Students' intrinsic motivation in the context of inquiry-based geography instruction
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Dátum
2025
Autori
Názov časopisu
ISSN časopisu
Názov zväzku
Vydavateľ
Wydawnictwo Adam Marszałek : Toruń
ISBN
ISSN
1732-6729
Abstrakt
The main aim of the study was to determine whether the implementation of inquiry-based geography instruction had a positive effect on intrinsic motivation of lower secondary school students. A quasi-experimental design was employed, in which students attended both traditional and inquiry-based lessons. The research instrument was the standardised Intrinsic Motivation Inventory (IMI). The collected data were processed using the software R. The results revealed that inquiry-based instruction had a significantly positive effect on students’ intrinsic motivation. This finding serves as an important argument for implementing inquiry-based elements in education – an approach emphasised in the new national curriculum in Slovakia.
Popis
In: The New Educational Review. Toruń : Wydawnictwo Adam Marszałek, 2025. ISSN 1732-6729. pp. 95-107, No. 82 (2025), s. 95-107.
Kľúčové slová
nižšie sekundárne vzdelávanie, nižšie stredné vzdelávanie, lower secondary education, vnútorná motivácia, intrinsic motivation, geografické vzdelávanie, geographic education, učenie, učenie sa, learning, dotazníky, questionnaires
Výstup z projektu
KEGA 022UMB-4/2025 Celoživotné vzdelávanie vysokoškolských učiteľov prírodovedných odborov v oblasti geografických informačných systémov
Citácia
Práva a licenčné podmienky
CC BY-NC Creative Commons Attribution-NonCommercial 4.0. International
info:eu-repo/semantics/openAccess
info:eu-repo/semantics/openAccess