THE IMPACT OF USING COMPUTERS ON STUDENTS

MOTIVATION FOR LEARNING IN MATHEMATICS

SUBJECT
BY/ YAHYA TALIB NAJI
SUPERVISOR/ MR. FRED CLARK
EDU8203DISSERTATION
MA EDUCATION INTERNATIONAL PERSPECTIVES
COURSE
TEACHING AND LEARNING PATHWAY
SCHOOL OF EDUCATION, COMMUNICATION AND
LANGUAGE SCIENCE
NEWCASTLE UNIVERSITY
I hereby declare that this thesis is my own work and effort
and that it has not been submitted anywhere for any
award. Where other sources of information have been
used, they have been acknowledge

1 | Page

Table of Contents
Chapter 4: Results and Findings........................................................................................... 4
4.1

Introduction....................................................................................................... 4

4.2

Demographic Data Results..................................................................................... 4

4.3

Descriptive Statistics of General Information..............................................................7

4.4

Use of Computers influences students motivation for learning Mathematics.......................9

4.4.1

Goals and Values.......................................................................................... 9

4.4.2

Interest and Enjoyment................................................................................. 11

4.4.3

Intrinsic Motivation..................................................................................... 14

Table 4-10: IntrinsicMotivation*Gender*YGroup Crosstabulation........................................15

Work With People....................................................................................... 16

4.4.4

4.5
Relationship between Students Motivation and Their Confidence with Math and With
Computers................................................................................................................ 17
4.5.1

Relationship between Students Motivation and Their Confidence with Maths.............18

4.5.2

Relationship between Students Motivation and Their Confidence with Computers.......22

4.6

Summary........................................................................................................ 26

Chapter Five: Discussion................................................................................................. 27

5.1

Introduction..................................................................................................... 27

5.2

Discussion on Main Findings based on Research Questions..........................................27

How do Computers have an impact on Students' Motivation for learning in Mathematics?. 27

5.2.1
5.2.1.1

Key Findings for Sub-Scale Goals and Values.....................................................28

5.2.1.2

Key Findings for Sub-Scale Interest and Enjoyment............................................29

5.2.1.3

Key Findings for Sub-Scale Intrinsic Motivation.................................................30

5.2.1.4

Key Findings for Sub-Scale Work with People....................................................31

5.2.2 How Student's Confidences with Mathematics has an impact on their

motivation to learn Mathematics?.........................................................................33
5.2.3 How Student's Confidences with computers have an impact on their
motivation to learn Mathematics?.........................................................................35
5.3

Summary..................................................................................................... 37

CHAPTER SIX: CONCLUSION..................................................................................... 39

6.1

Introduction................................................................................................. 39

6.2

Conclusion of Study..................................................................................... 39

6.3

Limitations of Study..................................................................................... 41
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6.4

Suggestions for Future Research..................................................................42

Reference.................................................................................................................... 43

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Chapter 4: Results and Findings

4.1

Introduction
In this chapter of research, the primary investigations findings from the secondary school
students are presented related to their perceptions of how can computers have an impact on
students' motivation for learning in mathematics. The chapter would first present the
demographic analysis of the demographic data section in the questionnaire. Later, frequency
analysis for use of computers influence students motivation for learning mathematics was
conducted to assess the responses for four sub-scales used to measure students motivation.
Subsequently, cross-tabulation was conducted to assess relationship between students
motivation and their confidence with math and with computers. The cross-tabulation has helped
in testing the relationship between the dependent (students math motivation) and independent
(computer confidence and math confidence). The findings of all these quantitative analysis
methods are discussed in the current chapter and would further be extended in the next chapter,
by correlating it with the findings gathered from the review of past literature.

4.2

Demographic Data Results

Demographic data findings about the gender, year group and ethnicity of participants was
necessary to understand the impact of specific demographic factors in shaping the individual
responses of the research participants. These variables were identified helpful to discriminate and
assess the responses of the 93 participants in different grades with each other. From the Table
(4.1), it becomes evident that the highest number of participants (62.4%) was related to the
female gender. Gender influences on the perceptions of individuals are highly visible within the
past literature too. The information would be helpful subsequently in the research in examining
4 | Page

whether the gender was neutral or bias in forming the impact of the use computers on students'
motivation for learning in mathematics subject. Table (4.2) showed it could be analyzed that
there is a slight difference in the portion of the Year 7 (43%) and Year 8 (57%) participants.
Number of students who have participated in the study from both groups was almost equal with
only a difference of 13 students. Furthermore, Table (4.3) for ethnicity, most of the participants
(91.4%) confirmed their white ethnicity while the portion of Asian/Asian British was 5.4%.

