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 ins...

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Autores principales:	Josiane Mukagihana, Florien Nsanganwimana, Catherine M. Aurah
Formato:	article
Lenguaje:	EN FI SV
Publicado:	LUMA Centre Finland 2021
Materias:	academic motivation resource-based instructions learning biology pre-service biology teachers university Rwanda Education (General) L7-991 Science (General) Q1-390
Acceso en línea:	https://doaj.org/article/e02dc7d9d1754d118d48e9a07ad87770
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spelling	oai:doaj.org-article:e02dc7d9d1754d118d48e9a07ad877702021-12-03T13:09:39ZEffect of resource-based instructions on pre-service biology teachers’ motivation toward learning biology10.31129/LUMAT.9.1.16372323-7112https://doaj.org/article/e02dc7d9d1754d118d48e9a07ad877702021-12-01T00:00:00Zhttps://journals.helsinki.fi/lumat/article/view/1637https://doaj.org/toc/2323-7112 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. Josiane MukagihanaFlorien NsanganwimanaCatherine M. AurahLUMA Centre Finlandarticleacademic motivationresource-based instructionslearning biologypre-service biology teachersuniversityRwandaEducation (General)L7-991Science (General)Q1-390ENFISVLUMAT, Vol 9, Iss 1 (2021)
institution	DOAJ
collection	DOAJ
language	EN FI SV
topic	academic motivation resource-based instructions learning biology pre-service biology teachers university Rwanda Education (General) L7-991 Science (General) Q1-390
spellingShingle	academic motivation resource-based instructions learning biology pre-service biology teachers university Rwanda Education (General) L7-991 Science (General) Q1-390 Josiane Mukagihana Florien Nsanganwimana Catherine M. Aurah Effect of resource-based instructions on pre-service biology teachers’ motivation toward learning biology
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.
format	article
author	Josiane Mukagihana Florien Nsanganwimana Catherine M. Aurah
author_facet	Josiane Mukagihana Florien Nsanganwimana Catherine M. Aurah
author_sort	Josiane Mukagihana
title	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_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_sort	effect of resource-based instructions on pre-service biology teachers’ motivation toward learning biology
publisher	LUMA Centre Finland
publishDate	2021
url	https://doaj.org/article/e02dc7d9d1754d118d48e9a07ad87770
work_keys_str_mv	AT josianemukagihana effectofresourcebasedinstructionsonpreservicebiologyteachersmotivationtowardlearningbiology AT floriennsanganwimana effectofresourcebasedinstructionsonpreservicebiologyteachersmotivationtowardlearningbiology AT catherinemaurah effectofresourcebasedinstructionsonpreservicebiologyteachersmotivationtowardlearningbiology
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Effect of resource-based instructions on pre-service biology teachers’ motivation toward learning biology

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