The effects of student-sequenced learning objects and student-selected multimedia formats on motivation and achievement in a family finances learning unit

The purpose of this study was to determine the effectiveness of a self-directed learning unit on student achievement and motivation based upon the level of freedom students were given to self-direct the sequence of learning objects and self-select multimedia formats for those learning objects in an online Family Finances learning unit. This study focused on student achievement and motivation by employing a posttest-only control group design with random assignment to one of four groups. Participants in the control group were not allowed to self-direct the sequence of learning objects (Los) or self-select multimedia formats for those LOs. However, participants in the other three experimental groups were given varied levels of freedom to self-direct the sequence of LOs and self-select preferred multimedia formats for those LOs.;The LOs and multimedia content in the unit were developed using the ADDIE (analyze, design, develop, implement, evaluate) model of instructional design. Twelve LOs were created using a variety of multimedia formats including text, PowerPoint, audio (MP3), video (Flash), video (iPod), and video (WMV). The unit utilized a researcher-designed achievement instrument and Keller's (2010) Instructional Materials Motivation Survey (IMMS) to measure student performance and motivation.;Results of the data analyses that focused on student achievement indicated there was a significant difference between students who self-directed the sequence of LOs and an instructor-directed LO sequence. Interestingly, instructor sequenced LOs improved student achievement more than student sequenced LOs. In contrast, however, there was no significant difference found in student achievement between student- and instructor-selected multimedia formats. This finding suggested that no improvement in student achievement occurred by allowing students the ability to self- direct the sequence of LOs.;Data analyses results focused on student motivation indicated there was no significant difference between student- and instructor-sequenced LOs. Additionally, there was no significant difference found in student motivation between student- and instructor-selected multimedia formats. Both results implied that student motivation was not improved by allowing students the freedom to self-direct the sequence of LOs or self-select multimedia formats for those LOs.