How Affective Keeping Mainstreamed Referred Student’ Study Records With Individualized Memory Stick (Flash Memory) on Their Motivation

Year 2015, , 13 - 22, 28.11.2015

Hakan Usakli

https://doi.org/10.19148/ijhbs.105760

Abstract

Problem Statement: This manuscript is about effectiveness of using flash memory that is individualized memory stick for referred as mainstreamed students’ motivation. It is apparently known that there are referred as mainstreamed   children who need individualized education program (IEP) one to ten ratio. This is really troublesome not only for teacher but also school counselor. Professionals think that two referred as mainstreamed students are normal number for any class contain twenty four students. But there are some cases when the referred as mainstreamed students increased five this is really unwanted sudation for all school bodies. Teachers really facing trouble when they have to devote their time to those two different groups. When the teacher answer the question of normal student the mainstreamed one losing his or her attention and start to broke up class climate. This situation is valid for counterpart. Lots of homework in other words many of collected papers that require teacher and counselor check can have problems. It is pity that this situation is both time consuming and waste of material that’s why no one have enough time to look close to them. The lost, forgotten or unfinished materials (especially homeworks) starts home wars between parents and students. Individualized memory stick (I Stick) or Bireysel Bellek [(in Turkish)(B Bellek)] is a kind of record program that contains student personal appraisal is a rescue for families, classroom teachers, counselors, friends and students for enhancing motivation.

Purpose of Study: The purpose of the study is to investigate effectiveness of I Stick for mainstreamed-referred fourth grades students on motivation.

Methods: This study is conducted as experimental study. Quantitative data gathering research methods used in the study. Motivation in education scale in education applied to 668 fourth grade students. Experimental, control and placebo of three groups are constituted.

Findings and Results: In the pre-test the average of motivation levels of experiment, control, and placebo groups are close to each other, respectively: 37.16, 37.31, and 37.27. The post-test shows that the average of motivation level experimental group increased, and control and placebo group did not changed. In the follow-up test in three weeks the results shows that the groups motivation levels found to be similar to post-test results. Results show that there was significant difference between experiment, placebo and control groups. Using I Stick has positive effect on student motivation and this positive affect prolong three weeks interval.

Conclusions and Recommendations: Using I Stick is highly influential on student motivation. All mainstreamed referred students are positively affected I Stick.  I Stick is useful for collect, follow up, interpret and draw conclusion records about IEP students on their motivation. Students who have high motivation is also well come for the people around the IEP student. Future studies should conduct among different age, sex and domains such as anxiety, social emotional learning.

Keywords

Individualized Memory Stick, Motivation, Mainstreamed Students

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