Development and effectiveness of STEM-based gamified experiments on students performance and motivation
This research aims to develop and determine the effectiveness of STEM-based gamified experiments(STEM-GE) on students performance and motivation. The development of STEM-GE was based on ADDIEmodel, constructivist, flow and motivation theory. Quasi experimental design was used on a numberof 40 founda...
Saved in:
| 主要作者: | |
|---|---|
| 格式: | thesis |
| 語言: | eng |
| 出版: |
2018
|
| 主題: | |
| 在線閱讀: | https://ir.upsi.edu.my/detailsg.php?det=5803 |
| 標簽: |
添加標簽
沒有標簽, 成為第一個標記此記錄!
|
| 總結: | This research aims to develop and determine the effectiveness of STEM-based gamified experiments(STEM-GE) on students performance and motivation. The development of STEM-GE was based on ADDIEmodel, constructivist, flow and motivation theory. Quasi experimental design was used on a numberof 40 foundation students from a science course in one of the private university. The sample wasselected by using cluster random sampling procedure with 20 students for each treatment andcontrol groups. Two instruments were used, namely test questions and questionnaire on motivation.Data were analysed using descriptive and inferential statistics. The findings indicated thatSTEM-GE have good validity (percentage of agreement = 92%). The findings of t- test revealed thatthere was a significant increase in students performance (t(38) =2.897, p <.05) in the treatment group by using STEM-GE compared to the control group.Mean score for students motivation showed that there was a high motivation (M= 4.07, SD = 13.48) in the treatment group by using STEM-GE. Pearson correlation analysis showed asignificant strong positive correlation (r = .812) between students performance and motivation inthe treatment group. As a conclusion, STEM-GE has improved students understanding andmotivation to conduct experiments during practical classes. The study implicates thatthe use of gamified strategies forexperiments with STEM content can enhance teaching and learning in science. |
|---|