Impact of an Active Learning Methodology on Students’ Emotions and Self-Efficacy Beliefs towards the Learning of Chemical Reactions—The Case of Secondary Education Students
The main goal of this article was to analyse the impact of the implementation of an active methodology, namely inquiry-based learning, on the emotions experienced by students and their self-efficacy beliefs toward the curricular content in relation to chemical reactions. A sample of 56 students at t...
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| Format: | Article |
| Language: | English |
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MDPI AG
2022-05-01
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| Series: | Education Sciences |
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| Online Access: | https://www.mdpi.com/2227-7102/12/5/347 |
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| author | Maria Antonia Dávila-Acedo Jesús Sánchez-Martín Diego Airado-Rodríguez Florentina Cañada-Cañada |
| author_facet | Maria Antonia Dávila-Acedo Jesús Sánchez-Martín Diego Airado-Rodríguez Florentina Cañada-Cañada |
| author_sort | Maria Antonia Dávila-Acedo |
| collection | DOAJ |
| description | The main goal of this article was to analyse the impact of the implementation of an active methodology, namely inquiry-based learning, on the emotions experienced by students and their self-efficacy beliefs toward the curricular content in relation to chemical reactions. A sample of 56 students at the third level of compulsory secondary education (K-9) was considered. It was found that the use of an active methodology had on the one hand, a statistically significant effect on the promotion of positive emotions and a decrease in negative emotions and on the other hand a positive effect on the improvement of students’ self-efficacy beliefs towards learning the curricular content related to chemical reactions. The implementation of practical activities in the classroom might lead to better learning of scientific content; at least, the results presented in the current article point in that direction. |
| first_indexed | 2024-03-10T03:00:32Z |
| format | Article |
| id | doaj.art-fe0e9406666a4635b9c40cc0ccf3c28a |
| institution | Directory Open Access Journal |
| issn | 2227-7102 |
| language | English |
| last_indexed | 2024-03-10T03:00:32Z |
| publishDate | 2022-05-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj.art-fe0e9406666a4635b9c40cc0ccf3c28a2023-11-23T10:45:56ZengMDPI AGEducation Sciences2227-71022022-05-0112534710.3390/educsci12050347Impact of an Active Learning Methodology on Students’ Emotions and Self-Efficacy Beliefs towards the Learning of Chemical Reactions—The Case of Secondary Education StudentsMaria Antonia Dávila-Acedo0Jesús Sánchez-Martín1Diego Airado-Rodríguez2Florentina Cañada-Cañada3Departamento de Didáctica de las Ciencias Experimentales y Matemáticas, Universidad de Extremadura, 06006 Badajoz, SpainDepartamento de Didáctica de las Ciencias Experimentales y Matemáticas, Universidad de Extremadura, 06006 Badajoz, SpainDepartment of Science Education, Universidad de Jaén, 23071 Jaén, SpainDepartamento de Didáctica de las Ciencias Experimentales y Matemáticas, Universidad de Extremadura, 06006 Badajoz, SpainThe main goal of this article was to analyse the impact of the implementation of an active methodology, namely inquiry-based learning, on the emotions experienced by students and their self-efficacy beliefs toward the curricular content in relation to chemical reactions. A sample of 56 students at the third level of compulsory secondary education (K-9) was considered. It was found that the use of an active methodology had on the one hand, a statistically significant effect on the promotion of positive emotions and a decrease in negative emotions and on the other hand a positive effect on the improvement of students’ self-efficacy beliefs towards learning the curricular content related to chemical reactions. The implementation of practical activities in the classroom might lead to better learning of scientific content; at least, the results presented in the current article point in that direction.https://www.mdpi.com/2227-7102/12/5/347emotionsself-efficacy beliefschemical reactionsactive learning |
| spellingShingle | Maria Antonia Dávila-Acedo Jesús Sánchez-Martín Diego Airado-Rodríguez Florentina Cañada-Cañada Impact of an Active Learning Methodology on Students’ Emotions and Self-Efficacy Beliefs towards the Learning of Chemical Reactions—The Case of Secondary Education Students Education Sciences emotions self-efficacy beliefs chemical reactions active learning |
| title | Impact of an Active Learning Methodology on Students’ Emotions and Self-Efficacy Beliefs towards the Learning of Chemical Reactions—The Case of Secondary Education Students |
| title_full | Impact of an Active Learning Methodology on Students’ Emotions and Self-Efficacy Beliefs towards the Learning of Chemical Reactions—The Case of Secondary Education Students |
| title_fullStr | Impact of an Active Learning Methodology on Students’ Emotions and Self-Efficacy Beliefs towards the Learning of Chemical Reactions—The Case of Secondary Education Students |
| title_full_unstemmed | Impact of an Active Learning Methodology on Students’ Emotions and Self-Efficacy Beliefs towards the Learning of Chemical Reactions—The Case of Secondary Education Students |
| title_short | Impact of an Active Learning Methodology on Students’ Emotions and Self-Efficacy Beliefs towards the Learning of Chemical Reactions—The Case of Secondary Education Students |
| title_sort | impact of an active learning methodology on students emotions and self efficacy beliefs towards the learning of chemical reactions the case of secondary education students |
| topic | emotions self-efficacy beliefs chemical reactions active learning |
| url | https://www.mdpi.com/2227-7102/12/5/347 |
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