A study on the influences of motivational instruction model on the learning intrinsic motivation and achievement of students with learning disabilities in junior high school

• Main Authors: Ning Li, 李寧
• Other Authors: 周台傑
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/44648783793001595080

碩士 === 國立彰化師範大學 === 特殊教育學系所 === 98 === A study on the influences of motivational instruction model on the learning intrinsic motivation and achievement of students with learning disabilities in junior high school Ning Li Abstract The purpose of this study is to investigate the effects of the motivational instruction model on learning disabled student's intrinsic learning motivation and achievement. A multiple-baseline design across individuals was employed in this study. Three third-graders with learning disabilities in junior high school participated in this study. They were taught through motivational instructional model to increase their intrinsic learning motivation, and to enhance their achievement. Three students were administered measures of “scale of intrinsic learning motivation” and “learning checklist” to evaluate their intrinsic learning motivation, and also used the “review quiz” to evaluate their achievement after accepting motivational instruction model teaching. The data of the other subjects without directive teaching were also be collected for analyzing the generalized effects .The data collected were analyzed by using visual analysis and C statistic. The results of this study were as follows： 1. After the students with learning disabilities accepted the motivational instruction model, the whole scores on the “scale of intrinsic learning motivation” were significantly higher. These results were also maintained after four weeks. 2. After the students with learning disabilities accepted the motivational instruction model, the scores of the “learning checklist” were significantly higher. But, these results were not maintained after four weeks. 3. After the students with learning disabilities accepted the motivational instruction model, the whole scores on the “review quiz” were significantly higher. These results were also maintained after four weeks. 4. Generalized effects of motivational instruction model on other subjects without directive teaching, the whole scores on the “scale of intrinsic learning motivation” were significantly higher. These results were also maintained after four weeks. Key words: intrinsic learning motivation, learning disabilities, motivational instruction model, achievement