Evaluating student motivation in organic chemistry courses: moving from a lecture-based to a flipped approach with peer-led team learning

Academic Motivation Scale-Chemistry (AMS-Chemistry), an instrument based on the self-determination theory, was used to evaluate students' motivation in two organic chemistry courses, where one course was primarily lecture-based and the other implemented flipped classroom and peer-led team learn...

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Bibliographic Details
Published in:Chemistry Education Research and Practice 2018-01, Vol.19 (1), p.251-264
Main Authors: Liu, Yujuan, Raker, Jeffrey R, Lewis, Jennifer E
Format: Article
Language:English
Subjects:
Academic Achievement
Blended Learning
Chemistry
College Students
Comparative Analysis
Conventional Instruction
Correlation
Covariance
Factor Analysis
Flipped classroom
Learning
Learning Motivation
Lecture Method
Measures (Individuals)
Motivation
Multivariate Analysis
Organic Chemistry
Outcomes of Education
Pedagogy
Pretests Posttests
Scores
Self Determination
Sex
Statistical Analysis
Student Motivation
Student Surveys
Students
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Summary:Academic Motivation Scale-Chemistry (AMS-Chemistry), an instrument based on the self-determination theory, was used to evaluate students' motivation in two organic chemistry courses, where one course was primarily lecture-based and the other implemented flipped classroom and peer-led team learning (Flip-PLTL) pedagogies. Descriptive statistics showed that students in both courses were more extrinsically motivated and their motivation moved in negative directions across the semester. Factorial multivariate analysis of covariance revealed a main effect of pedagogical approach. Students in the Flip-PLTL environment were significantly more motivated toward chemistry at the end of the semester while controlling for the motivation pre-test scores; however, there was no evidence for a sex main effect or an interaction effect between sex and pedagogical approach. Correlation results revealed variable relationships between motivation subscales and academic achievement at different time points. In general, intrinsic motivation subscales were significantly and positively correlated with student academic achievement; Amotivation was negatively correlated with academic achievement. The findings in this study showed the importance of Flip-PLTL pedagogies in improving student motivation toward chemistry.
ISSN:1109-4028
1756-1108
1756-1108
DOI:10.1039/c7rp00153c