementation to medical able to monitor the whole medical process and improve the quality of medical services and also [38] able to improve in documentation of pain reassessments. TQM also promote the software testing process and improve the testing service quality [39]. TQM also aiming to prepare students for statistical problem solving with confident [40] and divides a subject matter or a course into units that have predetermined objectives[41]. Meanwhile [42] suggest to apply TQM in learning programming through Plan Do Check Action cycles which hoped that can continuously improved the problem solving.

2.4 Motivational Design 2.4.1. ARCS The ARCS Model of Motivational Design was created by John Keller (1984), used in designing, developing, and evaluating instructional materials. The model consists of four main areas: Attention, Relevance, Confidence, and Satisfaction. According to Keller's ARCS motivational theory, attention and relevance are essential to learning and can be considered the backbone of the ARCS theory. ARCS model can be used to encourage, promote, and increase student motivation. As reported by [26], ARCS can be used to reduce attrition rate in distance learning program and improved learners ‘self-directed learning. It also were attest about its reliability and validity in many different learning and design environments[43]. The first ARCS component, attention refers to the interest displayed by learners in taking in the concepts or ideas being taught. This component is split into three categories: perceptual arousal, inquiry arousal and variability. According to Keller, relevance must be established by using 565


language and examples that the learners are familiar with. The 3 major strategies Keller presents are: goal orientation, motive matching, and familiarity. The third of ARCS model, confidence focuses on establishing positive expectations for achieving success among learners and often correlated with motivation and performance objective. Meanwhile the last component, satisfaction is based upon motivation, which can be intrinsic or extrinsic. It serves to increase learner motivation by creating learning experiences about which the learner can feel positive. According to [43], ARCS model firstly has been applied to traditional classroom and it then applied to computer-assisted instruction, blended learning environments, and also in distant, web-based classrooms and e-learning design. This model explains about the motivation construct, a systematic motivational design process and series of motivational tactics. 2.4.2 IMMS According to [44][43], Instructional Materials Motivation Survey (IMMS) was develop by Keller with 5 Likert- type scale responses. It gauges the motivational effect of instructional materials based on 36 related questions [45],[46] where 10 items are reverse items. It can be used to assess the four components of the ARCS: Attention, Relevance, Confidence, and Satisfaction. It was designed for selfdirected instructional materials and could be used to improve a course design or adapt a course to an individual’s motivational needs. As stated by [45], 36 statement from IMMS were contains 12 Attention items, 9 items for Relevance, 9 items for Confidence and other 6 items for Satisfaction. This research found that IMMS have been used worldwide for many years in a variety of disciplines [26], [43], [44], [45], [46], [47], [32], [48]. Example of disciplines that used IMMS are Online Learning, distance education, Learning Mathematics using Multimedia Courseware, Web-Based Course, computer-based instructional tutorial, Classroom Performance System-Based Instruction With Peer Instruction, thematic video-based instruction and CAI Courseware for mathematics learning. According to the [49], IMMS can be adopted to fit specific research needs in various situations. No matter what, some researchers have changed the minor verb of original IMMS to fit with the specific research they have done. At the end of research, IMMS was distributed to the control and treatment groups to determine either it was a statistically significant difference in motivation between both groups or not using MANOVA and t-test for multiple independent sample. According to authors’ of IMMS, the value for reliability and validity are important to evaluate the Cronsbach’s alpha for each ARCS component (attention, relevance, confidence and satisfaction).

3. Constructivism Learning Theory for Programming Based on limitations that faced during computer programming learning, [50] have proposed a constructivism learning theory through the use of e-learning as a medium for learning. Figure 1 below show the constructivism learning theory for programming.

