The Effects of Blended Situated Learning on Students' School Motivation, Academic Achievement and Test Anxiety

Document Type : Research Paper

Authors

Abstract

The main purpose of the present study was to determine the effects of Blended situated-based learning on students’ school motivation, learning, test anxiety and teaching satisfaction. It was a quasi-experimental study and a total of 34 psychology juniors at Tehran Payame-Noor University, who had enrolled in the "psychopathology 1" course for the first time and volunteered to participate in the study were selected as the sample group. Classes were randomly divided into the intervention and control groups. Eighteen students participated in the blended situated-based learning program and sixteen students participated in the lecture-based program. Student’s motivation was measured by the short form of Mc Inerney and Sinclaire school motivation questionnaire (1372) and test anxiety was determined by Ahvaz test anxiety questionnaire (1375). To determine academic achievement, a number of questions which were related to content were randomly selected from the content questions bank and were used in the pre- and post-tests. The same questions were used for both groups in pre-test and post-test stages. Teaching satisfaction was determined by direct multiple choice questions after instructional programs. Statistical analysis was done by Mannwithney test. It was shown that in comparison to lecture-based instruction, blended situated-based learning increased students’ learning (p<0.001); school motivation (p<0. 001); teaching satisfaction (p<0.001) and decreased their test anxiety (p<0.001).
 

Keywords

References

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Journal of Curriculum Research
Volume 1, Issue 2 - Serial Number 2
March 2012
Pages 177-200

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History

  • Receive Date: 06 April 2011
  • Revise Date: 31 December 2011
  • Accept Date: 18 January 2012

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