Comparison of Two Small-Group Learning Methods in 12th-Grade Physics Classes Focusing on Intrinsic Motivation and Academic Performance

Autor/inn/en	Berger, Roland; Hanze, Martin
Titel	Comparison of Two Small-Group Learning Methods in 12th-Grade Physics Classes Focusing on Intrinsic Motivation and Academic Performance
Quelle	In: International Journal of Science Education, 31 (2009) 11, S.1511-1527 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
Schlagwörter	Physics; Secondary School Science; Grade 12; Secondary School Students; Cooperative Learning; Comparative Analysis; Motivation; Academic Achievement; Competence; Interpersonal Relationship; Personal Autonomy; Path Analysis; Self Determination; Theories + Suchen Sie Ihr Suchwort? Physik; School year 12; 12. Schuljahr; Schuljahr 12; Sekundarschüler; Kooperatives Lernen; psychologische; Motivation (psychologisch); Schulleistung; Kompetenz; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Individuelle Autonomie; Pfadanalyse; Selbstbestimmung; Theory; Theorie
Abstract	Twelfth-grade physics classes with 344 students participated in a quasi-experimental study comparing two small-group learning settings. In the jigsaw classroom, in contrast to the cyclical rotation method, teaching expectancy as well as resource interdependence is established. The study is based on the self-determination theory of motivation, which states that the satisfaction of the 'basic needs' for experiencing autonomy, competence, and social relatedness is essential to promote intrinsic motivation. Regarding the experience of competence, a small effect in favour of the jigsaw classroom was found, whereas students in the cyclical rotation setting showed medium-sized benefits in experiencing autonomy. A path analysis revealed that these opposing effects balanced each other; that is, no effect from small-group method to intrinsic motivation was found. In contrary to the motivational variables, achievement effects depended on the underlying study topic: based on scanning electron microscopy, the cyclical rotation setting outperformed jigsaw classroom, whereas an opposed trend is observed with regard to the microwave oven learning unit. The higher interestingness of the latter learning unit was revealed as a weak mediator from study topic to academic achievement. (Contains 3 notes, 5 figures, and 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10