The Effect of an Experiential Learning Program on Middle School Students’ Motivation Toward Mathematics and Science

Andrea Weinberg, Carole Basile, Leonard Albright

Research output: Contribution to journalArticle

12 Citations (Scopus)

Abstract

A mixed methods design was used to evaluate the effects of four experiential learning programs on the interest and motivation of middle school students toward mathematics and science. The Expectancy-Value model provided a theoretical framework for the exploration of 336 middle school student participants. Initially, participants were generally positive and had relatively high mathematics and science motivation (Eccles et al., 1983). Overall interest in mathematics increased after completing the program, but a decrease in the importance of mathematics on students’ sense of self and some gender differences were detected, with males showing more gains than females. While few significant differences were found on the pre-post student self-ratings, other evidence suggests the program brought about meaningful change. Several potential reasons for the lack of detectable changes on self-reported student motivation measure are discussed. This article concludes with a discussion about the implications for the evaluation of science enrichment programs.

Original languageEnglish (US)
Pages (from-to)1-12
Number of pages12
JournalRMLE Online
Volume35
Issue number3
DOIs
StatePublished - Jan 1 2011
Externally publishedYes

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mathematics
science
learning
student
gender-specific factors
rating
lack
evaluation
evidence
Values

ASJC Scopus subject areas

  • Education

Cite this

The Effect of an Experiential Learning Program on Middle School Students’ Motivation Toward Mathematics and Science. / Weinberg, Andrea; Basile, Carole; Albright, Leonard.

In: RMLE Online, Vol. 35, No. 3, 01.01.2011, p. 1-12.

Research output: Contribution to journalArticle

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