Effect of Middle School Students’ Motivation to Learn Technology on Their Attitudes toward Engineering

Hyuksoo Kwon

doi:10.12973/eurasia.2016.1279a

Full Text (PDF)

Hyuksoo Kwon ¹ ^*

More Detail

¹ Department of Technology and Home-Economics Education, Kongju National University Gongju, Republic of Korea^* Corresponding Author

Abstract

The purpose of this study was to investigate the effect of motivation to learn technology, as perceived by South Korean middle school students, on their attitudes toward engineering. Using the instruments of Glynn et al. (2011) and Lee (2008), the study focused on eighth and ninth grade students in four middle schools located in South Korea’s larger cities. The study identified a positive correlation between middle school students’ motivation to learn technology and their attitudes toward engineering. Also, the engineering interest was found to be mostly affected by motivation to learn technology; and the engineering curriculum and engineering consequence, by career motivation. Based on the educational implications of these study findings, this essay discusses the implementation of engineering in the middle school technology curriculum.

Keywords

motivation
technology education
K-12 engineering education
Republic of Korea

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 12, Issue 9, September 2016, 2281-2294

https://doi.org/10.12973/eurasia.2016.1279a

Publication date: 29 Jun 2016

Article Views: 2355

Article Downloads: 1201

Open Access References How to cite this article

References

Ajzen, I. (2001). Nature and operation of attitudes. Annual review of psychology, 52(1), 27-58. DOI: 10.1146/annurev.psych.52.1.27
Ardies, J., De Maeyer, S., & Gijbels, D. (2013). Reconstructing the pupils attitude towards technology survey. Design and Technology Education: An International Journal, 18(1), 8– 19.
Autio, O., Hietanoro, J., & Ruismäki, H. (2011). Taking part in technology education: Elements in students’ motivation. International Journal of Technology and Design Education, 21(3), 349-361. doi: 10.1007/s10798-010-9124-6
Brophy, J. (1983). Conceptualizing student motivation. Educational Psychologist, 18(3), 200- 215. DOI:10.1080/00461528309529274
Bryan, R. R., Glynn, S. M., & Kittleson, J. M. (2011). Motivation, achievement, and advanced placement intent of high school students learning science. Science Education, 95(6), 1049–1106. DOI: 10.1002/sce.20462
Byrne, B. M. (2010). Structural equation modeling with AMOS: Basic concepts, applications, and programming (2nd ed). NY: Routledge.
Campbell, C., & Jane, B. (2012). Motivating children to learn: The role of technology education. International Journal of Technology and Design Education, 22(1), 1-11. DOI: 10.1007/s10798-010-9134-4
Cavas, P. (2011). Factors affecting the motivation of Turkish primary students for science learning. Science Education International, 22(1), 31-42.
Cecchini, J., González, C., Carmona, Á., Arruza, J., Escartí, A., & Balagué, G. (2001). The influence of the physical education teacher on intrinsic motivation, self-confidence, anxiety, and pre-and post-competition mood states. European Journal of Sport Science, 1(4), 1-11. DOI:10.1080/17461390100071407
Chatoney, M., & Andreucci, C. (2009). How study aids influence learning and motivation for girls in technology education. International Journal of Technology and Design Education, 19(4), 393-402. DOI: 10.1007/s10798-009-9094-8
Clark, A. C., & Ernst, J. V. (2008). STEM-Based computational modeling for technology education. Journal of Technology Studies, 34(1), 20-27.
Fantz, T. D., & Grant, M. R. (2013). An Engineering Design STEM Project: T-Shirt Launcher. Technology and Engineering Teacher, 72(8), 14-20.
Fantz, T. D., & Katsioloudis, P. J. (2011). Analysis of engineering content within technology education programs. Journal of Technology Education, 23(1), 19-31.
Gardner, P. L. (1975). Attitudes to Science: A Review. Studies in Science Education, 2(1), 1-41. DOI:10.1080/03057267508559818
Gattie, D. K., & Wicklein, R. C. (2007). Curricular value and instructional needs for infusing engineering design into K-12 technology education. Journal of Technology Education, 19(1), 6-18.
Glynn, S. M., Brickman, P., Armstrong, N., & Taasoobshirazi, G. (2011). Science motivation questionnaire II: Validation with science majors and nonscience majors. Journal of Research in Science Teaching, 48(10), 1159-1176. DOI: 10.1002/tea.20442
Glynn, S. M., Taasoobshirazi, G., & Brickman, P. (2007). Nonscience majors learning science: A theoretical model of motivation. Journal of Research in Science Teaching, 44(8), 1088- 1107. DOI: 10.1002/tea.2018
