Using socio Scientific Inquiry-Based Learning to Enhance Motivation for Learning Science.
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Abstract
The study aimed to examine the effectiveness of socio‑scientific inquiry‑based learning in enhancing science learning motivation among second-year Al-Azhar preparatory school students. A quasi‑experimental one‑group repeated‑measures design was employed with a sample of 35 students, who were taught selected units from the science curriculum using a socio‑scientific inquiry‑based learning model. The study focused on three dimensions of science learning motivation: task engagement, self‑efficacy, and social context. Three repeated measurements of these dimensions were obtained using a motivation performance observation checklist and a self‑assessment form that verified for validity and reliability. Quantitative data were analyzed using repeated measures ANOVA with partial eta squared as the effect size indicator, alongside a qualitative analysis of students’ responses based on three‑level performance rubrics. The results revealed statistically significant differences at (p ≤ 0.01) among the three measurements on the motivation dimensions, with large effect sizes. The qualitative analysis indicated a gradual shift from low to higher levels across the motivation dimensions, providing converging evidence for the effectiveness of socio‑scientific inquiry‑based learning in fostering science learning motivation among Azhar preparatory students. The study concludes with a set of methodological and practical recommendations for the development of science curricula and teacher education programs in this direction.
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Socio-scientific inquiry-based learning; motivation for science learning; Azhar preparatory stage.
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