Improving students' performance, motivation, and learning attitude through influence-embedded physics instruction

• Main Author: Duque, Domarth Ace G.
• Format: text
• Language: English
• Published: Animo Repository 2018
• Subjects: Physics > Study and Teaching; Effective teaching; Motivation in education
• Online Access: https://animorepository.dlsu.edu.ph/etd_masteral/5452
• Institution: De La Salle University

Persuasion has always been a part of human daily interaction. This study sought to improve students motivation and learning attitudes through Influence-embedded physics instruction. Influence-embedded instruction in physics was given to underperforming Grade 9 students of a public school in Cavite. These were intact classes which belonged to the bottom population of their batch. Influence-embedded instruction involves teaching while integrating Ciladinis best practices for persuasion and Fogg Behavior Model (FBM). After the Influence-embedded physics instruction, there was a significant increase in the scores of the students with Cohens d values dexam1=0.60, dexam2=0.96, and dexam3=0.76. In addition, the self-efficacy and self-determination of the students improved with Cohens d values of 1.00 and 0.97, respectively. Not surprisingly, the students intrinsic motivation and grade motivation did not increase as much: dint=0.79 and dgra=0.52. Lastly, all dimensions of the learning attitudes did not have significant change except for personal interest. Among the best practices for persuasion used, the study revealed reciprocation, liking, social proof, and scarcity to be effective in improving student motivation and academic performance. As for FBM core factors, students were motivated by simple treats and the fun and playful atmosphere of the class. Likewise, evidences revealed that simplifiers (ability) in the form of printed materials and the proactive use of Filipino helped students learn better.