Evaluating student motivation in organic chemistry courses: moving from a lecture-based to a flipped approach with peer-led team learning

2018 ◽  
Vol 19 (1) ◽  
pp. 251-264 ◽  
Author(s):  
Yujuan Liu ◽  
Jeffrey R. Raker ◽  
Jennifer E. Lewis
Keyword(s):  
Organic Chemistry ◽  
Academic Achievement ◽  
Student Motivation ◽  
Flipped Classroom ◽  
Academic Motivation ◽  
Team Learning ◽  
Analysis Of Covariance ◽  
Pedagogical Approach ◽  
Academic Motivation Scale ◽  
Main Effect

Academic Motivation Scale-Chemistry (AMS-Chemistry), an instrument based on the self-determination theory, was used to evaluate students’ motivation in two organic chemistry courses, where one course was primarily lecture-based and the other implemented flipped classroom and peer-led team learning (Flip–PLTL) pedagogies. Descriptive statistics showed that students in both courses were more extrinsically motivated and their motivation moved in negative directions across the semester. Factorial multivariate analysis of covariance revealed a main effect of pedagogical approach. Students in the Flip–PLTL environment were significantly more motivated toward chemistry at the end of the semester while controlling for the motivation pre-test scores; however, there was no evidence for a sex main effect or an interaction effect between sex and pedagogical approach. Correlation results revealed variable relationships between motivation subscales and academic achievement at different time points. In general, intrinsic motivation subscales were significantly and positively correlated with student academic achievement;Amotivationwas negatively correlated with academic achievement. The findings in this study showed the importance of Flip–PLTL pedagogies in improving student motivation toward chemistry.

Development and evaluation of a chemistry-specific version of the academic motivation scale (AMS-Chemistry)

2017 ◽  
Vol 18 (1) ◽  
pp. 191-213 ◽  
Author(s):  
Yujuan Liu ◽  
Brent Ferrell ◽  
Jack Barbera ◽  
Jennifer E. Lewis
Keyword(s):  
Academic Achievement ◽  
Pilot Study ◽  
Intrinsic Motivation ◽  
Student Motivation ◽  
Academic Motivation ◽  
Medium Effect ◽  
Validity Evidence ◽  
Academic Motivation Scale ◽  
Motivation Scale ◽  
The Impact

Fundamentally concerned with motivation, self-determination theory (SDT) represents a framework of several mini-theories to explore how social context interacts with people's motivational types categorized by degree of regulation internalization. This paper aims to modify an existing theory-based instrument (Academic Motivation Scale, or AMS) and provide validity evidence for the modified instrument (Academic Motivation Scale-Chemistry) as a measure of seven types of student motivation toward chemistry. The paper explores how motivation as measured by AMS-Chemistry is related to student academic achievement and attendance. In a pilot study, the unmodified AMS showed good reliability, reasonable data fit, and the ability to detect motivational differences by sex in college chemistry courses. Based on the pilot study results, expert panel discussions, and cognitive interviews with students, the Academic Motivation Scale – Chemistry (AMS-Chemistry) was developed. AMS-Chemistry was administered to university students in a first semester general chemistry course twice within a semester. An examination of validity evidence suggested that the AMS-Chemistry data could be used to investigate student motivation toward chemistry. Results showed students were extrinsically motivated toward chemistry on average, and there was an overall motivational difference favoring males with a medium effect size. Correlation studies showed motivation was not associated with academic achievement at the beginning of the term, but intrinsic motivation subscales (to know, to experience, and to accomplish) were positively associated with academic achievement at the end of the term. Results also showed that students who persisted in class attendance scored higher on intrinsic motivation subscales than those who did not persist. The 28-item AMS-Chemistry is easy to administer and can be used to better understand students’ motivation status and how it might change across the curriculum. Faculty interested in promoting student intrinsic motivation may also use the AMS-Chemistry to evaluate the impact of their efforts.

The flipped classroom for teaching organic chemistry in small classes: is it effective?

