Case-based instruction significantly improves 10th-grade students' perceived motivation toward chemistry compared with traditional instruction (overall multivariate effect)¶

Claim · All claims
Evidence · 1 study · causal r2 · q2 · i3 large
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i3 One-way MANOVA on gain scores showed a significant multivariate effect of treatment (CBL vs TDCI) on the six MSLQ motivation subscales, with partial eta squared of 0.37. → Yalçınkaya 2012

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 · i3 · causal · r2

Quasi-experiment in one Anatolian high school: 45 10th-graders (25 CBL, 20 TDCI) taught the gas topic for 12 weeks; MSLQ motivation section given as pre- and post-test. MANOVA on gain scores: "Pillai's trace = 0.377, F (6, 38) = 3.839, p= 0.004", partial η² = 0.37, power 0.94.

"MANOVA analysis indicated the significant effect of treatment on students' perceived motivation (Pillai's trace = 0.377, F (6, 38) = 3.839, p= 0.004). The partial eta squared value of 0.37 showed a large effect of treatment on students' perceived motivation."

Discussion¶

Related Claims¶

• 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 — a narrower finding that bears on this claim
• Textbook format choice produces a significant multivariate difference in university students' motivation and self-regulated learning scores — related