The impact of simulation-supported context-based learning approach on the six dimensions of students' motivation in chemistry

Abstract

The efficacy of the simulation-integrated context-based approach (SICBA) on each of the six motivational dimensions of grade 10 students was compared to the efficacy of the context-based approach (CBA), simulation-integrated conventional teaching approach (SICTA), and conventional teaching approach (CTA) using the 7E learning model. The study employed a quasi-experimental pretest-posttest non-equivalent control group design. A six-dimensional chemistry motivation scale was utilized to collect data from 229 students. Descriptive and inferential statistics were used to analyse the data. The results showed that the motivation of SICBA-treated group was significantly different from CBA-treated group regarding intrinsic motivation. Although the SICBA group had higher mean scores, there were no significant differences from the CBA group in external motivation, self-determination, self-efficacy, personal relevance, and career motivation. Likewise, SICBA significantly enhances all six dimensions of student motivation compared to SICTA and CTA. The study suggests that similar to SICBA, CBA can also effectively improve students' motivation to learn chemistry. Chemistry teachers can then employ CBA (with or without simulation) via the 7E model to increase student motivation.