2015 ◽  
Vol 16 (1) ◽  
pp. 179-186 ◽  
Author(s):  
Jessica M. Fautch
Keyword(s):  
Organic Chemistry ◽  
Problem Solving ◽  
Flipped Classroom ◽  
Pedagogical Approach ◽  
Course Content ◽  
Class Time ◽  
Small College ◽  
Summative Assessments ◽  
Video Lectures ◽  
The Subject

The flipped classroom is a pedagogical approach that moves course content from the classroom to homework, and uses class time for engaging activities and instructor-guided problem solving. The course content in a sophomore level Organic Chemistry I course was assigned as homework using video lectures, followed by a short online quiz. In class, students' misconceptions were addressed, the concepts from the video lectures were applied to problems, and students were challenged to think beyond given examples. Students showed increased comprehension of the material and appeared to improve their performance on summative assessments (exams). Students reported feeling more comfortable with the subject of organic chemistry, and became noticeably passionate about the subject. In addition to being an effective tool for teaching Organic Chemistry I at a small college, flipping the organic chemistry classroom may help students take more ownership of their learning.

Neural Basis for the Relationship Between Academic Motivation and Academic Achievement

2016 ◽  
Vol 2 (2) ◽  
Author(s):  
Rajib Chakraborty
Keyword(s):  
High School ◽  
Academic Achievement ◽  
High School Students ◽  
Academic Motivation ◽  
Neural Basis ◽  
School Students ◽  
Grade Point ◽  
Academic Motivation Scale ◽  
Level Of Significance ◽  
The Relationship

The present study is an attempt to provide evidence to the neural basis of the relationship between academic motivation and academic achievement constructs. Sample for the study includes 49 students (25 girls and 24 boys) from VIIIth and IXth classes of a secondary school in Sriram Nagar, Hyderabad, Telangana, India. The data for measuring academic motivation is collected using <italic>Academic Motivation Scale, High School Version (AMS-HS 28)</italic> for high school students prepared by Vallerand and et.al (1992). Academic achievement of the students is measured by collecting the students’ grade point average in a summative assessment. For data analysis, Pearson’s Product-Moment Correlation coefficient is used. The significance of the test is calculated using critical value table for Pearson’s Product-Moment Correlation for the level of significance α at 0.05. The findings of the study establish the prefrontal cortex of the brain as the neural basis for the relationship between academic motivation and academic achievement in the chosen subjects.

scholarly journals How Does The “Flipped Classroom Model” Impact On Student Motivation And Academic Achievement In A Chemistry Classroom?

2018 ◽  
Vol 29 (4) ◽  
pp. 201-212
Author(s):  
Nicole Sookoo-Singh ◽  
◽  
Laila N Boisselle ◽  
Keyword(s):  
Academic Achievement ◽  
Student Motivation ◽  
Flipped Classroom ◽  
Teacher Education Program ◽  
Information Communication ◽  
Caribbean Island ◽  
Student Centered ◽  
Qualitative And Quantitative ◽  
The Caribbean ◽  
Technology Resources

This action research was completed as a module on an in-service teacher education program and addressed form four (year 10, students aged 14–15 years old) students’ demotivation to study chemistry on the Caribbean island of Trinidad. My students often find chemistry challenging, and I suspect that teacher-centered methods probably contribute to their experience. The flipped classroom model was selected based on a review of the literature which identified it as a student-centered method with potential to impact both motivation and academic achievement. The research considered the flipped classroom’s impact on students’ motivation, academic performance, and perceptions of the intervention itself. The study was conducted over 4 weeks, and lessons were delivered asynchronously through the use of various Information Communication Technology resources such as email, websites, powerpoint presentations, and videos. Both qualitative and quantitative data were collected. Within the limitations of this study, academic achievement was not significantly impacted; student motivation was positively and significantly affected; and most students’ perception of the intervention was favorable though some indicated a preference for in-class lectures. Findings suggest further research into the utility of a blended method of synchronous and asynchronous lectures.

scholarly journals The Changes of University Students Academic Motivation over Time: the Relationship with Academic Achievement, Satisfaction with Studies and Psychological Well-Being

Pedagogika ◽  
2020 ◽  
Vol 137 (1) ◽  
pp. 5-24
Author(s):  
Mindaugas Rugevičius ◽  
Antanas Kairys ◽  
Ramutė Čepienė ◽  
Audronė Liniauskaitė ◽  
Liana Brazdeikienė ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Academic Motivation ◽  
Well Being ◽  
Large Individual ◽  
Spring Semester ◽  
Psychological Well Being ◽  
Academic Motivation Scale ◽  
One Year ◽  
The Relationship ◽  
Students Satisfaction

