Stimulating students' intrinsic motivation for learning chemistry through the use of context-based learning modules

Abstract

This paper introduces a research project in which five chemistry teachers, working in cooperation with university researchers, implemented a new teaching approach using context-based modules specially designed to stimulate the intrinsic motivation of students. The intention was to induce change in chemistry teachers' teaching approach from more traditional, extrinsically motivational teaching styles, into student centred approaches stimulating students' intrinsic motivation. Evaluation of the approach was by means of student pre- and post questionnaires, in part adapted from the intrinsic motivation instruments developed by Deci and Ryan based on indicators of autonomy, competence and relatedness, but also encompassing items of interest and value in the eyes of students. The questionnaire was validated after translation for use in the Estonian secondary and high school situation. Based on the questionnaire responses, it was found that students' (N = 416) motivation was significantly higher related to the lessons based on the modules compared to their previous chemistry lessons. While significant differences existed in questionnaire responses between the schools (teachers) before the intervention, there was no significant differences in post-questionnaire results. Implications of this are discussed.