Investigating how implementing interactive technologies in a secondary school science program influences student attitude and motivation towards science learning

This research study was an action research study comparing student attitudes and motivation toward science learning before and after the implementation of interactive technologies into secondary school science classrooms. Quantitative data were collected through survey questionnaires completed before and after the new technologies had been introduced. Results were analyzed using analysis of variance to determine if there were any statistically significant increases in students' motivation towards science learning. In the analysis of the student questionnaires, there were no quantitative data found to indicate that the inclusion of interactive technologies have increased student attitude or motivation towards learning science in this sample population. While the study did not generate any significant conclusions, it did provide information and recommendations into how technology could be better utilized in this secondary setting.