One of the most important psychological factors related to the success of studies is the students’ academic motivation. This study examined one-year changes in academic motivation, students’ satisfaction, and psychological well-being. Three hypotheses formulated: (1) Students’ motivation will decrease over the year, but it will be possible to distinguish the groups of students that will have different changes of motivation. (2) The decrease in intrinsic motivation will be associated with lower academic achievement and lower satisfaction with studies. (3) The decrease in intrinsicmotivation will be associated with lower psychological well-being.The first measurement performed during the spring semester, the second performed 12 ± 1 months later. 232 fully completed two-measurement questionnaires were selected for the analysis. The sample included 52 men and 180 women. The Student Academic Motivation Scale (SAMS-21) was used to assess academic motivation, and the Lithuanian Psychological Well-being Scale for Young People (LPGS-J) was used to measure psychological well-being. It was found that during one-year academic motivation decreased and it showed very large individual differences.Changes in academic motivation, students’ satisfaction, and psychological well-being are interrelated, and changes in motivation allow one to predict study satisfaction and psychological well-being. The assumption that changes in motivation would predict students’ academic achievement not confirmed.

Validation Study of the Academic Motivation Scale for Online University Learners

2019 ◽  
Vol 19 (7) ◽  
pp. 241-263
Author(s):  
Ji Hae Lee ◽  
Song Yi Beak ◽  
Dong-Jin Kim ◽  
Jinmi Kim ◽  
Eun Joo Lee
Keyword(s):  
Validation Study ◽  
Academic Motivation ◽  
Academic Motivation Scale ◽  
Motivation Scale

scholarly journals Competencia socioemocional en el aula: Características del profesor que favorecen la motivación por el aprendizaje en alumnos de Enseñanza Secundaria Obligatoria

2014 ◽  
Vol 20 (3) ◽  
pp. 257
Author(s):  
Mª Cristina Núñez del Río ◽  
Mónica Fontana Abad
Keyword(s):  
Emotional Intelligence ◽  
Academic Performance ◽  
Academic Motivation ◽  
School Failure ◽  
Emotional Competencies ◽  
Dysfunctional Family ◽  
Social And Emotional ◽  
Academic Motivation Scale ◽  
Motivation Scale ◽  
Recommended Guidelines

RESUMENNo se puede negar el incremento en los diez últimos años de investigaciones y publicaciones centradas en la Competencia Socioemocional. En concreto, este estudio aborda uno de los procesos que, según Goleman (1996), forma parte del constructo Inteligencia Emocional: la motivación. Numerosos estudios tratan su relación con el rendimiento y el fracaso escolar (González, Mendiri y Arias, 2002; Brier, 2006). El aumento de los índices de desmotivación en las aulas, unido a un rendimiento académico cada vez menor en algunos grupos de alumnos —a los que se unen aspectos y situaciones familiares disfuncionales—, justifica este estudio acerca de uno de los factores que más incidencia puede tener en los alumnos y sobre el que se puede intervenir: se trata de las características de los profesores que son percibidas como motivadoras por sus alumnos. En concreto, el estudio aborda el análisis de las diferencias en función de los diferentes cursos, el sexo y los factores de motivación según la Escala de Motivación Académica (EMA, Manassero y Vázquez, 1997, 1998). Para ello, se presentan los primeros hallazgos de un estudio, con una muestra incidental de 350 alumnos de ESO, pertenecientes a dos colegios concertados de diferentes áreas de Madrid. El trabajo concluye con algunas pautas de intervención para los profesores, que se consideran recomendables en la actuación en las aulas.ABSTRACTIt can’t be denied that, in the last ten years, research and publications focusing on Social and Emotional Competencies is increasing. This study addresses one of the processes, which according to Goleman (1996), is part of the Emotional Intelligence construct: motivation. Numerous studies deal with its relationship with performance and school failure (Gonzalez, Mendiri and Arias, 2002; Brier, 2006). The increased rates of demotivation in the classroom, coupled with an increasingly lower academic performance in some groups of pupils, together with dysfunctional family situations, justify this study about one of the factors with more impact on students: the characteristics of teachers who are perceived as motivating by the students. Specifically, in this paper, the differences taking into account the courses, the sex and the motivational factors according to the Academic Motivation Scale (EMA, Manassero and Vazquez, 1997, 1998) will be analyze. For this propose, the first findings of a study, with an incidental sample of 350 students from two schools in different areas of Madrid, will be presented. The paper concludes with some recommended guidelines for intervention for teachers in the classroom. 

Sign in / Sign up

Export Citation Format

Share Document