Table 4-1: Frequency Analysis for Demographic Variable - Gender

Frequency Percent
Valid Male

35

37.6

Female

58

62.4

Total

93

100.0

Figure 4-1: Demographic Factor Gender

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Table 4-2: Frequency Analysis for Demographic Variable - YGroup

Frequency Percent
Valid Year 7

40

43.0

Year 8

53

57.0

Total

93

100.0

Figure 4-2: Demographic Factor Year Group

Table 4-3: Frequency Analysis of Demographic Variable - Ethnicity

Frequency Percent
Valid White

85

91.4

Asian/Asian British

5.4

Mixed/Multiple ethnic
groups

2.2

Black/African/Caribbea
n/Black British

1.1

93

100.0

Total

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Figure 4-3: Demographic Factor Ethnicity

4.3

Descriptive Statistics of General Information

Besides demographic factors, other general information about Mathematics and computers was
also gathered from the research participants through section B of the questionnaire. This
information has helped in investigating the status of their Mathematics and computers
achievement level of the students. The mean and standard deviation scores of 93 students for
question 6 to 11 are showed in Table 4.4. From the results, it can be examined that for 93
students, highest variation in the responses was found for questions # 10 in section B of
questionnaire, i.e. hours using a computer in Mathematics per week and question # 11 i.e. who
teaches Mathematics using computers (M = 1.53, SD = .970). For question # 11, seventy-three
percent students agreed on the fact that their teacher teaches them Mathematics using the
computers while 4 percent marked friends and relatives, 13 percent marked self and 6 percent to
others. On the other hand, lowest deviation within the responses of 93 students was found for
question # 6 i.e. do you have a computer at home (M = 1.20, SD = .563). Eighty-six percent
students agreed that yes, they have computers and they also use it while 8.6% stated that they do

7 | Page

have computers at their home but do not use it, 4% mentioned that they do not have a computer
at home.
Regarding the level of Mathematics for 93 students is concerned, it can be examined only 49%
of the students were high achievers, 33% were average achievers, 2% were low achiever and 9%
responded that they are unaware of their level in Mathematics. The low portion (only 49% out of
100% students who participated in the study) of high achievers in Mathematics could further
help in examining the influence of computer use on math motivation. It can be analyzed that
other 51% was consist of low achievers and average achievers. Results of question # 10 confirm
the fact that 38.7% of the students only spend less than hour in using their computers of
Mathematics lessons. For the examination of the level of ICT for 93 students is concerned, it can
be examined only 33.3% of the students were high achievers, 62.4% were average achievers,
2.2% were low achiever and 2.2% responded that they are unaware of their level in ICT.
Table 4-4: Descriptive Statistics
N

Minimum Maximum

Mean

Std.
Deviation

Do you have a
computer at home

93

1.20

.563

Level in Moths

93

1.69

.921

Level in ICT

93

1.73

.610

Hours of Math lessons

pw

92

3.21

.806

Hours using computer

in Math pw

93

3.70

2.582

Who teaches Math

using computer

91

1.53

.970

Valid N (listwise)

90

All the highlighted numbers are not relevant and not clear and they should be removed.
8 | Page

4.4

Use of Computers influences students motivation for learning Mathematics

For achieving the main aim of the study, students motivation was measured using four of its
components, i.e. four-subscales (goals and values, interest and enjoyment, intrinsic motivation,
and work with people). Findings for each are given below for frequency analysis and cross
tabulations to highlight major and significant results.
4.4.1

Goals and Values

For assessing how goals and values can affect students motivation to learn math. Six
different items or statements were developed under this sub-scale. Table 4-5 shows 43%
of the students agree on the ability of the computer to provide challenging material. It
reveals that 30.1%, while 16.1% strongly agree that use of computer in studying math help
in analyzing the endpoints of math task further keeping them motivated. Table further
showed that 34.4% agree while 44.1% are not sure that the computer helps in predicting
math problem solving. It also confirmed that 41.9% of the students believe the provision
of sufficient examples by computer help them in getting motivated towards the math
content. Similarly, results also showed that use of computer in math help students in
applying it elsewhere as well as help in future studies. From all the items in Table 4-5, it
can be analyzed that students agreed on the fact that by using computers, they are able to
achieve their goals and values associated with math (refer to strongly agree and agree
frequencies in each table). They found computer as goal-oriented mean towards math
learning and subsequently it therefore keeps them motivated towards the subject.

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Table 4-5: Goals and Values (Frequency Analysis)

Valid

strongly
disagre
e
disagre
e
neither
agree or
disagre
e
agree
strongly
agree

12a. Computers
provide
challenging
materials

12m. Computer
helps me see
the endpoint of
math task

12n.
Computer
helps me
envisage the
path of
solution

Freque
ncy

Frequ
ency

Frequ
ency

Perc
ent

4.3

3.2

3.2

2.2
5.4

Perce
nt

Perce
nt

12o.
Computer
provides
examples
that help me
learn
Freq
uenc Perc
y
ent

12q.
Computers
used in
Math can be
applied
elsewhere
Freq
uenc Perc
y
ent

12r.I
need
computer
for my
future
studies
Fre Per
que cen
ncy
t

7.5

8.6

5.4

5.4

3.2

31

33.3

40

43

41

44.1

25

26.9

23

24.7

28

40

43

28

30.1

32

34.4

39

41.9

38

40.9

31

15

16.1

15

16.1

9.7

18

19.4

24

25.8

25

93

100

91

97.8

91

97.8

90

96.8

91

97.8

91

26.
9
97.
8

2.2

2.2

3.2

2.2

2.2

93

100

93

100

93

100

93

100

93

100

Total
Missin
g

30.
1
33.
3

99

Total

\
Subsequent to assessing the responses of the frequency analysis, to see the relationship between
the responses for some key value and goals statements and gender in different year groups was
conducted. It can be analyzed from Table 4-6 that females are more oriented towards values and
goals in Year 7 (25) when they use computers to learn math and for subsequent math motivation
in comparison to males in Year 8 (24).

