Motivation related predictors of engagement in mobile-assisted inquiry-based science learning

Abstract

One of the major priorities of education systems nowadays is to promote Inquiry-Based Science Learning (IBSL). Research has shown that mobile learning can support and enhance inquiry-based science learning promoting learning achievement and motivation. However, engagement, as a consequence of motivation, in the context of mobile-assisted inquiry-based science learning, has not been adequately investigated. The current study implements a collaborative mobile-assisted inquiry-based science learning intervention in the context of secondary school science. The study is aiming at explaining and predicting student engagement in terms of the three motivational concepts of the Self-Determination Theory (SDT) of motivation: autonomy, competence and relatedness. Data collected for 80 secondary school students and analyzed with structural equation modeling. The proposed model explains about 63% of the variance in students' engagement in mobile­assisted inquiry-based science learning. Perceived autonomy was found to be the strongest predictor of engagement, followed by perceived relatedness. Based on the research findings, implications for practice and suggestions for future studies are also discussed.