The online version was much easier for students to manipulate because it

The online version was much easier for students to

This preview shows page 18 - 20 out of 26 pages.

The online version was much easier for students to manipulate because it eliminated the data entry step which, in the printed paper version, was more cumbersome and would therefore increase the possibility of introducing errors during the data entry process. The online version did, however, have one major drawback: it effectively excluded students who made little or no use of the university's ICT facilities. The data would have been more representative if it had included those few who do not habitually make use the computer laboratories. I decided therefore to obtain permission from the student residences to approach students directly in their residences. When this permission had been granted, a set of paper-based questionnaires were distributed among the residences and a specific deadline for the completion of the questionnaire was clearly indicated to participants. When the deadline for participation arrived, 56 paper-based questionnaires had been completed. It was found that in the case of 12 of the completed questionnaires were handed in with a missing last page. These questionnaires were removed from the total sample because they would have affected the accuracy of the results relating to the motivational section. It was also found that a further 6 questionnaires had been filled in incorrectly because these students
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Rahimi, F. (2010), ICT, UL 116 had responded with either all 7s or all 1s in the motivational section. This meant that a separate database had to be created which excluded these records for calculations that related to motivation orientation analysis. In total, 276 students responded to the questionnaire. These responses were carefully examined for correctness and adherence to the protocol. It was found that 8 records contained mostly zeroes (revealing that the respondents concerned had not answered the questions), and that two records contained test data. These were excluded from the database. This meant that there were 266 records that could be used in the study because they conformed to all the requirements of the study design. MSLQ has a prescribed way of calculating its results. It is available from Pintrich, Smith, Garcia and McKeachie (1991). Accordingly, an average value for each motivational variable was calculated. In this way each student ends up with a value for each motivational variable of intrinsic, extrinsic and self-efficacy that lies between 1 and 7. In the same document the alpha values are also provided. The alpha coefficient reliability value for Intrinsic motivation is given as 0.74 (p.13), for extrinsic is 0.62 (p. 14) and for self-efficacy is 0.93(p. 17). With assistance from the statistician for this study the alpha coefficients for the data set was produced with 0.732 for intrinsic motivation 0.829 for extrinsic and 0.910 for self-efficacy. For the remaining section of the questionnaire i.e. the non motivational part it was not possible to arrive at a reliability coefficient due to the type of questions.
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  • Fall '09
  • Qualitative Research, Rahimi

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