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Effects of a Dual-Approach Instruction on Students’ Science Achievement and Motivation

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Abstract

The aim of the present study was to investigate the effects of an intervention on students’ achievement and motivation. The intervention was in the form of an instructional approach named Dual-Approach Instruction since it was designed to facilitate both the cognitive and non-cognitive aspects of students’ learning. The intervention effects were assessed through a cluster-level assignment design, which compared the control and intervention groups’ achievement and motivational outcomes. A total of seven teachers and 427 grade 7 students participated in this study. Four teachers were assigned to the intervention condition and participated in a series of workshops on Dual-Approach Instruction. These teachers then applied the intervention to two topics, Speed and Density, with 231 students. The rest of the teachers and students were in the control group. Multiple regression analyses of students’ achievement and motivation pre-test and post-test scores indicated that the intervention had a significant effect on students’ achievement in complex problem solving, as well as in the following six motivational attributes: self-regulation, engagement, sense of competence, task goal orientation, education aspiration, and career aspiration in science. The results suggest that Dual-Approach Instruction benefits students in terms of dual outcomes: science achievement and motivation.

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Authors and Affiliations

  1. Institute for Positive Psychology and Education (IPPE), Australian Catholic University, PO Box 968, North Sydney, NSW, 2059, Australia

    Munirah Shaik Kadir, Alexander Seeshing Yeung & Richard M. Ryan

  2. Macquarie University, Sydney, Australia

    Anne Forbes

  3. Western Sydney University, Sydney, Australia

    Thierno M. O. Diallo

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  1. Munirah Shaik Kadir
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  2. Alexander Seeshing Yeung
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Correspondence to Munirah Shaik Kadir.

Ethics declarations

The study was approved by the Ministry of Education, Singapore. All ethics procedures were strictly followed, participation was voluntary, and data collected were anonymized before analysis. Teachers and students agreed to participate in the study, and to be filmed for the purpose of intervention fidelity. Parents of the student participants provided written consent for their child’s participation.

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Munirah Shaik KADIR, Ph.D., is an educational researcher whose research interests are the cognitive and motivational aspects of learning in science education. She is currently working for the Institute for Positive Psychology and Education at the Australian Catholic University.

Alexander S. YEUNG, Ph.D., is a professor and Deputy Director of the Institute for Positive Psychology and Education at the Australian Catholic University. His expertise includes cognition and instruction, educational and psychological studies, self-concept and learning motivation.

Richard M. RYAN, Ph.D., is a widely published researcher and theorist in human motivation and well-being with over 400 published empirical articles, chapters, and books. He is co-developer of Self-Determination Theory, an internationally researched theory of human motivation and personality development.

Anne FORBES, Ph.D., is a senior lecturer in STEM Education at the Macquarie University. Her research interests include ways to improve the implementation of science education through participation in Communities of Science Practice.

Thierno M.O. DIALLO, Ph.D., is a lecturer at Western Sydney University with the School of Social Sciences and Psychology. His research areas include structural equation modeling, multilevel modeling, longitudinal modeling, mixture modeling, and Monte Carlo simulations. Recent publications include papers in Psychological Methods, Structural Equation Modeling and Behavior Research Methods.

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Kadir, M.S., Yeung, A.S., Ryan, R.M. et al. Effects of a Dual-Approach Instruction on Students’ Science Achievement and Motivation. Educ Psychol Rev 32, 571–602 (2020). https://doi.org/10.1007/s10648-018-9449-3

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