To download article.DOI: 10.15507/1991-9468.111.027.202302.208-226
Investigating the Impact of Online Learning Clubs on Student Motivation and Self-Efficacy in Science: An Experimental Study
Yuliya D. Kersha
Junior Research Fellow at the Center for General and Additional Education named after Pinskiy, HSE University (20 Myasnitskaya St., Moscow 101000, Russian Federation), ORCID: https://orcid.org/0000-0002-4481-380X, Researcher ID: K-5723-2015, This email address is being protected from spambots. You need JavaScript enabled to view it.
Aleksey S. Obukhov
Leading Expert of the Center for General and Additional Education named after Pinskiy, HSE University (20 Myasnitskaya St., Moscow 101000, Russian Federation), ORCID: https://orcid.org/0000-0001-7215-3901, Researcher ID: R-1918-2017, This email address is being protected from spambots. You need JavaScript enabled to view it.
Abstract
Introduction. Russian studentsʼ natural science literacy lags behind that of their counterparts in other countries, largely due to a lack of interest in the subject area and low self-confidence. Digital technologies offer new opportunities for basic and additional education that can help address these challenges and increase student engagement in the natural sciences. However, not all digital learning formats have been thoroughly examined in terms of their impact on studentsʼ engagement and learning outcomes. This research aims to evaluate the effectiveness of additional online science clubs in enhancing motivation and self-efficacy among schoolchildren in this subject area.
Materials and Methods. To investigate the issue, we conducted an experiment involving 1 023 students in grades 7–9 from the Khangalassky ulus of the Republic of Sakha. The experimental group consisted of students randomly selected to participate in online science club on the GlobalLab platform, while the control group continued with regular studies. Using structural equation modelling and instrumental variable methods, we have analyzed data on changes in the level of motivation and self-efficacy of both groups, while also controlling for socio-demographic characteristics and overall curiosity levels of the students.
Results. The findings indicate that online clubs have the potential to increase motivation and self-efficacy in natural science subjects, but their widespread use requires further investigation. The comparison of results between the control and experimental groups revealed a slight improvement in both general and subject motivation, as well as subject self-efficacy for students in the experimental group. The instrumental variable approach proved a more significant impact of online club participation on motivation and self-efficacy but only in the specific subject in which the child was engaged. At the same time, the study revealed a rather low interest among students to participate in online science club as extracurricular activity.
Discussion and Conclusion. The findings of the study support the notion that online clubs are effective in enhancing studentsʼ motivation and self-efficacy in natural sciences. However, the research also identified certain limitations in the use of additional education outside of school. For instance, students may lack a clear understanding of their participation goals, which can affect their interest in engaging in such activities. Thus, the results of the study provide a basis for evaluating the potential of online formats in additional education and for making recommendations for their optimal use.
Keywords: motivation, self-efficacy, online science club, scientific literacy, extracurricular education
Funding: The study was carried out with the financial support of the Russian Foundation for Basic Research within the framework of research project No. 19-29-14190 “Development of motivation and self-efficacy of schoolchildren in the study of natural sciences through classes in online circles (under programs of additional education in the natural sciences)ˮ.
Acknowledgements: The authors express their gratitude: for providing the digital platform and supporting the experiment, the GlobalLab team and personally T.V. Krupa, Ya.V. Zlochevskaya, N. Vasilieva; for submitting a sample for the implementation of the experiment to the district Department of Education and schools of the Khangalassky ulus of the Republic of Sakha (Yakutia); for assistance in the development of survey methods Ph.D. Yu.A. Tyumeneva; Academician of the Russian Academy of Sciences and Russian Academy of Education A.L. Semenov; for scientific and organizational support of the experiment Ph.D. S.G. Kosaretsky; for help in editing the text the Ph.D. sciences of education R.S. Zvyagintsev.
Conflict of interest: The authors declare no conflict of interest.
For citation: Kersha Y.D., Obukhov A.S. Investigating the Impact of Online Learning Clubs on Student Motivation and Self-Efficacy in Science: An Experimental Study. Integration of Education. 2023;27(2):208–226. https://doi.org/10.15507/1991-9468.111.027.202302.208-226
All authors have read and approved the final manuscript.
Submitted 24.10.2022; revised 01.02.2023;
accepted 08.02.2023
Author contribution:
Y. D. Kersha – organization and coordination of the study; data collection; processing and interpretation of results; preparation of sections of the text.
A. S. Obukhov – organization of the study; interpretation of the results; preparation of review of studies.
This work is licensed under a Creative Commons Attribution 4.0 License.
