Networked Computer-assisted Project-Networked Computer-assisted Project-based Pedagogy, Motivational Beliefs and based Pedagogy, Motivational Beliefs and

Work Involvement of Secondary-level Work Involvement of Secondary-level StudentsStudents

Frédéric LegaultFrédéric LegaultUniversité du Québec à Université du Québec à MontréalMontréaland Thérèse Laferrièreand Thérèse LaferrièreLaval UniversityLaval University

Presentation at 2002 Presentation at 2002 Pan-Canadian Education Research Agenda Pan-Canadian Education Research Agenda Symposium,Symposium, “Information Technology and Learning”. “Information Technology and Learning”.

Montreal, April 30-MaMontreal, April 30-May 2, 2002y 2, 2002

Transition to Secondary SchoolTransition to Secondary School

• Loss of interest and motivation by studentsLoss of interest and motivation by students• More educational control by teachersMore educational control by teachers• Cooler relationships between teacher and studentsCooler relationships between teacher and students• More impersonal teaching approachesMore impersonal teaching approaches

• Less time devoted to struggling studentsLess time devoted to struggling students • School work less demanding cognitivelySchool work less demanding cognitively• Assessment of learning encourages social comparison Assessment of learning encourages social comparison

• Need for pedagogical approaches that foster Need for pedagogical approaches that foster students’ participation and empowermentstudents’ participation and empowerment

Project-based ApproachProject-based Approach

• Learning projects spanning more than one Learning projects spanning more than one subjectsubject– developing a collective projectdeveloping a collective project

– executing personal and team projects executing personal and team projects

– communication and actioncommunication and action

• Role of computers in the project-based Role of computers in the project-based learning contextlearning context– two-way connections with outside (Web)two-way connections with outside (Web)– collaborative space (eg: e-mail, Knowledge Forum)collaborative space (eg: e-mail, Knowledge Forum)

Pedagogical Organization of the ClassroomPedagogical Organization of the Classroom

• Teacher’s role consists in encouraging:Teacher’s role consists in encouraging:– collaboration between studentscollaboration between students

– investigationinvestigation

– innovationinnovation

– individualizationindividualization

• Student’s role consists in : Student’s role consists in : – participating activelyparticipating actively

– interpreting the world creativelyinterpreting the world creatively

– becoming an experienced, well-resourced becoming an experienced, well-resourced participant in collaborationparticipant in collaboration

School Goals and Students’ Learning School Goals and Students’ Learning StrategiesStrategies

• Students’ school goals (Roeser et al., 1993)Students’ school goals (Roeser et al., 1993)– mastery mastery

– performanceperformance

– avoidanceavoidance

• Students’ learning strategies Students’ learning strategies – in-depth treatment in-depth treatment

– knowledge construction knowledge construction

– self-regulation of learningself-regulation of learning

Students' Needs Students' Needs

• BelongingBelonging

• EnjoymentEnjoyment

• FreedomFreedom

• PowerPower

The Protic Classroom The Protic Classroom

• Des Découvreurs School Board: a “school within a school”Des Découvreurs School Board: a “school within a school”

• Launch: fall 1997 with 64 students in Secondary I, mostly boys, Launch: fall 1997 with 64 students in Secondary I, mostly boys, with progression to Secondary Vwith progression to Secondary V

• Selection criteria: interest in technology and project-based Selection criteria: interest in technology and project-based learning team worklearning team work

• Each student equipped with a personal networked laptop Each student equipped with a personal networked laptop computercomputer

• Subsequently, 64 new students each year, now 90Subsequently, 64 new students each year, now 90

• Teachers recruited based on their interest in project-based Teachers recruited based on their interest in project-based pedagogy and the use of ICTs, demonstrated constructivist pedagogy and the use of ICTs, demonstrated constructivist approach, teaching of two subjects; practicum students added approach, teaching of two subjects; practicum students added (associated schools)(associated schools)

• No specific computer training except for brief introductions to No specific computer training except for brief introductions to some software programs, but a lot of peer learningsome software programs, but a lot of peer learning

• Collaborative research: Thérèse Laferrière and some teachersCollaborative research: Thérèse Laferrière and some teachers

Research ObjectivesResearch Objectives

• Comparison between Protic and regular Comparison between Protic and regular classesclasses

• Examination of links between classroom Examination of links between classroom organization and teaching/learning organization and teaching/learning processesprocesses

• Examination of links between these Examination of links between these determinants and students’ motivational determinants and students’ motivational beliefsbeliefs

MethodMethod

• ParticipantsParticipants– six classes (2 Protic, 2 enriched, 2 six classes (2 Protic, 2 enriched, 2

regular)regular)

– 182 students182 students

– 12, 27 and 16 girls12, 27 and 16 girls

– 41, 22 and 24 boys41, 22 and 24 boys

– age: 15.0, 15.0 and 15.4age: 15.0, 15.0 and 15.4

– subjects: French and mathematicssubjects: French and mathematics

MethodMethod

• MeasurementMeasurement– 17 Likert scales (2 to 9 items)17 Likert scales (2 to 9 items)

– Scale from 1 to 5Scale from 1 to 5

– Alpha coefficient from .45 to .86Alpha coefficient from .45 to .86

– Translation of validated scalesTranslation of validated scales

– Field testing in 1998-1999Field testing in 1998-1999

Comparisons between classesComparisons between classes French MathematicsFrench Mathematics

Pedagogical Organization Pedagogical Organization

CollaborationCollaboration ProticProtic ProticProtic

InvestigationInvestigation ProticProtic ProticProtic

InnovationInnovation ------------ ProticProtic

IndividualizationIndividualization ------------ ProticProtic

Learning Strategies Learning Strategies

In-depth treatment In-depth treatment ------------ ProticProtic

Knowledge construction Knowledge construction ProticProtic ProticProtic

Self-regulationSelf-regulation ------------ ProticProtic

School GoalsSchool Goals

MasteryMastery ------------ ProticProtic

PerformancePerformance reg.reg. ------------

AvoidanceAvoidance reg.reg. reg.reg.

