Motivational Orientation and Concept Mapping Formats: Effects on Retention and Transfer in Chemistry Learning

• In Event: AERA Roundtable Session Saturday 1:45 pm - Gold 4
  In Roundtable Session: Framing Effort, Building Efficacy: Motivational Insights Across Contexts

Abstract

This study examined the impact of motivational orientation (intrinsic vs. extrinsic) and concept map formats (Correction vs. Fill-in-the-Blank) on chemistry learning outcomes. A 2 × 2 ANCOVA with 154 undergraduate Science, Technology, Engineering, and Mathematics (STEM) students revealed that intrinsically motivated students outperformed extrinsically motivated students on both retention (d = 0.51) and transfer (d = 0.40), consistent with Self-Determination Theory. While no main effect of map format was found, a significant interaction for transfer indicated that intrinsically motivated students benefited more from correction maps (d = 0.53), which promote error-based learning. These findings highlight the importance of integrating motivational factors with instructional strategies to optimize learning outcomes in STEM education. Practical implications are discussed.

Authors

• Blessing Akinrotimi, Washington State University

• Oluwafemi J. Sunday, Washington State University

• Yetunde Morenike Adaramola, Washington State University