Investigating the effect of project-based teaching on the motivation of 12th grade students in chemistry

Articles in Press

Document Type : Research Paper

Authors

1 Department of Chemistry Education, Farhangian University, Tehran, Iran

2 Chemistry Teacher of Imam Hossein girls' high school, Ahvaz

Abstract

This research aimed to investigate the impact of project-based learning on the academic achievement motivation of 12th - grade chemistry students. The research employed a quasi-experimental design with a pre-test and post-test to compare an experimental group that received project-based instruction with a control group. The study population comprised all 12th - grade students enrolled in science and mathematics programs in Ahvaz, Iran, during the 2023 - 2024 academic year. A convenience sample of 54 students was selected for the study. The McInerney Academic Achievement Motivation Scale was utilized to gather data. Data analysis was conducted using a one-way analysis of covariance. The findings indicated a significant difference in academic achievement motivation between the experimental and control groups, supporting the hypothesis that project-based learning positively influences students' motivation. A closer examination of the specific components of achievement motivation, including task completion, effort, competition, social power, social dependence, social interest, praise, and reward, revealed that project-based learning had the most pronounced effect on the "task completion" component. Conversely, the "social interest" component demonstrated the least responsiveness to this instructional approach. These results suggest that while project-based learning can significantly enhance students' overall motivation, its impact may vary across different motivational dimensions.

Keywords

Educational and Scholastic studies

Articles in Press, Accepted Manuscript
Available Online from 13 May 2025

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