Investigating the Impact of Online Learning Clubs on Student Motivation and Self-Efficacy in Science: An Experimental Study
Introduction. Russian studentsʼ natural science literacy lags behind that of their counterparts in other countries, largely due to a lack of interest in the subject area and low self-confidence. Digital technologies offer new opportunities for basic and additional education that can help address the...
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National Research Mordova State University
2023
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Online Access: | https://doi.org/10.15507/1991-9468.111.027.202302.208-226 https://doaj.org/article/10020d62e05541a59a789e95d0522285 |
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ftdoajarticles:oai:doaj.org/article:10020d62e05541a59a789e95d0522285 2023-07-23T04:21:33+02:00 Investigating the Impact of Online Learning Clubs on Student Motivation and Self-Efficacy in Science: An Experimental Study Yuliya D. Kersha Aleksey S. Obukhov 2023-06-01T00:00:00Z https://doi.org/10.15507/1991-9468.111.027.202302.208-226 https://doaj.org/article/10020d62e05541a59a789e95d0522285 RU rus National Research Mordova State University https://edumag.mrsu.ru/index.php/en/articles-en/122-23-2/1082-10-15507-1991-9468-111-027-202302-2 https://doaj.org/toc/1991-9468 https://doaj.org/toc/2308-1058 doi:10.15507/1991-9468.111.027.202302.208-226 1991-9468 2308-1058 https://doaj.org/article/10020d62e05541a59a789e95d0522285 Интеграция образования, Vol 27, Iss 2, Pp 208-226 (2023) motivation self-efficacy online science club scientific literacy extracurricular education Education L article 2023 ftdoajarticles https://doi.org/10.15507/1991-9468.111.027.202302.208-226 2023-07-02T00:35:10Z Introduction. Russian studentsʼ natural science literacy lags behind that of their counterparts in other countries, largely due to a lack of interest in the subject area and low self-confidence. Digital technologies offer new opportunities for basic and additional education that can help address these challenges and increase student engagement in the natural sciences. However, not all digital learning formats have been thoroughly examined in terms of their impact on studentsʼ engagement and learning outcomes. This research aims to evaluate the effectiveness of additional online science clubs in enhancing motivation and self-efficacy among schoolchildren in this subject area. Materials and Methods. To investigate the issue, we conducted an experiment involving 1 023 students in grades 7–9 from the Khangalassky ulus of the Republic of Sakha. The experimental group consisted of students randomly selected to participate in online science club on the GlobalLab platform, while the control group continued with regular studies. Using structural equation modelling and instrumental variable methods, we have analyzed data on changes in the level of motivation and self-efficacy of both groups, while also controlling for socio-demographic characteristics and overall curiosity levels of the students. Results. The findings indicate that online clubs have the potential to increase motivation and self-efficacy in natural science subjects, but their widespread use requires further investigation. The comparison of results between the control and experimental groups revealed a slight improvement in both general and subject motivation, as well as subject self-efficacy for students in the experimental group. The instrumental variable approach proved a more significant impact of online club participation on motivation and self-efficacy but only in the specific subject in which the child was engaged. At the same time, the study revealed a rather low interest among students to participate in online science club as extracurricular ... Article in Journal/Newspaper Republic of Sakha Directory of Open Access Journals: DOAJ Articles Sakha Integration of Education 27 2 208 226 |
institution |
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Directory of Open Access Journals: DOAJ Articles |
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ftdoajarticles |
language |
Russian |
topic |
motivation self-efficacy online science club scientific literacy extracurricular education Education L |
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motivation self-efficacy online science club scientific literacy extracurricular education Education L Yuliya D. Kersha Aleksey S. Obukhov Investigating the Impact of Online Learning Clubs on Student Motivation and Self-Efficacy in Science: An Experimental Study |
topic_facet |
motivation self-efficacy online science club scientific literacy extracurricular education Education L |
description |
Introduction. Russian studentsʼ natural science literacy lags behind that of their counterparts in other countries, largely due to a lack of interest in the subject area and low self-confidence. Digital technologies offer new opportunities for basic and additional education that can help address these challenges and increase student engagement in the natural sciences. However, not all digital learning formats have been thoroughly examined in terms of their impact on studentsʼ engagement and learning outcomes. This research aims to evaluate the effectiveness of additional online science clubs in enhancing motivation and self-efficacy among schoolchildren in this subject area. Materials and Methods. To investigate the issue, we conducted an experiment involving 1 023 students in grades 7–9 from the Khangalassky ulus of the Republic of Sakha. The experimental group consisted of students randomly selected to participate in online science club on the GlobalLab platform, while the control group continued with regular studies. Using structural equation modelling and instrumental variable methods, we have analyzed data on changes in the level of motivation and self-efficacy of both groups, while also controlling for socio-demographic characteristics and overall curiosity levels of the students. Results. The findings indicate that online clubs have the potential to increase motivation and self-efficacy in natural science subjects, but their widespread use requires further investigation. The comparison of results between the control and experimental groups revealed a slight improvement in both general and subject motivation, as well as subject self-efficacy for students in the experimental group. The instrumental variable approach proved a more significant impact of online club participation on motivation and self-efficacy but only in the specific subject in which the child was engaged. At the same time, the study revealed a rather low interest among students to participate in online science club as extracurricular ... |
format |
Article in Journal/Newspaper |
author |
Yuliya D. Kersha Aleksey S. Obukhov |
author_facet |
Yuliya D. Kersha Aleksey S. Obukhov |
author_sort |
Yuliya D. Kersha |
title |
Investigating the Impact of Online Learning Clubs on Student Motivation and Self-Efficacy in Science: An Experimental Study |
title_short |
Investigating the Impact of Online Learning Clubs on Student Motivation and Self-Efficacy in Science: An Experimental Study |
title_full |
Investigating the Impact of Online Learning Clubs on Student Motivation and Self-Efficacy in Science: An Experimental Study |
title_fullStr |
Investigating the Impact of Online Learning Clubs on Student Motivation and Self-Efficacy in Science: An Experimental Study |
title_full_unstemmed |
Investigating the Impact of Online Learning Clubs on Student Motivation and Self-Efficacy in Science: An Experimental Study |
title_sort |
investigating the impact of online learning clubs on student motivation and self-efficacy in science: an experimental study |
publisher |
National Research Mordova State University |
publishDate |
2023 |
url |
https://doi.org/10.15507/1991-9468.111.027.202302.208-226 https://doaj.org/article/10020d62e05541a59a789e95d0522285 |
geographic |
Sakha |
geographic_facet |
Sakha |
genre |
Republic of Sakha |
genre_facet |
Republic of Sakha |
op_source |
Интеграция образования, Vol 27, Iss 2, Pp 208-226 (2023) |
op_relation |
https://edumag.mrsu.ru/index.php/en/articles-en/122-23-2/1082-10-15507-1991-9468-111-027-202302-2 https://doaj.org/toc/1991-9468 https://doaj.org/toc/2308-1058 doi:10.15507/1991-9468.111.027.202302.208-226 1991-9468 2308-1058 https://doaj.org/article/10020d62e05541a59a789e95d0522285 |
op_doi |
https://doi.org/10.15507/1991-9468.111.027.202302.208-226 |
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Integration of Education |
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27 |
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2 |
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208 |
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226 |
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