Interaction between Cognitive Motivation and Style of Learners in a Participatory Learning Environment and Its Relationship to the Level of Academic Ambition for Students of Instrucational Technology.

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PhD Researcher, Department of Educational Technology, Faculty of Specific Education, Minia University.

Abstract

The aim of the present research was to identify the effect of a participatory learning environment based on the interaction between the level of cognitive motivation and the style of learners and its relation to the development of technological performance and the academic ambition of students of educational technology. The participants were (100) instructional technology majors enrolled in the fourth year, Faculty of Specific Education – Minia University. The research instruments included a participatory learning environment for the development of technological performance skills, a cognitive achievement test of skills, and an academic ambition scale. The findings indicated the effectiveness of the participatory learning environment in the development of the performance and cognitive aspects of the technological performance skills represented in interactive board and crisis management, and its effectiveness in developing the academic ambition of the students of educational technology. The order of groups was: Experimental one (high motive, thoughtful), Experimental two (high motive, impetuous), Experimental three (low motive, thoughtful) Experimental four (low motive, impetuous).  

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