Effects of a Dual-Approach Instruction on Students’ Science Achievement and Motivation

The effects of load reduction instruction on educational outcomes: An intervention study on hands‐on inquiry‐based learning in science

“…Students in both groups were given instructional worksheets to explain their learning tasks and were expected to work collaboratively in groups of four to carry out the hands‐on scientific investigations, record their processes and findings, and draw conclusions. In the science education literature, such instruction is also known as ‘physics by inquiry’ (McDermott et al, 1996), hands‐on scientific discovery or inquiry‐based learning (Hardy et al, 2006; Kadir et al, 2020). The activities were similar to those reported by Kadir et al (2020) and Hardy et al (2006), which are known to help students make sense of scientific principles.…”

“…In utilizing the inquiry‐based learning approach in science education, educators hence need to be acutely aware of these cognitive constraints and issues. Although adopting this approach may promote deep understanding of a topic in learners, novice learners who lack pre‐existing knowledge in the domain may become overwhelmed by the complexity of the learning tasks, resulting in impaired learning (Kadir et al, 2020; Kirschner et al, 2009; van Merriënboer & Sweller, 2005). In the planning and designing of inquiry‐based learning approach, it would be prudent for educators to consider alternative ways of implementing the approach in such a way that cognitive load is effectively managed, to support schema construction and acquisition for optimal learning to take place, whilst still providing an authentic environment to promote interest and real‐world problem solving in students (Kadir, 2018).…”

“…Besides the promotion of academic learning outcomes, hands‐on inquiry‐based learning also places cultivating the interest of students in the subject as one of its primary objectives. When cognitive load is managed and reduced sufficiently to cater to learner profiles in the LRI framework, learning is eased and students may start to enjoy learning science (Kadir et al, 2020). Their increased sense of competence through the successful completion of individual learning tasks may also contribute to their interest due to the prospect of being able to do well in the subject.Hypothesis (H5): The use of LRI framework in implementing hands‐on inquiry will improve students career aspirations.…”

Towards the Effective Motivation: Adaptation of the Situations in School Questionnaire (SISQ) to Lithuanian Educational Context

“…Įsitraukimas vertintas dviem rodikliais, po tris teiginius kiekvienam: kognityvinio (pavyzdžiui, "Kai išsprendžiu uždavinį neteisingai, apmąstau, ką dariau ne taip") ir elgesio (pavyzdžiui, "Dedu pastangas išmokti matematiką"). Mokinių įsitraukimas mokantis panašiais teiginiais vertintas kituose tyrimuose (pavyzdžiui, Wang et al, 2016;Pintrich et al, 1991;Kadir et al, 2020). Mokiniai prašomi galvoti apie matematikos mokymąsi ir įvertinti, kiek teiginiai jiems tinka, pagal 5 balų skalę nuo 1 (visiškai netinka) iki 5 (labai tinka).…”

Towards the Effective Motivation: The Main Results of DoIT3 Study and Recommendations

“…Gerovė matematikos pamokų metu buvo suprantama kaip mokinių patiriamos teigiamos ir neigiamos emocijos bei pasitenkinimas pamokomis. Visi šie aspektai vertinti remiantis kituose tyrimuose naudojamais įrankiais (Kadir et al, 2020;Pintrich et al, 1991;Wang et al, 2016;Watson et al, 1988). Papildomai dar vertinome mokinių akademinės motyvacijos tipus (Vansteenkiste et al, 2009), dėmesingą įsisąmoninimą (Greco et al, 2011), matematikos pažangumą bei mokytojų polinkį save pateikti socialiai pageidaujamu būdu (Stöber et al, 2002).…”