Table 4-6: Multiple Item Analysis for Values and Goals

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$ValuesandGoals*Gender*YGroup Crosstabulation
Gender
YGroup

Male

Year 7 Values and Goalsa I need computer for my Count

future studies

Female

Total

13

16

Count

25

34

Year 8 Values and Goalsa I need computer for my Count

future studies

12

15

24

18

42

Computer helps me
envisage the path of
solution

Count

Computer provides
examples that help me
learn

Count

Computers used in
Math can be applied
elsewhere

Count

Total

Computer helps me
envisage the path of
solution

Count

Computer provides
examples that help me
learn

Count

Computers used in
Math can be applied
elsewhere

Count

Total

4.4.2

Count

Interest and Enjoyment

Like first sub-scale, there were seven items included to assess whether the use of
computer in math is interesting and enjoyable for the students that subsequently help
11 | P a g e

students in getting motivated. Results from Table 4-7 showed that 52.7% students
strongly agreed that they like working on the computer. Findings from the table also
revealed that 40.9% agree while 41.9% strongly agreed on the fact that computer keep
them motivated towards math learning. It further depicted that 38.7% agreed that in using
computer, they lose their track. This is a negative point about the computer usage in
mathematics. It can be analyzed that 38.7% gave credit to the maths association and
computer with computer as a subject that keep students motivated towards math. In
contrary, only 31.2% in table showed that they like to stay on the computer until their
problems are solved. The table showed that 41.9% strongly agree while 39.8% strongly
agree that work is more fun when done with computers and almost 63.4 cumulative
percent of agreement confirmed students view that the computer helps them in paying
more attention towards the subject. In summary, for the findings under this sub-scale, it
can be examined from the findings of all the seven items (cumulative percentages of
strongly agree and agree) that most of the students have found computers as interesting
and enjoyable mean to learn math, which in turn keep them motivated towards the
subject.
Table 4-7: Interest and Enjoyment (Frequency Analysis)

12b. I like
working on
the
computer

12c.
Computer
keeps me
interested

12d. I lose
track of
time when
on the
computer

12e.
Enjoy
Math and
computer

12g.
Work on
a math
problem
on
computer
until sort
it out

12h.Work
fun with
computer
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12i.
More
attention
when
using
compute
r

Fre
que
ncy
Valid

Perc
ent

strongly
disagree
disagree
5
neither
agree or
disagree

5.4

Fre
que
ncy

Per
cent

Fre
que
ncy

2.2

4.3
10.
8

7.5

10

32

34.4

38

49

52.7

39

Perc
ent

Fre
que
ncy

Per
ce
nt

Freq
uenc
y

3.2

3.2

10

10.8

8.6

13

22.
6

20

21.5

21

36

38.7

36

24

25.8

25

38.
7
26.
9

93

10
0

41

agree
strongly
agree

40.
9
41.
9

29
8

Total
93

100

93

100

93

100

93

P
er
ce
nt

Fre
que
ncy

2.
2
1
4
4
4.
1
3
1.
2
8.
6
1
0
0

Fre
qu Per
Per en cen
cent cy
t

2.2

3.2

4.3

5.4

11 11.8

26

28

37
39
93

39.
8
41.
9
100

Subsequent to assessing the responses of the frequency analysis, to see the relationship between
the responses for some key interest and enjoyment statements and gender in different year groups
was conducted. It can be analyzed from Table 4-8 that females in both Year 7 (45) and Year 8
(40) have found computer as enjoyable and interesting when used for mathematic learning.
Table 4-8: $InterestandEnjoyment*Gender*YGroup Crosstabulation

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28

33.
3
30.
1

93

10
0

31

Gender
YGroup

Male

Year 7 Interest and

Enjoyment

I like working on the

computer

Count

Computer keeps me
interested

Count

I lose track of time

when on the computer

Count

Enjoy Math and

computer

Count

Total

Count

Year 8 Interest and

Enjoyment

I like working on the

computer

Count

Computer keeps me
interested

Count

I lose track of time

when on the computer

Count

Enjoy Math and

computer

Count

Total

4.4.3

Count

Female

Total

15

21

12

20

10

11

11

18

45

63

13

15

28

10

19

13

14

34

40

74

Intrinsic Motivation

For the third sub-scale only two items were developed. Findings from Table 4-9 confirm
that 24.7% agree and 26.9% strongly agree with the fact that if any math task needs to
use the computer, it motivates them. In addition, Table 4-9 showed that 29% agree and
34.4% strongly agree with the fact that computer use in math drive the need to explore
every lesson. The average agreement percentage confirms that although use of computer

14 | P a g e

for math motivates students towards math, but its impact on intrinsic motivation is
moderate.
Table 4-9: Intrinsic Motivation (Frequency Analysis)

Valid

strongl
y
disagre
e
disagre
e
neither
agree
or
disagre
e
agree
strongl
y agree
Total

12f. Motivated if
task involves
using computer

12j. Computer
makes me keen to
attend lessons

Frequenc
y

Frequenc
y

Perce
nt

3.2

Perce
nt

8.6

7.5

37
23

39.8
24.7

24
27

25.8
29

25
93

26.9
100

32
93

34.4
100

Additionally, in assessing the responses of the frequency analysis, to see the relationship between
the responses for some key intrinsic motivation statements and gender in different year groups
was conducted. It can be analyzed from Table 4-10 that females in both Year 7 (18) and Year 8
(18) have found computer as a mean to satisfy intrinsic motivation relative to males when used
for mathematic and further motivate students towards math.

