THE IMPACT OF USING COMPUTERS ON STUDENTS MOTIVATION FOR LEARNING IN MATHEMATICS SUBJECT

I hereby declare that this thesis is my own work and effort and that it has not been submitted anywhere for any award. Where other sources of information have been used, they have been acknowledge

Table of ContentsChapter 4: Results and Findings44.1Introduction44.2Demographic Data Results44.3Descriptive Statistics of General Information74.4Use of Computers influences students motivation for learning Mathematics94.4.1Goals and Values94.4.2Interest and Enjoyment114.4.3Intrinsic Motivation14Table 4-10: IntrinsicMotivation*Gender*YGroup Crosstabulation154.4.4Work With People164.5Relationship between Students Motivation and Their Confidence with Math and With Computers174.5.1Relationship between Students Motivation and Their Confidence with Maths184.5.2Relationship between Students Motivation and Their Confidence with Computers224.6Summary26Chapter Five: Discussion275.1Introduction275.2Discussion on Main Findings based on Research Questions275.2.1How do Computers have an impact on Students' Motivation for learning in Mathematics?275.2.1.1Key Findings for Sub-Scale Goals and Values285.2.1.2Key Findings for Sub-Scale Interest and Enjoyment295.2.1.3Key Findings for Sub-Scale Intrinsic Motivation305.2.1.4Key Findings for Sub-Scale Work with People315.2.2How Student's Confidences with Mathematics has an impact on their motivation to learn Mathematics?335.2.3How Student's Confidences with computers have an impact on their motivation to learn Mathematics?355.3Summary37CHAPTER SIX: CONCLUSION396.1Introduction396.2Conclusion of Study396.3Limitations of Study416.4Suggestions for Future Research42Reference43

Chapter 4: Results and Findings4.1 Introduction In this chapter of research, the primary investigations findings from the secondary school students are presented related to their perceptions of how can computers have an impact on students' motivation for learning in mathematics. The chapter would first present the demographic analysis of the demographic data section in the questionnaire. Later, frequency analysis for use of computers influence students motivation for learning mathematics was conducted to assess the responses for four sub-scales used to measure students motivation. Subsequently, cross-tabulation was conducted to assess relationship between students motivation and their confidence with math and with computers. The cross-tabulation has helped in testing the relationship between the dependent (students math motivation) and independent (computer confidence and math confidence). The findings of all these quantitative analysis methods are discussed in the current chapter and would further be extended in the next chapter, by correlating it with the findings gathered from the review of past literature. 4.2 Demographic Data Results Demographic data findings about the gender, year group and ethnicity of participants was necessary to understand the impact of specific demographic factors in shaping the individual responses of the research participants. These variables were identified helpful to discriminate and assess the responses of the 93 participants in different grades with each other. From the Table (4.1), it becomes evident that the highest number of participants (62.4%) was related to the female gender. Gender influences on the perceptions of individuals are highly visible within the past literature too. The information would be helpful subsequently in the research in examining whether the gender was neutral or bias in forming the impact of the use computers on students' motivation for learning in mathematics subject. Table (4.2) showed it could be analyzed that there is a slight difference in the portion of the Year 7 (43%) and Year 8 (57%) participants. Number of students who have participated in the study from both groups was almost equal with only a difference of 13 students. Furthermore, Table (4.3) for ethnicity, most of the participants (91.4%) confirmed their white ethnicity while the portion of Asian/Asian British was 5.4%. Table 4-1: Frequency Analysis for Demographic Variable - GenderFrequencyPercent