Glynn, S. M., Taasoobshirazi, G., & Brickman, P. (2009). Science motivation questionnaire: Construct validation with nonscience majors. Journal of Research in Science Teaching, 46(2), 127-146. DOI: 10.1002/tea.20267
Gungor, A. A., Eryılmaz, A., & Fakıoglu, T. (2007). The relationship of freshmen's physics achievement and their related affective characteristics. Journal of Research in Science Teaching, 44(8), 1036-1056. DOI: 10.1002/tea.20200
Guzey, S. S., Harwell, M., & Moore, T. (2014). Development of an instrument to assess attitudes toward science, technology, engineering, and mathematics (STEM). School Science and Mathematics, 114(6), 271-279. DOI: 10.1111/ssm.12077
Halat, E., Jakubowski, E., & Aydin, N. (2008). Reform-based curriculum and motivation in geometry. Eurasia Journal of Mathematics, Science and Technology Education, 4(3), 285- 292.
Han, S., & Carpenter, D. (2014). Construct validation of student attitude toward science, technology, engineering, and mathematics project-based learning: The case of Korean middle grade students. Middle Grades Research Journal, 9(3), 27-41.
Hu, L. T., & Bentler, P. M. (1999). Cutoff Criteria for Fit Indexes in Covariance Structure Analysis: Conventional Criteria versus New Alternatives. Structural Equation Modeling, 6(1), 1-55. doi:10.1080/10705519909540118
International Technology Education Association. (2000). Standards for technological literacy: Content for the study of technology. Reston, VA: Author.
Jung, J. H. (2012). A study on the effect and the development of creative engineering technology education program based on capstone design in elementary. Journal of Korean Practical Arts Education, 25(4), 195-215.
Katehi, L., Pearson, G., & Feder, M. (Eds.). (2009). National Academy of Engineering and National Research Council. Engineering in K-12 education: Understanding the status and improving the prospects. Washington, DC: National Academies Press.
Kim, H. J., Kim, Y. M., Kim, J. Y., Hye, H. Y., Kim, J. N., & Kim, K. S. (2013). Development of educational program of STEAM-based project for circle activities in middle school: Focused on the theme of "photography of earth. Journal of the Korean Institute of Industrial Educators, 38(2), 195-217.
Kline, R. B. (2011). Principles and practice of structural equation modeling (3rd ed). NY: Guildford Press.
Lawanto, O., & Stewardson, G. (2013). Students’ interest and expectancy for success while engaged in analysis-and creative design activities. International Journal of Technology and Design Education, 23(2), 213-227. DOI: 10.1007/s10798-011-9175-3
Lee, C. S. (1999). Variables associated with middle school students' attitude toward technology (Unpublished doctoral dissertation), Seoul University, Seoul, Korea.
Lee, C. S. (2008). The Development of Technology Attitude Scale for Korean Pupils. The Journal of Practical Arts Education Research, 14(2), 157-174.
Lewis, T. (2004). A turn to engineering: The continuing struggle of technology education for legitimization as a school subject. Journal of Technology Education, 16(1), 21-39.
Mata, M. D. L., Monteiro, V., & Peixoto, F. (2012). Attitudes towards mathematics: Effects of individual, motivational, and social support factors. Child Development Research, 2012 , DOI:10.1155/2012/876028
McCarthy, R. (2009). Beyond smash and crash: Gender-friendly tech ed. The Technology Teacher, 69(2), 16-21.
Mentzer, N., & Becker, K. (2009). Motivation while designing in engineering and technology education impacted by academic preparation. Journal of Industrial Teacher Education, 46(3), 90-112.
Mitchell, J. V., Jr. (1992). Interrelationships and predictive efficacy for indices of intrinsic, extrinsic, and self-assessed motivation for learning. Journal of Research and Development in Education, 25(3), 149-155.
Mitts, C. R. (2008). Gender Preferences in Technology Student Association Competitions. Journal of Technology Education, 19(2), 80-93.
Moon, D. Y. (2009). A case study on elementary students' attitudes toward engineering and engineering problem solving: through applying the education program of STEM integration approach. Journal of Korean Practical Arts Education, 22(4), 51-66.
National Curriculum Information Center. (2015). Permalink National Curriculum of Korea. Retrieved Novermber 19, 2015, from http://ncic.go.kr/english.index.do
Pajares, F. (2001). Toward a positive psychology of academic motivation. The Journal of Educational Research, 95(1), 27-35. DOI: 10.1080/00220670109598780
