Development of an instructional model to foster learning motivation and learning achievement based on self-efficacy and social cognitive development theories for lower primary students in international schools in Bangkok

Abstract

The objectives of this research were: 1) to develop an instructional model to foster learning motivation and learning achievement based on self-efficacy and social cognitive development theories for lower primary students, and 2) to evaluate the effectiveness of the developed model by implementing it in class. A pilot study was conducted to test the feasibility of the developed model before implementing it to a purposively selected sample of 11 Primary 2 students. The study employed a single group time-series design involving one group of participants and several observations or assessments pertaining to the participants’ mathematics learning before and after the treatment. The participants were taught using the developed procedures over 20 lessons. Their motivation to learn mathematics was measured using Young Children’s Academic Intrinsic Motivation Inventory which had been modified with permission from the author and publisher. Classroom observations and structured interviews were conducted to provide more insights into the participants’ learning behaviour. Their mathematics achievement was measured using the scores obtained on tests following the completion of each lesson unit. The findings of this study were as follow: a)The developed model had seven components as follow: 1) Cordiality: Teacher models warmth, respect, and caring attitude. 2) Collection: Teacher uses a variety of material/tool or opening presentation method to start the lesson. 3) Clarity: Teacher demonstrates to students the steps and procedure involved in solving the task by doing worked examples. 4) Coordination: Teacher provides students with initial tasks that are certain to bring success to the students and provide them practice in applying the procedure. 5) Challenge: Provide options of tasks for students to choose that gives them optimal challenge. 6) Confirmation: Record students’ results in individual file for evaluation of progress, and not compared with other students’ results. 7) Communication: Communicate faith in the students’ ability. Praise them for their effort. Challenge them to do their best. Based on those 7 components, the instructional procedure for use in the classroom is as follow: Teacher creates a positive environment throughout the lesson by i) maintaining a positive ambience where students feel encouraged, accepted and unafraid to try, and ii) communicating faith in the students’ ability and praising their effort and response. The lesson is taught in steps: 1) interest stimulation, 2) clear coordination, 3) individualized challenge, and ends with progress check. b)Results of this study show that the research participants’ motivation in learning mathematics was significantly higher (p≤.05) after the treatment. There was an improvement in their mathematics achievement where the participants achieved test scores higher than the set minimum criteria of 80 percent.