Students' extrinsic goal orientation, task value, control of learning beliefs, and self-efficacy decreased after traditional instruction for the gas unit¶

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

Subclaims¶

q2 i? Descriptive statistics showed the control group's gain scores were negative on extrinsic goal orientation, task value, control of learning beliefs, and self-efficacy after traditional instruction. → 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 · i? · causal · r2

Descriptive statistics (Table 2) from the 45-student quasi-experiment: control-group pretest-posttest gains were negative on these four subscales (e.g., GainTV pretest 29.25, posttest 26.35). These are descriptive means; no significance test of the within-group decrease is reported.

"students' ext rinsic goal orientation, task value, control of learning beliefs and self efficacy for learning and performance decreased after receiving traditional instruction for the gas unit (Refer to Table 2)"

Discussion¶

Learner Variables¶

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

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 — related
• Self-efficacy and performance goal motivation did not change significantly in any of the three groups — reports the opposite
• Cooperative learning raised value-component motivation (intrinsic goal orientation, extrinsic goal orientation, task value) more than lecture-based teaching — related
• Creating educational Vlogs improved trainee teachers' motivational beliefs relative to written reflections — related
• Cooperative learning raised expectancy-component motivation (control of learning beliefs, self-efficacy for learning and performance) more than lecture-based teaching — related
• Experimental and control groups were equivalent at pre-test on all motivation dimensions except test anxiety — related