National Changhua University of Education Institutional Repository : Item 987654321/14646

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NCUEIR > College of Science > Graduate Institute of Science Education > Periodical Articles > Item 987654321/14646

Please use this identifier to cite or link to this item: http://ir.ncue.edu.tw/ir/handle/987654321/14646

Title:	Investigating the Influence of Motivation on Students’Conceptual Learning Outcomes in Web-based vs. Classroom-based Science Teaching Contexts
Authors:	Yen, Hung-Chih;Tuan, Hsiao-Lin;Liao, Chi-Hung
Contributors:	科學教育研究所
Keywords:	Conceptual learning;Science learning motivation;Web-based learning
Date:	2011
Issue Date:	2012-11-22T07:45:23Z
Publisher:	SpringerLink
Abstract:	The purposes of this study were to investigate students’ conceptual learning outcomes and the effect of motivation on students’ conceptual learning outcomes in two different contexts: a Web-based and a classroom-based instruction, which incorporated the Dual Situation Learning Model (DSLM). Nine classes of Grade eight students (N=190) were involved in the study; five classes participated in a Web-based context and four classes in a regular classroom-based context. The topic covered was chemical reaction. Students’ conceptual change outcomes were assessed using eight two-tier pre/post conceptual tests during the instruction and the reaction rate integrated conceptual test at the end of the instruction. Students’ motivation data were collected in the beginning and during instruction using the items from the Students’ Motivation Toward Science Learning (SMTSL) questionnaire. The data were analyzed using ANOVA, ANCOVA, bivariate correlation, and multiple regression analysis. Findings revealed that students’ motivational factors were correlated significantly with their conceptual learning outcomes in both Webbased and classroom-based science teaching. In the Web-based context, students’ motivation during the Web-based learning played a more important role on students’ conceptual learning outcomes than before learning.
Relation:	Research in Science Education, 41(2): 211-224
Appears in Collections:	[Graduate Institute of Science Education] Periodical Articles

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