v

After class session

Before class session

A

P

C

D

During class session Figure 1. PDCA constructivism learning for programming 566


Using conventional programming learning, teachers are responsible to prepare teaching material before the class session. During class, teacher usually ask student to do some programming exercises using computer by distributing a number of papers. This current way effect to the higher cost for paper, waste the time and higher workload for assessment. This paper proposed to overcome the limitation involved in current programming learning. Through this idea, class preparation will divide into three sessions: before class, during class and after class implementations Preparation that will be made by teacher regarding to the e-learning development consists of material for the class which will permit for one time. As a bank of questions, variety of programming problems will attach in this tool based on chapter involved in programming subject. Through an e-learning, PDCA concept will be applied to solve the problem-based question for continuous improvement. Each problem given in an e-learning should be classified the most four important steps, plan, do, check and action. After class session, all the solution made by novice through an e-learning will be automatically assessed and it can motivate teacher by reducing the workload. This constructivism learning also tend to encourage novice by consistently identify the most important point that come from each problem. According to [21], constructivism is an important branch of cognitive and become more popular in most western counties.

4. Implementation of motivation assessment model The motivation for learning has been widely discuss by many researchers. According to [44], current courseware do not enhance the student’s motivation in learning mathematic. An alternative should be taken on the multimedia courseware that can improve student motivation such embed the courseware with Pedagogical Agent (PA). According to [46], when developing an instructional materials, ARCS model can be applied as a cycle for continu ous improvement. It was originally designed for developing motivating instructional materials in traditional instructional settings and later on was apply in the computer -based or web-based instructional environment. As stated by [51], the relation between attitude and motivation for learning has been actively studied in psychology. As found by [52], attitude of students toward learning were correlate to achievement, motivation to learn, and self-regulated learning. Table 1 below presented the purposes of the used of ARCS and IMMS in assessing the motivational among students. Table 1. Purposes of the use of motivational assessment model, ARCS and IMMS References Purposes To test the effects of usability and motivational design on learners’ motivation and [26] learning performance in self-paced online learning environments. To investigate the associations between usability measures and motivation measures To develop and evaluate the effect of thematic video-based instruction on learning and [32] motivation in e-learning To manipulate the component of confidence found in Keller’s ARCS model to [43] enhance the confidence and performance of undergraduate students enrolled in an online course at a Texas university using SAM 2003 software delivery. To investigate the weaknesses of the Multimedia courseware in terms of motivation in [44] learning mathematics. To evaluate the validity of IMMS scores and compare scores between standard and [45] adaptive Web- based learning modules (medical education) To evaluate a computer-based tutorial, M-Tutor for the purpose of proposing effective [46] instructional interventions for learning MATLAB (self checking) To determine the impact of student use of a CPS technology, supported with a PI [47] strategy, on the academic achievement and motivation of eighth grade math students To customize an e-mentoring system (videoconferencing) based on ARCS for orphan [54] children. [55] To visualize the students’ motivation states for learning programming [56] To compare the motivation to learn between two-dimensional (2D) games and artwork To analyze the factors that maintain or raise the motivation of the students in the area [57] of art and digital design to learn programming 567


Based on literature review, IMMS is widely implemented and was proven by previous authors[26] [43] [44] [45] [46] [47] [32] [48]. Because of that, it proposed to used, to measure the motivational for learning programming through an e-learning. This learning theory hopefully will help to improve level of motivation among novice.

5. Conclusion Computer programming has been usually introduced using programming languages that are difficult to understand. This study proposed to use PDCA constructivism for programming learning through e-learning. As the PDCA model suggests, once the actions are planned, they are carried out, checked and actions taken based on the results. The PDCA cycle is continued until the problem is sufficiently solved. People can take advantages of applying Plan Do Check Action cycles in their application. In this research, student will be given with pre-test and post-test using PDCA activities to compare the results. This paper contributed on the motivations of applying constructivism learning theory using a technique in TQM to the programming learning through a web-based environment. Therefore, we believe that constructive development through web-based programming learning tend to support cognitive development among novice and provide a robust environment for learning programming. These hopefully will helps to decrease the distance between the student and teacher. The methodology relating to the implementation of web-based learning for learning programming, aims to ensure high and constant quality of the teaching process.

Acknowledgment We would like to extend sincere appreciation to TATI University College and also for all members of IT Education Research Group at Computer Science Department, University Malaysia Terengganu, for the supports and encouragement.

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