Students' motivational orientations, self-regulated learning strategies, and conceptual understanding in a constructivist environment using POGIL approach

This research study tried to investigate the effectiveness of POGIL (Process-Oriented Guided-Inquiry Learning) Approach, a constructivist-inspired teaching strategy, in the field of biology. It attempted to assess the students’ achievement goal orientation, self-efficacy beliefs, self-regulated lear...

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Main Author: Alombro, Nancy Cascaro
Format: text
Language:English
Published: Animo Repository 2009
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Online Access:https://animorepository.dlsu.edu.ph/etd_doctoral/248
https://animorepository.dlsu.edu.ph/context/etd_doctoral/article/1247/viewcontent/CDTG004595_P.pdf
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Institution: De La Salle University
Language: English
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spelling oai:animorepository.dlsu.edu.ph:etd_doctoral-12472024-01-19T04:54:57Z Students' motivational orientations, self-regulated learning strategies, and conceptual understanding in a constructivist environment using POGIL approach Alombro, Nancy Cascaro This research study tried to investigate the effectiveness of POGIL (Process-Oriented Guided-Inquiry Learning) Approach, a constructivist-inspired teaching strategy, in the field of biology. It attempted to assess the students’ achievement goal orientation, self-efficacy beliefs, self-regulated learning strategies, and level of conceptual understanding within three weeks of instruction. One intact class of freshmen nursing students of Notre Dame University, Cotabato City, enrolled in NATSCI 101 (Survey of Biological Sciences) course for the second semester of School year 2008-2009 was randomly chosen as subjects of the study. To determine the learners’ achievement goal orientations before and after the pedagogical intervention, PALS (Patterns of Adaptive Learning Survey) was administered while MSLQ (Motivated Strategies for Learning Questionnaire) was used to measure the students' self-efficacy beliefs and self-regulated learning strategies before and after instruction. The Concept Test on Cell Cycle developed by the researcher was administered as a pretest and posttest to look into students’ conceptual understanding prior and after the intervention respectively. Furthermore, to validate their responses in the given questionnaires and to delineate further their conceptual understanding, each student was asked to accomplish journal writing tasks and individual interview was likewise conducted among the selected students (with extreme scores), which were done after posttest administration. Results of the study revealed that there was a significant difference between the mean pretest score and mean posttest score of the respondents’ mastery goal orientation while there were no significant differences in the learners’ performance-avoidance and performance-approach goal orientations. Moreover, there was a significant difference between the mean pretest score and mean posttest scores of the respondents’ self-efficacy beliefs. It was also evident that there were significant differences between the mean pretest scores and mean posttest scores of the respondents in the following strategies: Elaboration, Organization, Metacognitive Self Regulation, and Time/Study Environmental Management. On the other hand, there were no significant differences in the following strategies: Rehearsal, Critical Thinking, Effort Regulation, Peer-Learning, and Help-Seeking. With regard to level of conceptual understanding, there was a significant difference between the mean pretest score and mean posttest scores of the respondents. To add, there was significant correlation between mastery goal orientation and conceptual understanding. However, there was no significant relationship between performance-approach, performance-avoidance, self-efficacy beliefs and conceptual understanding of the respondents, as well as between students’ self-regulated learning strategies and conceptual understanding. The results of the study seem to suggest that the use of POGIL strategy in biology instruction significantly enhances students’ mastery goal orientations, self-efficacy beliefs, and conceptual understanding, as well as help them develop self-regulated learning strategies that they consciously engage to help themselves learn better and achieve healthier gains academically. 2009-01-01T08:00:00Z text application/pdf https://animorepository.dlsu.edu.ph/etd_doctoral/248 https://animorepository.dlsu.edu.ph/context/etd_doctoral/article/1247/viewcontent/CDTG004595_P.pdf Dissertations English Animo Repository Process-oriented guided inquiry learning Learning strategies College student orientation Achievement motivation Biology
institution De La Salle University
building De La Salle University Library
continent Asia
country Philippines
Philippines
content_provider De La Salle University Library
collection DLSU Institutional Repository
language English
