Scientific Motivation Research Articles

The Effect of Using Quizizz Educational Game Media for Increasing Class IV Students' Learning Motivation in Social Science

The problem in this study is the lack of use of the educational game media Quizizz which causes a lack of student motivation in social studies learning. The purpose of this research is: (1) to describe the use of educational game media Quizizz in social studies subjects, (2) to describe students’ learning motivation after using Quizizz educational game media, and (3) to find out whether there is a significant effect after using Quizizz educational game media. This study uses a quantitative approach to the type of experimental research. The type of experiment chosen was pre-experimental research with data collection instruments in the form of tests, observations, and questionnaires. The data analysis technique used is descriptive analysis and inferential analysis. Data was collected through a learning motivation questionnaire. The results of this study indicate that the implementation of the learning process using the media educational game Quizizz affects student motivation.
 Keywords: student learning motivation, games, quizizz

Pemanfaatan Media Pembelajaran Ipa Untuk Meningkatkan Motivasi Belajar Siswa DI SD Negeri 060928 Medan

Learning media are all forms used for activities to convey information that can be seen, manipulated, heard, read or discussed. The aim of this research is to find out how to use science learning media to increase student motivation at SD Negeri 060928 Medan. This type of research is descriptive qualitative research based on observation. Observation is a systematic observation of human activities and physical settings where these activities occur continuously from natural activities in order to produce facts. The results of this research indicate that the use of learning media can significantly increase student motivation in learning science. Teachers are able to use learning media clearly and make students interested in learning.

The Mediating Effect of Parental Involvement on the Relationship Between Teacher Support and Student Motivation in Learning Science

The main purpose of this study is to determine the mediating effect of parental involvement on the relationship between teacher support and student motivation in learning science. The respondents of this study were the 101 Grade 12 students of Samal Senior High School in Island Garden City of Samal who were selected through universal purposive sampling. It utilized a descriptive-correlational design with mediation analysis. The researcher used a three-part survey questionnaire, and the data was treated using Mean, Pearson-r, and mediation analysis. The results revealed that teacher support directly affects student motivation, and parental involvement significantly mediates the relationship, with an indirect effect estimated at 0.114 (SE = 0.0371, z = 3.07, p < 0.01). The direct effect of teacher support on student motivation is statistically significant, estimated at 0.544 (SE = 0.0637, z = 8.54, p < 0.001), and has yielded a highly significant total effect of 0.658 (SE = 0.0592, z = 11.12, p < 0.001), highlighting the strong impact of both teacher support and parental involvement on student motivation in learning science. Therefore, it is recommended that teachers build a positive relationship with parents to create an innovative classroom action plan with them as part of the school’s developmental plan program. Also, parents should be committed to their children’s needs. In this regard, students can be stimulated through science activities, webinars, training, or lectures provided by the school administrator and teachers to boost their interest in learning the subject.

The Mediating Role of Science Motivation in the Relationship between Computer Literacy and Academic Performance of Grade 6 Learners

In the current digital era, education research is increasingly focusing on the correlation between computer literacy, science motivation, and academic achievement. Thus, this quantitative research aimed to determine the mediating role of science motivation on the relationship between computer literacy and the academic performance of Grade 6 learners during the academic year 2023-2024. Modified and adapted survey questionnaires from the Department of Education Computerization Program (DCP), Cagayan State University – Andrews Campus, and Glynn (2011), using a 5-point Likert scale, were employed for data collection. Analysis involved mean, two-way ANOVA, and path analysis. Results showed that the Grade 6 learners exhibited a high level of computer literacy in terms of computer integration (mean=3.78). The academic performance of Grade 6 learners indicated a very high level in terms of student-related factors (mean=4.3). Concurrently, Grade six learners are often more extrinsically motivated (mean=4.09). Significant indirect relationship was shown between computer literacy and academic performance through science motivation. Significant direct relationship was also shown between computer literacy and academic performance. The total effect estimates of 0.531 (SE = 0.0804, Z = 6.61, p < 0.001) suggests that there is a significant overall relationship between computer literacy and academic performance, regardless of the mediating effect of science motivation. Recommendations can be made for future researches as to longitudinal study, qualitiative researches, and intervention studies.

