A Motivation-based Action Research in Learning Performance of Remote Area Vocational High School Students

• Main Authors: CHEN CHAO JUNG, 陳昭蓉
• Other Authors: 王文清
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/6eph5s

碩士 === 國立臺東大學 === 資訊管理學系碩士班 === 98 === Efficient data entry is critical to the overall efficiency of an information system, and because of the lack of technological resources, students at remote areas are usually behind in data entry skills, namely the keyboard operations, when compared with those students in urban areas. In a vocational high school in remote Hualien County, while students have inched upward in several skill indicators, they remain without progress in their typing skills. This research uses Action Research to identify problems, uses time and motion study to dissect the cognitive and response elements in the typing process and use the results to develop course planning, training processes, uses various motivation schemes to ensure student completion of exercises, in all, to help elevate students’ typing speed. The purpose of this research include: (1) to elevate student data-entry (typing) skills, (2) explore the inner needs of remote area students, (3) identify effective motivation strategies for improving typing training, and (4) to explore the usefulness of ergonomic keyboards in the training of data entry. The target students are mostly in a single-guardian family and/or raised by grandparent(s) while parents earn money away from home; under such economic/upbringing constraints, it has been difficult to keep up school works and grades. In addition to lower the “learning cost” to encourage learning to increase typing speed, this research seek to identify opportunities to turn the typical disadvantages into advantages through sheer change of point of views. After one semester of applying this new course design, even those students with less academic inclination were typing at (and some even above) the rate of students of the past with better academic records. The follow up questionnaires show the most popular motivation tools are “tokens” (honor’s list), creative teaching (typing games), music, and teacher’s care. The findings fit in Maslow’s hierarchy needs, and they also match students’ interests in music, rhythmic movements, and sports. Furthermore, the group competition based on the honor’s list also created peer pressure, and such pressure seems to generate motivation for those who fall behind quite a bit. In summary, not understanding English words allow them to concentrate better in individual alphabets as they type; and because of their inadequate resources, they are easily satisfied and motivated with a little materialistic rewards and emotional support. These are two examples how their disadvantages can play a role in their learning as advantages.