Student’s academic performance and motivation via panel discussion under context-based learning approach in Science 9
This study examined the students’ academic performance and motivation via panel discussion under a context-based learning approach in Science 9. It aimed to determine the effects of using an innovative teaching pedagogy on students' academic performance and science motivation in their Biology c...
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| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
HO CHI MINH CITY OPEN UNIVERSITY JOURNAL OF SCIENCE
2024-10-01
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| Series: | Ho Chi Minh City Open University Journal of Science - Social Sciences |
| Subjects: | |
| Online Access: | https://journalofscience.ou.edu.vn/index.php/soci-en/article/view/3242 |
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| Summary: | This study examined the students’ academic performance and motivation via panel discussion under a context-based learning approach in Science 9. It aimed to determine the effects of using an innovative teaching pedagogy on students' academic performance and science motivation in their Biology class. A quasi-experimental and descriptive research design involving two (2) heterogeneous sections in Grade 9 was applied. A teacher-made test with a Cronbach Alpha of 0.838 was used to measure academic performance, and an adapted student motivation questionnaire with a Cronbach’s Alpha of 0.92 was used to measure the level of motivation. ANCOVA was used to determine the difference in academic performance between the two groups, and a t-test was used to determine the difference in the level of motivation between groups. The study's findings revealed a high academic performance among students in panel discussions under the context-based learning approach compared to the non-context-based learning approach group. Both groups’ motivation levels were similar: “highly motivated.” Further analysis of the student's academic performance was revealed to be significantly different, thus rejecting the first null hypothesis. Furthermore, the two groups were found not to be significantly different in motivation levels, failing to reject the second null hypothesis. The student’s academic performance via panel discussion under a context-based learning approach was improved. However, the pedagogical strategy did not affect the motivation level of students in science. |
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| ISSN: | 2734-9357 2734-9624 |