Online collaborative tools for science education: Boosting learning outcomes, motivation, and engagement

AbstractBackgroundOnline collaboration tools have been identified as potentially effective means for enhancing student learning, motivation, and engagement in science education. However, their effectiveness in improving science education outcomes among middle school students remains uncertain.ObjectivesThe study aimed to investigate the impact of online collaboration tools on science education outcomes among middle school students, focusing on learning achievement, engagement, and motivation.MethodsA quasi‐experimental design with a pretest‐posttest control group was used in this study. A total of 60 eighth‐grade middle school students were involved in the study, with both the experimental and control groups comprising 30 students each. The experimental group incorporated the use of digital collaboration platforms, including Asana, Slack, and Team Viewer, as instrumental components of group project execution and discussion in their science lessons. Conversely, the control group adhered to the current educational approach in Turkey, characterized by the employment of an inquiry‐based learning strategy in their science instruction. Data was collected over eight weeks using a science achievement test, engagement scale, and science motivation scale.ResultsThe experimental group demonstrated significantly higher post‐test scores compared to the control group, suggesting that online collaboration tools positively impacted science education outcomes. Additionally, survey data indicated high levels of engagement and motivation among the experimental group students when using the online collaboration tools.ConclusionsThe findings support the notion that online collaboration tools can effectively enhance learning, motivation, and engagement in science education among middle school students. These results have significant implications for educators, educational institutions, policymakers, and curriculum developers. Further research is needed to examine the potential of these tools in various educational contexts and with different student populations. This will help broaden the understanding of how online collaboration tools can be integrated into diverse learning environments, potentially benefiting a larger number of students and further improving science education outcomes.

Experimental simulation of quantum superchannels

Simulating quantum physical processes has been one of the major motivations for quantum information science. Quantum channels, which are completely positive and trace preserving processes, are the standard mathematical language to describe quantum evolution, while in recent years quantum superchannels have emerged as the substantial extension. Superchannels capture effects of quantum memory and non-Markovianality more precisely, and have found broad applications in universal models, algorithm, metrology, discrimination tasks, as examples. Here, we report an experimental simulation of qubit superchannels in a nuclear magnetic resonance (NMR) system with high accuracy, based on a recently developed quantum algorithm for superchannel simulation. Our algorithm applies to arbitrary target superchannels, and our experiment shows the high quality of NMR simulators for near-term usage. Our approach can also be adapted to other experimental systems and demonstrates prospects for more applications of superchannels.

Evaluating the Effectiveness of Gaming Practices in Enhancing Computer Science Terminology Learning among Primary School Students

This research paper investigates the effectiveness of Game-Based Learning (GBL) in enhancing the memorization of computer science terminology and motivation among primary school students. Conducted with a sample of 80 students divided into an Experimental Group (EG) and a Control Group (CG), the study employed a quantitative methodology, including tests, questionnaires, and statistical analyses to evaluate the impact of a custom-developed game, “Rusty Rusty,” on learning outcomes. The findings revealed that students in the EG, who learned through GBL, demonstrated significantly higher memorization skills and motivation levels compared to their CG counterparts, who were taught using traditional methods. The study also explored the theoretical underpinnings of GBL, its practical implications for educators, and acknowledged the limitations of its research approach. With a significant difference in final exam scores and motivation rates, the results affirm the potential of GBL as a more engaging and effective alternative to conventional teaching in primary education. This study delves into the integration of gaming practices as a pivotal educational technology approach, specifically aimed at enhancing computer science terminology learning among primary school students. It underscores the potential of interactive and engaging methods to enhance learning experiences and outcomes, demonstrating how these approaches can make challenging subjects, such as computer science, accessible and appealing to young learners in the digital age.

The European Low Frequency Survey

In this paper we present the European Low Frequency Survey (ELFS), a project that will enable the detection of primordial B-mode polarization by measuring the Galactic and extra-Galactic foregrounds in the 5– 120 GHz frequency window. Indeed, the main difficulty in measuring the Bmode polarization comes not just from its sheer faintness, but from the fact that many other objects in the Universe also emit polarized microwaves, which mask the faint CMB signal. The first stage of this project will be carried out in synergy with the Simons Array (SA) collaboration, installing a 5.5–11 GHz coherent receiver at the focus of one of the three 3.5m SA telescopes in Atacama, Chile (“ELFS on SA”). The receiver will be equipped with a fully digital backend based on the latest Xilinx RF System-on-Chip devices that will provide frequency resolution of 1MHz across the whole observing band, allowing us to clean the scientific signal from unwanted radio frequency interference, particularly from low-Earth orbit satellite mega-constellations. This paper reviews the scientific motivation for ELFS and its instrumental characteristics, and provides an update on the development of ELFS on SA.