ValidMale3537.6

Female5862.4

Total93100.0

Figure 4-1: Demographic Factor Gender

Table 4-2: Frequency Analysis for Demographic Variable - YGroupFrequencyPercent

ValidYear 74043.0

Year 85357.0

Total93100.0

Figure 4-2: Demographic Factor Year Group

Table 4-3: Frequency Analysis of Demographic Variable - Ethnicity

FrequencyPercent

ValidWhite8591.4

Asian/Asian British55.4

Mixed/Multiple ethnic groups22.2

Black/African/Caribbean/Black British11.1

Total93100.0

Figure 4-3: Demographic Factor Ethnicity4.3 Descriptive Statistics of General InformationBesides demographic factors, other general information about Mathematics and computers was also gathered from the research participants through section B of the questionnaire. This information has helped in investigating the status of their Mathematics and computers achievement level of the students. The mean and standard deviation scores of 93 students for question 6 to 11 are showed in Table 4.4. From the results, it can be examined that for 93 students, highest variation in the responses was found for questions # 10 in section B of questionnaire, i.e. hours using a computer in Mathematics per week and question # 11 i.e. who teaches Mathematics using computers (M = 1.53, SD = .970). For question # 11, seventy-three percent students agreed on the fact that their teacher teaches them Mathematics using the computers while 4 percent marked friends and relatives, 13 percent marked self and 6 percent to others. On the other hand, lowest deviation within the responses of 93 students was found for question # 6 i.e. do you have a computer at home (M = 1.20, SD = .563). Eighty-six percent students agreed that yes, they have computers and they also use it while 8.6% stated that they do have computers at their home but do not use it, 4% mentioned that they do not have a computer at home. Regarding the level of Mathematics for 93 students is concerned, it can be examined only 49% of the students were high achievers, 33% were average achievers, 2% were low achiever and 9% responded that they are unaware of their level in Mathematics. The low portion (only 49% out of 100% students who participated in the study) of high achievers in Mathematics could further help in examining the influence of computer use on math motivation. It can be analyzed that other 51% was consist of low achievers and average achievers. Results of question # 10 confirm the fact that 38.7% of the students only spend less than hour in using their computers of Mathematics lessons. For the examination of the level of ICT for 93 students is concerned, it can be examined only 33.3% of the students were high achievers, 62.4% were average achievers, 2.2% were low achiever and 2.2% responded that they are unaware of their level in ICT. Table 4-4: Descriptive Statistics

NMinimumMaximumMeanStd. Deviation

Do you have a computer at home93141.20.563

Level in Moths93141.69.921

Level in ICT93141.73.610

Hours of Math lessons pw92143.21.806

Hours using computer in Math pw93173.702.582

Who teaches Math using computer91141.53.970

Valid N (listwise)

90

All the highlighted numbers are not relevant and not clear and they should be removed.4.4 Use of Computers influences students motivation for learning MathematicsFor achieving the main aim of the study, students motivation was measured using four of its components, i.e. four-subscales (goals and values, interest and enjoyment, intrinsic motivation, and work with people). Findings for each are given below for frequency analysis and cross tabulations to highlight major and significant results. 4.4.1 Goals and Values For assessing how goals and values can affect students motivation to learn math. Six different items or statements were developed under this sub-scale. Table 4-5 shows 43% of the students agree on the ability of the computer to provide challenging material. It reveals that 30.1%, while 16.1% strongly agree that use of computer in studying math help in analyzing the endpoints of math task further keeping them motivated. Table further showed that 34.4% agree while 44.1% are not sure that the computer helps in predicting math problem solving. It also confirmed that 41.9% of the students believe the provision of sufficient examples by computer help them in getting motivated towards the math content. Similarly, results also showed that use of computer in math help students in applying it elsewhere as well as help in future studies. From all the items in Table 4-5, it can be analyzed that students agreed on the fact that by using computers, they are able to achieve their goals and values associated with math (refer to strongly agree and agree frequencies in each table). They found computer as goal-oriented mean towards math learning and subsequently it therefore keeps them motivated towards the subject.

Table 4-5: Goals and Values (Frequency Analysis)

12a. Computers provide challenging materials12m. Computer helps me see the endpoint of math task12n. Computer helps me envisage the path of solution12o. Computer provides examples that help me learn12q. Computers used in Math can be applied elsewhere12r.I need computer for my future studies

FrequencyPercentFrequencyPercentFrequencyPercentFrequencyPercentFrequencyPercentFrequencyPercent

Validstrongly disagree44.333.233.222.2

disagree77.588.655.455.433.255.4

neither agree or disagree3133.340434144.12526.92324.72830.1

agree40432830.13234.43941.93840.93133.3

strongly agree1516.11516.199.71819.42425.82526.9

Total931009197.89197.89096.89197.89197.8

Missing 9922.222.233.222.222.2

Total 9310093100931009310093100

\Subsequent to assessing the responses of the frequency analysis, to see the relationship between the responses for some key value and goals statements and gender in different year groups was conducted. It can be analyzed from Table 4-6 that females are more oriented towards values and goals in Year 7 (25) when they use computers to learn math and for subsequent math motivation in comparison to males in Year 8 (24).

Table 4-6: Multiple Item Analysis for Values and Goals$ValuesandGoals*Gender*YGroup Crosstabulation

