Effect of the constructivists teaching method, undergraduate students’ statistics self-concept and other psychological constructs in mediating their motivation for learning statistics

Dissou Yarhands Arthur

doi:10.4314/ajesms.v15i2.11

Abstract

This study sought to model the effect of the constructivists teaching method, learners’ statistics self-concept and their psychological constructs (i.e. need for competence, relatedness and autonomy) in mediating undergraduate students’ motivation for learning statistics in a Ghanaian university. The study adopted quantitative approach by using simple random sampling techniques. A sample of 107 students from the Faculties of Technical and Vocational Education of the University of Education, Winneba were given questionnaires to measure how the constructivists teaching method and as well as psychological constructs have mediated their motivation for learning statistics. The data obtained were analysed using Structural Equation Modeling (SEM) to estimate model parameters to answer the research questions and test hypotheses. The study revealed that students’ psychological need for competence, relatedness and autonomy is positively and significantly influenced by the constructivism teaching approach. Moreover, students’ psychological need for relatedness and autonomy positively and significantly affect the students’ statistics self-concept. The results further suggested that students’ statistics self-concept positively and significantly influences students’ motivation to study statistics. The study concluded that the teaching method predicts students’ needs for competence (R2=0.189), relatedness (R2=0.503) and autonomy (R2=0.198). In addition, students psychological need for competence, relatedness and autonomy significantly predict (R2=0.630) students self-concept in statistics. Finally, students’ motivation can be predicted (R2=0.480) by constructivism teaching approach using psychological needs and self-concept as mediating variables.

Highlights

The sense of motivation in students’ academic life is crucial for learning any subject and it is highly needed for academic success (Toshalis & Nakkula, 2012)
The results are consistent with the study by Deci & Ryan, (2000) as they describe the need for competence, autonomy and relatedness as the three basic psychological needs for selfdetermination and motivation for learning statistics
The study after a careful scrutiny of the results concluded that the constructivism teaching approach positively and significantly influences students’ psychological need for competence, autonomy and relatedness

Summary

Introduction

The sense of motivation in students’ academic life is crucial for learning any subject and it is highly needed for academic success (Toshalis & Nakkula, 2012). Achievement for success has been the very reason for engaging in learning activities and the quest for achievement is highly supported by their self-determination drive for achievement. Every student goes through the learning activity with the prime aim of success and this success may not materialize without self-determination. Self-determination may emanate from an inward drive that propels individuals’ ability for performance and achievement. Goal orientation and achievement may be influenced by individuals feeling of competence, relatedness and autonomy. The need for competence, relatedness and autonomy can, to some extent, influence students’ academic self-concept for further influence on their motivation to study a subject.

Methods

Results

Discussion

Conclusion