Abstract
The research aimed to check for difference in learning motivation between students learning online and students participating in modern classroom instruction. The study participants included students attending grades 5 to 8, divided into experimental (online classes) and control groups based on pre-testing. The results show that there is no statistically significant difference in motivation between the tested sub-samples. Student motivation for learning natural sciences declines with their years of schooling, but this is not statistically significant. It can be concluded that online teaching of Science and Biology as a learning tool can be as motivating as modern teaching using active classroom methods.
Highlights
Digital society, in which today's students live, implies the use of Information and communication technology (ICT) for both social interactions and learning
A review of the table shows that both groups show relatively uniform values in the assessment of individual dimensions of motivation, whereupon only the dimensions of anxiety and locus of internal control show slightly lower values of arithmetic mean and a relatively high variability in responses. From this it can be concluded that the respondents of both groups are uniform in their estimations of motivation dimensions and that both groups are more uncertain in personal assessment of anxiety while determining the success in and mastery of the teaching contents of Science and Biology, and they are significantly more uncertain in assessing the variables indicating the locus of internal control
The results show that students are generally motivated to learn during Science and Biology classes, but apart from intrinsic motivation, external reward in the form of good grades is still important to them
Summary
In which today's students live, implies the use of Information and communication technology (ICT) for both social interactions and learning. In order for ICT to become a teaching tool, it is necessary, in addition to objective factors, infrastructure and material conditions, to have competent teachers who will apply elearning and be able, if necessary, to conduct complete online instruction using elearning systems (in this paper, the term e-learning refers to a complete online instruction). It is this kind of teaching, which applies e-learning and modern teaching strategies that can develop the potential of children and prepare them for the challenges of everyday life (Bulić et al, 2017). Social-cognitive theory (Bandura, 1986; Pajares and Schunk, 2001; Pintrich, 2003) explains that the processes of human learning and motivation are in an interaction that integrates the characteristics of the individual
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