The effect of short-term versus long-term middle school technology education projects on academic intrinsic motivation in selected subjects areas
Scott Woolard Kennedy, North Carolina State University, United States
North Carolina State University . Awarded
The purpose of this study was to determine the effect of short-term (several days but less than two weeks) versus long-term (one month to four months) technology education (TED) projects on academic intrinsic motivation in selected subject areas in 1996 at Leesville Road Middle School in Raleigh, North Carolina.
The Independent Samples T-test was used to make comparisons between short-term and long-term groups before treatments were administered. Short-term groups were significant in their academic intrinsic motivation for math before treatments but not after treatments. Short-term groups had significant academic intrinsic motivation for social studies before treatments. However, after treatments, long-term groups experiencing long-term TED projects were approaching significance in their effect on academic intrinsic motivation for social studies as measured by the Children's Academic Intrinsic Motivation Inventory.
Kennedy, S.W. The effect of short-term versus long-term middle school technology education projects on academic intrinsic motivation in selected subjects areas. Ph.D. thesis, North Carolina State University.
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