Effect of Asynchronous Instructional Strategy on Learning Motivation and Scores of Postgraduate Students in Advanced Educational Research in Akwa Ibom State, Nigeria (Published)
This research investigated the effect of asynchronous instructional strategy on learning motivation and scores of postgraduate students in Advanced Educational Research in Akwa Ibom State, Nigeria. The research sample comprised 120 postgraduate students drawn through convenience sampling technique from a population of 204 master degree students in the Faculty of Education in the 2018/2019 academic session. A pretest-posttest non-randomized quasi-experimental research design was used. Two research questions and two hypotheses guided the study. A 50-item ‘’Advanced Educational Research Test’’ and a 10-item ‘’Learning Motivation Questionnaire’’ were developed by the researchers for data collection. The research questions were answered using mean and analysis of covariance was employed to test the hypotheses at .05 alpha level. The reliability indices of the two instruments were estimated using Kuder-Richardson and Cronbach alpha methods respectively and the reliability indices for the instruments were 0.74 and 0.78 respectively. The findings of the study revealed that students who learnt through the asynchronous instructional strategy were better motivated and scored higher in Advanced Educational Research than students who learnt through lecture method. It was concluded that the asynchronous instructional strategy was very effective in motivating and improving advanced educational research scores of postgraduate students compared to the lecture method. It was recommended that the National Universities Commission should set up modalities necessary for adopting e-learning technologies like the asynchronous instructional strategy in Nigerian universities for the teaching and learning of all courses because it improves motivation and achievement of students.
The Effect of Constructive Game and Learning Motivation on Children’s (Aged 4-5 Years) Ability to Recognize the Concept of Number in Raudhatulathfal Al-Fitrah Binjai (Published)
This research is based on the learning that tends to be teacher-centered. It aims: (1) to determine the effect of constructive game on the children’s ability to recognize the concept of numbers; (2) to determine the effect of children’s learning motivation (high and low) on the ability to recognize the concept of numbers; and (3) to find out the interaction between constructive game and children’s learning motivation towards the ability to recognize the concept of numbers; This research is a quasi-experimental study. The population of this study is students in classes A1, A2, A3, at Raudhatul Athfal Al-Fitrah, Binjai. The samples in this study are classes A1 and A2, consisted of 24 children for the experimental class taught by using the Beam Numbers and Snakes and Ladders Game and class A3 is control classes that consisted of 25 students. The results show that: (1) The average of children’s ability to recognize the concept of numbers who received learning Beams is 45.46. It is greater than that of children who received learning Snakes and Ladders game 35.63; (2) The children’s ability to recognize the concept of numbers with high learning motivation obtain the average of 48.26, while the ability to recognize the concept of numbers of children who have low motivation gets an average value 31.1; and (3) There is no interaction between constructive game and children’s learning motivation towards the ability to recognize the concept of numbers.