Pajares, F. (2002). Gender and perceived self-efficacy in self-regulated learning. Theory into Practice, 41(2), 116-125. DOI: 10.1207/s15430421tip4102_8
Patrick, B. C., Hisley, J., & Kempler, T. (2000). “What's everybody so excited about?”: The effects of teacher enthusiasm on student intrinsic motivation and vitality. The Journal of Experimental Education, 68(3), 217-236. DOI:10.1080/00220970009600093
Rasinen, A., Virtanen, S., Endepohls-Ulpe, M., Ikonen, P., Ebach, J., & Stahl-von Zabern, J. (2009). Technology education for children in primary schools in Finland and Germany: Different school systems, similar problems and how to overcome them. International Journal of Technology and Design Education, 19(4), 367-379. DOI: 10.1007/s10798-009- 9097-5
Salta, K., & Koulougliotis, D. (2015). Assessing motivation to learn chemistry: Adaptation and validation of Science Motivation Questionnaire II with Greek secondary school students. Chemistry Education Research and Practice, 16, 237-250. doi:10.1039/C4RP00196F
Sanders, M. (2001). New paradigm or old wine? The status of technology education practice in the United States. Journal of Technology Education, 12(2), 35-55.
Shihusa, H., & Keraro, F. N. (2009). Using advance organizers to enhance students’ motivation in learning biology. Eurasia Journal of Mathematics, Science & Technology Education, 5(4), 413-420.
Simpson, R. D., & Oliver, J. S. (1985). Attitude toward science and achievement motivation profiles of male and female science students in grades six through ten. Science Education, 69(4), 511-525. DOI: 10.1002/sce.3730690407
Singh, K., Granville, M., & Dika, S. (2002). Mathematics and science achievement: Effects of motivation, interest, and academic engagement. The Journal of Educational Research, 95(6), 323–332. DOI:10.1080/00220670209596607
Sung, E. S. & Na, S. I. (2012). The effects of the integrated STEM education on science and technology subject self-efficacy and attitude toward engineering in high school students. The Korean Journal of Technology Education, 12(1), 255-274.
Tosun, C. (2013). Adaptation of Chemistry Motivation Questionnaire-II to Turkish: A Validity and Reliability Study. Journal of Education Faculty, 15(1), 173-202.
Tuan, H. L., Chin, C. C., & Shieh, S. H. (2005). The development of a questionnaire to measure students' motivation towards science learning. International Journal of Science Education, 27(6), 639-654. DOI: 10.1080/0950069042000323737
Ulusoy, F. M., & Onen, A. S. (2014). A research on the generative learning model supported by context-based learning. Eurasia Journal of Mathematics, Science & Technology Education, 10(6), 537-546. doi: 10.12973/eurasia.2014.1215a
Unfried, A., Faber, M., Stanhope, D. S., & Wiebe, E. (2015). The development and validation of a measure of student attitudes toward science, technology, engineering, and math (SSTEM). Journal of Psychoeducational Assessment, 33(7), 622-639. DOI: 10.1177/0734282915571160
van Aalderen-Smeets, S. I., Walma van der Molen, J. H., & Asma, L. J. (2012). Primary teachers' attitudes toward science: A new theoretical framework. Science Education, 96(1), 158- 182. DOI 10.1002/sce.20467
Van Rensburg, S., Ankiewicz, P., & Myburgh, C. (1999). Assessing South Africa learners’ attitudes towards technology by using the PATT (Pupils’ Attitudes Towards Technology) questionnaire. International Journal of Technology and Design Education, 9(2), 137-151. DOI: 10.1023/A:1008848031430
Volk, K. S., & Yip, W. M. (1999). Gender and technology in Hong Kong: A study of pupils' attitudes toward technology. International Journal of Technology and Design Education, 9(1), 57-71. DOI: 10.1023/A:1008894006039
Weber, K. (2012). Gender differences in interest, perceived personal capacity, and participation in stem-related activities. Journal of Technology Education, 24(1), 18-33.
Wicklein, R. C. (2006). Five good reasons for engineering as the focus for technology education. The Technology Teacher, 65(7), 25-29.
Yu, K. C., Lin, K. Y., Han, F. N., & Hsu, I. Y. (2012). A model of junior high school students’ attitudes toward technology. International Journal of Technology and Design Education, 22(4), 423-436. DOI: 10.1007/s10798-011-9154-8
Zuga, K. (1989). Relating technology education goals to curriculum planning. Journal of Technology Education, 1(1), 34-58.
Zusho, A., Pintrich, P. R., & Coppola, B. (2003). Skill and will: The role of motivation and cognition in the learning of college chemistry. International Journal of Science Education, 25(9), 1081-1094. DOI:10.1080/0950069032000052207

