Effects of a Seamless Inquiry-based Science Learning Strategy on Lower Secondary School Students’ Science Motivation in Rural Context
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Abstract
Motivation in learning science is a critical factor influencing the efficacy of modern learners' educational experiences. Seamless learning is a pedagogical method that bridges learning gaps and enhances meaning and effectiveness. This approach incorporates digital technology into the learning process, serving as an aid to student engagement. This study aims to investigate the science motivation among a group of students engaged in science learning through a seamless inquiry-based method using mobile technology. The participants comprised 45 lower secondary school students from 7th and 9th graders in a public school. These students were exposed to a 300-minute seamless inquiry-based learning intervention. The science motivation was measured using a 5-point Likert scale questionnaire consisting of 25 items, divided into five subcategories: Intrinsic Motivation (IM), Career Motivation (CM), Self-Determination (SDT), Self-Efficacy (SEC), and Grade Motivation (GM). The students’ science motivation was assessed before and after the intervention. The data was analyzed using the Independent Samples t-test to compare the students’ science motivation. The research found that the sub-dimensions of IM, CM, SDT, and SEC in science motivation showed higher average scores after the learning period, except for GM, which showed the opposite effect. It was observed that there was a significant statistical improvement in the IM and CM dimensions. The study conclusively demonstrates that the seamless inquiry-based learning approach using mobile technology significantly enhances specific dimensions of science motivation among lower secondary school students.
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