The Effects of source of motivation and mastert contingency on academic achievement and attitudes during computer-based learning

The purpose of this study was to determine the effects of sources of motivation and mastery contingency on student's achievement, attitudes, time-on-task, confidence, retention, and motivation level. Sources of motivation were operationalized as intrinsic motivation and extrinsic motivation; and the mastery contingencies were 50%, 70%, and 90%. The sample of the study consisted of 137 sixth and seventh grade elementary students in two private schools in Eskişehir. Students completed a computer-based lesson on earthquake that lasted about 1,5 hours. Following the instruction, they completed an achievement test, an attitude scale and an instructional materials motivation survey. Same achievement test was given to students two weeks later to measure their retention levels. Results indicated that the source of motivation did not have significant effects on academic achievement, but the mastery level had a significant effect on achievement. Also the source of motivation had a significant effect on motivation level. Students in intrinsic motivation group showed higher points of ARCS categories. Attitudes of all subjects were positive toward the computer-based instruction and the content of the instructional material.