The Effects of Drill and Practice Courseware on Students’ Achievement and Motivation in Learning English
Students’ achievement and motivation in learning
English in Malaysia is a worrying trend as it is lagging behind several
other countries in Asia. Thus, necessary actions have to be taken by
the parties concerned to overcome this problem. The purpose of this
research was to study the effects of drill and practice courseware on
students’ achievement and motivation in learning English language.
A multimedia courseware was developed for this purpose. The
independent variable was the drill and practice courseware while the
dependent variables were the students’ achievement and motivation.
Their achievement was measured using pre-test and post-test scores,
while motivation was measured using a questionnaire. A total of 60
students from three vernacular primary schools in a northern state in
Malaysia were randomly selected in this study. The findings indicate:
(1) a significant difference between the students’ pre-test and posttest
scores after using the courseware, (2) no significant difference in
the achievement score between male and female students after using
the courseware, (3) a significant difference in motivation score
between the female and the male students, and (4) while the female
students scored significantly higher than the male students in the
aspects of relevance, confidence and satisfaction, no significant
difference in terms of attention was observed between them. Overall,
the findings clearly indicate that although the female students are
significantly more motivated than their male students, they are
equally good in terms of achievement after learning from the
courseware. Through this study, the drill and practice courseware is
proven to influence the students’ learning and motivation.
[1] L.H, Phan, K. Joyce, and C. Brendan, “Nation Building, English as an
International Language, Medium of Instruction, and Language Debate :
Malaysia and Possible Ways Forward”. Journal of International and
Comparative Education, vol. 2, no. 2, 58-71, 2013.
[2] L.A. Mohd Nazri, “Multilingualism and personality traits among Malay
primary school students in vernacular schools”. IOSR Journal of
Humanities and Social Science (IOSR-JHSS), 8 (3), 24-31, 2013.
[3] M.V. Balderrama, and L.T. Diaz-Rico, Teaching Performance
Expectations for Educating English Learners. Boston: Pearson
Education, 2006.
[4] H.D. Pillay, Fragments of a Vision : A Case Study of the Implementation
of an English Language Curriculum Programme in Five Malaysian
Secondary Schools. University of East Anglia, 1995.
[5] L. Tan, Literacy for the 21st Century. Singapore: Educational
Technology Division, Ministry of Education, 2006.
[6] S. Nallaya, “The Measurement of Change in English Language
Proficiency”. Education Research, vol. 22, no. 2, 2012.
[7] S.D. Solanki, and M. Phil, “Use of technology in English language
teaching and learning : An analysis”. International Conference on
Language, Media and Culture, IPEDR.33. Singapore: IACSIT Press,
2012.
[8] A.B. Nadzrah, “English Language Activities in Computer-Based
Learning Environment : A Case Study in ESL Malaysian Classroom”.
GEMA Online Journal of Language Studies, vol. 7, no. 1, 2007.
[9] BECTA. (2001). Primary Schools of the Future - Achieving Today.
DfEE.
[10] R.C. Gardner, and W.E. Lambert, Attitudes and Motivation in Second
Language Learning. Rewley Mass: Newbury House, 1972.
[11] J.M. Keller, “Motivation and Instructional Design: A Theoretical
Perspective”. Journal of Instructional Development, vol.2, no.4, 26-34,
1979.
[12] D.M. Gabrielle, The Effects of Technology-Mediated Instructional
Strategies on Motivation, Performance and Self-Directed Learning. U.S.
Military Academy Center for Teaching Excellence, 2002.
[13] M.S. Alessi, and R.S. Trollip, Computer-based Instruction: Methods and
Development. 2nd Edition. New Jersey: Prentice Hall, 2001.
[14] L. Hsu, and C.M. Sheu, “ A study of low English proficiency students'
attitude toward online learning”. Electronic Journal of Foreign
Language Teaching, vol.5, no. 2, 240-264., 2008.
[15] R. Bangert-Browns, J. Kulik, and C.L. Kulik, “Effectiveness of
computer-based education in secondary schools. Journal of Computer-
Based Instruction, vol. 12, 59-68, 1985.
[16] R.E. Mayer, Multimedia Learning. Cambridge: Cambridge Press, 2001.
