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ERIC Number: EJ1166546
Record Type: Journal
Publication Date: 2018-Jan
Pages: 14
Abstractor: As Provided
ISSN: EISSN-1756-1108
Evaluating Student Motivation in Organic Chemistry Courses: Moving from a Lecture-Based to a Flipped Approach with Peer-Led Team Learning
Liu, Yujuan; Raker, Jeffrey R.; Lewis, Jennifer E.
Chemistry Education Research and Practice, v19 n1 p251-264 Jan 2018
Academic Motivation Scale-Chemistry (AMS-Chemistry), an instrument based on the self-determination theory, was used to evaluate students' motivation in two organic chemistry courses, where one course was primarily lecture-based and the other implemented flipped classroom and peer-led team learning (Flip-PLTL) pedagogies. Descriptive statistics showed that students in both courses were more extrinsically motivated and their motivation moved in negative directions across the semester. Factorial multivariate analysis of covariance revealed a main effect of pedagogical approach. Students in the Flip-PLTL environment were significantly more motivated toward chemistry at the end of the semester while controlling for the motivation pre-test scores; however, there was no evidence for a sex main effect or an interaction effect between sex and pedagogical approach. Correlation results revealed variable relationships between motivation subscales and academic achievement at different time points. In general, intrinsic motivation subscales were significantly and positively correlated with student academic achievement; "Amotivation" was negatively correlated with academic achievement. The findings in this study showed the importance of Flip-PLTL pedagogies in improving student motivation toward chemistry.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Florida
Identifiers - Assessments and Surveys: Academic Motivation Scale
Grant or Contract Numbers: N/A