网络学习俱乐部对学生科学学习动机和自我效能感影响的实验研究

Y. Kersha, A. Obukhov
{"title":"网络学习俱乐部对学生科学学习动机和自我效能感影响的实验研究","authors":"Y. Kersha, A. Obukhov","doi":"10.15507/1991-9468.111.027.202302.208-226","DOIUrl":null,"url":null,"abstract":"Introduction. Russian studentsʼ natural science literacy lags behind that of their counterparts in other countries, largely due to a lack of interest in the subject area and low self-confidence. Digital technologies offer new opportunities for basic and additional education that can help address these challenges and increase student engagement in the natural sciences. However, not all digital learning formats have been thoroughly examined in terms of their impact on studentsʼ engagement and learning outcomes. This research aims to evaluate the effectiveness of additional online science clubs in enhancing motivation and self-efficacy among schoolchildren in this subject area.\nMaterials and Methods. To investigate the issue, we conducted an experiment involving 1 023 students in grades 7–9 from the Khangalassky ulus of the Republic of Sakha. The experimental group consisted of students randomly selected to participate in online science club on the GlobalLab platform, while the control group continued with regular studies. Using structural equation modelling and instrumental variable methods, we have analyzed data on changes in the level of motivation and self-efficacy of both groups, while also controlling for socio-demographic characteristics and overall curiosity levels of the students.\nResults. The findings indicate that online clubs have the potential to increase motivation and self-efficacy in natural science subjects, but their widespread use requires further investigation. The comparison of results between the control and experimental groups revealed a slight improvement in both general and subject motivation, as well as subject self-efficacy for students in the experimental group. The instrumental variable approach proved a more significant impact of online club participation on motivation and self-efficacy but only in the specific subject in which the child was engaged. At the same time, the study revealed a rather low interest among students to participate in online science club as extracurricular activity.\nDiscussion and Conclusion. The findings of the study support the notion that online clubs are effective in enhancing studentsʼ motivation and self-efficacy in natural sciences. However, the research also identified certain limitations in the use of additional education outside of school. For instance, students may lack a clear understanding of their participation goals, which can affect their interest in engaging in such activities. Thus, the results of the study provide a basis for evaluating the potential of online formats in additional education and for making recommendations for their optimal use.","PeriodicalId":53450,"journal":{"name":"Integration of Education","volume":"5 1","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Investigating the Impact of Online Learning Clubs on Student Motivation and Self-Efficacy in Science: An Experimental Study\",\"authors\":\"Y. Kersha, A. Obukhov\",\"doi\":\"10.15507/1991-9468.111.027.202302.208-226\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Introduction. Russian studentsʼ natural science literacy lags behind that of their counterparts in other countries, largely due to a lack of interest in the subject area and low self-confidence. Digital technologies offer new opportunities for basic and additional education that can help address these challenges and increase student engagement in the natural sciences. However, not all digital learning formats have been thoroughly examined in terms of their impact on studentsʼ engagement and learning outcomes. This research aims to evaluate the effectiveness of additional online science clubs in enhancing motivation and self-efficacy among schoolchildren in this subject area.\\nMaterials and Methods. To investigate the issue, we conducted an experiment involving 1 023 students in grades 7–9 from the Khangalassky ulus of the Republic of Sakha. The experimental group consisted of students randomly selected to participate in online science club on the GlobalLab platform, while the control group continued with regular studies. Using structural equation modelling and instrumental variable methods, we have analyzed data on changes in the level of motivation and self-efficacy of both groups, while also controlling for socio-demographic characteristics and overall curiosity levels of the students.\\nResults. The findings indicate that online clubs have the potential to increase motivation and self-efficacy in natural science subjects, but their widespread use requires further investigation. The comparison of results between the control and experimental groups revealed a slight improvement in both general and subject motivation, as well as subject self-efficacy for students in the experimental group. The instrumental variable approach proved a more significant impact of online club participation on motivation and self-efficacy but only in the specific subject in which the child was engaged. At the same time, the study revealed a rather low interest among students to participate in online science club as extracurricular activity.\\nDiscussion and Conclusion. The findings of the study support the notion that online clubs are effective in enhancing studentsʼ motivation and self-efficacy in natural sciences. However, the research also identified certain limitations in the use of additional education outside of school. For instance, students may lack a clear understanding of their participation goals, which can affect their interest in engaging in such activities. Thus, the results of the study provide a basis for evaluating the potential of online formats in additional education and for making recommendations for their optimal use.\",\"PeriodicalId\":53450,\"journal\":{\"name\":\"Integration of Education\",\"volume\":\"5 1\",\"pages\":\"\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2023-06-30\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Integration of Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.15507/1991-9468.111.027.202302.208-226\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"Social Sciences\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Integration of Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.15507/1991-9468.111.027.202302.208-226","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"Social Sciences","Score":null,"Total":0}
引用次数: 0