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Table 4-10: IntrinsicMotivation*Gender*YGroup Crosstabulation

Gender
YGroup

Male

Year 7 Intrinsic
Motivationa

Motivated if task
involves using
computer

Count

Computer makes me
keen to attend lessons

Count

Total

Count

Year 8 Intrinsic
Motivationa

Motivated if task
involves using
computer

Count

Computer makes me
keen to attend lessons

Count

Total

4.4.4

Count

Female

Total

10

13

13

18

26

12

11

19

13

18

31

Work With People

For last sub-scale, three statements were included in the questionnaire. Findings in Table
4-11 shows that 36.6% of students believed that computer use in math help them in
working with other people and Table 4-11 further confirm that 38.7% agree that computer
use makes the work representable in front of others. Similarly, table 4-11 reveals that
30.1% believe that the computer helps them in showing their abilities in front of the
classroom. All these aspects to work with people subsequently motivate students towards
learning.
Table 4-11: Work with People (Frequency Analysis)

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12k.Computer
helps work with
other people

Valid

strongl
y
disagre
e
disagre
e
neither
agree
or
disagre
e
agree
strongl
y agree
Total

12l. Show to
others how to do
things with
computer

12p. Computer
helps me show
my abilities

Frequenc
y

Perce
nt

Frequenc
y

Perce
nt

Frequenc
y

Perce
nt

4.3

1.1

4.3

10

10.8

3.2

11

11.8

24
34

25.8
36.6

26
36

28
38.7

31
28

33.3
30.1

19
91

20.4
97.8

25
91

26.9
97.8

17
91

18.3
97.8

Additionally, after assessing the responses of the frequency analysis, to see the
relationship between the responses for some key work with people statements and
gender in different year groups was conducted. It can be analyzed from Table 4-12 that
females in Year 7 (22) and males in Year 8 (23) have found computer helpful in math
motivation because it allows people to work with others.

Table 4-12: $WorkwithPeople*Gender*YGroup Crosstabulation

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Gender
YGroup

Male

Year 7 Work with

Peoplea

Computer helps work

with other people

Show to others how to Count

do things with computer

11

Computer helps me
show my abilities

22

28

10

Show to others how to Count

do things with computer

14

Computer helps me
show my abilities

23

10

33

Count
Count

Computer helps work

with other people

Total

4.5

Total

Total
Year 8 Work with
Peoplea

Count

Female

Count

Count
Count

Relationship between Students Motivation and Their Confidence with Math and With
Computers
In this section of the research, the items included in the questionnaire for understanding the
students responses for the confidence with math and with computers are analyzed. Later, these
results are checked with the results of the motivation scales analyzed above. Analysis of
motivation section C with the items in section D and section E of the questionnaire would help in
revealing whether students confidence with math and with computers help them in remaining
more confident towards the subject.

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4.5.1

Relationship between Students Motivation and Their Confidence with

Maths

It can be analyzed that from all the statements from 13a to 13e in Table 4-13 that most of the
students have given their agreement or strong agreement when they are asked about their
confidence with math. Students believed that they are not nervous in learning math (28%
agreed), they were confident in getting good marks (37.6% agreed), the difficulty does not worry
them (36.6% agreed) and they found math easy (33.3% agreed). The reason can be the students
perception that they are naturally good at math (33.3% agreed and 22.6 strongly agreed). These
findings can be compared with the results of the four motivation sub-scales (refer to figure 4 and
5). Such high numbers of agreed responses clarifies that those students who are good at math are
also motivated by the use of computers because of computers ability to motivate them through
targeting their goals, interest, intrinsic motivation and socialization and interaction needs.
However, the students motivation towards math cannot be attributed to the use of computer
alone because according to students, their math motivation is natural. In other words, they can
outperform in math without computer too. Thus, based on these findings, results demonstrate an
average relationship.

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Table 4-13: Confidence with Math (Frequency Analysis)

Valid

strongly
disagree
disagree
neither
agree or
disagree

13a. Prospect of
learning new
Math does not
make me
nervous

13b. I can get

good marks in
Math

13c. Difficult
topics in Math
do not worry me

13d. No
matter how
much I read
Math are
easy

Frequen
cy

Percen
t

Freque
ncy

Perce
nt

Freque
ncy

Freque
ncy

Perc
ent

8
16

8.6
17.2

3
5

3.2
5.4

9
8

9.7
8.6

6
13

6.5
14

8
7

20

21.5

20

21.5

24

25.8

16

17.2

24

26

28

35

37.6

34

36.6

31

33.3

31

21

22.6

28

30.1

16

17.2

25

26.9

21

91

97.8

91

97.8

91

97.8

91

97.8

91

25.
8
33.
3
22.
6
97.
8

2
93

2.2
100

2
93

2.2
100

2
93

2.2
100

2
93

2.2
100

2
93

2.2
100

Percent

13e. I am
naturally
good at
Math
Freq
uenc Per
y
cent

agree
strongly
agree
Total
Missi
ng
Total

8.6
7.5

99

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Figure 4: Confidence with Math and Motivation with Math (1)

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Figure 5: Confidence with Math and Motivation with Math (2)

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4.5.2

Relationship between Students Motivation and Their Confidence with

Computers

Findings for all the statements from 14a to 14d showed in Table 4-14 that compares the students
have given the high portion of the agreement and strong agreement in confidence with computers
than confidence with mathematics. Students believed that they are confident with their answers
(39.8% agreed), they do not panic (35.5% agreed), they do not get nervous (41.9% agreed) and
do not bother mistakes (43% agreed). It shows that students are much confident with the use of
computers and such confidence can be used to correlate the findings of motivation sub-scales.
The good relationship between four sub-scales identified in figure 6 and 7and mathematics
motivation can therefore be regarded as the visible outcome of students confidence with
computers. When the students are confident with computers, they are motivated with math too.
Table 4-14: Confidence with Computers (Frequency Analysis)
14a. Confident for
answers with the
use of computer
Frequenc
y
strongly
disagre
e
disagre
e
neither
agree or
disagre
e
agree
strongly
agree
Total

