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dc.contributor.authorTuruthi, David Gitau
dc.contributor.authorNjagi, Kageni
dc.contributor.authorChemwei, Bernard
dc.date.accessioned2018-08-08T09:55:35Z
dc.date.accessioned2020-02-06T12:26:32Z
dc.date.available2018-08-08T09:55:35Z
dc.date.available2020-02-06T12:26:32Z
dc.date.issued2018
dc.identifier.urihttp://repository.must.ac.ke/handle/123456789/804
dc.description.abstractThe presumed importance of technology in enhancing students' motivation may call for a profound shift in pedagogy. In an attempt to inform evidence-based practice, this study examined the influence of videos mediated instructions on students' motivation towards learning Kiswahili proverbs in a sample of secondary schools of equal ability in Nakuru County, Kenya. A Solomon Four quasi-experiment research design was used. The 436 students who participated in this study had a mean age of 16.2 years (SD = 0 .89) with a nearly equal sex distribution. The 43 five-point Likert type motivation items used were reduced into three dimensions: affective, behavioral, and cognitive by use of factor analytic methods. Regression analyses highlight equivocal effects of technology on these three dimensions of motivation while teacher experience was a notable confounder. Pre-test effects were also evident. The study has important implications for promoting more ambitious teaching methods.en_US
dc.language.isoenen_US
dc.publisherIGI Globalen_US
dc.titleHow Does Technology Influence Students' Motivation Towards Learning Kiswahili Proverbs?en_US
dc.typeArticleen_US


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