THE IMPACTS OF A MARINE SCIENCE BOARD GAME ON MOTIVATION, INTEREST, AND ACHIEVEMENT IN MARINE SCIENCE LEARNING

Yen-Ling Lin; Shu Wen Huang; Cheng-Chieh Chang

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THE IMPACTS OF A MARINE SCIENCE BOARD GAME ON MOTIVATION, INTEREST, AND ACHIEVEMENT IN MARINE SCIENCE LEARNING

Title	THE IMPACTS OF A MARINE SCIENCE BOARD GAME ON MOTIVATION, INTEREST, AND ACHIEVEMENT IN MARINE SCIENCE LEARNING
Publication Type	Journal Article
Year of Publication	2019
Authors	Lin, Y-L, Huang, SW, Chang, C-C
Journal	Journal of Baltic Science Education
Volume	18
Issue	6
Start Page	907-923
Pagination	Continuous
Date Published	December/2019
Type of Article	Original article
ISSN	1648-3898
Other Numbers	E-ISSN 2538-7138
Keywords	board game teaching, learning interest, learning motivation, marine education, science education
Abstract	This research sought to explore how teaching utilizing a marine science-related board game affected students’ motivation, interest, and achievement in marine science learning at the high school level. The research utilized an experimental design with pre-test and post-test measurements and a classroom setting, and included an experimental group containing 25 students and a control group containing 26 students. The experiment was carried out over the course of 12 lessons, with various questionnaires, including a marine science learning motivation (MSLM) inventory, a marine science learning interest (MSLI) inventory, and a marine science learning achievement (MSLA) inventory, being used as the measurement instruments. The research analysed the students’ scores on these inventories using one-way analysis of ANCOVA. The main results of this research were as follows: 1) with regard to the MSLM inventory, the ‘relevance’, ‘confidence’, and ‘total score’ were significantly different between the two groups; 2) with regard to the MSLI inventory, the ‘cognitions regarding marine science’ were significantly different between the two groups; and 3) with regard to the MSLA, all of the dimensions including ‘memory’, ‘understanding’, ‘high-level thinking’, and ‘total score’ were significantly different between the two groups.
URL	http://oaji.net/articles/2019/987-1576226192.pdf
DOI	10.33225/jbse/19.18.907
Refereed Designation	Refereed
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