The Influence of Inquiry-Based Teaching on Male and Female Students’ Motivation and Engagement

Student engagement is one of the indicators of a successful teaching and learning process. Many studies claim that student engagement is associated with the performance and achievement of students. In this study, the researchers aimed to determine the effects of science laboratory environments and science learning motivation towards student engagement in learning science among non-science students. 468 upper secondary non-science students in Sarawak were involved in this survey with the administration of three sets of questionnaires on science laboratory environment, science learning motivation and student engagement in science learning. Multiple regression was used to analyse the research questions. Both science laboratory learning environment (r = 0.523) and science learning motivation (r = 0.670) are found positively correlated to student engagement. The results also revealed that the science laboratory learning environment and science learning motivation are significant predictors of student engagement in learning science with R2 = 0.463. Specifically, student cohesiveness, open-endedness, integration and material environment in the science laboratory learning environment and all the dimensions of motivation predict student engagement in science learning. The findings suggest that educators, especially science teachers, should utilise the laboratory effectively and keep students motivated to ensure their active engagement in science learning.

Problem. A significant segment of the U.S. population, under-represented students, is under-engaged or disengaged in secondary science education. International and national assessments and various research studies illuminate the problem and/or the disparity between students’ aspirations in science and the means they have to achieve them. To improve engagement and address inequities among these students, more contemporary and/or inclusive pedagogy is recommended. More specifically, multicultural science education has been suggested as a potential strategy for increased equity so that all learners have access to and are readily engaged in quality science education. While multicultural science education emphasizes the integration of students’ backgrounds and experiences with science learning , multimedia has been suggested as a way to integrate the fundamentals of multicultural education into learning for increased engagement. In addition, individual characteristics such as race, sex, academic track and grades were considered. Therefore, this study examined the impact of multicultural science education, multimedia, and individual characteristics on under-represented students’ engagement in secondary science. Method. The Under-represented Students Engagement in Science Survey (USESS), an adaptation of the High School Survey of Student Engagement, was used with 76 highschool participants. The USESS was used to collect pretest and posttest data concerning their types and levels of student engagement. Levels of engagement were measured with Strongly Agree ranked as 5, down to Strongly Disagree ranked at 1. Participants provided this feedback prior to and after having interacted with either the multicultural or the nonmulticultural version of the multimedia science curriculum. Descriptive statistics for the study’s participants and the survey items, as well as Cronbach’s alpha coefficient for internal consistency reliability with respect to the survey subscales, were conducted. The reliability results prompted exploratory factory analyses, which resulted in two of the three subscale factors, cognitive and behavioral, being retained. One-within one-between subjects ANOVAs, independent samples t-test, and multiple linear regressions were also used to examine the impact of a multicultural science education, multimedia, and individual characteristics on students’ engagement in science learning. Results. There were main effects found within subjects on posttest scores for the cognitive and behavioral subscales of student engagement. Both groups, using their respective versions of the multimedia science curriculum, reported increased engagement in science learning. There was also a statistical difference found for the experimental group at posttest on the measure of “online science was more interesting than school science.” All five items unique to the posttest related to the multimedia

Promoting student engagement in learning activities and tasks has been a pivotal issue and goal of science education. Relevant literature has not yet addressed the underlying associations among students’ self-efficacy and engagement in science learning from a multi-dimensional perspective. Thus, this study aimed to examine the structural relationships between the two constructs through the structural equation modelling technique to differentiate the predictive powers of multi-faceted self-efficacy on various forms of engagement. A total of 478 Taiwanese senior high school students were invited to answer two survey instruments concerning self-efficacy and engagement in science learning, respectively. The main findings indicate that, first, the ‘Science Learning Engagement Instrument’ was proven to be valid and reliable to assess the students’ five distinct forms of engagement, including Cognitive, Behavioral, Emotional, Social, and Agentic engagement. It seems that the students had less agentic engagement experiences compared to the other forms of learning engagement. Moreover, this study further identified the multifaceted effects of self-efficacy on the manifold aspects of learning engagement in the literature. Overall, the path analysis results provide evidence that, in order to deeply engage learners in science learning, promoting their science learning self-efficacy from various aspects is of great importance.

