Het gebruik van ICT in het basisonderwijs en de intrinsieke leerling schoolmotivatie.

Abstract

Previous studies have shown that the use of ICT increases the school motivation in the classroom. The findings of these studies are based on the observations of teachers. This study is based on the point of view of the students. Firstly, this study examined if the use of ICT predicted the intrinsic motivation of the students in the classroom. The first aim is to find out if education should use more ICT. Secondly, the study examined the moderation effect of gender on the association between the use of ICT and the intrinsic motivation in the classroom. The aim of this is to find out if ICT-education should be more gender-specific. The expectation of the study was that ICT use in the classroom is a predictor of intrinsic motivation with a difference between gender. A survey was made, to answer the research questions. This survey was prepared by existing questionnaires. The convenience sample consisted of 71 children, from Rotterdam, the Netherlands. Regression analyses in SPSS showed that the attached value of students on ICT-use has a significant predictive value on the intrinsic motivation. De amount of ICT use had no significant predictive value on the intrinsic motivation. Analyses through PROCESS indicated that the association between the amount of ICT use and intrinsic motivation is not influenced by gender. The association between attached value of students on ICT-use and intrinsic motivation is influenced by gender