An exploratory study of the motivational responses of young adult offenders to an interactive multimedia instructional program
Jon Harold Cramer, The Florida State University, United States
The Florida State University . Awarded
This investigation focused on the motivational responses and underlying influences on a group of young adult male offenders in an observed instructional experience with an interactive multimedia instructional program. The study also determined the program's interactive and motivational features and tactics that where most influential in enhancing the participants' motivation to learn.
This was an exploratory study utilizing mixed methods and multiple data sources to describe the motivational responses of the participants. A situational measure of the participants' motivational responses to the instructional program was completed using a self-report instrument developed by Keller (1989). Classroom behaviors associated in with motivation were observed and recorded for triangulation with the participants' written motivational responses to the program. Systematic classroom observations were done using a procedure and an instrument developed collaboratively by the researcher and correctional personnel. Participant interviews were conducted by the correctional education instructor during and at the end of the instructional intervention, The instructor data was recorded from discussions and exit interview. Data sources were analyzed and then triangulated to identify patterns of responses. The findings revealed: (1) The program had a positive influence on participants' motivation to learn and more specifically on their attention, relevance, confidence, and satisfaction; (2) Participants were consistent between what they said in recorded responses and their classroom behaviors; (3) Participants' positive and negative interview responses identified features and tactics that influence their motivation to learn; (4) Triangulation of the data sources revealed a pattern of responses that confirmed the positive and some negative influences resulting from the program's motivational features and tactics on the participants' motivation to learn.
Further qualitative analysis identified themes linking categories derived from participant responses. Themes offered an additional understanding of broader underlying influences and included: (1) Most participants responded positively to the problem-centered focus of the program; (2) The climate of the instructional program appealed to most of the participants; (3) Many participants exhibited qualities associated with increasing self-directedness; (4) The immediacy of the application of learning affected participants' motivational outcomes; (5) The program provided a "teachable moment" for many participants based upon their readiness.
Cramer, J.H. An exploratory study of the motivational responses of young adult offenders to an interactive multimedia instructional program. Ph.D. thesis, The Florida State University.
Citation reproduced with permission of ProQuest LLC.
For copies of dissertations and theses: (800) 521-0600/(734) 761-4700 or https://dissexpress.umi.com