[17] M.M. Chang, and J.D. Lehman, “Learning Foreign Language Through
an Interactive Multimedia Program : An Experimental Study on the
Effects of the Relevance Component of the ARCS Model”. CALICO
Journal, vol. 20, no. 1, 81-98, 2002.
[18] PISA, 2. (2006). Science Competencies for Tomorrow's World Volume
1: Analysis. Organisation for Economic Co-operation and Development.
[19] M. Meiers, S.T. Khoo, K. Rowe, A. Stephanou, P. Anderson, and K.
Nolan, “Growth in Literacy and Numeracy in the First Three Years of
School”. ACER Research Monograph (Australian Council for
Educational Research), 61, 2006.
[20] R.C. Gardner, A.M. Masgoret, J. Tennat, and L. Mihic, “Integrative
motivation : Changes during a year-long intermediate-level language
course”. Language Learning, vol. 54, no. 1, 1-34, 2004.
[21] Z. Dörnyei, and K. Csizér, “The Internal Structure of Language
Learning Motivation and Its Relationship with Language Choice and
Learning Effort”. The Modern Language Journal, vol. 89, no.1, 19-36,
2005.
[22] X. Xiong, “A comparative study of boys’ and girls’ English study
differences”. Journal of Language Teaching and Research, vol. 1, no. 3,
2010.
[23] J.E. Ormrod, Educational Psychology Developing Learners (Vol. 10).
Prentice Hall., 2008.
[24] S.D. Krashen, “Formal and informal linguistic environments in language
acquisition and language learning”. TESOL Quarterly, vol. 10, no. 2,
1976.
[25] M.M. Chang, “Applying self-regulated learning strategies in a webbased
instruction - An investigation of motivation perception”.
Computer Assisted Language Learning, vol. 18, no. 3, 217-230, 2005.
[26] I.J. Quitadamo, and A. Brown, Effective Teaching Styles and
Instructional Design for Online Learning Environments. ERIC
Document Reproduction Service, 2001.
[1] L.H, Phan, K. Joyce, and C. Brendan, “Nation Building, English as an
International Language, Medium of Instruction, and Language Debate :
Malaysia and Possible Ways Forward”. Journal of International and
Comparative Education, vol. 2, no. 2, 58-71, 2013.
[2] L.A. Mohd Nazri, “Multilingualism and personality traits among Malay
primary school students in vernacular schools”. IOSR Journal of
Humanities and Social Science (IOSR-JHSS), 8 (3), 24-31, 2013.
[3] M.V. Balderrama, and L.T. Diaz-Rico, Teaching Performance
Expectations for Educating English Learners. Boston: Pearson
Education, 2006.
[4] H.D. Pillay, Fragments of a Vision : A Case Study of the Implementation
of an English Language Curriculum Programme in Five Malaysian
Secondary Schools. University of East Anglia, 1995.
[5] L. Tan, Literacy for the 21st Century. Singapore: Educational
Technology Division, Ministry of Education, 2006.
[6] S. Nallaya, “The Measurement of Change in English Language
Proficiency”. Education Research, vol. 22, no. 2, 2012.
[7] S.D. Solanki, and M. Phil, “Use of technology in English language
teaching and learning : An analysis”. International Conference on
Language, Media and Culture, IPEDR.33. Singapore: IACSIT Press,
2012.
[8] A.B. Nadzrah, “English Language Activities in Computer-Based
Learning Environment : A Case Study in ESL Malaysian Classroom”.
GEMA Online Journal of Language Studies, vol. 7, no. 1, 2007.
[9] BECTA. (2001). Primary Schools of the Future - Achieving Today.
DfEE.
[10] R.C. Gardner, and W.E. Lambert, Attitudes and Motivation in Second
Language Learning. Rewley Mass: Newbury House, 1972.
[11] J.M. Keller, “Motivation and Instructional Design: A Theoretical
Perspective”. Journal of Instructional Development, vol.2, no.4, 26-34,
1979.
[12] D.M. Gabrielle, The Effects of Technology-Mediated Instructional
Strategies on Motivation, Performance and Self-Directed Learning. U.S.
Military Academy Center for Teaching Excellence, 2002.