How to cite this article

APA

Kwon, H. (2016). Effect of Middle School Students’ Motivation to Learn Technology on Their Attitudes toward Engineering. Eurasia Journal of Mathematics, Science and Technology Education, 12(9), 2281-2294. https://doi.org/10.12973/eurasia.2016.1279a

Vancouver

Kwon H. Effect of Middle School Students’ Motivation to Learn Technology on Their Attitudes toward Engineering. EURASIA J Math Sci Tech Ed. 2016;12(9):2281-94. https://doi.org/10.12973/eurasia.2016.1279a

AMA

Kwon H. Effect of Middle School Students’ Motivation to Learn Technology on Their Attitudes toward Engineering. EURASIA J Math Sci Tech Ed. 2016;12(9), 2281-2294. https://doi.org/10.12973/eurasia.2016.1279a

Chicago

Kwon, Hyuksoo. "Effect of Middle School Students’ Motivation to Learn Technology on Their Attitudes toward Engineering". Eurasia Journal of Mathematics, Science and Technology Education 2016 12 no. 9 (2016): 2281-2294. https://doi.org/10.12973/eurasia.2016.1279a

Harvard

Kwon, H. (2016). Effect of Middle School Students’ Motivation to Learn Technology on Their Attitudes toward Engineering. Eurasia Journal of Mathematics, Science and Technology Education, 12(9), pp. 2281-2294. https://doi.org/10.12973/eurasia.2016.1279a

MLA

Kwon, Hyuksoo "Effect of Middle School Students’ Motivation to Learn Technology on Their Attitudes toward Engineering". Eurasia Journal of Mathematics, Science and Technology Education, vol. 12, no. 9, 2016, pp. 2281-2294. https://doi.org/10.12973/eurasia.2016.1279a