topic Process-oriented guided inquiry learning
Learning strategies
College student orientation
Achievement motivation
Biology
spellingShingle Process-oriented guided inquiry learning
Learning strategies
College student orientation
Achievement motivation
Biology
Alombro, Nancy Cascaro
Students' motivational orientations, self-regulated learning strategies, and conceptual understanding in a constructivist environment using POGIL approach
description This research study tried to investigate the effectiveness of POGIL (Process-Oriented Guided-Inquiry Learning) Approach, a constructivist-inspired teaching strategy, in the field of biology. It attempted to assess the students’ achievement goal orientation, self-efficacy beliefs, self-regulated learning strategies, and level of conceptual understanding within three weeks of instruction. One intact class of freshmen nursing students of Notre Dame University, Cotabato City, enrolled in NATSCI 101 (Survey of Biological Sciences) course for the second semester of School year 2008-2009 was randomly chosen as subjects of the study. To determine the learners’ achievement goal orientations before and after the pedagogical intervention, PALS (Patterns of Adaptive Learning Survey) was administered while MSLQ (Motivated Strategies for Learning Questionnaire) was used to measure the students' self-efficacy beliefs and self-regulated learning strategies before and after instruction. The Concept Test on Cell Cycle developed by the researcher was administered as a pretest and posttest to look into students’ conceptual understanding prior and after the intervention respectively. Furthermore, to validate their responses in the given questionnaires and to delineate further their conceptual understanding, each student was asked to accomplish journal writing tasks and individual interview was likewise conducted among the selected students (with extreme scores), which were done after posttest administration. Results of the study revealed that there was a significant difference between the mean pretest score and mean posttest score of the respondents’ mastery goal orientation while there were no significant differences in the learners’ performance-avoidance and performance-approach goal orientations. Moreover, there was a significant difference between the mean pretest score and mean posttest scores of the respondents’ self-efficacy beliefs. It was also evident that there were significant differences between the mean pretest scores and mean posttest scores of the respondents in the following strategies: Elaboration, Organization, Metacognitive Self Regulation, and Time/Study Environmental Management. On the other hand, there were no significant differences in the following strategies: Rehearsal, Critical Thinking, Effort Regulation, Peer-Learning, and Help-Seeking. With regard to level of conceptual understanding, there was a significant difference between the mean pretest score and mean posttest scores of the respondents. To add, there was significant correlation between mastery goal orientation and conceptual understanding. However, there was no significant relationship between performance-approach, performance-avoidance, self-efficacy beliefs and conceptual understanding of the respondents, as well as between students’ self-regulated learning strategies and conceptual understanding. The results of the study seem to suggest that the use of POGIL strategy in biology instruction significantly enhances students’ mastery goal orientations, self-efficacy beliefs, and conceptual understanding, as well as help them develop self-regulated learning strategies that they consciously engage to help themselves learn better and achieve healthier gains academically.
format text
author Alombro, Nancy Cascaro
author_facet Alombro, Nancy Cascaro
author_sort Alombro, Nancy Cascaro
title Students' motivational orientations, self-regulated learning strategies, and conceptual understanding in a constructivist environment using POGIL approach
title_short Students' motivational orientations, self-regulated learning strategies, and conceptual understanding in a constructivist environment using POGIL approach
title_full Students' motivational orientations, self-regulated learning strategies, and conceptual understanding in a constructivist environment using POGIL approach
title_fullStr Students' motivational orientations, self-regulated learning strategies, and conceptual understanding in a constructivist environment using POGIL approach
title_full_unstemmed Students' motivational orientations, self-regulated learning strategies, and conceptual understanding in a constructivist environment using POGIL approach
title_sort students' motivational orientations, self-regulated learning strategies, and conceptual understanding in a constructivist environment using pogil approach
publisher Animo Repository
publishDate 2009
url https://animorepository.dlsu.edu.ph/etd_doctoral/248
https://animorepository.dlsu.edu.ph/context/etd_doctoral/article/1247/viewcontent/CDTG004595_P.pdf
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