Effect of resource-based instructions on pre-service biology teachers’ motivation toward learning biology

Abstract

Linking motivation and learning is central to understanding students’ motivation toward learning and learning itself as complex cognitive phenomena. Some studies focused on students’ motivation toward learning biology in general; however, the shortage of studies on the effect of animation-based instruction and small-group laboratory activities as Resource-based Instructions (RBIs) on pre-service biology teachers was realized. The present study aimed to determine the effect of resource-based Instructions on pre-service biology teachers’ academic motivation toward learning biology at private and public Universities in Rwanda. Pre-service biology teachers were grouped into three groups at a public teacher traning University and received a pre-and post-assessment. Quasi-experimental, pre and post-test control group design was used at a public university, while a repeated measures design was used at a private university. The standard academic motivation scale for learning biology (AMSLB) yielded a Cronbach alpha coefficient of 0.71 before use. The t-Test was computed to measure the statistically significant difference between the pre-and post-assessment scores and group of RBI interventions. Multivariate analysis (MANOVA) was computed to measure the effect of RBIs vis à vis the AMSLB factors. Findings revealed no statistically significant difference (df=18, p=.458) in the motivation of learning biology of pre-service teachers before and after learning via traditional instruction at a public university. However, a statistically signficant difference was found with animation instruction (df=18, p=.002) and lab instruction (df=18, p=.014). The motivation of learning biology increased at a public university than at a private university. However, animations and small-group lab activities increased pre-service biology teachers’ intrinsic and extrinsic—career motivation of learning biology at both universities. Therefore, the study recommends using RBIs to improve pre-service biology teachers’ motivation toward learning biology.

Effect of Inquiry-Based Learning on Students’ Attitude Towards Learning Biology at Upper Secondary Schools in Rwanda

“…This can specifically be seen in the inquiry-based learning method used in an experimental group of students, which is an active learning method that offers a learning environment that facilitates learners to collaborate and actively engage in their learning (Nkurikiyimana et al, 2022;Nyirahagenimana et al, 2022). This study is in agreement with other studies revealing that teaching methods that actively engage learners in biology lesson with resources improve students' attitude toward learning biology (Armbruster et al, 2010;Fančovičová & Prokop, 2008;Kisoglu, 2018;Mukagihana et al, 2021a;.…”

“…Upon intervention, either inquiry-based learning or conventional teaching method influence an increase in attitude change. This was confirmed by Rogayan (2019); Mukagihana et al (2021a), asserting that after learning, students improve their attitude towards biology regardless of the teaching techniques they went through. Nevertheless, statistical results with a one-way variance analysis showed a significant difference in attitude change between the two groups in favor of the experimental group taught with inquiry-based learning at a .05 significance level.…”

“…However, slight difference was noticed in favor of females. In addition, the lab environment has shown increasing motivation to learn biology at the Universities in Rwanda (Mukagihana et al, 2021a).…”

Rwandan secondary school students’ attitudes in learning chemistry: explored with task-based instruction

“…The need for motivation in learning biology was explored by Mukagihana et al. (2021) and found that there was no statistically significant difference in the motivation of learning the biology of pre-service teachers before and after learning with traditional instruction at a public university while this difference was found statistically significant via animation instruction.…”

“…The need for motivation in learning biology was explored by Mukagihana et al (2021) and found that there was no statistically significant difference in the motivation of learning the biology of pre-service teachers before and after learning with traditional instruction at a public university while this difference was found statistically significant via animation instruction. The findings from the study of Sibomana et al (2021) showed that the lack of insufficient instructional materials, science laboratories, and the predominant use of teacher-centered methods decrease students' interest in learning and hence perform poorly.…”