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Learning science - cognitive, affective, and social factors
Regarding the motivational constructs, a significant path to the sustainability of SDL
instructional unit energy was only found from Intrinsic Motivation (0.14**). If the complex
model is calculated separately for the treatment group, this path is 0.25** and the linear effect
concerning the treatment group of low-level secondary school is even 0.45*** that is 20 % of
the variance. Overall, one conclusion might be that achievement in physics is very stable and
can hardly be influenced.
0.31
0.46
Class test
Electricity
Follow-up test
Electricity
0.83
0.74
-0.09
Achievement
Electricity
0.15*
0.47***
Preknowledge
Energy
0.78***
0.02
1.00
Pre test
Energy
0.00
0.00
Transparency
t3
1.00
Transparency
0.10
0.32***
0.05
0.03
Achievement
Energy
1.00
Class test
Energy
0.00
0.00
0.60
0.10
Autonomy
t3
Competence
Orientation t3
Interest
Orientation t3
1.00
0.63
0.95
0.28***
Autonomy
0.21***
(Intrinsic)
Motivation
0.14**
0.04
0.05
0.38***
-0.01
Sustainability
Energy
0.27**
0.18***
1.00
Follow-up test
Energy
0.00
figure 10: LISREL model (total); Chi² = 14.84; df = 14; p = 0.389; RMSEA = 0.014; N = 288
CONCLUSIONS AND IMPLICATIONS
Analysis of the data shows interesting effects of SDL on motivational constructs and
achievement (Göhring, 2010). Regarding low-level secondary school, SDL concept often has
an effect as was expected, in contrast to middle-level secondary school treatment. Based on
further analyses of the teachers’ feedback sheets, the quality of intervention was not as
intended in some classes of middle-level secondary school (e. g. less time, in part no
experiments and cooperative learning). Furthermore, complex models (Linear Structural
Relationships) show on one hand a significant path from Intrinsic Motivation to the
sustainability of SDL instructional unit energy, but on the other hand the stability of
achievement in physics. Greater variance concerning sustainability (energy) is explained by
the achievement in electricity. Another reason for why motivational effects of the SDL
treatment are lower than expected may be that motivation in the learning process is more
closely related to personal aspects (e. g. , teacher-student relationship; Gläser-Zikuda, Fuß,
Laukenmann, Metz, & Randler, 2005) than to instructional methods. Thus an educational
intervention focusing not only on instructional methods but also on the way of communication
and interaction between teacher and students may be more successful in influencing students’
motivation.
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