摘要

介绍。俄罗斯学生的自然科学素养落后于其他国家的学生,主要是由于对学科领域缺乏兴趣和自信心不足。数字技术为基础教育和附加教育提供了新的机会,有助于应对这些挑战,提高学生对自然科学的参与度。然而,并不是所有的数字学习形式都对学生的参与和学习成果的影响进行了彻底的研究。本研究旨在评估在线科学俱乐部在提高小学生学习动机和自我效能方面的有效性。材料与方法。为了调查这个问题,我们对萨哈共和国Khangalassky地区7-9年级的1023名学生进行了一项实验。实验组由随机选择参加GlobalLab平台在线科学俱乐部的学生组成,而对照组继续进行常规学习。使用结构方程模型和工具变量方法,我们分析了两组学生的动机和自我效能水平的变化数据,同时还控制了社会人口统计学特征和学生的总体好奇心水平。研究结果表明,在线俱乐部有可能提高自然科学学科的学习动机和自我效能感,但它们的广泛使用需要进一步的调查。对照组和实验组的比较结果显示,实验组学生在一般动机和学科动机以及学科自我效能感方面都有轻微的提高。工具变量方法证明在线俱乐部参与对动机和自我效能感的影响更为显著,但仅在儿童参与的特定主题上。与此同时,研究显示,学生对参加网络科学俱乐部作为课外活动的兴趣相当低。讨论与结论。研究结果支持了网络俱乐部在提高学生自然科学学习动机和自我效能感方面的有效性。然而,这项研究也发现了利用校外额外教育的某些限制。例如,学生可能对自己的参与目标缺乏清晰的认识,这可能会影响他们参与此类活动的兴趣。因此,研究结果为评估在线形式在额外教育中的潜力以及为其最佳使用提出建议提供了基础。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
Investigating the Impact of Online Learning Clubs on Student Motivation and Self-Efficacy in Science: An Experimental Study
Introduction. Russian studentsʼ natural science literacy lags behind that of their counterparts in other countries, largely due to a lack of interest in the subject area and low self-confidence. Digital technologies offer new opportunities for basic and additional education that can help address these challenges and increase student engagement in the natural sciences. However, not all digital learning formats have been thoroughly examined in terms of their impact on studentsʼ engagement and learning outcomes. This research aims to evaluate the effectiveness of additional online science clubs in enhancing motivation and self-efficacy among schoolchildren in this subject area. Materials and Methods. To investigate the issue, we conducted an experiment involving 1 023 students in grades 7–9 from the Khangalassky ulus of the Republic of Sakha. The experimental group consisted of students randomly selected to participate in online science club on the GlobalLab platform, while the control group continued with regular studies. Using structural equation modelling and instrumental variable methods, we have analyzed data on changes in the level of motivation and self-efficacy of both groups, while also controlling for socio-demographic characteristics and overall curiosity levels of the students. Results. The findings indicate that online clubs have the potential to increase motivation and self-efficacy in natural science subjects, but their widespread use requires further investigation. The comparison of results between the control and experimental groups revealed a slight improvement in both general and subject motivation, as well as subject self-efficacy for students in the experimental group. The instrumental variable approach proved a more significant impact of online club participation on motivation and self-efficacy but only in the specific subject in which the child was engaged. At the same time, the study revealed a rather low interest among students to participate in online science club as extracurricular activity. Discussion and Conclusion. The findings of the study support the notion that online clubs are effective in enhancing studentsʼ motivation and self-efficacy in natural sciences. However, the research also identified certain limitations in the use of additional education outside of school. For instance, students may lack a clear understanding of their participation goals, which can affect their interest in engaging in such activities. Thus, the results of the study provide a basis for evaluating the potential of online formats in additional education and for making recommendations for their optimal use.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
Integration of Education
Integration of Education Social Sciences-Education
CiteScore
1.30
自引率
0.00%
发文量
37
审稿时长
16 weeks
期刊介绍: The journal was established by the resolution of the Russian Federation State Committee on Higher Education, the Ministry of Education of the Russian Federation, the State Assembly and Government of Republic of Mordovia of 12 July 1995. Integration of Education publishes original researches in the field of integration of education. The names and content of the Journal’s sections correspond to the fields of science and groups of specialties of scientific workers in accordance with the Nomenclature of Scientific Specialties in which academic degrees are awarded: 19.00.00 PSYCHOLOGY 13.00.00 PEDAGOGY 22.00.00 SOCIOLOGY
期刊最新文献
Competencies in Higher Education and the Labor Market: A Sociocognitive Analysis of the Problem of Integration Phenomenon of Psychological Well-Being in the Context of Medical Students’ Satisfaction with Educational Activities Sustainable Education at Higher Education Institutions (HEIs) and the COVID-19 Pandemic: A Bibliometric Review Study Field Review The Influence of Chinese Online Novels on the Values of Adolescents Topical Issues of Methodology of Developing Mentor’s Communication Competence Through Teaching Foreign Languages
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1