The effect on the motivation by Math-Lab Curriculum using Geometry Tool
------ For the 9th graders geometry -----

Abstract

We found Cabri provides a very positive and enjoyable learning experience for our students. It takes time, however for students to get accustomed to using a drawing program rather than pencils. So my attempt was to devise a curriculum with Cabri without changing the normal class work pace. I examined the effect on this curriculum on the school regular exams and an achievement test before and after each exam.

I examined the psychological effect of this curriculum using the 'ARCS' model by J.M. Keller. He proposed that motivation can be divided into four aspects: Attention, Relevance, Confidence and Satisfaction (ARCS model). Considering the learners' eagerness to study according to these four aspects, when learners first use the drawing software, they are curious about computers and using software,so the effect on aspect A will greatly increase. But gradually when the initial novelty wears off, it is thought that the effect on R, C, S will remain. In this way we can find which aspect influences the eagerness to learn by the ARCS model.

As a result, the scores of the Cabri group were lowest in the average in the achievement test, but in a midterm exam and a term-end exam they increased, so that they were the 3rd in average. By analysis of covariance I examined the difference of the scores among these groups: F(3,178)=2.05 in the midterm exam and F(3,176)=1.30, p>0.05 in the term-end exam. So that the statistical advantage of using Cabri could not be found. On the psychological side, any advantage in the normal classes could not be found in every aspect between the beginning of the first semester and the end of it. But in the Cabri group, I could find an advantage in the aspect C(Confidence). It was shown in the questionnaires: 'We could learn at our own pace', and 'We have confidence'. Also in the common item: ' It was easy to understand this class', the advantage could be found before and after the class: in sequence, t(42)=3.589,6.012,2.926 ;p<0.01