Effects of Inquiry-Based Learning Using Minecraft Education on Students' Achievement and Motivation in Transport in Living Things
DOI:
https://doi.org/10.22452/stem.vol7no1.2Keywords:
Inquiry-Based Learning, Minecraft Education, Transport in Living Things, Blood Circulation, Academic Performance, Student Motivation, Biology EducationAbstract
Studying biology, the transport in living things or the heart anatomy and blood circulation in the heart is the challenging topic for students to comprehend because of the complication of the physiological processes involved. This study examined the effect of an inquiry-based learning strategy by using Minecraft Education as a digital platform for conceptual modeling on the academic performance and motivation of secondary school students in the theme of Transport in Living Things. A quasi-experiment was employed with a sample of 60 secondary school students (30 experimental, 30 control). The quantitative data were obtained from academic performance tests and motivation surveys and analysed using ANCOVA (p < .05). The results displayed a significant increment in academic achievement, F (1, 57) = 5.315, p = .025, η2p = .085 and student motivation, F (1, 57) = 7.732, p = .007, η2p = .119, in the experimental group. The integration of IBL and ME is effective to improve cognitive and psychological learning output in biology education. This study presents an innovation approach to develop the creative instruction for teaching complex biological concepts in secondary schools.
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