The Effect of Contextual Instruction on Students Motivation A Study for Making it Relevant

2015-04-24
Çiğdemoğlu, Ceyhan
Geban, Ömer
The aim is to investigate the effect of context-based approach (CBA) over traditional instruction (TI) on students’ motivation to learn chemistry and the effect of treatment on the factors of motivation. Six eleventhgrade classes with 187 students taught by three teachers from two public high schools were enrolled in this study. Each teacher had experimental and control group. These classes were assigned randomly as experimental and control. Chemistry motivation questionnaire was administered to groups before and after the treatment. The concepts of thermochemistry and thermodynamics were designed contextually for experimental groups and as usual for control groups. The treatment took almost eight weeks. First one-way ANOVA was used to compare groups, no difference across the groups was observed (p = .102). Then, MANOVA was used for revealing the effect of treatment on the factors of motivation. The results revealed that CBA was superior to TI on increasing students’ intrinsic motivation to learn chemistry (p= .014) and relevance of learning chemistry to personal goals (p= .001). Further studies may design more lessons on different chemistry concepts to increase students’ motivation to learn chemistry as a whole construct.
Citation Formats
C. Çiğdemoğlu and Ö. Geban, “The Effect of Contextual Instruction on Students Motivation A Study for Making it Relevant,” presented at the NARST 2015 Annual International Conference, (11 - 14 Nisan 2015), 2015, Accessed: 00, 2021. [Online]. Available: https://hdl.handle.net/11511/75467.