Enhancing students’ intrinsic motivation for radiation physics by inquiry-based learning: A quasi-experimental study of student behaviour

Abstract

This study investigated the effect of inquiry-based learning on students’ intrinsic motivation and free-choice behaviour in the context of the Dutch Ionising Radiation Practical. A crossover design was used, in which 123 students (11th grade of pre-university education) performed two radiation physics experiments with different approaches: a direct instruction experiment and a guided inquiry-based experiment. Intrinsic motivation was measured using pretest and posttest questionnaires, free-choice behaviour was assessed by counting numbers of attempted optional exercises at the end of each experiment, and exit questionnaires were used to evaluate students’ preferences for either approach. Results showed that there was no significant difference in students’ intrinsic motivation between the two approaches, but students’ perceived competence increased significantly more in the direct instruction approach than the inquiry-based approach (Cohen’s d = −0.472). Moreover, students tried significantly more optional exercises of the direct instruction experiments than the inquiry-based experiments. 63% of the students preferred the direct instruction approach, appreciating the clarity of the experiment, whereas 36% of the students preferred the inquiry-based approach because they experienced more autonomy. These results suggest that the inquiry-based approach of the Ionising Radiation Practical positively influences students’ autonomy, but it lacks sufficient support of students’ competence in order to increase their intrinsic motivation.