Thesis
The effects of hands-on learning on stem student motivation: a meta-analysis
Washington State University
Master of Arts (MA), Washington State University
05/2021
DOI:
https://doi.org/10.7273/000000061
Handle:
https://hdl.handle.net/2376/119923
Abstract
Traditionally, the predominant instruction mode in a typical classroom is a lecture where instructors explain the concepts verbally. There is a growing use of different active learning techniques in the classroom today. Some of these techniques include game-based learning, flipped classroom, collaborative learning, and hands-on learning. While many studies, over the past 20 years, have investigated the effects of hands-on learning on student performance, other studies have also examined the effects of hands-on learning on student motivation. However, to date, there is no comprehensive synthesis of the literature on the effects of hands-on learning on student motivation, especially in Science, Technology, Engineering, and Mathematics (STEM). Hence, the overarching goal of this meta-analysis was to examine empirical research regarding the effects of hands-on learning on student motivation. Following well-established standards for conducting rigorous meta-analyses, selection criteria were developed, and searches were systematically conducted on relevant databases using specific keyword combinations for both published and unpublished studies investigating the effect. Data from 21 independent studies involving 2,087 participants were extracted and analyzed. Overall weighted mean effect size shows a moderate statistically significant hands-on learning effect (d = 0.50, SE = 0.08, p < 0.01). Several variables moderated the overall effect size in various ways. For example, both learners with low prior knowledge and high prior knowledge benefitted from hands-on learning. However, learners with low prior knowledge befitted more from hands-on learning than high prior knowledge learners. Learners at all educational levels equally benefitted from hands-on learning of science and engineering topics. There was no significant difference across educational levels. This meta-analysis suggests that hands-on learning in the classroom may be associated with increased motivation and, therefore, beneficial for learning. Theoretical and
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Details
- Title
- The effects of hands-on learning on stem student motivation: a meta-analysis
- Creators
- Olufunso Oje
- Contributors
- OLUSOLA ADESOPE (Degree Supervisor) - Washington State University, UNKNOWNCHRISTOPHER HUNDHAUSEN (Degree Supervisor) - Washington State University, Electrical Engineering and Computer Science, School ofROBERT WILLIAM DANIELSON (Committee Member) - Washington State University, Educational Leadership, Sport Studies, and Educational/Counseling Psychology, Department of
- Awarding Institution
- Washington State University
- Academic Unit
- Department of Kinesiology and Educational Psychology
- Theses and Dissertations
- Master of Arts (MA), Washington State University
- Publisher
- Washington State University
- Format
- pdf
- Number of pages
- 73
- Identifiers
- 99900591862701842
- Language
- English
- Resource Type
- Thesis