Satisfaction of needsSatisfaction of needs

Belonging-enjoymentBelonging-enjoyment ------------ ProticProtic

Freedom-powerFreedom-power ------------ ProticProtic

Motivational Beliefs and InvolvementMotivational Beliefs and Involvement

Personal efficacyPersonal efficacy ------------ ------------

Valuing of subjectsValuing of subjects ProticProtic ProticProtic

InvolvementInvolvement ProticProtic ------------

Classroom Organization and Classroom Organization and Teaching/Learning ProcessesTeaching/Learning Processes

Learning Belonging/ Freedom/ Mastery Perf. Learning Belonging/ Freedom/ Mastery Perf. AvoidanceAvoidance

Strategies PowerStrategies Power Enjoyment Goals Goals Enjoyment Goals Goals GoalsGoals

F M F M F M F M F M F MF M F M F M F M F M F M

Pedagogical Organization Pedagogical Organization

CollaborationCollaboration .25 .38.25 .38 .50 .60 .17 .20 .48 .50 .60 .17 .20 .48

InvestigationInvestigation .55 .36 .24 -.26 -.19.55 .36 .24 -.26 -.19

InnovationInnovation .19 .57 .23 .16 .44 .71 .19.19 .57 .23 .16 .44 .71 .19

IndividualizationIndividualization .32 .23 .17 .60 .40 .48 .32 .23 .17 .60 .40 .48

Adjusted R2 Adjusted R2 .43 .45 .30 .36 .52 .63 .35 .25 .02 .06 .06 .02.43 .45 .30 .36 .52 .63 .35 .25 .02 .06 .06 .02

Motivational Beliefs and InvolvementMotivational Beliefs and Involvement

PersonalPersonal IntrinsicIntrinsicInvolvementInvolvement

EfficacyEfficacy ValueValue

M M FF MM F F MM FF

Pedagogical Org. Pedagogical Org. .21.21 .13.13

Learning Strategies Learning Strategies .43.43 .39.39 .28.28

Belonging/PowerBelonging/Power .19.19 .16.16

Freedom/EnjoymentFreedom/Enjoyment

Mastery GoalsMastery Goals .56.56 .55.55 .79.79 .75.75

Performance GoalsPerformance Goals .23.23

Avoidance GoalsAvoidance Goals -.11-.11 -.18-.18

Ajusted R2Ajusted R2 .37.37 .32.32 .66.66 .68.68 .12.12 .07.07

ConclusionConclusion

• Protic classes are clearly different from others in Protic classes are clearly different from others in terms of pedagogical organization, moving terms of pedagogical organization, moving towards a learning community, beyond mere towards a learning community, beyond mere laptop ownership.laptop ownership.

• These differences affect the school goals and These differences affect the school goals and learning strategies adopted by Protic students, learning strategies adopted by Protic students, which clearly reflect the constructivist which clearly reflect the constructivist perspective adopted by teachers.perspective adopted by teachers.

• These conditions lead to greater valuing of school These conditions lead to greater valuing of school subjects and greater involvement in studies.subjects and greater involvement in studies.

• The Protic programme is highly relevant to the The Protic programme is highly relevant to the new training program for Quebec schools and to new training program for Quebec schools and to governments’ desire to prepare young people to governments’ desire to prepare young people to meet the challenges of the 21meet the challenges of the 21stst Century. Century.

Limits of the Study and Perspectives for Limits of the Study and Perspectives for ResearchResearch

• Correlational studyCorrelational study

• Small number of classes and subjectsSmall number of classes and subjects

• Weak control of several variablesWeak control of several variables

• Need to pursue transversal and Need to pursue transversal and longitudinal studies and to reinforce longitudinal studies and to reinforce controls and possible moderating variablescontrols and possible moderating variables

• Develop various indicators of school Develop various indicators of school successsuccess

Points Relevant to Decision-makingPoints Relevant to Decision-making

• Protic boys are more motivated and involved in their Protic boys are more motivated and involved in their learning (basic condition for success)learning (basic condition for success)

• Students are aware that the new classroom Students are aware that the new classroom organization requires collaboration between peers organization requires collaboration between peers and calls upon their investigative capacity (key and calls upon their investigative capacity (key elements of the skills believed to be required in the elements of the skills believed to be required in the 2121stst century) century)

• The Protic model involves three elements: use of The Protic model involves three elements: use of networked laptops, project pedagogy and networked laptops, project pedagogy and collaborative learning, combined flexibly and collaborative learning, combined flexibly and effectively at appropriate moments.effectively at appropriate moments.