Tiếng Việt
15(4)2025
Student’s academic performance and motivation via panel discussion under context-based learning approach in science 9
Corresponding author:Submitted: 15-02-2024
Accepted: 20-05-2024 Published: 18-10-2024
Abstract
discussions under the context-based learning approach compared to the non-context-based learning approach group. Both groups’ motivation levels were similar: “highly motivated.” Further analysis of the student's academic performance was revealed to be significantly different, thus rejecting the first null hypothesis. Furthermore, the two groups were found not to be significantly different in motivation levels, failing to reject the second null hypothesis. The student’s academic performance via panel
discussion under a context-based learning approach was improved. However, the pedagogical strategy did not affect the motivation level of students in science.
Keywords
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