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

Yıl 2015, , 13 - 22, 28.11.2015

Hakan Usakli

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

Öz

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.

Anahtar Kelimeler

Individualized Memory Stick, Motivation, Mainstreamed Students

Kaynakça

• Avant, M.J.T. and Heller, K.W. (2011). Examining the Effectiveness of TouchMath With Students With Physical Disabilities. Remedial and Special Education ( 32) 309-321.
• Barnard-Brak, L. and Lechtenberger, D.A. (2010). Student IEP Participation and Academic Achievement Across Time. Remedial and Special Education, (31), 343-349.
• Bitter, G. G. & Legacy, J. M. (2008). Using Technology in the classroom (7th ed). Boston: Pearson Publishers.
• Carr, N. S. (2013). Increasing the Effectiveness of Homework for All Learners in the Inclusive Classroom. School Community Journal, 23, (1). 169-182.
• Campbell, M.L. and Mechling L.C. (2009). Small Group Computer-Assisted Instruction With SMART Board Technology: An Investigation of Observational and Incidental Learning of Nontarget Information. Remedial and Special Education, (30) 47-57.
• Christensson, P. (2006). Flash Memory Definition. Retrieved 2015, Nov 22, from http://techterms.com
• Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Boston, MA: Pearson.
• Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). California: Sage.
• Cramer, S. and Smith, A. (2002). Technology's impact on student writing at the middle school level. Journal of Instructional Psychology, 29(1). 3-14.
• Dai, D. Y. & Sternberg, R. J. (2008). Beyond Cognitivism: Toward an Integrated Understanding of Intellectual Functioning and Development. (In) Motivation, Emotion, And Cognition Integrative Perspectives on Intellectual Functioning and Development (Edt. D.Y. Dai & R. J. Sternberg). Taylor & Francis: New Jersey.
• Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268.
• Dweck, C. S., Mangels, J. A. & Good, C. (2008). Motivational Effects on Attention, Cognition, and Performance (In) Motivation, Emotion, And Cognition Integrative Perspectives on Intellectual Functioning and Development (Edt. D.Y. Dai & R. J. Sternberg). Taylor & Francis: New Jersey.
• Downing, J.H. and Rebollo, J. (1999). Parents’ Perceptions of the Factors Essential for Integrated Physical Education Programs. Remedial and Special Education, 20, (3) 152-159.
• Froy, F. and L. Pyne (2011), “Ensuring Labour Market Success for Ethnic Minority and Immigrant Youth”, OECD Local Economic and Employment Development (LEED) Working Papers, 2011/09, OECD Publishing. http://dx.doi.org/10.1787/5kg8g2l0547b-en
• Handley, R. (2010). Increasing learning motivation and skills through computer technology for students with behavioral and/or learning difficulties. Premier’s Teacher Scholarship Reports Volume 7 Department of Premier and Cabinet NSW.
• Heafner, T. (2004). Using technology to motivate students to learn social studies. Contemporary Issues in Technology and Teacher Education, 4(1), 42-53.
• Hocutt, A. M. (1996). Effectiveness of Special Education: Is Placement the Critical Factor? The Future of Children Special Education for Students with Disabilities. I (6-1), 77-102.
• Kara, A. (2008). İlköğretim Birinci Kademede Eğitimde Motivasyon Ölçeğinin Türkçeye Uyarlanması. Ege Eğitim Dergisi. (9) 2, 59-78.
• Klingner, J. K., Vaughn, S., Schumm, J. S., Cohen, P. Forgan, J. W. (1998). Inclusion or Pull-Out: Which Do Students Prefer? Journal of Learning Disabilities, 31 (2), 148-158.
• Kutlu, M. ve Kaya, A. (2005). Bireyi tanıma ve bireyi tanıma teknikleri. İçinde psikolojik danışma ve rehberlik. [Student appraisals and student appraisal technigues in counseling and guidance] Ani: Ankara.