The predicting role of science motivation on the social emotional learning

The predicting role of science motivation on the social emotional learning

The Effect of Video Media-Based Jigsaw Type Cooperative Learning Model to Increase Motivation and Science Learning Outcomes

The purpose of this research is to ascertain whether or not the Jigsaw method, which makes use of video media, improves the scientific motivation and cognitive learning results for fifth graders at SDN 2 Tekorejo. One component of the quantitative approach used in this research is the genuine experiment design technique. The experimental group and control group were selected using simple random selection from all fifth graders in five public primary schools in the Melati Cluster, Buay Madang Timur District, East OKU. Instruments for data collecting include surveys, exams, and observations; tests for normality and homogeneity, as well as independent t-tests, t-test samples, and gain tests, are used for data analysis. Students' levels of intrinsic desire to learn were found to be 0.49 in the control group and 0.78 in the experimental group, according to the N-Gain test. The experimental group's N-Gain test for cognitive learning outcomes was 0.65, but the control group's was just 0.43. Students' motivation and cognitive learning results were improved in the video-assisted jigsaw method class compared to the lecture method control class. It follows that students' motivation and cognitive learning results are impacted by the Jigsaw method with video media assistance.

A Conceptual Approach to Adapting the Science Motivation Questionnaire (SMQ) II to Explore Motivational and Background Factors Influencing Student Enrollment on College Technology Programmes

A Conceptual Approach to Adapting the Science Motivation Questionnaire (SMQ) II to Explore Motivational and Background Factors Influencing Student Enrollment on College Technology Programmes

Assessing the ınfluence of scientific story on multiple aspects of primary school students' science learning

The aim of this research is to examine the effect of using scientific stories in science education courses on the science process skills and motivation of primary school 4th-grade students towards science education course. A quasi-experimental method was applied to 37 fourth-grade primary school students from two classes in a district of the Western Black Sea region. While science education courses were given in the control group (CG) with the activities available in the science education course curriculum, in the experimental group (EG), it was given with scientific stories. Quantitative data in the research were obtained by implementing a motivation scale for learning science and a scientific process skill scale as pre-test and post-test. The experimental study was carried out for five weeks, with three-hour courses in both groups. The independent sample t-test and the t-test for dependent groups were employed to assess the outcomes from the study. The research revealed that prior to the experimental procedures, the experimental and control groups did not show any difference in terms of their scientific process skills and enthusiasm for learning science and motivation to learn science. The post-tests showed a marked contrast between the experimental and control groups, demonstrating that teaching science education courses with scientific stories was beneficial. Assessing the disparity in motivation for learning science and scientific process skills in the EG between the pre-tests and post-tests revealed a heightened motivation in the post-test, leading to the realization that the implementation of scientific stories had a positive impact on motivation for learning science.

Visual Auditory and Kinesthetic Learning Model to Improve Students’ Motivation, Creativity, and Learning Outcomes

This study aims to identify how well the application of the VAK learning model can improve students' motivation, creativity, and scores in social science subjects. The study applies Classroom Action Research with two cycles. Each cycle consists of planning, implementing, observing, and reflecting. The respondents are 30 students of grade 9C grade at SMP N 1 Mlati which consists of 19 females and 11 males. The data analysis technique used quantitative descriptive methods. The results of the study show that applying the VAK learning model can increase the motivation, creativity, and outcomes of the students. The score of motivation of the pre-cycle is high and very high categories; as much as 43.34%, in cycle I it gets 70%, and finally, in cycle II it gets 100%. The score of creativity in the pre-cycle stage is good and very good categories; as much as 20%, the cycle I it gets 66.67%, and it gets 96.67% in cycle II. The minimum score for students in the pre-cycle stage is 46.67%, in the first cycle it gets 70% and the cycle II it gets 93.33%. It can be concluded that applying the VAK learning model can increase the students' motivation, creativity, and scores in social science.