YGroupGenderTotal

MaleFemale

Year 7Values and GoalsaI need computer for my future studiesCount31316

Computer helps me envisage the path of solutionCount033

Computer provides examples that help me learnCount156

Computers used in Math can be applied elsewhereCount549

TotalCount92534

Year 8Values and GoalsaI need computer for my future studiesCount369

Computer helps me envisage the path of solutionCount336

Computer provides examples that help me learnCount9312

Computers used in Math can be applied elsewhereCount9615

TotalCount241842

4.4.2 Interest and Enjoyment Like first sub-scale, there were seven items included to assess whether the use of computer in math is interesting and enjoyable for the students that subsequently help students in getting motivated. Results from Table 4-7 showed that 52.7% students strongly agreed that they like working on the computer. Findings from the table also revealed that 40.9% agree while 41.9% strongly agreed on the fact that computer keep them motivated towards math learning. It further depicted that 38.7% agreed that in using computer, they lose their track. This is a negative point about the computer usage in mathematics. It can be analyzed that 38.7% gave credit to the maths association and computer with computer as a subject that keep students motivated towards math. In contrary, only 31.2% in table showed that they like to stay on the computer until their problems are solved. The table showed that 41.9% strongly agree while 39.8% strongly agree that work is more fun when done with computers and almost 63.4 cumulative percent of agreement confirmed students view that the computer helps them in paying more attention towards the subject. In summary, for the findings under this sub-scale, it can be examined from the findings of all the seven items (cumulative percentages of strongly agree and agree) that most of the students have found computers as interesting and enjoyable mean to learn math, which in turn keep them motivated towards the subject. Table 4-7: Interest and Enjoyment (Frequency Analysis)

12b. I like working on the computer12c. Computer keeps me interested12d. I lose track of time when on the computer12e. Enjoy Math and computer12g. Work on a math problem on computer until sort it out12h.Work fun with computer12i. More attention when using computer

FrequencyPercentFrequencyPercentFrequencyPercentFrequencyPercentFrequencyPercentFrequencyPercentFrequencyPercent

Validstrongly disagree22.233.233.222.222.233.2

disagree55.444.31010.888.6131444.355.4

neither agree or disagree77.51010.82021.52122.64144.11111.82628

agree3234.43840.93638.73638.72931.23739.83133.3

strongly agree4952.73941.92425.82526.988.63941.92830.1

Total93100931009310093100931009310093100

Subsequent to assessing the responses of the frequency analysis, to see the relationship between the responses for some key interest and enjoyment statements and gender in different year groups was conducted. It can be analyzed from Table 4-8 that females in both Year 7 (45) and Year 8 (40) have found computer as enjoyable and interesting when used for mathematic learning.

Table 4-8: $InterestandEnjoyment*Gender*YGroup Crosstabulation

YGroupGenderTotal

MaleFemale

Year 7Interest and EnjoymentI like working on the computerCount61521

Computer keeps me interestedCount81220

I lose track of time when on the computerCount11011

Enjoy Math and computerCount3811

TotalCount184563

Year 8Interest and EnjoymentI like working on the computerCount131528

Computer keeps me interestedCount10919

I lose track of time when on the computerCount4913

Enjoy Math and computerCount7714

TotalCount344074

4.4.3 Intrinsic Motivation

For the third sub-scale only two items were developed. Findings from Table 4-9 confirm that 24.7% agree and 26.9% strongly agree with the fact that if any math task needs to use the computer, it motivates them. In addition, Table 4-9 showed that 29% agree and 34.4% strongly agree with the fact that computer use in math drive the need to explore every lesson. The average agreement percentage confirms that although use of computer for math motivates students towards math, but its impact on intrinsic motivation is moderate. Table 4-9: Intrinsic Motivation (Frequency Analysis)

12f. Motivated if task involves using computer12j. Computer makes me keen to attend lessons

FrequencyPercentFrequencyPercent

Validstrongly disagree33.2

disagree88.677.5

neither agree or disagree3739.82425.8

agree2324.72729

strongly agree2526.93234.4

Total9310093100

Additionally, in assessing the responses of the frequency analysis, to see the relationship between the responses for some key intrinsic motivation statements and gender in different year groups was conducted. It can be analyzed from Table 4-10 that females in both Year 7 (18) and Year 8 (18) have found computer as a mean to satisfy intrinsic motivation relative to males when used for mathematic and further motivate students towards math. Table 4-10: IntrinsicMotivation*Gender*YGroup Crosstabulation

YGroupGenderTotal

MaleFemale

Year 7Intrinsic MotivationaMotivated if task involves using computerCount31013

Computer makes me keen to attend lessonsCount5813

TotalCount81826

Year 8Intrinsic MotivationaMotivated if task involves using computerCount5712

Computer makes me keen to attend lessonsCount81119

TotalCount131831

4.4.4 Work With PeopleFor last sub-scale, three statements were included in the questionnaire. Findings in Table 4-11 shows that 36.6% of students believed that computer use in math help them in working with other people and Table 4-11 further confirm that 38.7% agree that computer use makes the work representable in front of others. Similarly, table 4-11 reveals that 30.1% believe that the computer helps them in showing their abilities in front of the classroom. All these aspects to work with people subsequently motivate students towards learning. Table 4-11: Work with People (Frequency Analysis)

12k.Computer helps work with other people12l. Show to others how to do things with computer12p. Computer helps me show my abilities

FrequencyPercentFrequencyPercentFrequencyPercent

Validstrongly disagree44.311.144.3

disagree1010.833.21111.8

neither agree or disagree2425.826283133.3

agree3436.63638.72830.1

strongly agree1920.42526.91718.3

Total9197.89197.89197.8

Additionally, after assessing the responses of the frequency analysis, to see the relationship between the responses for some key work with people statements and gender in different year groups was conducted. It can be analyzed from Table 4-12 that females in Year 7 (22) and males in Year 8 (23) have found computer helpful in math motivation because it allows people to work with others.

