Assignment 2, Critique:

Debra Beavers

CECS5610

February 17, 2001

Reference: Atkinson, Stephanie E. "Key Factors Influencing Pupil Motivation in Design and Technology," Journal of Technology Education, 10(2), 2000. http://scholar.lib.vt.edu/ejournals/JTE/v10n2?atkinson.html

Principle: This article examines the relationship between internal and external factors and a pupil's ability to perform and be motivated. The internal and external factors: pupil performance in design and technology project work, pupil skills associated with design and technology project work, pupil personal goal orientation, pupil cognitive style, pupil creativity, teaching strategy, and teacher motivation.

Type of Design: The descriptive analysis included percentage distribution, rank, order, one sample chi-square test of variance, unpaired comparison of averages using t-tests, chi-square test for independence, and Fisher's Exact Test for 2X2 tables. The experimental design that best fits this study is the Posttest-Only Control Group design.

R X O1

R O2

 

Factors Jeopardizing Internal Validity: Only 5% were enthusiastic about the process in which they were involved. We do not know if the project work played a part in the internal validity of the study. Maybe they didn't like the project work.

Factors Jeopardizing External Validity: Teacher's motivation, strategies, presentation style play a big part in the student's performance. In addition, the project lasted for a year in some instances. Boredom could have been a factor in student performance.

Adequacy of Statistical Procedures Used: The author used multiple strategies to arrive at the statistical data. The descriptive analysis included percentage distribution, rank, order, one sample chi-square test of variance, unpaired comparison of averages using t-tests, chi-square test for independence, and Fisher's Exact Test for 2X2 tables.

Briefly Summarize Logic (Inductive and/or Deductive): This research determined that:

  1. 60% of the students were unmotivated.
  2. 22% did not enjoy the activity.
  3. The prescriptive way the activity was adopted played a major role in stifling the creativity of the students.
  4. Teacher deadlines and delivery method of teaching strategies also played a major role in the large percentage of unmotivated students and level of their performance.

Design Improvement: The author suggests that holistic assessment procedures would have been more appropriate flexible design process models. He also goes on to state that teacher's need to develop strategies that will guide students through the process and create a partnership where ownership is a joint affair.

Extension of the Study: This experiment could be repeated with modifications in three areas.

  1. Completion time limited to a few weeks instead of a yearlong program.
  2. Consistent between the selected schools concerning the methods of delivery.
  3. Time allowed for the completion of the project – some were short while others lasted a year.