14b. If computer
programmed goes
wrong I do not
panic

Percent Frequency Percent

14c. I do not get

nervous if I have
to learn new
procedures
Frequenc
y

1.1

6.5

6.5

16

17.2

12

18
37

19.4
39.8

25
33

26.9
35.5

31
93

33.3
100

13
93

14
100

14d. If I make a
mistake on
computer I usually
work it out

Percent Frequency Percent

2

2.2

12.9

7.5

23
39

24.7
41.9

17
40

18.3
43

19
93

20.4
100

27
93

29
100

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Figure 6: Confidence with Computers and Motivation with Math (1)

Figure 7: Confidence with Computers and Motivation with Math (2)

24 | P a g e

4.6

Summary
The chapter presented the quantitative findings of the research to assess the impact of the use of
computers on students motivation for learning Mathematics. The findings confirmed that use of
computers is able to affect all the four sub-scale that drive motivation in the students towards the
math. Confidence with math was found comparatively lower correlated with the math motivation
than the confidence with computers. Moreover, gender differences were also noticed between
Year 7 and Year 8 groups students. The results stress in female gender as highly affected by the
relationship between the use of computer and students motivation towards mathematics. The key
findings would be discussed in the next chapter.

25 | P a g e

Chapter Five: Discussion

5.1

Introduction
In this chapter of research, the key findings of primary investigation gathered from students of
Year 7 and Year 8 are discussed in order to identify how computers can affect the students
motivation for learning in mathematics. Besides this key question, two other sub-questions
regarding the students confidence with math and confidence with computers and their
relationship with students motivation were set. It has been examined that previous literature has
not offered a great view of the relationship between the computer use and math motivation using
the four-subscale (Goals and values, interest and enjoyment, intrinsic motivation and work with
people) criteria as used in the current research. Thus, by correlating the findings of current
research with the findings of previous studies, a critical and detailed discussion is carried out in
this chapter.

5.2

Discussion on Main Findings based on Research Questions

5.2.1

How do Computers have an impact on Students' Motivation for learning in

Mathematics?

The largest group of Year 7 and Year 8 group students (N=93) confirmed that there is a
strong association between the computers use and its impact on the students motivation
for learning in mathematics. It can be examined from the results that there are ranges of
factors that place impact on the relationship between computer use and math motivation.
Gender and Year group were identified as key indicators. It was found that females are
more motivated towards the math when computer is used. The reason behind this can be
26 | P a g e

the high percentage of female participation in the study. There are not lots of evidences in
the past studies for gender differences. The current study is significant in this respect. The
above-mentioned findings remind the findings discussed in the research study by
authors Kim et al., (2006). In this study, authors have confirmed that
different genders are motivated when the computers fulfil their
different goals and search needs. Girls are also motivated when
computer is used for their math learning because the colour and
appearances of ICT increase confidence among them. The current
study have not assessed needs of different genders in terms of
computer technicalities and functionalities rather based on foursubscales,

it

has

assessed

the

students

motivation

towards

mathematics Findings for each subscale are discussed below by

correlating it with the research findings from previous studies.
5.2.1.1 Key Findings for Sub-Scale Goals and Values
Current research has confirmed that students in secondary classes are motivated
because they think that the use of computers makes learning more
goal orienting and valuable. Frequency results for this subscale in chapter 4
explained students motivation towards math effectively. Students attitudes towards
math motivation were also found highly correlated with the use of computer in
satisfying the students goals (refer Table 4-5). In Table 4-6, multiple item analysis of
values and goals showed that most of the students in both years strongly agree with
importance of computers for their future studies in the current research (16 from Year

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7 and 9 from Year 8). It can be examined that Year 7 students are less goal oriented
and therefore their attitudes are not high towards math motivation (34%) in
comparison high students attitude of Year 8 students (42%). Year 8 students overall
findings confirmed that they use the computer for math learning because of its
example providing nature, its support in envisaging the solution path and computers
ability in math to be applied elsewhere. The greater impact of computers goal
oriented nature has been investigated and discussed in the past literature too. Passey
and Goodison, (2004) in their literature have also confirmed that students search for
higher levels of learning goals and performance approach goals when using ICT for
their learning. This helps them in seeing endpoints of their work. The authors also
substantiated that goal oriented mean like computer helps to draw students attitudes
towards more positive modes of motivation.
5.2.1.2 Key Findings for Sub-Scale Interest and Enjoyment
Frequency results from table 4-7 confirmed that there is a good contribution of this
subscale in shaping students motivation towards math. From Table 4-8, it can be
examined that number of strongly agreed students is higher in the year 8 group
(N=74) relative to (N=63) for Year 7. Year 8 (28) students liked working over
computer more than the Year 7 students (21). However, individually both groups
found computer as interesting in motivating students towards mathematics. It is
worthy to analyze that those students who are more motivated towards the math using
computers often found it an obstruction that result in students lost track of time when
on the computer. It can further be examined that interest and enjoyment are powerful
sub-scales to create a link between the math and computers among both Year 7 and
28 | P a g e

