Effect of resource-based instructions on pre-service biology teachers’ motivation toward learning biology
Linking motivation and learning is central to understanding students’ motivation toward learning and learning itself as complex cognitive phenomena. Some studies focused on students’ motivation toward learning biology in general; however, the shortage of studies on the effect of animation-based inst...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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LUMA Centre Finland
2021-12-01
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| Series: | LUMAT |
| Subjects: | |
| Online Access: | https://journals.helsinki.fi/lumat/article/view/1637 |
| _version_ | 1818407594579984384 |
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| author | Josiane Mukagihana Florien Nsanganwimana Catherine M. Aurah |
| author_facet | Josiane Mukagihana Florien Nsanganwimana Catherine M. Aurah |
| author_sort | Josiane Mukagihana |
| collection | DOAJ |
| description | Linking motivation and learning is central to understanding students’ motivation toward learning and learning itself as complex cognitive phenomena. Some studies focused on students’ motivation toward learning biology in general; however, the shortage of studies on the effect of animation-based instruction and small-group laboratory activities as Resource-based Instructions (RBIs) on pre-service biology teachers was realized. The present study aimed to determine the effect of resource-based Instructions on pre-service biology teachers’ academic motivation toward learning biology at private and public Universities in Rwanda. Pre-service biology teachers were grouped into three groups at a public teacher traning University and received a pre-and post-assessment. Quasi-experimental, pre and post-test control group design was used at a public university, while a repeated measures design was used at a private university. The standard academic motivation scale for learning biology (AMSLB) yielded a Cronbach alpha coefficient of 0.71 before use. The t-Test was computed to measure the statistically significant difference between the pre-and post-assessment scores and group of RBI interventions. Multivariate analysis (MANOVA) was computed to measure the effect of RBIs vis à vis the AMSLB factors. Findings revealed no statistically significant difference (df=18, p=.458) in the motivation of learning biology of pre-service teachers before and after learning via traditional instruction at a public university. However, a statistically signficant difference was found with animation instruction (df=18, p=.002) and lab instruction (df=18, p=.014). The motivation of learning biology increased at a public university than at a private university. However, animations and small-group lab activities increased pre-service biology teachers’ intrinsic and extrinsic—career motivation of learning biology at both universities. Therefore, the study recommends using RBIs to improve pre-service biology teachers’ motivation toward learning biology. |
| first_indexed | 2024-12-14T09:30:19Z |
| format | Article |
| id | doaj.art-e02dc7d9d1754d118d48e9a07ad87770 |
| institution | Directory Open Access Journal |
| issn | 2323-7112 |
| language | English |
| last_indexed | 2024-12-14T09:30:19Z |
| publishDate | 2021-12-01 |
| publisher | LUMA Centre Finland |
| record_format | Article |
| series | LUMAT |
| spelling | doaj.art-e02dc7d9d1754d118d48e9a07ad877702022-12-21T23:08:06ZengLUMA Centre FinlandLUMAT2323-71122021-12-019110.31129/LUMAT.9.1.1637Effect of resource-based instructions on pre-service biology teachers’ motivation toward learning biologyJosiane Mukagihana0Florien Nsanganwimana1Catherine M. Aurah2African Centre of Excellence for Innovative Teaching and Learning Mathematics and Science (ACEITLMS), University of Rwanda-College of Education (URCE), Rwamagana, RwandaUniversity of Rwanda-College of Education (URCE), Rwamagana, RwandaMasinde Muliro University, of Science and Technology, Kakamega, KenyaLinking motivation and learning is central to understanding students’ motivation toward learning and learning itself as complex cognitive phenomena. Some studies focused on students’ motivation toward learning biology in general; however, the shortage of studies on the effect of animation-based instruction and small-group laboratory activities as Resource-based Instructions (RBIs) on pre-service biology teachers was realized. The present study aimed to determine the effect of resource-based Instructions on pre-service biology teachers’ academic motivation toward learning biology at private and public Universities in Rwanda. Pre-service biology teachers were grouped into three groups at a public teacher traning University and received a pre-and post-assessment. Quasi-experimental, pre and post-test control group design was used at a public university, while a repeated measures design was used at a private university. The standard academic motivation scale for learning biology (AMSLB) yielded a Cronbach alpha coefficient of 0.71 before use. The t-Test was computed to measure the statistically significant difference between the pre-and post-assessment scores and group of RBI interventions. Multivariate analysis (MANOVA) was computed to measure the effect of RBIs vis à vis the AMSLB factors. Findings revealed no statistically significant difference (df=18, p=.458) in the motivation of learning biology of pre-service teachers before and after learning via traditional instruction at a public university. However, a statistically signficant difference was found with animation instruction (df=18, p=.002) and lab instruction (df=18, p=.014). The motivation of learning biology increased at a public university than at a private university. However, animations and small-group lab activities increased pre-service biology teachers’ intrinsic and extrinsic—career motivation of learning biology at both universities. Therefore, the study recommends using RBIs to improve pre-service biology teachers’ motivation toward learning biology.https://journals.helsinki.fi/lumat/article/view/1637academic motivationresource-based instructionslearning biologypre-service biology teachersuniversityRwanda |
| spellingShingle | Josiane Mukagihana Florien Nsanganwimana Catherine M. Aurah Effect of resource-based instructions on pre-service biology teachers’ motivation toward learning biology LUMAT academic motivation resource-based instructions learning biology pre-service biology teachers university Rwanda |
| title | Effect of resource-based instructions on pre-service biology teachers’ motivation toward learning biology |
| title_full | Effect of resource-based instructions on pre-service biology teachers’ motivation toward learning biology |
| title_fullStr | Effect of resource-based instructions on pre-service biology teachers’ motivation toward learning biology |
| title_full_unstemmed | Effect of resource-based instructions on pre-service biology teachers’ motivation toward learning biology |
| title_short | Effect of resource-based instructions on pre-service biology teachers’ motivation toward learning biology |
| title_sort | effect of resource based instructions on pre service biology teachers motivation toward learning biology |
| topic | academic motivation resource-based instructions learning biology pre-service biology teachers university Rwanda |
| url | https://journals.helsinki.fi/lumat/article/view/1637 |
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