数字化成长心态对提高化学学生学习动机和成绩的影响:非认知方法

IF 1.7 Q2 SOCIOLOGY
Societies Pub Date : 2024-07-23 DOI:10.3390/soc14080133
Muhammad Naeem Sarwar, Zahida Javed, Muhammad Shahid Farooq, Muhammad Faizan Nazar, Shahbaz Hassan Wasti, Intzar Hussain Butt, Ghulam Jillani Ansari, Rabia Basri, Sumaira Kulsoom, Zaka Ullah
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引用次数: 0

摘要

本研究调查了数字化成长心态对化学学生学习动机和成功的影响。这种方法涉及使用技术工具,鼓励学生面对挑战,即使遇到困难也要继续努力。学生可以通过这种富有成效的方法取得阶段性成果。本研究采用了一种混合方法设计,即混合方法类别中的有序解释型。研究项目的定量方面采用了前测-后测对照组匹配设计。之所以采用这种设计,是因为研究对象是巴基斯坦拉合尔的中学生,而且研究对象包括十年级以下的学生。只有实验组参加了数字化成长思维活动。对照组则使用传统方法进行教学。定性研究包括与实验组学生进行焦点小组讨论。结果显示,与对照组相比,实验组学生在学习动机和化学成绩方面有了明显的提高,这体现在实验组学生在前测和后测的平均成绩都高于对照组。本研究结果表明,如果将数字化成长思维干预措施恰当地纳入化学课程,不仅能够提高学生的参与度和后续成绩,还能为教育工作者提供在数字化时代值得实施的教学实践方面的宝贵见解。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Impact of a Digital Growth Mindset on Enhancing the Motivation and Performance of Chemistry Students: A Non-Cognitive Approach
The current study investigates the effects of a digital growth mindset on the motivation and success of chemistry students. The approach involves the use of technological tools that encourage students to face challenges and keep trying even when things become difficult. Students can achieve milestones by following this fruitful methodology. This study utilized a mixed-method design of an ordered–explanatory type, as identified in one of the categories of mixed-method approaches. The quantitative aspects of the research project were conducted using a matching-only pre-test–post-test control-group design. This was conducted because the study was carried out on secondary school students in Lahore, Pakistan, and the population included students up to the tenth grade. Only the experimental group participated in digital growth mindset activities. The control group was taught using traditional methods. The qualitative aspect of the study involved conducting focus group discussions with students in the experimental group. The results showed a significant improvement in motivation and chemistry achievement among the students in the experimental group, as evidenced by the higher mean scores from the pre-tests and the post-tests compared to the control group. The present research findings reveal that digital growth mindset interventions, when appropriately incorporated into chemistry curricula, possess the capacity to not only improve student engagement and subsequent performance but also to provide educators with valuable insights into instructional practices that are worth implementing in the digital era.
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来源期刊
Societies
Societies SOCIOLOGY-
CiteScore
3.10
自引率
9.50%
发文量
150
审稿时长
11 weeks
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