Year 8 students. However, what is needed to note down that females in both years
found computers more interesting in shaping their positive attitudes towards math
(motivation). All these findings add a new dimension when past studies have only
highlighted general information about the ability of computer to develop interest
among the math learners.
In discussing the element of interest and enjoyment, authors Mitra, (2014) has also
confirmed the impact of computers are visible in satisfying the emerging needs and
interests of the learners. ICT;s response towards students interest further trigger
curiosity in them and increase learners attitudes in terms of motivation for dry
subjects like mathematics. Passey and Goodison, (2004) in their research have also
confirmed that use of computers can motivate students to learn mathematics by
offering them interesting and enjoyable environment.
5.2.1.3 Key Findings for Sub-Scale Intrinsic Motivation
Table 4-9 and Table-4-10 shows key findings in terms of third sub-scale used for
measuring mathematics motivation. The results showed that students are more
motivated towards math subject when task involve use of computers (13 from Year 7
and 12 from Year 8). However, females in both years strongly agreed on this point
than male students. Likewise, females in both years also showed higher results for
strong agreement when they were asked about the fact that can computer make them
keen in attuning lessons (8 in year 7 and 11 in year 8). The results of frequency
analysis for various items under this scale have also confirmed that this subscale has
defined students motivation towards math. The research confirms that students look
for intrinsic motivation factors in shaping their motivational attitudes towards a
29 | P a g e

subject and computer helps them in doing as a powerful mean presented in their
school.
Guile and Young, (1998) have found that ICT can be used for the
intrinsic learning and satisfaction of students towards mathematics
that ultimately motivate students towards learning. However, in this
study authors have not taken detailed account of the intrinsic
reasons that drive students motivation to learn. Current research
help in bridging this gap by highlighting impact of intrinsic
motivation provided by computers in positively influencing students
math attitudes. However, at this point findings could be related with
the barriers towards ICT. Liu and Lin, (2010) within their research
have also connected the ideas well by highlighting the role of ICT in
shaping intrinsic motivation among the learners and ultimately to
boost mathematics

confidence. As

confirmed from the past

literature, school level or teacher level barriers can place significant

impacts on the internal satisfying elements (Balanskat et al., 2012).
It is confirmed from the literature that teachers as well as their
school plays a vital role in shaping students motivation to learn
mathematics. Without their support, students are not able to satisfy
their intrinsic motivation needs.

30 | P a g e

5.2.1.4 Key Findings for Sub-Scale Work with People

Results of frequency analysis and findings in Table 4-11 and Table 4-12 further
showed that this subscale is also a good component of students motivation towards
math. It was found that most of the students in both years (9 in Year 7 and 10 in Year
8) believe that work with other people shape their math motivation. Furthermore,
findings confirmed that when students are able to show their work as well as their
abilities to others, they are automatically motivated towards math. It can be analyzed
that females in Year 7 (22%) while males in Year 8 (23%) have found computers
ability to allow work with other people as important element in motivating the
students comparatively more than the males in Year 7 (6%) while females in Year 8
(10%). These findings further substantiated the research findings of Abrami, 2001,
as mentioned in Reynolds et al., 2003 where authors have
confirmed that socialization is an important component of the
childrens motiavtion at present. This study also showed that
computers enhance interaction and ultimately stduents motivation
to learn maths. Kebritchi, (2008) in his research has confirmed the
research findings by highlighting on the positive impact of ICT on
work with people dimension of motivation and thereby on students
attainment in Mathematics. It can be analysed that idea of work
with people has been highlighted in other studies too. Moss et al.,
(2007) in their study have confirmed that use of computers in math
have resulted in more interactive style of teaching than the
traditional modes to help students get motivated towards learning
31 | P a g e

maths. The results of the four subscales revealed that computer

motivates students towards math learning by targeting its four
motivational elements such as values and goals, interest and
enjoyment, intrinsic motivation and work with people.

32 | P a g e

5.2.2 How Student's Confidences with Mathematics has an impact on

their motivation to learn Mathematics?
Next question for this research was to find out if Student's Confidences
with Mathematics have an impact on their motivation to learn Mathematics.
For this purpose, the researcher analysed the questions through descriptive
statistics. This was obtained by analysing the frequency of answers given by
students for the questions. It was observed after analysis that out of all those
students who were confident with their math were motivated, compared to
the ones who were not confident. This shows that those students who are not
confident are also not motivated to learn it. The results show that there is an
average relationship between these variables only. This determines that
confidence

with

mathematics

seems

less

correlated

with

motivation

relatively to the confidence with computers.

Motivation is the most important aspect in the case of mathematics or
education as a whole as it helps in improving the performance of a student.
From results, we have observed that students are intrinsically motivated
more when the task is related to ICT and computers. However, when it
comes to confidence with mathematics, the situation is different. Students
showed more confidence towards computers as compared to mathematics,
this showed that for the statements portraying that computers provide
challenging materials, students mostly replied positive.
Comparing the relationship between motivation and confidences with
ICT and motivation and confidences with mathematics, both results are
33 | P a g e