Table 4-12: $WorkwithPeople*Gender*YGroup Crosstabulation

YGroupGenderTotal

MaleFemale

Year 7Work with PeopleaComputer helps work with other peopleCount279

Show to others how to do things with computerCount3811

Computer helps me show my abilitiesCount178

TotalCount62228

Year 8Work with PeopleaComputer helps work with other peopleCount7310

Show to others how to do things with computerCount9514

Computer helps me show my abilitiesCount729

TotalCount231033

4.5 Relationship between Students Motivation and Their Confidence with Math and With ComputersIn this section of the research, the items included in the questionnaire for understanding the students responses for the confidence with math and with computers are analyzed. Later, these results are checked with the results of the motivation scales analyzed above. Analysis of motivation section C with the items in section D and section E of the questionnaire would help in revealing whether students confidence with math and with computers help them in remaining more confident towards the subject. 4.5.1 Relationship between Students Motivation and Their Confidence with MathsIt can be analyzed that from all the statements from 13a to 13e in Table 4-13 that most of the students have given their agreement or strong agreement when they are asked about their confidence with math. Students believed that they are not nervous in learning math (28% agreed), they were confident in getting good marks (37.6% agreed), the difficulty does not worry them (36.6% agreed) and they found math easy (33.3% agreed). The reason can be the students perception that they are naturally good at math (33.3% agreed and 22.6 strongly agreed). These findings can be compared with the results of the four motivation sub-scales (refer to figure 4 and 5). Such high numbers of agreed responses clarifies that those students who are good at math are also motivated by the use of computers because of computers ability to motivate them through targeting their goals, interest, intrinsic motivation and socialization and interaction needs. However, the students motivation towards math cannot be attributed to the use of computer alone because according to students, their math motivation is natural. In other words, they can outperform in math without computer too. Thus, based on these findings, results demonstrate an average relationship.

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Table 4-13: Confidence with Math (Frequency Analysis)

13a. Prospect of learning new Math does not make me nervous13b. I can get good marks in Math13c. Difficult topics in Math do not worry me13d. No matter how much I read Math are easy13e. I am naturally good at Math

FrequencyPercentFrequencyPercentFrequencyPercentFrequencyPercentFrequencyPercent

Validstrongly disagree88.633.299.766.588.6

disagree1617.255.488.6131477.5

neither agree or disagree2021.52021.52425.81617.22425.8

agree26283537.63436.63133.33133.3

strongly agree2122.62830.11617.22526.92122.6

Total9197.89197.89197.89197.89197.8

Missing9922.222.222.222.222.2

Total9310093100931009310093100

Figure 4: Confidence with Math and Motivation with Math (1)

Figure 5: Confidence with Math and Motivation with Math (2)

4.5.2 Relationship between Students Motivation and Their Confidence with Computers Findings for all the statements from 14a to 14d showed in Table 4-14 that compares the students have given the high portion of the agreement and strong agreement in confidence with computers than confidence with mathematics. Students believed that they are confident with their answers (39.8% agreed), they do not panic (35.5% agreed), they do not get nervous (41.9% agreed) and do not bother mistakes (43% agreed). It shows that students are much confident with the use of computers and such confidence can be used to correlate the findings of motivation sub-scales. The good relationship between four sub-scales identified in figure 6 and 7and mathematics motivation can therefore be regarded as the visible outcome of students confidence with computers. When the students are confident with computers, they are motivated with math too. Table 4-14: Confidence with Computers (Frequency Analysis)14a. Confident for answers with the use of computer14b. If computer programmed goes wrong I do not panic14c. I do not get nervous if I have to learn new procedures14d. If I make a mistake on computer I usually work it out

FrequencyPercentFrequencyPercentFrequencyPercentFrequencyPercent

strongly disagree11.166.522.2

disagree66.51617.21212.977.5

neither agree or disagree1819.42526.92324.71718.3

agree3739.83335.53941.94043

strongly agree3133.313141920.42729

Total93100931009310093100

Figure 6: Confidence with Computers and Motivation with Math (1)

Figure 7: Confidence with Computers and Motivation with Math (2)