Motivational component profiles in learning embryology: A comparative study between first and final year medical students

Background: As a part of the "triangulation approach" for remodeling teaching-learning pedagogy related to embryology, we conceived the idea of comparing the motivational component profiles of first-year and final-year students, who might have realized the salience of learning embryology after seeing remarkable cases of congenital malformations. Methods: We used an observational study design for assessing the interrelation of motivational component profiles between both cohorts using the Science Motivation Questionnaire II (SMQ II)1. Of the total sample size of 150 first-year students, 126 agreed to participate, and similarly, out of 150 final-year students, 105 had consented to participation [‘convenience’ model of sampling]. The measures of central tendency, i.e., mean and standard deviation, were calculated for each item, and the Mann-Whitney test was utilized to compare the mean score of each motivational component. Results: Our results indicate that the overall motivational profile for learning embryology differs among first and final-year students. The mean intrinsic motivation and self-determination scores were slightly higher in the first-year cohort, whereas self-efficacy scores were slightly higher in the final-year cohort. This information integrates students’ levels and types of motivation into the planning, delivery, and evaluation of medical education. Conclusion: Despite being one of the key components of self-regulated learning, motivational component profiles remain unaddressed in contemporary medical education owing to their abstractness and subjectivity in terms of documentation. The current study helped us envisage the difference in motivational component profiles toward learning embryology in cross-section. It also senses the need for incorporating motivational short courses in undergraduate curricula, especially in remediation programs.

Motivation for Scientific Research of Faculty at the National Defense and Security Training Center belongs to Higger Education Institutions

By reviewing both national and international research on lecturers' scientific research motivation, considering the components of various research models, and incorporating appropriate research results to build a model of factors that affect lecturers' scientific research motivation in a few National Security and Defense facilities based in Ha Noi, this research has investigated these factors based on the data set of 144 responds from various lecturers, in addition to in-depth interviews of 03 lecturers of National Security and Defense Center, Vietnam National University. The analyzed data reveals that suggested elements with varying degrees of influence that contribute to lecturers' scientific motivation are: i) Lecturers' awareness of scientific reasearch; ii) Lecturers' ability to conduct scientific reasearch; iii) Support from Center/Faculty to scientific reasearch; iv) Social issues from the lecturers; and v) Research environment. These factors have mostly contributed to the full explaination of the influence level on lecturers' scientific research motivation.

FACTORS AFFECTING THE ABILITY OF SCIENCE PRE-SERVICE TEACHERS OF ELEMENTARY EDUCATION IN INDONESIA

This study aims to obtain information on the effect of attitudes towards science, achievement motivation and learning activities on science learning outcomes. This research has been conducted in the elementary school teacher education institutions in Jakarta, Bogor and Tangerang District, Indonesia. In this study, 200 samples were randomly selected, and data was collected through a survey. The respondents were the students who took the science course. This study used quantitative approach, survey methods, and path analysis. Data were analyzed using descriptive analysis, analysis of the requirement test, and inferential analysis. The research findings indicate: 1) science learning outcomes are positively influenced directly by attitudes towards science, achievement motivation and learning activities, 2). learning activities are directly influenced positively by attitudes towards science and achievement motivation. on these findings, it can be concluded that the increase in science learning outcomes is influenced by attitudes towards science, achievement motivation and learning activities.

Revitalizing Science Education: Harnessing the Power of Traditional Filipino Games in the Classroom

The primary aim of this research endeavour was to assess the efficacy of integrating traditional Filipino games as an instructional tool for enhancing the motivation, enthusiasm, and academic performance of seventh-grade students in the field of science. The study employed a combined approach, encompassing a descriptive analysis and a quasi-experimental one-group pretest-posttest design. A total of 57 students enrolled in the seventh grade of a laboratory high school participated in the study. The outcomes of the investigation indicated a substantial positive impact of traditional Filipino games on students' motivation, interest, and academic achievements in the context of science. The t-test reveals a significant difference in motivation (t=-3.818, p < 0.01), interest (t=-4.913, p < 0.01), and achievement (t=-8.781, p < 0.01) in science before and after the intervention. These findings imply that traditional Filipino games can be effectively leveraged as a pedagogical strategy to enhance students' motivation, interest, and academic performance in the domain of science.

Small course interventions focused on whole-person development increase aspects of student affect for women, Asian and first-generation students

Students from historically excluded groups are more likely to persist in STEM if they believe that what they learn can provide them with tools to better their communities. One way to achieve this is to contextualize course content in ways that empower students to develop positive identities with science. Given the disproportionate ostracism of persons excluded based on ethnicity or race (PEERs) from STEM degree programs, we examined student responses to incorporating modules that emphasized either the relevance of course content or whole-person development into discussion sections of a large-enrollment introductory environmental sciences course. Reflection activities in the relevance sections emphasized how the course content related to societal problems of interest, while reflection activities in the whole-person development sections focused on how to use college and career to live a fulfilled, productive life. To measure the impact of these different reflection modules, we administered pre−/post-surveys with questions that queried life satisfaction, science motivation, sense of belonging, and expectations for college. Results demonstrate that women, Asian students, and students with neither parent attending college demonstrated significant increases in specific aspects of student affect like personal science motivation, life satisfaction and/or sense of belonging regardless of intervention type. Small psycho-social interventions like these can be added to existing course structures to improve student affect and potentially serve as a steppingstone to bigger course reforms.