different. As mentioned by (Moseley, et al., 1999) with easy help obtained

from computers, students use more of their time on computers and seeking
help from the best source Google. This help in increasing their motivation
level, which enhances their abilities in wide ranges. When it comes to
Student's Confidences with Mathematics, this is because students are more
dependent on technologies and computers in this era.
Another reason for obtaining such results is that the concept and
believes of teachers and students have changed. People expect much more
from the use of ICT compared to other approaches including self-study. This
shows that the confidence of parents, students, and teachers is changing in
the educational concepts of the learning and teaching. This displays that
perception change motivation. ICT is an easy approach, which can be learned
easily because it has interesting features, and attractive new systems that
are helpful in increasing motivation. The findings portrayed that intrinsic
motivation in students also plays a part in confidence and this intrinsic
motivation is present mostly when ICT is involved, as shown by the results of
this study.
According to some of the authors, students these days focus on the
use of easy-to use environment and technology enabled workspace. This
helps students to understand the different components of the mathematics
in a more effective manner. In short, this can lead to more motivation, which
will ultimately benefit students in their learning. With the lack of confidence
in students regarding their mathematics capacity, this directly affects the
34 | P a g e

motivation of the student. The results analyzed that with average

relationship, it can be observed that with elevated motivation students can
have increased self-esteem that would improve their confidence and selfesteem as a whole.
The results obtained are consistent with literature because analysis of
literature determines that confidence of computer and its motivation is not
directly related to the learning of mathematics (Banister, 2001). Confidence
increases and augments numerous challenges and the concerns that are
linked with the use of computer based study of mathematical tasks for taking
benefits of well-built and optimistic attitude towards computers. Specifically,
it can be stressed that due to the potential for ICT to lead or delay learning,
students lie at different levels of confidences. The reason behind obtaining
an average relationship between confidence and mathematics is that ICT is
regarded as an approach that enhances the students learning in the
education field. ICT is one of the reasons that have changed the trends and
the students as well as teachers focus on working on ICT for difficult subjects
like math as well.
5.2.3 How Student's Confidences with computers have an
impact on their motivation to learn Mathematics?
The study indicates that confidence towards computer has very small
or no correlation with motivation, in terms of learning mathematics. This
insight raised the question that how students confidences with computers
have an impact on their motivation to learn mathematics. For this purpose,
35 | P a g e

some students from secondary school were taken as a sample and were
given a questionnaire that answers according to their thoughts on this
aspect. The study undertaken presented the quantitative findings in order to
assess the impact of the computer use regarding the students motivation to
learn mathematics. The findings from the questionnaire showed that the use
of computer is able to influence all the motivation-driving factors within the
students towards math.
The students were asked about some basic statements regarding their
experiences with computers, and at what extent do they agree/disagree with
the given statements. For this, they had to answer either they agree with it
or not. The first statement was that if they felt more confident about their
answers with a computer in terms of helping them and motivating, for which
the findings show a positive response from those students. The results also
show that the confidence with mathematics is less correlated with
motivation, as compared with confidence in computers. Considering the
study of Banister (2001) from the discussed literature with respect to the
results of the conducted study, he had overviewed the findings from
computer technology usage as primary source of learning within the schools.
His study had resulted in identifying the skills of learning computer and
technology are extremely important and essential for students, in particular
to twenty-first century, which has also been indicated by the conducted
study.

36 | P a g e

Indicating another research by Kim (2006), she had also discussed the
association

between

confidence

and

motivation

towards

learning

mathematics as important factors. However, her study had identified that

with the elements of confidence and motivation, there are other academic
agents that should be analyzed, which affect students in order to guide and
support them in building strong attitudes towards mathematics learning. This
study had indicated the factor of gender, which has not been discussed nor
mentioned in the outcomes of the conducted study.
In spite of the fact that the majority of the studies showed that the impact of the computer
advances accomplishment of students on a large and positive scale, it is critical to call attention
to that none of the studies pushed computer innovation as the response for instructive issues. As
such, computer advancements, all by themselves, are not a universal remedy for enhancing
student academic performances. Computer advancements have both positive and some negative
relationships with student accomplishments. The research demonstrates that, mostly, those
utilizing computer advances have little yet unmistakable focal points over the individuals who do
not utilize computer innovations in regards to general academic accomplishment.
ICT has been observed as a vital part in the schools most recently. This is because studying
requires change and interest when it comes to increasing motivation. Motivation is built by
elevating interest and concentration. This is done with the help of ICT as mentioned by different
authors that it helps increase motivation levels among students. The findings obtained from the
research shows are consistent with literature because as literature shows that ICT is important
and vital in increasing motivations of students, results of this study have parallel findings.

37 | P a g e

The literature has indicated that the involvement of ICT for school
mathematics has contributed in increasing the confidence and motivations
levels in the students as mentioned by Reynolds (2003). This has led the
students towards learning more from different aspects and ways. The studies
have identified the ICT encourages the students by adapting to different
learning aspects. Those students that are confident and certain enough to
utilize ICT for better understanding of the numeric questions, they are more
inclined towards learning more mathematics relative to the students, which
are not confident in terms of working with computers. The confident students
are comfortable with understanding mathematical figures and related visual
displays with the help of ICT. For the students that are confident in terms of
working by themselves on the computer systems are much more capable in
handling and learning mathematics in an independent manner as compared
to the students that require the help and support for learning mathematics.
Confident students work independently on the computers and in turn learn in
an independent manner as well.
5.3

Summary

The results for the question understanding Student's Confidences with

Mathematics have an impact on their motivation to learn Mathematics is that
motivation and confidence have an average relationship with Mathematics
however; it seems that perception is important.

The discussion chapter

concludes by illustrating the key findings of primary investigation that were

gathered from students of Year 7 and Year 8. The chapter discusses how the
38 | P a g e

computers are affecting the students motivation for learning mathematics.