• Kuzgun, Y. (1997). Rehberlik ve psikolojik danisma. [Guidance and counseling]. Ankara: ÖSYM Yayınları.
• Levy, S., & Campbell, H. (2008). Student Motivation: Premise, Effective Practice and Policy. Australian Journal of Teacher Education, 33(5). http://dx.doi.org/10.14221/ajte.2008v33n5.2
• Nazli, S. (2011). Kapsamli gelisimsel rehberlik program. [Comprehensive developmental guidance program]. Ankara: Ani.
• ORGM, O. (2015). Kaynastirme yoluyla egitim uygulamalari. Retrieved October 15, 2015, from http://orgm.meb.gov.tr/www/kaynastirma-yoluyla-egitim-uygulamalari-kilavuz-kitapcigi-yayimlandi/icerik/56111.
• Ozguven, I.E. (1997). Bireyi tanima teknikleri. [Appreisal of students]. Ankara: PDRM Yayınlari.
• Parsons, J. J. and Oja, D. (2014). New Perspectives on computer Concepts 2014, Comprehensive. Boston: Cengage Learning.
• Pascual-Leone, J. & Johnson, J. (2008). Affect, Self-Motivation, and Cognitive Development: A Dialectical Constructivist View. (In) Motivation, Emotion, And Cognition Integrative Perspectives on Intellectual Functioning and Development (Edt. D.Y. Dai & R. J. Sternberg). Taylor & Francis: New Jersey.
• PDR-DER, (2007). Psikolojik danışma ve rehberlik alanında çalışanlar için etik kurallar [Ethic Conducts for workers who are in counseling and guidance discipline]. PDR-DER: Ankara.
• Psikin, M. (2006). Ozsaygiyi Gelistirme Egitimi. İlkogretimde Rehberlik (Edt. Yildiz Kuzgun). Nobel: Ankara.
• Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78.
• Smid, M. (2011). Talent development in youth work A study on the successful factors of talent development programmes aimed at the empowerment of adolescents in disadvantaged urban areas. Unpublished Master Thesis Utrecht University & Netherlands Youth Institute.
• Smith, L., Sinclair K., & Chapman, E. (2002) Students’ goals, self -efficacy, self -handicapping, and negative affective responses: an Australian senior school student study. Contemporary Educational Psychology, 27, pp. 471-485.
• Sinop RAM (2012). “Sorunlar ve Üniversite İşbirlikleri” Rehberlik ve Araştırma Merkezi Toplantısı Tutanakları. [Problems and University Partnership Guidence And Research Center Meeting] Sinop: RAM.
• Star, R. S., Chen, J. A. Taylor, M. W., Durkin, K., Dede, C. and Chao, T. (2014) Studying technology-based strategies for enhancing motivation in mathematics. International Journal of STEM Education 1 (7) 1-19 doi:10.1186/2196-7822-1-7
• Thorsen, C. (2009). Tech Tactics: Technology for Teachers (3rd Edt.) Boston: Pearson.
• Trock, M. (2009). Key skills for the labor market and input for portfolio. Innovation, Creativity and Accountability Learning Forum London, 22-24 June 2009.
• Usakli, H. (2006). Drama temelli grup rehbeberliginin ilkogretim V. sinif ogrencileirnin arkadaslik iliskileri, atilganlık duzeyi ve benlik-saygisina etkisi [The Effect of Group Guidance Based on Drama on Elementary School 5th Grades Students’ Friendship Relations, Assertiveness Level and Self-Esteem]. Unpublished PhD Thesis Dokuz Eylul University: Izmir.
• Vallerand, R.J., Pelletier L. G., Blais, M.R., Briere, N.M., Senecal, C., ve Vallieres, E. F. (1992). The academic motivation scale: a measure of intrinsic, extrinsic, and amotivation in education. Educational, and Psychological Measurement, 52, 1003-1017
• Van de Maele, M. (2009). The C-Stick project: innovative practices for assessing key competencies. Innovation, Creativity and Accountability. Learning Forum London, 22-24 June 2009.
• Yesilyaprak, B. (2002). Egitimde rehberlik hizmetleri. [Guidance services in education]. Ankara: Nobel Yayın.
• Youth Competence Centers (2013) JES Antwerp-Case2-C-stick-Paper e-portfolio policy and implementation (Retrieved November 03 2013 from URBACT).