Investigating the Influence of “Nested Inquiry-Based Instruction Model ” on 8th Graders ’ Motivation in Learning Physical Science

This study investigates the effect of inquiry-based instruction on 8th graders’ motivation in learning physical science. 295 students participated in this study. The experimental group consisted of five classes (n=155), the “nested inquiry-based instruction model ” was carried out in three units: “The basic structures of matter”, “The structure of element ” and “Temperature and Heat ” over the duration of four months. The control group (textbook-based instruction) consisted five classes of students (n=140). Students ’ perceptions on the intrinsic motivation were determined using the “Students ’ motivation towards science learning ” (SMTSL) (Tuan, Chin, & Shieh, 2005) questionnaire, collected from both groups before and after the experimental period. Results showed that, student’s learning motivation in inquiry-based and textbook-based classes both increased significantly (p<.001). However, the experimental group showed much higher gain scores (p < 0.001) than the control group, especially in the scales of self efficacy (SE), active learning strategy (ALS), achievement goal (AG), science learning value (SLV), learning environment stimulation (LES) and the total performance; only the non-performance goal (NPG) showed no significant difference. Overall, practicing the nested inquiry-based instruction model raised students ’ intrinsic learning motivation as well as in academic achievements