The findings indicated that this impact has a good relationship between the
students attitude towards computer usage and students motivation towards
mathematics.

39 | P a g e

CHAPTER SIX: CONCLUSION

6.1

Introduction
In the final chapter of the research, a through and brief view has been
provided of the research conducted above to gain an insight regarding the
conceptual framework of this research study. The main aim of this chapter is
to incur the outcome of the research study and to check whether the aim of
the research has been accomplished or not. Moreover, a set of limitations is
provided for the following research study. Along with this, the minor aim of
this conclusion is to suggest ways for conducting similar researches in the
future.

6.2

Conclusion of Study
The conclusions drawn from the research findings based on primary investigations from
the secondary school students relating the insights how can computers have an impact on
students' motivation for learning in mathematics. In order to find the desired findings the study
followed a questionnaire that was first revealed the demographic data to be analysed, Later it
followed data based on the use of computers influencing students motivation for learning
mathematics. This section of the questionnaire was conducted in order to assess the four subscales responses that are utilised in measuring students motivation.
Afterward, the questionnaire followed the cross-tabulation in order to assess relationship
between students motivation and their respective confidence with mathematics as well as with
computers. The method cross-tabulation adopted to help in testing the relationship between the
dependent variable that is students math motivation with independent variable that is computer
40 | P a g e

confidence and math confidence. The findings gathered from the quantitative analysis of this
study were discussed in the previous chapter by correlating them with the findings gathered from
the review of past literature.
As per the projection of the literature, it can be viewed that students themselves
mentioned that these assets the usage of computer technology for academic performance and
exploration of the practical data increases their learning motivation. Hence it can be perceived
from the above research that the use of Information and Communication Technology skills in the
learning environment is not only motivating the students attitudes towards mathematics
learning, but it also enables the student to establish and maintain effective communication as per
the requirements of todays employment scale. The Information Communication Technology
plays a very relevant role in building the skills of learners with relevant skills. The results of the
undertaken study further indicated that the question of understanding Student's Confidences with
Mathematics have an impact on their motivation to learn Mathematics is that motivation and
confidence have an average relationship with Mathematics however; it seems that perception is
important. The study concludes by illustrating the key findings of primary investigation that were
gathered from students of Year 7 and Year 8 of secondary school. Furthermore, it can be
concluded that motivation is the most important aspect in the case of mathematics or education
as a whole as it helps in improving the performance of a student. From results, we have observed
that students are intrinsically motivated more when the task is related to ICT and computers.
Students showed more confidence towards computers as compared to mathematics, this showed
that for the statements portraying that computers provide challenging materials, students mostly
replied positive.

41 | P a g e

The literature has indicated that the involvement of ICT for school mathematics has
contributed in increasing the confidence and motivation levels in the students. This has led the
students towards learning more from different aspects and ways. A number of studies have
identified that ICT encourages the students by becoming accustomed to different learning
aspects. The confident students are comfortable with understanding mathematical figures and
related visual displays with the help of ICT. The students that are confident in terms of working
by themselves on the computer systems are much more capable in handling and learning
mathematics in an independent manner as compared to ones who require the help and support for
learning mathematics.
6.3

Limitations of Study
Although the results of this research study are mostly positive, there
are a certain set of limitations to this research study. The limitations of the
present study are that the study has a small sample and cannot be
generalized at a larger level. Studies that are conducted on small samples
have the limitation to be applied to the larger population. The similar case
is presented in this study because participants belong to two-year groups
only. In addition, the measure used to conduct the study is old which can
have an influence on the quantitative approach used for collecting the
study.
Quantitative study used in this study has limitations because of the
questionnaire used that is not reliable because of being a self-report
measure. This could have been taken care of by using a mixed approach.
This study has its restriction because of the methodology used. This study

42 | P a g e

should have used mixed method approach for verification of quantitative

results through in depth qualitative interviews for better understanding
and minimizing self-biasness. People have different attitudes in common,
and this attitude change with time. Another limitation is that this study is
restricted to a certain time and period because of the topic being studied.
The reason behind this is that attitudes are changed with time and it has
always been difficult to study attitude.
6.4

Suggestions for Future Research

Considering the impacts of the ICT, there is a wide scope of future
research for the academic achievements of the learners. The utilization of
ICT is an advancing sensation at this stage. Researching ICT on different
aspects can be helpful for students and teachers for instance studying ICT to
evaluate performance of students. In addition to this ICT can be studied with
different subjects to observe and compare its impact on different subjects
and motivation related to them. Future researchers should include a large
sample from various schools to have huge data for analysis that could be
easily generalized at larger population. Mathematics has been stereotyped
for being a difficult subject for students. Future researchers can use different
advanced ICT types to observe their impact on Mathematics for instance
tablets and laptops.
Similar study can be replicated using a mixed methodology for having
a deeper insight into the situation of motivation and its relationship with
confidence. This would also help in understanding the reason why students
43 | P a g e

think that computers are interesting and easy. Future studies can include
perception of teachers about the impact of ICT or computers on students
motivation because the opinion of teachers is important. Parents are another
important

part

of

students

study

patterns

and

their

believes

and

participation can be important to study when it comes to understanding

motivation

and

socioeconomic

confidence

status

among

related
students

to

Mathematics.

for

observing

Difference
confidence

in
and

comparison between genders can also be used for studying ICT and
motivation with Mathematics.

44 | P a g e

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