Low learning motivation and limited student engagement remain persistent challenges in elementary science education, particularly in abstract topics such as light and sound. Conventional instructional approaches often fail to involve students, resulting in suboptimal learning experiences. In response to this issue, gamification-based digital learning media have emerged as a promising alternative to enhance student motivation and learning activities. This study aims to examine the effectiveness of Wordwall, a gamification-based learning medium, in increasing motivation and engagement in science learning among elementary school students. A mixed-methods approach with a sequential explanatory design was employed. Quantitatively, a true-experimental pretest–posttest control-group design was used with two Grade V classes at an elementary school in South Sulawesi, Indonesia, involving 50 students, equally divided into experimental and control groups. The experimental group received instruction using Wordwall, while the control group was taught using conventional methods. Data were collected using a learning motivation questionnaire and an observation sheet for learning activities. Qualitatively, phenomenological interviews were conducted with teachers and students to explore their learning experiences. The quantitative results showed that students in the experimental group experienced a significantly higher increase in learning motivation (21.37%) and learning activities (22.19%) compared to the control group (8.49% and 11.81%, respectively), with statistically significant differences confirmed by t-tests and ANOVA (p < 0.05). Qualitative findings supported these results, indicating that Wordwall created a more interactive, enjoyable, and engaging learning environment that encouraged active participation and sustained attention. The novelty of this study lies in integrating a true-experimental design with a qualitative phenomenological analysis to comprehensively examine the motivational and behavioral aspects of learning in elementary science education. In conclusion, Wordwall is an effective gamification-based learning medium for enhancing students’ motivation and engagement in science learning, and this study provides empirical evidence for the development of gamification-based instructional models in physics education at the elementary level.

As student engagement in science learning continues to garner significant attention from educational researchers, practitioners, and policymakers, the importance of understanding person and context-related factors that impact student engagement is increasingly recognized. In this mixed methods study, middle school students’ (N = 1,848) engagement was examined in relation to opportunities to participate in science learning (OtP in science) from 29 schools in the United States. Drawing on the ecological systems and opportunity-propensity frameworks, multilevel structural equation modeling was applied to test the relationship between OtP in science and student engagement, accounting for student (gender, grade, ethnicity) and school (socioeconomic status) factors. Results showed that at the student level, OtP in science was a statistically significant predictor of engagement, and this relationship varied by school. In addition, school SES predicted school-average OtP in science, and there was a statistically significant cross-level interaction for school SES, in that the relationship between OtP in science and engagement was stronger for schools with higher SES. In the qualitative phase, 6 student focus group interviews were analyzed to develop explanatory accounts for the quantitative results. Collaborative hands-on activities, peer-to-peer discourse, and positive teacher and student relationships were identified as social processes that facilitated students’ propensity to engage in the science learning opportunities. Factors related to school SES that explain the link between OtP in science and student engagement are also described. Taken together, our findings provide a more complete picture of how students’ engagement in science relates to person and context-related factors and hold theoretical and practical implications for the study of engagement in diverse classrooms. (PsycInfo Database Record (c) 2020 APA, all rights reserved)

Children start learning science in formal school settings as early as kindergarten ages. Scientific literacy is an essential component in forming science curriculum for students’ knowledge and understanding of scientific concepts across grades and with different scientific disciplines. Students’ cognitive engagement is displayed through different levels of cognitive processes involved during their knowledge construction. Much of the research in students’ cognitive engagement of science learning focuses on older students and the use of self-report measures on their cognitive strategies. Research on young learners’ cognitive engagement in science learning is missing in current literature. Part of the reason may be young learners are just beginning to develop a repertoire of cognitive strategies as well as lacking sufficient linguistic competence to accurately articulate the cognitive strategies involved in their science learning. The chapter introduces a theoretical and methodological approach, quantitative content analysis, to fulfill the gap. The chapter manifests the approach through three perspectives: (a) methodological approaches being employed in current studies of cognitive engagement in science learning, (b) the need for a different methodological approach for young learners, and (c) how this particular approach can be adopted in future research on young learners’ cognitive engagement in science learning.