4.6 Summary The chapter presented the quantitative findings of the research to assess the impact of the use of computers on students motivation for learning Mathematics. The findings confirmed that use of computers is able to affect all the four sub-scale that drive motivation in the students towards the math. Confidence with math was found comparatively lower correlated with the math motivation than the confidence with computers. Moreover, gender differences were also noticed between Year 7 and Year 8 groups students. The results stress in female gender as highly affected by the relationship between the use of computer and students motivation towards mathematics. The key findings would be discussed in the next chapter. Chapter Five: Discussion5.1 IntroductionIn this chapter of research, the key findings of primary investigation gathered from students of Year 7 and Year 8 are discussed in order to identify how computers can affect the students motivation for learning in mathematics. Besides this key question, two other sub-questions regarding the students confidence with math and confidence with computers and their relationship with students motivation were set. It has been examined that previous literature has not offered a great view of the relationship between the computer use and math motivation using the four-subscale (Goals and values, interest and enjoyment, intrinsic motivation and work with people) criteria as used in the current research. Thus, by correlating the findings of current research with the findings of previous studies, a critical and detailed discussion is carried out in this chapter. 5.2 Discussion on Main Findings based on Research Questions 5.2.1 How do Computers have an impact on Students' Motivation for learning in Mathematics?The largest group of Year 7 and Year 8 group students (N=93) confirmed that there is a strong association between the computers use and its impact on the students motivation for learning in mathematics. It can be examined from the results that there are ranges of factors that place impact on the relationship between computer use and math motivation. Gender and Year group were identified as key indicators. It was found that females are more motivated towards the math when computer is used. The reason behind this can be the high percentage of female participation in the study. There are not lots of evidences in the past studies for gender differences. The current study is significant in this respect. The above-mentioned findings remind the findings discussed in the research study by authors Kim et al., (2006). In this study, authors have confirmed that different genders are motivated when the computers fulfil their different goals and search needs. Girls are also motivated when computer is used for their math learning because the colour and appearances of ICT increase confidence among them. The current study have not assessed needs of different genders in terms of computer technicalities and functionalities rather based on four-subscales, it has assessed the students motivation towards mathematics Findings for each subscale are discussed below by correlating it with the research findings from previous studies. 5.2.1.1 Key Findings for Sub-Scale Goals and Values Current research has confirmed that students in secondary classes are motivated because they think that the use of computers makes learning more goal orienting and valuable. Frequency results for this subscale in chapter 4 explained students motivation towards math effectively. Students attitudes towards math motivation were also found highly correlated with the use of computer in satisfying the students goals (refer Table 4-5). In Table 4-6, multiple item analysis of values and goals showed that most of the students in both years strongly agree with importance of computers for their future studies in the current research (16 from Year 7 and 9 from Year 8). It can be examined that Year 7 students are less goal oriented and therefore their attitudes are not high towards math motivation (34%) in comparison high students attitude of Year 8 students (42%). Year 8 students overall findings confirmed that they use the computer for math learning because of its example providing nature, its support in envisaging the solution path and computers ability in math to be applied elsewhere. The greater impact of computers goal oriented nature has been investigated and discussed in the past literature too. Passey and Goodison, (2004) in their literature have also confirmed that students search for higher levels of learning goals and performance approach goals when using ICT for their learning. This helps them in seeing endpoints of their work. The authors also substantiated that goal oriented mean like computer helps to draw students attitudes towards more positive modes of motivation. 