Moderating Effects of Explanation on Relations Between Investigation and Student Learning Outcomes (75500)

Session Information: Learning Experiences, Student Learning & Learner Diversity
Session Chair: Maria Romina Labrador

Friday, 24 November 2023 13:40
Session: Session 3
Room: Room 607
Presentation Type: Oral Presentation

All presentation times are UTC + 9 (Asia/Tokyo)

The effectiveness of inquiry-based instructional practice in promoting student learning outcomes has been a topic of ongoing debate. This study aims to address this debate by examining the specific components of inquiry-based instruction, namely investigation and explanation. It further explores the moderating effects of explanation on the relations between investigation and student learning outcomes, science achievement, and attitudes toward science in an inquiry-based learning environment. Student attitudes toward science are conceptualized as self-efficacy, intrinsic motivation, and extrinsic motivation. Using data from the Programme of International Student Assessment, we conducted moderated regression analysis on nationally representative 15-year-old student samples from Korea (N=5581) and the United States (N=5712). The results indicated that explanation significantly moderated multiple relations between investigation and student learning outcomes. Notably, the moderating mechanisms differed between Korea and the United States. In Korea, a higher implementation of explanation alleviated the negative effect of investigation on achievement, whereas it worsened the negative relation in the United States. Regarding attitudes toward science, a higher level of explanation enhanced the beneficial effect of investigation on student self-efficacy, but a lower level of explanation was not significantly associated with the relation in Korea. Explanation significantly moderated the relation between investigation and intrinsic motivation in both Korea and the United States. In Korea, a lower explanation resulted in a negative effect of investigation on intrinsic motivation. The pattern was different in the United States. Furthermore, the effect of investigation on extrinsic motivation was significantly moderated by explanation only in the U.S.

Pey-Yan Liou, Korea University, South Korea
Eunjung Myoung, Korea University, South Korea

About the Presenter(s)
Professor Pey-Yan Liou is a University Professor/Principal Lecturer at Korea University in South Korea

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Posted by Clive Staples Lewis

Last updated: 2023-02-23 23:45:00