Table 4 Comparison between experimental and traditional teaching styles in terms of intrinsic motivation by school subject (third to seventh laboratory sessions).

From: The impact of long-term inquiry-based science education on students’ motivation and knowledge acquisition: the role of gender, subject, and level of inquiry

 

Chemistry

Biology

 

Interest/enjoyment

Effort/importance

Pressure

Value/usefulness

Interest/enjoyment

Effort/importance

pressure

value / usefulness

Md_CG (SD)

6.75 (0.74)

6.13 (1.19)

6.75 (1.25)

6.75 (1.30)

6.50 (1.10)

5.50 (1.17)

6.25 (1.20)

6.50 (1.57)

Md_EG (SD)

6.50 (1.07)

6.00 (0.91)

5.75 (1.23)

6.50 (1.33)

6.50 (1.05)

6.00 (1.07)

6.75 (1.34)

6.63 (1.44)

N_CG

72

72

72

72

55

55

55

55

N_EG

87

87

87

87

54

54

54

54

Mann–Whitney U

2520.0

2836.0

2387.5

2846.5

1261.0

1241.5

1160.0

1308.0

Wilcoxon W

6348.0

6664.0

6215.5

6674.5

2801.0

2781.5

2700.0

2848.0

Z

−2.21

−1.03

−2.61

−1.01

−1.39

−1.48

−2.02

−1.10

p-value (2-tailed)

0.03a

0.30

0.01a

0.31

0.17

0.14

0.04a

0.27

Cohen’s d

0.36

0.17

0.42

0.16

0.27

0.29

0.39

0.21

  1. CG control group, EG experimental group, SD standard deviation, Md median.
  2. aSignificant at the level of 0.05.
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