The Motivation of Eighth Grade Students When They Learn the Parallelogram Subject in a Computerized Environment

Abstract

The goal of the current study is to examine the impact of the computerized technological environment on the motivation of eighth graders while learning the subject of parallelogram, and whether there are differences in the level of motivation of students who studied parallelogram in a computerized environment and those who studied the same subject in a traditional school environment. The use of the semi-experimental descriptive analytical curriculum, which consisted of a sample of (30) eighth grade students who were selected in a deliberate manner was implemented. The main study tool is a set of pretests and posttests, along with a computerized intervention unit that is meant to enhance students’ motivation. The results of the study clearly indicate that the involvement of the computerized environment contributed to raising the students’ level of mastery of parallelogram as a subject in eighth graders by raising internal motivation. In light of the findings of the study, the researcher recommends adopting the results of the research, handling the computerized environment as an integral part of the educational system, and qualifying the teacher to be able to actively work within a computerized environment.