Abstract:
The purpose of the study was to investigate and compare the motivation, learning
strategy use, and achievement of classroom based and online students to describe
differences and interpret the role of motivation and learning strategy use in online
learning. Fifty one participants were included from two educational settings: thirty-one
were from a traditional, classroom based setting, twenty were from an online course. All
students were enrolled in one of three math courses: Algebra 1, Algebra 2, or Geometry.
Eight scales from the Motivated Strategies for Learning Questionnaire were
administered to students in both environments to assess motivation and learning strategy
use. Other data collected were achievement scores: class grade and SOL test scores.
Correlation analysis and regression analysis of sample responses confirmed the role of
motivation in academic achievement and that the sample results showed patterns similar
to that of the larger population. The investigation proceeded with a comparison of the two
groups within the sample.
T- tests were conducted to compare the groups; results indicated that online
students reported significantly higher self efficacy and time management skills and that
these constructs contributed to a significant difference in class grade. Further, these
constructs may be useful to identify students who may need support to successfully
complete an online class. The results are informative for educators who teach or design
online classes and those who advise students considering online learning opportunities.