Children start learning science in formal school settings as early as kindergarten ages. Scientific literacy is an essential component in forming science curriculum for students' knowledge and understanding of scientific concepts across grades and with different scientific disciplines. Students' cognitive engagement is displayed through different levels of cognitive processes involved during their knowledge construction. Much of the research in students' cognitive engagement of science learning focuses on older students and the use of self-report measures on their cognitive strategies. Research on young learners' cognitive engagement in science learning is missing in current literature. Part of the reason may be young learners are just beginning to develop a repertoire of cognitive strategies as well as lacking sufficient linguistic competence to accurately articulate the cognitive strategies involved in their science learning. The chapter introduces a theoretical and methodological approach, quantitative content analysis, to fulfill the gap. The chapter manifests the approach through three perspectives: (a) methodological approaches being employed in current studies of cognitive engagement in science learning, (b) the need for a different methodological approach for young learners, and (c) how this particular approach can be adopted in future research on young learners' cognitive engagement in science learning.

Intrinsic motivation plays a critical role in sustaining students’ engagement and persistence in science learning, particularly at the primary level. This study explores (1) how intrinsic learning motivation is manifested among fifth-grade students in science lessons and (2) what teacher and school efforts support the development of such motivation at GMIT Kuanino 1 Elementary School, Kupang City, Indonesia. A descriptive qualitative approach was employed. Data were collected through classroom observations, semi-structured interviews, and document analysis, enabling triangulation of information across sources. Findings indicate that students’ intrinsic motivation is supported by multiple interacting factors: (a) teachers’ use of varied and appropriate instructional methods, (b) utilization of learning media, (c) optimization of available facilities and learning resources, (d) continuous improvement of teacher quality through school programs, and (e) the creation of a pleasant and encouraging classroom climate. In addition, students’ enthusiasm for learning and the availability of basic classroom resources (e.g., tables, chairs, whiteboards, textbooks) strengthened participation in science learning activities. These results suggest that intrinsic motivation in primary science learning can be fostered through coherent pedagogical practices and supportive school environments. Implications are discussed for classroom instruction and school-level support to enhance student engagement in science learning.

Research worldwide is looking for ways to reform science education and increase student engagement in science education. Determining students’ engagement in science education can provide insight into the effectiveness of teaching and learning activities. For this reason, the Student Engagement in Science Learning scale, which was previously developed in a different sample, was adapted into Turkish. In this context, a two-way study was conducted. First, the validity and reliability study of the scale was conducted. 625 high school students participated in the study (M = 16.01, SD = 1.21). The results showed that the scale had good fit values for its four-dimensional and 20-item structure. Then, with the help of the adapted scale, the relationship between engagement in science learning and demographic variables and epistemological beliefs was tested. In this context, it was found that participation in science learning differed in some dimensions of the scale in favour of male students. In addition, the level of participation in science learning varied according to grade level. A weak relationship was found between students’ engagement in science learning and epistemological beliefs. The study provides pioneering results in students’ engagement in science learning and includes predictions about the variables that must be considered.

This study validated an instrument for measuring student engagement in the context of Chinese science curriculum reforms. We adapted existing items from well-designed instruments with the context of science learning and formed the initial instrument of the Student Engagement in Science Learning (SESL) consisting of 20 items in four subscales, including cognitive, emotional, behavioural, and agentic engagement. We recruited an expert panel to provide content and face validity during the adaptation process. The final sample of 578 was collected and analysed to provide the construct validity of the SESL instrument. The results from item analysis, confirmatory factor analysis, correlation analysis conformed the instrument's convergent and discriminant validity. Independent t-tests of gender and district groups confirmed the concurrent validity of the instrument. The Cronbach's coefficient alpha of the four subscales and the total scale are higher than 0.70, indicating the SESL instrument has the internal consistency reliability for measuring student engagement in science learning. Researchers and practitioners would benefit from the valid and reliable SESL instrument with the four constructs to measure and improve student engagement in science learning.

This study aims to determine whether students’ self-efficacy significantly mediates the relationship between academic hardiness and students’ learning engagement in science among grade 10 junior high school students in Talaingod District, Division of Davao del Norte. This quantitative research utilized descriptive and correlational designs. There were 169 respondents identified through stratified random sampling. Moreover, this study employed three adapted research instruments validated and treated using mean, standard deviation, Pearson-r, regression analysis, and Sobel z-test. The findings revealed high levels of academic hardiness, learning engagement and self-efficacy among the grade 10 respondents. The results also showed a significant relationship between academic hardiness and students’ learning engagement. Self-efficacy also found to be moderately positively correlated with students’ learning engagement in science. The results also revealed a strong positive relationship between academic hardiness and self-efficacy of students in science. Moreover, the findings indicate that self-efficacy partially mediates the relationship between academic hardiness and students’ learning engagement in science. These results encourage schools should employ workshops and active learning strategies for building academic hardiness, self-efficacy, and engagement in science and provide opportunities for their students to gain confidence and overcome challenges in academics. Furthermore, educators should also develop interventions to encourage collaborative learning in science; and equip teachers with strategies to give constructive feedback, manage positive environments, and inspire academic hardiness in students. Furthermore, future research should explore how academic hardiness and self-efficacy can be developed in other subjects and their impact on student outcomes across different educational settings. KEYWORDS: Science Education, Academic Hardiness, Learning Engagement, Self-Efficacy, Descriptive And Correlational Designs, Regression Analysis, Sobel Z-Test, Talaingod District, Davao Del Norte, Philippines.