5.2.1.2 Key Findings for Sub-Scale Interest and Enjoyment Frequency results from table 4-7 confirmed that there is a good contribution of this subscale in shaping students motivation towards math. From Table 4-8, it can be examined that number of strongly agreed students is higher in the year 8 group (N=74) relative to (N=63) for Year 7. Year 8 (28) students liked working over computer more than the Year 7 students (21). However, individually both groups found computer as interesting in motivating students towards mathematics. It is worthy to analyze that those students who are more motivated towards the math using computers often found it an obstruction that result in students lost track of time when on the computer. It can further be examined that interest and enjoyment are powerful sub-scales to create a link between the math and computers among both Year 7 and Year 8 students. However, what is needed to note down that females in both years found computers more interesting in shaping their positive attitudes towards math (motivation). All these findings add a new dimension when past studies have only highlighted general information about the ability of computer to develop interest among the math learners. In discussing the element of interest and enjoyment, authors Mitra, (2014) has also confirmed the impact of computers are visible in satisfying the emerging needs and interests of the learners. ICT;s response towards students interest further trigger curiosity in them and increase learners attitudes in terms of motivation for dry subjects like mathematics. Passey and Goodison, (2004) in their research have also confirmed that use of computers can motivate students to learn mathematics by offering them interesting and enjoyable environment. 5.2.1.3 Key Findings for Sub-Scale Intrinsic Motivation Table 4-9 and Table-4-10 shows key findings in terms of third sub-scale used for measuring mathematics motivation. The results showed that students are more motivated towards math subject when task involve use of computers (13 from Year 7 and 12 from Year 8). However, females in both years strongly agreed on this point than male students. Likewise, females in both years also showed higher results for strong agreement when they were asked about the fact that can computer make them keen in attuning lessons (8 in year 7 and 11 in year 8). The results of frequency analysis for various items under this scale have also confirmed that this subscale has defined students motivation towards math. The research confirms that students look for intrinsic motivation factors in shaping their motivational attitudes towards a subject and computer helps them in doing as a powerful mean presented in their school. Guile and Young, (1998) have found that ICT can be used for the intrinsic learning and satisfaction of students towards mathematics that ultimately motivate students towards learning. However, in this study authors have not taken detailed account of the intrinsic reasons that drive students motivation to learn. Current research help in bridging this gap by highlighting impact of intrinsic motivation provided by computers in positively influencing students math attitudes. However, at this point findings could be related with the barriers towards ICT. Liu and Lin, (2010) within their research have also connected the ideas well by highlighting the role of ICT in shaping intrinsic motivation among the learners and ultimately to boost mathematics confidence. As confirmed from the past literature, school level or teacher level barriers can place significant impacts on the internal satisfying elements (Balanskat et al., 2012). It is confirmed from the literature that teachers as well as their school plays a vital role in shaping students motivation to learn mathematics. Without their support, students are not able to satisfy their intrinsic motivation needs. 5.2.1.4 Key Findings for Sub-Scale Work with PeopleResults of frequency analysis and findings in Table 4-11 and Table 4-12 further showed that this subscale is also a good component of students motivation towards math. It was found that most of the students in both years (9 in Year 7 and 10 in Year 8) believe that work with other people shape their math motivation. Furthermore, findings confirmed that when students are able to show their work as well as their abilities to others, they are automatically motivated towards math. It can be analyzed that females in Year 7 (22%) while males in Year 8 (23%) have found computers ability to allow work with other people as important element in motivating the students comparatively more than the males in Year 7 (6%) while females in Year 8 (10%). These findings further substantiated the research findings of Abrami, 2001, as mentioned in Reynolds et al., 2003 where authors have confirmed that socialization is an important component of the childrens motiavtion at present. This study also showed that computers enhance interaction and ultimately stduents motivation to learn maths. Kebritchi, (2008) in his research has confirmed the research findings by highlighting on the positive impact of ICT on work with people dimension of motivation and thereby on students attainment in Mathematics. It can be analysed that idea of work with people has been highlighted in other studies too. Moss et al., (2007) in their study have confirmed that use of computers in math have resulted in more interactive style of teaching than the traditional modes to help students get motivated towards learning maths. The results of the four subscales revealed that computer motivates students towards math learning by targeting its four motivational elements such as values and goals, interest and enjoyment, intrinsic motivation and work with people.

