Achiever motivation shows no significant effect or interaction with strategy on affective learning outcomes¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? There is no significant difference in affective outcomes between high and low achiever motivation students, and no strategy-by-motivation interaction on the affective aspect. → Bambang Hariadi 2016 q2 i? Hypothesis testing found no interaction influence between learning strategy and achiever motivation on the affective aspect of Organizational Behaviors outcomes. → Bambang Hariadi 2016 (2)

Evidence¶

Bambang Hariadi 2016¶

Bambang Hariadi, Tutut Wurijanto. (2016). Influence of Web Based Cooperative Learning Strategy and Achiever Motivation on Student Study Outcome. International Journal of Evaluation and Research in Education (IJERE), Vol.5, No.3, pp. 189~199. http://iaesjournal.com/online/index.php/IJERE

q2 · i? · causal · r1

Null ANOVA result for the motivation factor on observed affective outcomes (Table 6: Archievement Motivation sum of squares 28.847). The article prints no effect size; equivalence was not tested.

"there is not significantly different learning result of Organizational Behaviors subject in affective aspect between students who have high achiever motivation and students who have low achiever motivation."

Bambang Hariadi 2016 (2)¶

Bambang Hariadi, Tutut Wurijanto. (2016). Influence of Web Based Cooperative Learning Strategy and Achiever Motivation on Student Study Outcome. International Journal of Evaluation and Research in Education (IJERE), Vol.5, No.3, pp. 189~199. http://iaesjournal.com/online/index.php/IJERE

q2 · i? · causal · r1

Null interaction result from the same two-path ANOVA on affective outcomes (Table 6: interaction sum of squares 52.706). Authors state learning strategy strongly influences the affective aspect while motivation does not; no effect size printed.

"Hypothesis testing shows that there is no interaction influence between learning strategy and achiever motivation on affective aspect of Organizational Behaviors"

Discussion¶

Related Claims¶

• Learning strategy and achiever motivation interact significantly on cognitive study outcomes — related
• Students with high achiever motivation obtain significantly better cognitive study outcomes than students with low achiever motivation — related
• Text-based STAD cooperative learning produces better affective learning outcomes than web-based STAD — related