[13] M.S. Alessi, and R.S. Trollip, Computer-based Instruction: Methods and
Development. 2nd Edition. New Jersey: Prentice Hall, 2001.
[14] L. Hsu, and C.M. Sheu, “ A study of low English proficiency students'
attitude toward online learning”. Electronic Journal of Foreign
Language Teaching, vol.5, no. 2, 240-264., 2008.
[15] R. Bangert-Browns, J. Kulik, and C.L. Kulik, “Effectiveness of
computer-based education in secondary schools. Journal of Computer-
Based Instruction, vol. 12, 59-68, 1985.
[16] R.E. Mayer, Multimedia Learning. Cambridge: Cambridge Press, 2001.
[17] M.M. Chang, and J.D. Lehman, “Learning Foreign Language Through
an Interactive Multimedia Program : An Experimental Study on the
Effects of the Relevance Component of the ARCS Model”. CALICO
Journal, vol. 20, no. 1, 81-98, 2002.
[18] PISA, 2. (2006). Science Competencies for Tomorrow's World Volume
1: Analysis. Organisation for Economic Co-operation and Development.
[19] M. Meiers, S.T. Khoo, K. Rowe, A. Stephanou, P. Anderson, and K.
Nolan, “Growth in Literacy and Numeracy in the First Three Years of
School”. ACER Research Monograph (Australian Council for
Educational Research), 61, 2006.
[20] R.C. Gardner, A.M. Masgoret, J. Tennat, and L. Mihic, “Integrative
motivation : Changes during a year-long intermediate-level language
course”. Language Learning, vol. 54, no. 1, 1-34, 2004.
[21] Z. Dörnyei, and K. Csizér, “The Internal Structure of Language
Learning Motivation and Its Relationship with Language Choice and
Learning Effort”. The Modern Language Journal, vol. 89, no.1, 19-36,
2005.
[22] X. Xiong, “A comparative study of boys’ and girls’ English study
differences”. Journal of Language Teaching and Research, vol. 1, no. 3,
2010.
[23] J.E. Ormrod, Educational Psychology Developing Learners (Vol. 10).
Prentice Hall., 2008.
[24] S.D. Krashen, “Formal and informal linguistic environments in language
acquisition and language learning”. TESOL Quarterly, vol. 10, no. 2,
1976.
[25] M.M. Chang, “Applying self-regulated learning strategies in a webbased
instruction - An investigation of motivation perception”.
Computer Assisted Language Learning, vol. 18, no. 3, 217-230, 2005.
[26] I.J. Quitadamo, and A. Brown, Effective Teaching Styles and
Instructional Design for Online Learning Environments. ERIC
Document Reproduction Service, 2001.
@article{"International Journal of Business, Human and Social Sciences:68394", author = "Y. T. Gee and I. N. Umar", title = "The Effects of Drill and Practice Courseware on Students’ Achievement and Motivation in Learning English", abstract = "Students’ achievement and motivation in learning
English in Malaysia is a worrying trend as it is lagging behind several
other countries in Asia. Thus, necessary actions have to be taken by
the parties concerned to overcome this problem. The purpose of this
research was to study the effects of drill and practice courseware on
students’ achievement and motivation in learning English language.
A multimedia courseware was developed for this purpose. The
independent variable was the drill and practice courseware while the
dependent variables were the students’ achievement and motivation.
Their achievement was measured using pre-test and post-test scores,
while motivation was measured using a questionnaire. A total of 60
students from three vernacular primary schools in a northern state in
Malaysia were randomly selected in this study. The findings indicate:
(1) a significant difference between the students’ pre-test and posttest
scores after using the courseware, (2) no significant difference in
the achievement score between male and female students after using
the courseware, (3) a significant difference in motivation score
between the female and the male students, and (4) while the female
students scored significantly higher than the male students in the
aspects of relevance, confidence and satisfaction, no significant
difference in terms of attention was observed between them. Overall,
the findings clearly indicate that although the female students are
significantly more motivated than their male students, they are
equally good in terms of achievement after learning from the
courseware. Through this study, the drill and practice courseware is
proven to influence the students’ learning and motivation.
", keywords = "Courseware, drill and practice, English learning,
motivation.", volume = "8", number = "12", pages = "3817-6", }
