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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Article
Improving the Eighth Graders’ Motivation Toward Science Learning Through Inquiry-Based Teaching
Author(s)
Jeng-Fung Hung, Men-An Pan, Kun Lee
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DOI:10.17265/2161-623X/2017.06.001
Affiliation(s)
National Kaohsiung Normal University, Kaohsiung, Taiwan
ABSTRACT
This study aimed to improve
the eighth graders’ motivation toward science learning through inquiry-based
teaching and provide various evidences through cross-comparisons regarding the
students’ classroom environment perceptions. The quasi-experiment design was
adopted for this study with the subjects being the eighth graders from four
classes of a junior high school in Kaohsiung City, Taiwan. Two of the classes
were assigned to the experiment group (74 students) and the other two were the
control group (75 students). The inquiry-based teaching was applied to the
experiment group while the traditional textbook teaching with cookbook
experiments was applied to the control group. The teaching duration was the
first semester for the eighth graders with a total of six learning units being
taught in this period of time. The multi-variate analysis of variance (MANOVA)
was applied with the dependent variables being motivation toward science
learning and classroom environment perception and alpha being set to 0.05. It
was found that the students in the experiment group were more likely to
perceive the supportive inquiry-learning environment. And two of their
intrinsic motivations—science learning value and learning environment
stimulation, were stronger than the students in the control group. However, the
extrinsic motivation—performance goal, of the students in the control group was
stronger.
KEYWORDS
classroom environment perception, inquiry-based learning environment, science learning motivation
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