5.2.2 How Student's Confidences with Mathematics has an impact on their motivation to learn Mathematics? Next question for this research was to find out if Student's Confidences with Mathematics have an impact on their motivation to learn Mathematics. For this purpose, the researcher analysed the questions through descriptive statistics. This was obtained by analysing the frequency of answers given by students for the questions. It was observed after analysis that out of all those students who were confident with their math were motivated, compared to the ones who were not confident. This shows that those students who are not confident are also not motivated to learn it. The results show that there is an average relationship between these variables only. This determines that confidence with mathematics seems less correlated with motivation relatively to the confidence with computers.Motivation is the most important aspect in the case of mathematics or education as a whole as it helps in improving the performance of a student. From results, we have observed that students are intrinsically motivated more when the task is related to ICT and computers. However, when it comes to confidence with mathematics, the situation is different. Students showed more confidence towards computers as compared to mathematics, this showed that for the statements portraying that computers provide challenging materials, students mostly replied positive. Comparing the relationship between motivation and confidences with ICT and motivation and confidences with mathematics, both results are different. As mentioned by (Moseley, et al., 1999) with easy help obtained from computers, students use more of their time on computers and seeking help from the best source Google. This help in increasing their motivation level, which enhances their abilities in wide ranges. When it comes to Student's Confidences with Mathematics, this is because students are more dependent on technologies and computers in this era. Another reason for obtaining such results is that the concept and believes of teachers and students have changed. People expect much more from the use of ICT compared to other approaches including self-study. This shows that the confidence of parents, students, and teachers is changing in the educational concepts of the learning and teaching. This displays that perception change motivation. ICT is an easy approach, which can be learned easily because it has interesting features, and attractive new systems that are helpful in increasing motivation. The findings portrayed that intrinsic motivation in students also plays a part in confidence and this intrinsic motivation is present mostly when ICT is involved, as shown by the results of this study. According to some of the authors, students these days focus on the use of easy-to use environment and technology enabled workspace. This helps students to understand the different components of the mathematics in a more effective manner. In short, this can lead to more motivation, which will ultimately benefit students in their learning. With the lack of confidence in students regarding their mathematics capacity, this directly affects the motivation of the student. The results analyzed that with average relationship, it can be observed that with elevated motivation students can have increased self-esteem that would improve their confidence and self-esteem as a whole. The results obtained are consistent with literature because analysis of literature determines that confidence of computer and its motivation is not directly related to the learning of mathematics (Banister, 2001). Confidence increases and augments numerous challenges and the concerns that are linked with the use of computer based study of mathematical tasks for taking benefits of well-built and optimistic attitude towards computers. Specifically, it can be stressed that due to the potential for ICT to lead or delay learning, students lie at different levels of confidences. The reason behind obtaining an average relationship between confidence and mathematics is that ICT is regarded as an approach that enhances the students learning in the education field. ICT is one of the reasons that have changed the trends and the students as well as teachers focus on working on ICT for difficult subjects like math as well. 5.2.3 How Student's Confidences with computers have an impact on their motivation to learn Mathematics?The study indicates that confidence towards computer has very small or no correlation with motivation, in terms of learning mathematics. This insight raised the question that how students confidences with computers have an impact on their motivation to learn mathematics. For this purpose, some students from secondary school were taken as a sample and were given a questionnaire that answers according to their thoughts on this aspect. The study undertaken presented the quantitative findings in order to assess the impact of the computer use regarding the students motivation to learn mathematics. The findings from the questionnaire showed that the use of computer is able to influence all the motivation-driving factors within the students towards math. The students were asked about some basic statements regarding their experiences with computers, and at what extent do they agree/disagree with the given statements. For this, they had to answer either they agree with it or not. The first statement was that if they felt more confident about their answers with a computer in terms of helping them and motivating, for which the findings show a positive response from those students. The results also show that the confidence with mathematics is less correlated with motivation, as compared with confidence in computers. Considering the study of Banister (2001) from the discussed literature with respect to the results of the conducted study, he had overviewed the findings from computer technology usage as primary source of learning within the schools. His study had resulted in identifying the skills of learning computer and technology are extremely important and essential for students, in particular to twenty-first century, which has also been indicated by the conducted study. Indicating another research by Kim (2006), she had also discussed the association between confidence and motivation towards learning mathematics as important factors. However, her study had identified that with the elements of confidence and motivation, there are other academic agents that should be analyzed, which affect students in order to guide and support them in building strong attitudes towards mathematics learning. This study had indicated the factor of gender, which has not been discussed nor mentioned in the outcomes of the conducted study.In spite of the fact that the majority of the studies showed that the impact of the computer advances accomplishment of students on a large and positive scale, it is critical to call attention to that none of the studies pushed computer innovation as the response for instructive issues. As such, computer advancements, all by themselves, are not a universal remedy for enhancing student academic performances. Computer advancements have both positive and some negative relationships with student accomplishments. The research demonstrates that, mostly, those utilizing computer advances have little yet unmistakable focal points over the individuals who do not utilize computer innovations in regards to general academic accomplishment.ICT has been observed as a vital part in the schools most recently. This is because studying requires change and interest when it comes to increasing motivation. Motivation is built by elevating interest and concentration. This is done with the help of ICT as mentioned by different authors that it helps increase motivation levels among students. The findings obtained from the research shows are consistent with literature because as literature shows that ICT is important and vital in increasing motivations of students, results of this study have parallel findings. The literature has indicated that the involvement of ICT for school mathematics has contributed in increasing the confidence and motivations levels in the students as mentioned by Reynolds (2003). This has led the students towards learning more from different aspects and ways. The studies have identified the ICT encourages the students by adapting to different learning aspects. Those students that are confident and certain enough to utilize ICT for better understanding of the numeric questions, they are more inclined towards learning more mathematics relative to the students, which are not confident in terms of working with computers. The confident students are comfortable with understanding mathematical figures and related visual displays with the help of ICT. For the students that are confident in terms of working by themselves on the computer systems are much more capable in handling and learning mathematics in an independent manner as compared to the students that require the help and support for learning mathematics. Confident students work independently on the computers and in turn learn in an independent manner as well.5.3 SummaryThe results for the question understanding Student's Confidences with Mathematics have an impact on their motivation to learn Mathematics is that motivation and confidence have an average relationship with Mathematics however; it seems that perception is important. The discussion chapter concludes by illustrating the key findings of primary investigation that were gathered from students of Year 7 and Year 8. The chapter discusses how the computers are affecting the students motivation for learning mathematics. The findings indicated that this impact has a good relationship between the students attitude towards computer usage and students motivation towards mathematics.