The interplay between scientific motivation, creative process engagement, and scientific creativity: A network analysis study

According to the social cognitive career theory (SCCT) and the Componential Model of Creativity (CMC), scientific motivation and creative process engagement are potentially involved in producing scientific creativity. Critically, more evidence is needed for how these constructs contribute to scientific creativity. For these reasons, the present study recruited 390 participants to complete online questionnaires on scientific motivation, creative process engagement, and scientific creativity. Correlation Network Analysis and Bayesian Network Analysis were employed to get an integrated model for studying the interactive effects among the factors. Bootstrap analysis was used to determine the critical path between these factors. Results showed that: (1) Intrinsic-related scientific motivation played critical roles in the regularized partial correlation network involving scientific motivation, creative process engagement, and scientific creativity. Further, more sparsity was revealed in the partial correlation network of males, but the scientific creativity of males is more strongly linked with other nodes in the network. (2) Career motivation was the parent node for the Bayesian Network and would positively impact scientific creativity by transforming it into intrinsic-related scientific motivation. In addition, idea generation and intrinsic motivation directly drive scientific creativity. The parent nodes of male and female Bayesian networks are different, but IMPR plays a central role in males and females. (3) The bootstrap path analysis further verified pathways revealed by the Bayesian Network, as extrinsic-related motivation influenced scientific creativity through intrinsic motivation and creative process engagement. These findings demonstrate that intrinsic-related scientific motivations are the critical factor for promoting scientific creativity and that females and males show different network characteristics. Educational relevance statementEnhancing our understanding of how scientific motivation and engagement in the creative process contribute to scientific creativity is crucial for developing targeted intervention programs to improve science education. By identifying students who exhibit lower levels of intrinsic motivation in science subjects, teachers can intervene early and prevent motivational issues and subsequent underachievement. Intrinsic motivation and active engagement in the creative process are critical factors in fostering scientific creativity. Creating an open and spontaneous learning environment enables students to explore freely and actively participate in the creative process, which enhances their creativity. However, it is essential to ensure that students refrain from mindlessly pursuing scientific careers, as this may hinder their scientific creativity. Integrating career motivation with intrinsic motivation can be a practical approach to promote engagement in the creative process and facilitate the development of scientific creativity. Educators should also provide a broader range of cognitive activities related to creativity. It is equally important to foster scientific motivation and promote scientific innovation among male and female students. Additionally, boys may benefit from specific career guidance to enhance their self-efficacy. In contrast, given that girls are less creative in their self-perception, interventions to address this lower creative self-efficacy seem especially important. For this, cultivating intrinsic motivation in science and promoting effective engagement in creative activities may be particularly effective for girls. Overall, by understanding the relationship between scientific motivation, creative process engagement, and scientific creativity, educators can design interventions that cater to individual needs and foster a supportive environment for students to excel in science education.

Development of Augmented Reality (AR) Learning Media to Increase Student Motivation and Learning Outcomes in Science

This research aims to 1) develop AR learning media regarding the interaction of living things and the environment, 2) determine the feasibility and response to AR media, and 3) determine differences in students' motivation and science learning outcomes before and after implementing AR media. AR-based mobile application. The study of AR media development uses the Waterfall development model which consists of 5 stages, namely analysis, design, code, testing, and maintenance. In-depth research data collection techniques use observation sheets, interview guides, media expert and material expert validation questionnaires, student response questionnaires as well as science learning motivation questionnaires and cognitive tests. The learning trial used a quasi-experimental design method with a research pattern using a nonequivalent control group pretest and posttest design involving 2 classes, namely class VII-C as the control group and VII-D as the experimental group. The results of the research show that 1) AR-based mobile applications can be used anytime and anywhere, the resulting applications are equipped with animations, games, and 3-dimensional and 2-dimensional images, 2) the product is valid and AR-based AR-based mobile applications are suiTabel for testing and response results in students towards AR-based mobile applications received a very good response from students, 3) learning using AR-based mobile applications can increase learning motivation and student learning outcomes, especially in the subject of interaction between living things and the environment.