Efects of Mediated Learning Experiences on Motivation to Learn for Hearing and Hard of Hearing Children

Abstract

In this study, the question was explored of whether teachers' use of Mediated Learning Experiences (MLE) might significantly add to students' intrinsic motivation in first grade. Having viewed intrinsic motivation as a key driver of learning and achievement, the study took on a quasi-experimental approach with 200 children from two elementary schools, a control and an experimental group, pre- and post-tests. While there was a significant increase in the motivation of the experimental group, the difference with the control group was not statistically significant, and thus the first hypothesis that MLE alone would be able to bring significant differences in the motivation of the children was rejected. Interestingly, the intervention effect was identical for hearing and hard-of-hearing children. The findings report that MLE, while having some positive effects, is not strong enough on its own to make a significant contribution to the intrinsic motivation. Curriculum design, test methods, teacher behavior and personality, styles of teaching, parental involvement, home environment, and peer relationships ought to also be taken into account in later research work for the understanding and encouragement of student motivation.