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The effects of thinking maps-aided problem-based learning on motivation towards science learning among fifth graders

This research was conducted to evaluate the effects of Thinking Maps (TM)-aided Problem-based Learning (PBL) teaching method (TM-PBL) on motivation towards science learning among Fifth Graders. A quasi-experimental pre-test/post-test non-equivalent control group design was employed to measure studen...

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Main Authors: Siew, Nyet Moi, Ruslan Mapeala
Format: Article
Language:English
Published: 2017
Subjects:
LB Theory and practice of education
Online Access:https://eprints.ums.edu.my/id/eprint/18716/1/The%20Effects%20of%20Thinking%20Maps.pdf
https://eprints.ums.edu.my/id/eprint/18716/
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spelling my.ums.eprints.187162018-02-09T07:15:17Z https://eprints.ums.edu.my/id/eprint/18716/ The effects of thinking maps-aided problem-based learning on motivation towards science learning among fifth graders Siew, Nyet Moi Ruslan Mapeala LB Theory and practice of education This research was conducted to evaluate the effects of Thinking Maps (TM)-aided Problem-based Learning (PBL) teaching method (TM-PBL) on motivation towards science learning among Fifth Graders. A quasi-experimental pre-test/post-test non-equivalent control group design was employed to measure students’ motivation towards science learning (SMTSL) in motivational factors of self-efficacy, active learning strategies, science learning value, performance goal, achievement goal, and learning environment stimulation. The sample consisted of 270 Fifth Graders aged 11 years old. The students were randomly selected and assigned to TM-PBL (n=90), PBL (n=90), and Conventional Problem Solving (CPS) (n=90) teaching groups. The SMTSL questionnaire was administered prior to and after each intervention. A MANCOVA was conducted on the post-test measures of motivation using the students’ pre-test as the covariates. The result indicated that students taught via the TM-PBL teaching method gained significantly higher levels than their counterparts from the PBL group in Self-efficacy, Active learning strategies, Achievement Goal and Learning environment stimulation. Likewise, students taught via the TM-PBL teaching method gained significantly higher levels than their counterparts from the CPS group in all motivational factors. The findings suggest that the Thinking Maps-aided Problem-Based Learning method is effective in improving motivation towards science learning among Fifth Graders. 2017 Article PeerReviewed text en https://eprints.ums.edu.my/id/eprint/18716/1/The%20Effects%20of%20Thinking%20Maps.pdf Siew, Nyet Moi and Ruslan Mapeala (2017) The effects of thinking maps-aided problem-based learning on motivation towards science learning among fifth graders. Journal of Baltic Science Education, 16 (3). pp. 379-394. ISSN 1648-3898
institution Universiti Malaysia Sabah
building UMS Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Malaysia Sabah
content_source UMS Institutional Repository
url_provider http://eprints.ums.edu.my/
language English
topic LB Theory and practice of education
spellingShingle LB Theory and practice of education
Siew, Nyet Moi
Ruslan Mapeala
The effects of thinking maps-aided problem-based learning on motivation towards science learning among fifth graders
description This research was conducted to evaluate the effects of Thinking Maps (TM)-aided Problem-based Learning (PBL) teaching method (TM-PBL) on motivation towards science learning among Fifth Graders. A quasi-experimental pre-test/post-test non-equivalent control group design was employed to measure students’ motivation towards science learning (SMTSL) in motivational factors of self-efficacy, active learning strategies, science learning value, performance goal, achievement goal, and learning environment stimulation. The sample consisted of 270 Fifth Graders aged 11 years old. The students were randomly selected and assigned to TM-PBL (n=90), PBL (n=90), and Conventional Problem Solving (CPS) (n=90) teaching groups. The SMTSL questionnaire was administered prior to and after each intervention. A MANCOVA was conducted on the post-test measures of motivation using the students’ pre-test as the covariates. The result indicated that students taught via the TM-PBL teaching method gained significantly higher levels than their counterparts from the PBL group in Self-efficacy, Active learning strategies, Achievement Goal and Learning environment stimulation. Likewise, students taught via the TM-PBL teaching method gained significantly higher levels than their counterparts from the CPS group in all motivational factors. The findings suggest that the Thinking Maps-aided Problem-Based Learning method is effective in improving motivation towards science learning among Fifth Graders.
format Article
author Siew, Nyet Moi
Ruslan Mapeala
author_facet Siew, Nyet Moi
Ruslan Mapeala
author_sort Siew, Nyet Moi
title The effects of thinking maps-aided problem-based learning on motivation towards science learning among fifth graders
title_short The effects of thinking maps-aided problem-based learning on motivation towards science learning among fifth graders
title_full The effects of thinking maps-aided problem-based learning on motivation towards science learning among fifth graders
title_fullStr The effects of thinking maps-aided problem-based learning on motivation towards science learning among fifth graders
title_full_unstemmed The effects of thinking maps-aided problem-based learning on motivation towards science learning among fifth graders
title_sort effects of thinking maps-aided problem-based learning on motivation towards science learning among fifth graders
publishDate 2017
url https://eprints.ums.edu.my/id/eprint/18716/1/The%20Effects%20of%20Thinking%20Maps.pdf
https://eprints.ums.edu.my/id/eprint/18716/
_version_ 1760229483682463744
score 13.211869

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