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    How Does Technology Influence Students' Motivation Towards Learning Kiswahili Proverbs?

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    Date
    2018
    Author
    Turuthi, David Gitau
    Njagi, Kageni
    Chemwei, Bernard
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    Abstract
    The 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.
    URI
    https://www.igi-global.com/chapter/how-does-technology-influence-students-motivation-towards-learning-kiswahili-proverbs/190376
    http://repository.must.ac.ke/handle/123456789/815
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