Several variables associated with motivation toward science learning in preservice elementary teachers, such as relevance to personal goals and self‐efficacy, are important factors in preservice preparation. The main objective is to analyze the relationships of these motivational variables with the emotions of boredom and enjoyment, and with engagement in science learning. Data were obtained with a self‐report questionnaire completed by 871 preservice elementary teachers and analyzed using the structural equation model (SEM) methodology. The first step determined the adequacy of the measurement model and, in the second step, SEM showed that the variables associated with motivation for science learning significantly predicted the variance of boredom and enjoyment as 27% and 52%, respectively. The variables associated with motivation for science learning and emotions explained 67% of the variance in science learning engagement. Relevance to personal goals and self‐efficacy in science learning predicted the emotional variables. Emotional variables mediated the impact of motivational variables in science‐learning engagement. The fundamental role of emotions in motivation and science‐learning engagement in preservice elementary teachers is observed.

Objective: This qualitative descriptive study aims to describe the process and impact of implementing a structured and aesthetic note-taking strategy to optimize students' motivation to learn science. Learning motivation is a crucial factor that often declines due to monotonous learning methods. Method: This study focuses on the experiences of eighth-grade students at SMPN 1 Purwakarta in adopting more organized and visually appealing note-taking habits. Data collection was conducted through three methods: participatory classroom observation, document analysis of student notebooks, and in-depth interviews with 15 students selected through purposive sampling. The collected data were analyzed using the Miles and Huberman interactive analysis model, which includes data reduction, data presentation, and conclusion drawing. Results: The results show that students who implemented a structured and aesthetic note-taking strategy demonstrated positive changes in learning behavior. They became more active in processing information, rather than simply copying. Analysis of the notes revealed the use of information hierarchies, color coding, and simple diagrams that helped clarify complex science concepts. Interviews revealed that this strategy increased student interest because the note-taking process became more creative and personal. Students feel more confident and motivated to revisit their notes, which ultimately increases their persistence and engagement in science learning. Novelty: This study highlights the potential of structured and aesthetically enhanced note-taking strategies in improving student motivation and engagement in science, offering a creative and personalized approach to traditional note-taking methods.

The study investigated the effects of Metacognitive Learning Strategy (MLS) onstudents’ engagement in science of MalinaoHigh School, Malinao, Banisilan, Cotabato, Philippines. A quasi-experimental research design involving two intact groups of Grade 7 students exposed to MLS and non- MLS was utilized. An adopted questionnaire was used to determine students’ engagement. Independent t-test was used todetermine significant difference of students’ learning engagement between groups. Findings of the study revealed that cognitive and affective engagement of bothgroups manifested students are very much engaged in learning science, however, engagement of students in MLS was significantly higher than thosein the non-MLS class. Metacognitive Learning Strategies may be employed to enhance students’ engagement in science classes.

ABSTRACTThis study aimed to investigate the relationships among the middle school students’ perceptions of science teacher support, students’ motivation and students’ engagement in learning science. Student motivation was addressed with task value and academic self-concept while student engagement included aspects of agentic, behavioural, emotional and cognitive engagement. In the study, survey method was used and the data were collected though previously validated self-report questionnaires. Valid data were obtained from 1006 middle school students enrolled in one of the nine public schools in Turkey. The path analysis revealed that perceived science teacher’s support positively predicted students’ task value and academic self-concept in science. Furthermore, students who reported high levels of task value and academic self-concept showed higher levels of engagement in science. Accordingly, it seems important for science teachers to listen to the students, behave fairly and help them to solve their problems in order to motivate them for learning science and increase their engagement in science class.