Case-based instruction significantly raises extrinsic goal orientation, task value, control of learning beliefs, and self-efficacy, but not intrinsic goal orientation or test anxiety¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1–r2 · q2 · i1–i2
Currency · newest study 2012 · checked against its sources 2026-11-02 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q2 i2 Follow-up univariate ANOVAs on gain scores showed significant treatment effects on extrinsic goal orientation (η²=0.103), task value (η²=0.169), control of learning beliefs (η²=0.175), and self-efficacy for learning and performance (η²=0.346). → Yalçınkaya 2012 q2 i1 No statistically significant differences were detected between groups in intrinsic goal orientation (F(1,43)=2.867, p=0.098, η²=0.063) or test anxiety (F(1,43)=0.429, p=0.516, η²=0.010), with low observed power (0.38 and 0.10). → Yalçınkaya 2012 (2)

Evidence¶

Yalçınkaya 2012¶

Yalçınkaya, E., Boz, Y., & Erdur-Baker, Ö. (2012). Is case-based instruction effective in enhancing high school students' motivation toward chemistry? Science Education International, 23(2), 102-116. https://eric.ed.gov/?id=EJ975553

q2 · i2 · causal · r2

Follow-up univariate ANOVAs on gain scores from the same 45-student quasi-experiment. The article reports partial eta squared values "ranging from 0.17 to 0.35" as large for task value, control of learning beliefs and self-efficacy, and a moderate effect (η²=0.10) for extrinsic goal orientation.

"ANOVA analysis revealed a statistically significant effect of treatment on 10th grade students' extrinsic goal orientation (F (1,43) =4.961, p<0.05, 2= 0.103), task value (F(1,43)= 8.768, p<0.05, 2= 0.169) control of learning beliefs (F(1,43)=9.149, p<0.05, 2= 0.175), self -efficacy for learning and performance (F(1,43)=,22.782, p<0.05, 2= 0.346)"

Yalçınkaya 2012 (2)¶

Yalçınkaya, E., Boz, Y., & Erdur-Baker, Ö. (2012). Is case-based instruction effective in enhancing high school students' motivation toward chemistry? Science Education International, 23(2), 102-116. https://eric.ed.gov/?id=EJ975553

q2 · i1 · η² 0.010–0.063, both non-significant · causal · r1

Same quasi-experiment, non-significant follow-up ANOVAs on gain scores for intrinsic goal orientation (p=0.098, η²=0.063, observed power 0.381) and test anxiety (p=0.516, η²=0.010, observed power 0.098), as printed in Table 4. With 45 students and low observed power, the study did not detect a difference on these two subscales; that is not evidence of no effect. The article notes that test anxiety rose in the experimental group, a difference that was not significant.

"whereas no statistically significant differences were found between control and experimental group students in terms of intrinsic goal orientation (F(1,43)= 2.867, p>0.05) and test anxiety (F(1,43)= 0.429, p>0.05)"

Discussion¶

Learner Variables¶

• Academic Anxiety — outcome: instruction changes it
• Achievement Goal Orientation — outcome: instruction changes it
• Self-Efficacy — outcome: instruction changes it

Related Claims¶

• Experimental and control groups were equivalent at pre-test on all motivation dimensions except test anxiety — related
• Students' extrinsic goal orientation, task value, control of learning beliefs, and self-efficacy decreased after traditional instruction for the gas unit — related
• Case-based instruction significantly improves 10th-grade students' perceived motivation toward chemistry compared with traditional instruction (overall multivariate effect) — a broader claim this one bears on
• After the Student Success Course, test anxiety significantly decreased while intrinsic goal orientation and self-efficacy significantly increased, but task value and control beliefs did not improve — related