THE IMPACT OF MICROLEARNING TECHNOLOGY ON THE MOTIVATION AND ACADEMIC ACHIEVEMENTS OF HIGHER EDUCATION STUDENTS
DOI:
https://doi.org/10.28925/2414-0325.2024.173Keywords:
microlearning technology, motivation, academic achievements, higher education students, LMS MoodleAbstract
This study examines the impact of microlearning technology on higher education students' motivation and academic achievement. The pedagogical research involved 128 first-year students of the Bachelor's degree in Economics of the educational programs ‘Economic Cybernetics’, ‘Digital Economy’, ‘International Economics’ and ‘Business Economics’ of the Faculty of Information Technology and the Faculty of Economics of the National University of Life and Environmental Sciences of Ukraine (NULES of Ukraine), who were selected by purposive sampling. A semi-experimental approach is used to achieve the research objectives. The study sample was divided into two groups according to educational programs: experimental (‘Economic Cybernetics’, ‘Digital Economy’) and control (‘International Economics’, ‘Business Economics’). The first group (control) of 62 students studied using the traditional approach, and the second group (experimental) of 66 students studied using microlearning technology. A survey was developed to determine the level of motivation of higher education students to conduct the study. ANOVA was used to evaluate the data, and the results indicate statistically significant differences in the responses of the study groups. The survey results show that experimental group students are more motivated to study than control group students. The study's results demonstrate a positive impact not only on the motivation but also on the academic achievements of students, which is confirmed by the results of the entrance and final tests. Considering the obtained and statistically confirmed data, we recommend teaching higher education students using microlearning technology, as it increases students' motivation and academic achievements.
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