CHAPTER SIX: CONCLUSION6.1 Introduction In the final chapter of the research, a through and brief view has been provided of the research conducted above to gain an insight regarding the conceptual framework of this research study. The main aim of this chapter is to incur the outcome of the research study and to check whether the aim of the research has been accomplished or not. Moreover, a set of limitations is provided for the following research study. Along with this, the minor aim of this conclusion is to suggest ways for conducting similar researches in the future. 6.2 Conclusion of Study The conclusions drawn from the research findings based on primary investigations from the secondary school students relating the insights how can computers have an impact on students' motivation for learning in mathematics. In order to find the desired findings the study followed a questionnaire that was first revealed the demographic data to be analysed, Later it followed data based on the use of computers influencing students motivation for learning mathematics. This section of the questionnaire was conducted in order to assess the four sub-scales responses that are utilised in measuring students motivation. Afterward, the questionnaire followed the cross-tabulation in order to assess relationship between students motivation and their respective confidence with mathematics as well as with computers. The method cross-tabulation adopted to help in testing the relationship between the dependent variable that is students math motivation with independent variable that is computer confidence and math confidence. The findings gathered from the quantitative analysis of this study were discussed in the previous chapter by correlating them with the findings gathered from the review of past literature.As per the projection of the literature, it can be viewed that students themselves mentioned that these assets the usage of computer technology for academic performance and exploration of the practical data increases their learning motivation. Hence it can be perceived from the above research that the use of Information and Communication Technology skills in the learning environment is not only motivating the students attitudes towards mathematics learning, but it also enables the student to establish and maintain effective communication as per the requirements of todays employment scale. The Information Communication Technology plays a very relevant role in building the skills of learners with relevant skills. The results of the undertaken study further indicated that the question of understanding Student's Confidences with Mathematics have an impact on their motivation to learn Mathematics is that motivation and confidence have an average relationship with Mathematics however; it seems that perception is important. The study concludes by illustrating the key findings of primary investigation that were gathered from students of Year 7 and Year 8 of secondary school. Furthermore, it can be concluded that motivation is the most important aspect in the case of mathematics or education as a whole as it helps in improving the performance of a student. From results, we have observed that students are intrinsically motivated more when the task is related to ICT and computers. Students showed more confidence towards computers as compared to mathematics, this showed that for the statements portraying that computers provide challenging materials, students mostly replied positive.The literature has indicated that the involvement of ICT for school mathematics has contributed in increasing the confidence and motivation levels in the students. This has led the students towards learning more from different aspects and ways. A number of studies have identified that ICT encourages the students by becoming accustomed to different learning aspects. The confident students are comfortable with understanding mathematical figures and related visual displays with the help of ICT. The students that are confident in terms of working by themselves on the computer systems are much more capable in handling and learning mathematics in an independent manner as compared to ones who require the help and support for learning mathematics.6.3 Limitations of Study Although the results of this research study are mostly positive, there are a certain set of limitations to this research study. The limitations of the present study are that the study has a small sample and cannot be generalized at a larger level. Studies that are conducted on small samples have the limitation to be applied to the larger population. The similar case is presented in this study because participants belong to two-year groups only. In addition, the measure used to conduct the study is old which can have an influence on the quantitative approach used for collecting the study. Quantitative study used in this study has limitations because of the questionnaire used that is not reliable because of being a self-report measure. This could have been taken care of by using a mixed approach. This study has its restriction because of the methodology used. This study should have used mixed method approach for verification of quantitative results through in depth qualitative interviews for better understanding and minimizing self-biasness. People have different attitudes in common, and this attitude change with time. Another limitation is that this study is restricted to a certain time and period because of the topic being studied. The reason behind this is that attitudes are changed with time and it has always been difficult to study attitude. 6.4 Suggestions for Future Research Considering the impacts of the ICT, there is a wide scope of future research for the academic achievements of the learners. The utilization of ICT is an advancing sensation at this stage. Researching ICT on different aspects can be helpful for students and teachers for instance studying ICT to evaluate performance of students. In addition to this ICT can be studied with different subjects to observe and compare its impact on different subjects and motivation related to them. Future researchers should include a large sample from various schools to have huge data for analysis that could be easily generalized at larger population. Mathematics has been stereotyped for being a difficult subject for students. Future researchers can use different advanced ICT types to observe their impact on Mathematics for instance tablets and laptops.Similar study can be replicated using a mixed methodology for having a deeper insight into the situation of motivation and its relationship with confidence. This would also help in understanding the reason why students think that computers are interesting and easy. Future studies can include perception of teachers about the impact of ICT or computers on students motivation because the opinion of teachers is important. Parents are another important part of students study patterns and their believes and participation can be important to study when it comes to understanding motivation and confidence related to Mathematics. Difference in socioeconomic status among students for observing confidence and comparison between genders can also be used for studying ICT and motivation with Mathematics.

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